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Les élèves ayant un TDAH sont tout particulièrement à risque de décrochage et d’échec scolaire. Pour tenter de les prévenir, plusieurs initiatives dans le domaine de la pratique ont été mises en place telles que la ludification. Dans cet écrit, la conception de ludification inclut les concepts du jeu et du jouer. Ce mémoire tente de répondre à la question suivante : comment la ludification est-elle utilisée dans les pratiques enseignantes auprès des élèves du secondaire et ceux ayant un TDAH ? Pour ce faire, les différentes conceptions actuelles de ludification de quatre enseignants du secondaire au Québec seront présentées. Les participants ont effectué deux entrevues et rédigé des récits d’événements sur leurs propres pratiques de ludification en classe. Un total de dix pratiques de ludification ont été décrites par nos participants et analysées selon les préoccupations enseignantes de Bucheton et Soulé identifiées dans leur modèle du multi-agenda (2009). De plus, lors des périodes ludifiées en classe, les enseignants ont identifié quelles ont été les retombées perçues sur le groupe de manière générale et plus spécifiquement sur leurs élèves ayant un trouble de déficit de l’attention avec ou sans hyperactivité (TDAH). Une analyse par triangulation des données a été effectuée pour permettre une discussion sur les différents types de ludification constatés, sur les retombées perçues auprès des élèves avec un TDAH, et sur l’effet de ces pratiques sur le rôle enseignant. Les résultats nous ont permis de constater que les pratiques de ludification donnent l’occasion de couvrir des compétences transversales et de favoriser un contexte d’autonomie et de participation en classe. Nous concluons que le défi de concevoir le concept de ludification est toujours actuel et que la ludification est rarement utilisée en classe au sein d’une population spécifique. Toutefois, nous avons constaté que la ludification de type ancrée est plutôt orientée vers l’autonomisation de l’élève, alors que la ludification circonscrite vise l’atmosphère de la classe. L’autonomie semble moins développée chez les élèves ayant un TDAH, mais leur participation et leur engagement émotif à la tâche sont fortement favorisés par les pratiques ludiques. / Students with ADHD are particularly at risk of academic disengagement and school underperformance. In the practical area, some initiatives have been implemented to prevent these phenomena such as ludification. In this essay, the used conception of ludification includes the concept of game and play. By this essay, we are intending to give a response to this question: how is the ludification of teachers’ practices used on high school students and the ones with ADHD? This work presents the multiple and actual conceptions of four high school teachers from Quebec. The participants did two interviews and completed accounts of events of their own ludic practices in class. In total, ten ludic practices have been described by our participants and analyzed according to the teachers’ preoccupations of Bucheton and Soulé identified in their model of the multi-agenda (2009). In addition, during these activities in class, the teachers had to identify what were the perceived benefits in general and for the students that have ADHD. A triangulation analysis of our data was done, allowing a discussion on the different types of ludification noticed, on the perceived impacts on ADHD students, and on the teachers’ role. Our results allowed us to observe that the gamified practices give the opportunity to cover transversal competences and to favour an autonomy context and participation in class. However, we observed that grounded ludification (ludification ancrée) is more oriented towards the autonomy development of the student, whereas the circumscribed ludification (ludification circonscrite) targets the class’s atmosphere. ADHD students’ autonomy seems less developed, but their motivation and their emotional engagement are favoured greatly by the ludic practices.

Autism Spectrum Disorder (ASD), previously known as Pervasive Development Disorder (PDD) is a developmental disorder present from early childhood. Children diagnosed with ASD commonly exhibit symptoms of ADHD resulting in increased severity of symptoms and impairment of functioning. This group of children is frequently treated with methylphenidate which has been recommended by some but criticised by others. This systematic review aims to explore the effect of methylphenidate treatment on symptoms of ASD, functioning and adverse effects  Six articles were extracted from five different databases (Medline, Psych INFO, PubMed, Scopus, and Web of Science) and chosen based on a pre-determined inclusion and exclusion criteria. The results show that MPH treatment may be successful as an intervention for some children with ASD showing ADHD symptoms while other children are very susceptible to adverse effects with some being unable to tolerate the treatment. The chosen studies provided limited acknowledgement of the effect on functioning making it an important focus for future research. It is important that professionals are aware of the negative effects MPH might cause to ensure a positive outcome and well-being for children with this disorder. There is a need for further understanding of the connection between ASD and ADHD with additional exploration of possible moderators such as IQ, dose size and level of functioning.

Background: Children and youths with neurodevelopmental disorders are less physically active and have inferior physical fitness levels than their typically developed peers. Organized activities, especially team sports, can be challenging to this group due to common socio-behavioral, linguistic, and personality characteristics and limitations in motor proficiency. Physical activity and team sports may benefit this group by improving cognition, attention, socio-emotional functioning, and motor skills. Aim: Explore the conditions for including children and youths with neurodevelopmental disorders in team sports in Sweden. Methods: A mixed-methods approach was applied. Semi-structured interviews investigated the structural and organizational practices surrounding barriers and enablers to inclusion and coach education. A nationwide web survey described the coaching population and assessed perceived knowledge and conditions for inclusion in team sports. Soccer, ice hockey, floorball, handball, and group gymnastics represented the team sports. A qualitative content analysis was applied to interview data, followed by descriptive and bivariate (chi-square and simple multinomial logistic regression) analyses and multiple multinomial logistic regressions. Results: This neurodiverse group was described as difficult to target due to its heterogeneity. Sports associations described going through an identity introspection and working on inclusion issues at large but had different ways of addressing neurodevelopmental disorders, and varying strategies to educate coaches. Most coaches reported receiving education outside of sports. 40% of coaches claimed to have knowledge of neurodevelopmental disorders, associated with personal experiences, female gender, and coaching older junior teams. 71.6% of coaches felt comfortable accommodating this group, also related to personal experience, coaching under 8 teams, knowing whom to turn to for support, and coaching older junior teams. Conclusion: While most coaches felt capable of accommodating children with neurodevelopmental disorders, coach knowledge was based on personal experiences and interests. Sports associations addressed the inclusion issue but need to develop their educational opportunities for coaches. Increased knowledge could make team sports more accessible to children with invisible disabilities. / Bakgrund: Barn och unga med neuropsykiatriska funktionsnedsättningar är mindre fysiskt aktiva och har sämre fysisk kondition än sina neurotypiska jämlikar. Organiserade aktiviteter, särskilt lagidrott, kan utgöra en utmaning för denna grupp på grund av vanliga sociala, språkliga och personliga egenskaper och beteenden, samt motoriska begränsningar. Fysisk aktivitet och lagidrott kan gagna denna grupp genom att förbättra kognition, uppmärksamhet, socio-emotionella och motoriska färdigheter. Syfte: Att utforska förutsättningarna för att inkludera barn och unga med neuropsykiatriska funktionsnedsättningar inom lagidrotten i Sverige. Metod: En blandad metod tillämpades. Semistrukturerade intervjuer användes för att undersöka strukturell och organisatorisk praxis kring hinder och möjliggörare för inkludering och ledarutbildningar. En nationell webb-baserad tvärsnittsundersökning beskrev gruppen med ledare och undersökte ledares självskattade kunskap och förutsättningar för inkludering inom lagidrotten. Fotboll, ishockey, innebandy, handboll och truppgymnastik representerade lagidrotten. En kvalitativ innehållsanalys applicerades på intervjumaterialet, följt av deskriptiva och bivariata (chi2 samt enkel multinomial logistisk regression) analyser samt multivariata logistiska regressioner. Resultat: Denna neurodiversa grupp beskrevs som en svår målgrupp på grund av sin heterogenitet. Idrottsförbunden beskrev hur de analyserar sig själva och arbetar med inkludering i bred bemärkelse men har olika sätt att adressera neuropsykiatriska funktionsnedsättningar, samt varierande strategier för att utbilda ledare. De flesta ledare rapporterade att de genomgått sin utbildning utanför idrotten. 40% av ledarna ansåg sig ha kunskap om neuropsykiatriska funktionsnedsättningar, vilket kunde associeras med personlig erfarenhet, kvinnligt kön och att träna äldre juniorer. 71,6% av ledare kände sig bekväma i att bemöta denna grupp, vilket också kunde associeras med personlig erfarenhet, att träna under 8-åringar, veta vem man kan vända sig till för hjälp, samt att träna äldre juniorer. Slutsats: Medan de flesta ledare kände sig kapabla att bemöta barn med neuropsykiatriska funktionsnedsättningar, baserades ledares kunskap på personlig erfarenhet och intresse. Idrottsförbunden adresserade inkluderingsfrågan men behöver utveckla utbildningsmöjligheterna för ledare. Ökad kunskap skulle kunna göra lagidrott mer tillgänglig för barn med osynliga funktionsnedsättningar.

Il y a consensus qu’approximativement la moitié des différences individuelles liées à l’agression physique sont héritées. Cependant, les premières manifestations comportementales et sociales de cette propension génétique demeurent inconnues. Cette étude vise à tester l’hypothèse selon laquelle, les scores polygéniques liés à l’agression (SPGAG) et au trouble du déficit de l’attention/hyperactivité (TDAH; SPGTDAH), tous deux ayant précédemment été associés à l’agression physique à l’âge scolaire, se manifesteraient d’abord par des comportements externalisés et des expériences adverses à la petite enfance. Les données génétiques de 718 participants (44,6 % garçons) de l’Étude longitudinale du développement des enfants du Québec (ELDEQ) ont été utilisées pour estimer les SPGs. L’agression physique à l’âge scolaire a été rapportée à six reprises entre 6 et 13 ans par des enseignants indépendants. Les mères ont rapporté les comportements externalisés (agression physique, hyperactivité, opposition) et les expériences adverses (difficultés avec les pairs, pratiques parentales hostiles et coercitives) à trois occasions entre l’âge de 3½ et 5 ans. Les résultats indiquent que ces deux SPGs prédisent l’agression physique à l’âge scolaire. Néanmoins, seules les difficultés avec les pairs expliquent l’association entre le SPGAG et l’agression physique. L’hyperactivité, l’opposition et les pratiques parentales hostiles et coercitives sous-tendent toutes, de façon séparée, l’association entre le SPGTDAH et l’agression physique à l’âge scolaire, bien que seule l’hyperactivité ait une contribution unique lorsque ces construits sont examinés simultanément. Ces résultats contribuent à décrire comment l’étiologie génétique liée à l’agression physique se manifeste à la petite enfance, identifiant ainsi des cibles précoces d’intervention. / There is now a consensus in the literature suggesting that approximately half of the individual differences related to physical aggression (PA) are inherited. However, the behavioral and social early manifestations of this genetic propensity remain unknown. This study aims to test the hypothesis that polygenic scores related to aggression (PGSAGG) and attention deficit hyperactivity disorder (ADHD; PGSADHD), both of which were previously shown to be associated with PA during school-age, would be first phenotypically expressed as externalized behaviors and adverse experiences in early childhood. The genetic data of 718 participants (44,6% boys) from the Quebec Longitudinal Study of Child Development (QLSCD) were used to estimate the SPGs. PA in school age was reported up to six times between 6 and 13 years old by independent teachers. Externalized behaviors (PA, hyperactivity, opposition) and adverse experiences (difficulties with peers, harsh and coercive parenting practices) were reported by mothers on three occasions between the ages of 3½ and 5 years old. Results indicate that both SPGs predicted PA in school age. However, only difficulties with peers explain the association between PGSAGG and PA. Hyperactivity, opposition, and harsh and coercive parenting practices in early childhood all separately partially mediated the association between PGSADHD and PA in school age, although only hyperactivity has a unique contribution when these constructs are examined simultaneously. These findings contribute to describing how PA measured genetic etiology ascertained by the PGS come to be first phenotypically expressed in early childhood, identifying early intervention targets for interventions.

No description available.

Lors du dernier consensus international sur les commotions cérébrales (CC) dans le sport tenu à Berlin en 2016, les lignes directrices proposées insistent sur le besoin de biomarqueurs de diagnostic et de suivi des CC, donnant à la prise en charge clinique un caractère plus objectif que celui de l’évaluation traditionnelle des symptômes. L’objectif principal de cette thèse est de dresser un inventaire de paramètres d’évaluation clinique pouvant servir de référence et d’outil au clinicien lors la prise en charge des CC, particulièrement chez les athlètes de sports de contact. Pour l’élaboration de ces outils, en plus de tenir compte des spécificités anthropométriques et démographiques des athlètes, une attention particulière a été portée à ceux présentant un trouble déficitaire de l’attention avec hyperactivité (TDAH) et ceux ayant des antécédents de CC. Le premier objectif de la thèse était de produire des scores normatifs de référence pour l’échelle des symptômes postcommotionnels (PCSS), en plus d’examiner si et comment les antécédents de CC affectent ces scores (étude 1). Le deuxième objectif était de produire des valeurs normatives de la variabilité de la fréquence cardiaque (VFC) à court terme, chez des athlètes de sports de contact, tout en tenant compte des principaux déterminants qui pouvaient l’influencer (étude 2). Le troisième objectif était d’évaluer les scores de base du PCSS et la VFC à court terme, chez des athlètes de sports de contact avec TDAH et de les comparer à ceux d’athlètes sains appariés (étude 3). Les résultats de l’étude 1 ont montré que les scores normatifs des symptômes très élevés et susceptibles de signaler une CC variaient de 1 à 4 et plus, sur une échelle de 6, selon les symptômes concernés (n = 22). La comparaison des proportions des symptômes entre les groupes d’athlètes sans CC et ceux ayant des antécédents de CC a confirmé la présence de symptômes anormalement élevés chez les athlètes à CC répétées. Les résultats de l’étude 2 ont montré que la fréquence cardiaque (FC) était le principal déterminant des paramètres de la VFC standard. Par conséquent, les paramètres de la VFC ont été standardisés et leurs limites normatives développées en fonction de la FC moyenne. L’étude 3 a montré que les athlètes avec TDAH ont produit des scores de symptômes significativement plus élevés comparativement à ceux des athlètes sains appariés. L'évaluation de la VFC a révélé une réduction de plusieurs paramètres chez le groupe avec TDAH. En conclusion, les normes de référence proposées dans cette thèse pourraient être utilisées lors de l’évaluation et du suivi des CC chez les athlètes de sports de contact de sexe masculin. Les outils d’évaluation qui accompagnent nos travaux font directement voir si un score donné se situe dans les limites normales. L’accès facile à ces outils et leur simplicité d’utilisation et d’interprétation sont particulièrement intéressants lorsque l’intervention clinique est combinée à d’autres interventions dans un contexte multidisciplinaire. Il reste que, avec les athlètes souffrant d’un TDAH ou ayant des antécédents de CC, l’interprétation des scores devrait être faite avec prudence. / At the last international consensus on concussion in sports held in Berlin in 2016, the guidelines that were proposed emphasized the need for diagnostic and monitoring biomarkers for concussion, giving clinical management a more objective basis than that of traditional symptom assessment. The main objective of this thesis was to develop an inventory of clinical assessment parameters that may serve as reference and toolbox for the clinician in the management of concussion, particularly in contact sport athletes. For the development of these tools, in addition to taking into account the anthropometric and demographic specificities of the athletes, special attention has been paid to those with ADHD and those with a history of concussions. The first objective of the thesis was to produce a normative baseline scores post concussion symptom scale (PCSS), in addition to examining whether and how concussion history affects these scores (Study 1). The second objective was to produce normative values of short-term heart rate variability (HRV) in contact sport athletes, while accounting for the major determinants that could influence it (Study 2). The third objective was to evaluate baseline PCSS scores and short-term HRV in contact sports athletes with ADHD and to compare them with healthy matched athletes (Study 3). Study 1 showed that the higher normative scores of symptoms likely to signal concussion ranged from 1 to 4 and above on a scale of 6, according to the symptoms (n = 22). A comparison of symptom proportions between groups of athletes without concussions and those with a history of concussions confirmed the prevalence of abnormally high symptoms in athletes with a history of concussions. The results of study 2 showed that heart rate (HR) was the primary determinant of standard HRV parameters. Therefore, the HRV parameters were standardized and their normative limits developed in relation to the mean HR. Study 3 showed that athletes with ADHD produced significantly higher symptom scores compared to matched healthy athletes. Assessment of HRV revealed a lowering in several parameters in the ADHD group. In conclusion, the reference standards proposed in this thesis may be used in the assessment and monitoring of concussion in male contact sports athletes. The assessment tools available in our work directly indicate whether a given score is within the normal range. The easy access to these tools and the simplicity of their use and interpretation are of particular relevance when a clinical intervention is combined with other interventions in a multidisciplinary context. However, for athletes with ADHD or a history of concussions, interpretation of scores should be made with caution.

[ES] En la presente tesis se construyen modelos matemáticos para el análisis de tiempos de respuesta (TR) a estímulos visuales en experimentos informatizados. Es conocido que existe una correlación estrecha entre los tiempos de reacción y diversos trastornos cognitivos, tales como el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Sin embargo, no existe consenso en la explicación de estas correlaciones. Una primera aportación, más práctica, de este trabajo, es el desarrollo de una metodología para la clasificación de un grupo coetáneo de niños en edad escolar. La función ex-Gaussiana, originada por la convolución entre una Gaussiana y una exponencial decreciente, se utiliza para representar las funciones de distribución empíricas de tiempos de respuesta. La metodología de clasificación propuesta utiliza las distribuciones de los parámetros de la ex-Gaussiana mu, sigma y tau en una muestra de 168 niños, así como la distribución de la moda, obtenida de las distribuciones empíricas de los TR. También utiliza diferentes definiciones de norma del vector de componentes (mu, sigma, tau) también analizado en la muestra. Entre los criterios utilizados para detectar los niños más alejados de un comportamiento normativo y, por tanto, con mayor probabilidad de tener algún trastorno cognitivo, se encuentra, por ejemplo, el porcentaje medio de prevalencia mundial de TDAH (7 %) y el hecho de que los niños con alteraciones cognitivas presentan respuestas más lentas o más rápidas pero con un mayor número de errores. En una segunda parte de la tesis, con un marcado aporte teórico, se analizan las correlaciones existentes entre los tiempos de respuesta de los participantes. Se ha aplicado una metodología propia basada en la transformada rápida de Fourier de las series temporales de las respuestas de los niños a lo largo de estímulos consecutivos y un análisis de correlaciones basado en la Entropía de Shannon espectral (por frecuencia). Los resultados obtenidos son muy novedosos, ya que se evidencia una correlación elevada entre las respuestas de los niños, aun cuando han hecho los experimentos de manera totalmente independiente. A partir de la evidencia empírica de la existencia de correlaciones entre las series temporales de las respuestas de los niños, lo que apunta hacia la existencia de una colectividad, se propone un modelo inspirado en la Física para entender y explicar las correlaciones. Específicamente, se demuestra la existencia de un paralelismo entre las partículas independientes de un gas ideal y los cerebros de los niños, que serían, en última instancia, los que generan las respuestas observables. La distribución de Maxwell-Boltzmann, conocida en Física por describir la distribución de velocidades de un Gas Ideal en equilibrio termodinámico, emerge del análisis de los tiempos de respuesta, en términos de los momentos de las funciones ex-Gaussianas que los representan. La posibilidad de contar con una función de distribución de probabilidades, que describa el comportamiento natural de una colectividad, ofrece muchas posibilidades de aplicación en diferentes áreas. Una de ellas es la posibilidad de clasificar a los individuos con respecto al grupo natural al que pertenecen. Las implicaciones de las aportaciones conceptuales de esta tesis se discuten al final, donde se comenta la continuidad de este trabajo. / [CA] En la present tesi es construeixen models matemàtics per a l'anàlisi de temps de resposta (TR) a estímuls visuals en experiments informatitzats. És conegut que existeix una correlació estreta entre els temps de reacció i diversos trastorns cognitius, com ara el Trastorn per Dèficit d'Atenció i Hiperactivitat (TDAH). No obstant això, no existeix consens en l'explicació d'aquestes correlacions. Una primera aportació, més pràctica, d'aquest treball, és el desenvolupament d'una metodologia per a la classificació d'un grup coetani de xiquets en edat escolar. La funció ex-Gaussiana, originada per la convolució entre una Gaussiana i una exponencial decreixent, s'utilitza per a representar les funcions de distribució empíriques de temps de resposta. La metodologia de classificació proposada utilitza les distribucions dels paràmetres de la ex-Gaussiana mu, sigma i tau en una mostra de 168 xiquets, així com la distribució de la moda, obtinguda de les distribucions empíriques dels TR. També utilitza diferents definicions de norma del vector de components (mu, sigma, tau), també analitzat en la mostra. Entre els criteris utilitzats per a detectar els xiquets més allunyats d'un comportament normatiu i, per tant, amb major probabilitat de tenir algun trastorn cognitiu, es troba, per exemple, el percentatge mitjà de prevalença mundial de TDAH (7%) i el fet que els xiquets amb alteracions cognitives presenten respostes més lentes o més ràpides però amb un major nombre d'errors. En una segona part de la tesi, amb una marcada aportació teòrica, s'analitzen les correlacions existents entre els temps de resposta dels participants. S'ha aplicat una metodologia pròpia basada en la transformada ràpida de Fourier de les sèries temporals de les respostes dels xiquets al llarg d'estímuls consecutius i una anàlisi de correlacions basat en l'Entropia de Shannon espectral (per freqüència). Els resultats obtinguts són molt nous, ja que, s'evidencia una correlació elevada entre les respostes dels xiquets, tot i que han fet els experiments de manera totalment independent. A partir de l'evidència empírica de l'existència de correlacions entre les sèries temporals de les respostes dels xiquets, la qual cosa apunta cap a l'existència d'una col·lectivitat, es proposa un model inspirat en la Física per a entendre i explicar les correlacions. Específicament, es demostra l'existència d'un paral·lelisme entre les partícules independents d'un gas ideal i els cervells dels xiquets, que serien, en última instància, els que generen les respostes observables. La distribució de Maxwell-Boltzmann, coneguda de la Física per descriure la distribució de velocitats d'un Gas Ideal en equilibri termodinàmic, emergeix de l'anàlisi dels temps de resposta, en termes dels moments de les funcions ex-Gaussianas que els representen. La possibilitat de comptar amb una funció de distribució de probabilitats, que descriga el comportament natural d'una col·lectivitat, ofereix moltes possibilitats d'aplicació en diferents àrees. Una d'elles és la possibilitat de classificar als individus respecte al grup natural al qual pertanyen. Les implicacions de les aportacions conceptuals d'aquesta tesi es discuteixen al final, on es comenta la continuïtat d'aquest treball. / [EN] Mathematical models are built to analyse response time data to visual stimuli in computerized experiments. The actual correlation between reaction times and cognitive disorders, such as Attention Deficit Hyperactivity (ADHD) disorder, is well known in the literature. However, there is no clear consensus about how to explain this correlation. A first practical contribution of this work is a classification methodology of a coetaneous group of school-aged children. The ex-Gaussian function, originated by the convolution of a Gaussian and an exponential decay functions is used to represent the experimental probability distributions of reaction times. The classification methodology proposed in this work utilizes the probability distributions of the ex-Gaussian parameters mu, sigma and tau across a sample of 168 children, as well as the mode of the empirical probability distributions of the reaction times. Also, some definitions of the norm of the vector with components (mu, sigma, tau) are used. The detection of those children who lie furthest from the normative behaviour, and then, are more likely to suffer a cognitive disorder is performed by including the following criteria: the world prevalence percentage of ADHD (7 %) and the fact that children with this disorder show slower and faster responses. In the case of the fast responses, they should be given along with a higher rate of mistakes. In a second part of this work more conceptual contributions are provided. The evidenced correlations between the children's responses along consecutive visual stimuli are analysed by using the fast Fourier transform and the Shannon's Entropy in spectral form (per frequency). The outcome is surprising as correlations among the children are manifested, even when they carry out the experiments independently. This fact strongly suggests the existence of a collective of children. In order to gain insights into this finding, a Physics-inspired model is proposed. Specifically, the results indicate the existence of a parallelism between the independent particles forming an Ideal Gas and the group of individuals. Then, the Maxwell-Boltzmann distribution of the velocities of the particles of an Ideal Gas, emerges here when the moments of the ex-Gaussian distributions are considered across the sample. This opens many possibilities of applications in different fields as a natural distribution of the response times of the collective is available. For instance, the behaviour of an individual in relation to the natural group it belongs to can be known. The potential applications and impact of these developments are included at the end of this work where the continuity of this work is commented. / Hernaiz Guijarro, M. (2021). Tiempos de respuesta a estímulos visuales: vinculando el comportamiento individual y colectivo a través de las leyes de la Física [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/168120

Much has been said and written over recent years about Attention-Deficit/Hyperactivity Disorder. There is a certain amount of confusion as to what exactly the condition constitutes and controversy continues to rage regarding treatment. A significant number of children appear to be affected. Previously, parents and teachers ·were blamed for failing to discipline effectively. Often, the difficulties remained undiagnosed and untreated. Thanks to the wisdom of so many experts who have generously shared their knowledge and considerable expertise, there is an increased awareness of ADHD. Although there is no cure, there are ways to manage the difficulties. However, early diagnosis and intervention is critical. Since many different symptoms are associated with the disorder, a multi-modal treatment plan has been found to lead to a better outcome. For the purpose of this study, a multi-modal programme was planned to address the needs of a small group of children with ADHD and their parents. The intention was to empower the parents, within a supportive group environment, by providing them with knowledge about the disorder and guidelines for managing the difficult behaviour. In addition, an attempt was made to change the negative behaviour patterns of the children through the medium of story-telling. It was hoped that by reducing the levels of parental stress, parents would be more competent to cope with their educational demands, so that their children could be guided more positively towards adulthood. The results of the programme were positive. Teachers and parents reported better behaviour by the children. The parents' stress levels were reduced. The parents expressed greater understanding about the disorder and a hopefulness that they could better manage their children. They felt they had benefitted from the advice given by other parents who were facing similar challenges. However, they felt that a short-term programme was insufficient to address all their needs and they expressed a need for ongoing support. In view of the chronicity of the disorder and the constantly changing needs of the child on his journey towards adulthood, cognisance was taken of the fact that longterm intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)

Background. Adolescent antisocial behaviors are versatile in terms of their onset, severity, pervasiveness, continuity, and developmental outcomes. A substantial body of literature on developmental pathway of antisocial behaviors indicates that meaningful subtypes exist within these heterogeneous antisocial behaviors, rendering important implications to their etiology, causal mechanism and intervention. This study tests a taxonomy of antisocial behavior by examining whether different offending groups can be distinguished by their different group features including background risks and external correlates. First, two broad offending groups, i.e., the early-onset group and the adolescent-onset group were identified in a clinical sample of 118 adjudicated male adolescents based on age of onset of symptoms of Conduct Disorder. Further, two distinct subtypes, i.e. antisocial behavior associated with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and antisocial behavior associated with callous-unemotional traits ii (CD traits), a defining feature of psychopathy, were hypothesized to coexist within the broad early-onset offending group, based on two lines of recent studies indicating ADHD and CD traits as important correlates of antisocial behaviors. These two subgroups were identified within the sample in this current study. / Conclusion. Different offending groups could be discerned by their distinctive associated group risks and deficits, giving evidence to different developmental pathways to antisocial behaviors. Implications to understanding and intervention of antisocial behaviors were discussed. / Method. Data were collected from 118 adjudicated male adolescents from a centralized probation facility in Hong Kong and 63 non-delinquent male control subjects from mainstream secondary schools, all aged between 12 and 17. Group comparisons and multinominal logistic regression were performed to test whether these offending groups could be distinguished by different background risks and deficits including variables pertaining to cognitive processes, family, parenting, and deviant peers, etc. / Results. The early-onset offending group could be differentiated from the adolescent-onset offending group by their association with adolescent adjustment iii difficulties, more background risks, ADHD diagnosis, and callous unemotional traits. The two early-onset subgroups, early-onset ADHD and early-onset CU traits group, shared similarities of having severer delinquency and poorer adolescent adjustment, but demonstrated differences in terms of disinhibitory processes. / Law, Yuen Wah Sonya. / Adviser: Patrick Wing-leung Leung. / Source: Dissertation Abstracts International, Volume: 73-04, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 265-289). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix in Chinese.