A dramatic upsurge in the number of students with learning disabilities (LD) who attended college has occurred since the 1970s. The granting of accommodations to students with LD and attention deficit hyperactivity disorder (ADHD) or both was important for their success in postsecondary education. Key to the provision of these services was the attitude of faculty towards granting the accommodations. This study examined the attitudes of faculty members at community colleges which had specialized programs for students with LD or ADHD towards granting these accommodations. These attitudes were assessed through a questionnaire. The questionnaire assessed three attitudes: willingness to make accommodation confidence that the accommodations will make a difference, and belief that accommodations would threaten the integrity of the course. The questionnaire also divided accommodations into two large groups: instruction accommodations and evaluation and material accommodations. This study also included a qualitative component in that the questionnaire included some open-ended questions and some respondents were interviewed. A total of 1100 questionnaires was sent to faculty throughout selected Illinois and Indiana community colleges of which 285 questionnaires made up the sample population. Sample population consisted of 54% male and 46% female; 51% held the rank of instructor or adjunct professor while 49% held professorial rank; tenured status consisted of 68% and nontenured (32%) while 54% were full-time and 46% part-time faculty. The collapsed years of teaching experience comprised 46% with five years or less, 27% with six to 15 years, and 27% with more than 16 years. A majority of faculty members had previous experience with students with LD (86%) and ADHD (71%), and a majority of the respondents (71%) had a family member or knew an individual with LD. Results of the questionnaire were combined to generate two factors scores: instructional accommodations and evaluation and material accommodations. These scores were analyzed using means and standard deviations or the factor scores. Aside from overall means, individual differences among faculty members were analyzed using two-way and one-way ANOVAs with alpha set at .05. The overall means suggested that the faculty: were willing to make accommodations, had confidence that the accommodations would make a difference, and did not believe that the accommodations would threaten the integrity of the class. Individual differences were found for gender, tenure status, and training. Females were found to accommodate better than males. Subjects with additional training accommodated more positively than those without training. The current findings were interpreted within the framework of how these community colleges could improve faculty attitudes. Institutions should make LD training a main concern in order for faculty to accommodate. / Department of Special Education

The purpose of this study was to explore the relative importance of cognitive and neuropsychological measures in the diagnosis of Attentional disorders. The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Halstead Reitan Test Battery for Children (HNTB-C) were examined to assess their independent and shared contribution to the prediction of variance of Factor I (Undiscipline/Poor Self Control) of the Personality Inventory for Children.Subjects for this study were 100 9 to 14 year old boys and girls referred to an outpatient psychological assessment clinic. Question 1 examined the ability of the Freedom from Distractibility factor (FD) and the individual scales of the WISC-R to predict variability in the PIC Factor I. Results showed that the FD factor did not predict any variance in Factor I, however, the individual scales of the WISC-R accounted for 14% of variance in Factor I of the PIC. Question 2 examined the variability accounted for by selected tests of the Halstead-Reitan Neuropsychological Test Battery for Children (HNTB-C) beyond that provided by the WISC-R. It was found that the HNTB-C accounted for 10% of the variability of Factor I of the PIC beyond that found with the FD scale or the individual scales of the WISC-R. The tests of the HNTB-C when examined without the WISC-R accounted for 17% of the variability in the PIC Factor I. Implications for use of neuropsychological measures in assessment of attentional disorders and lack of reliability of traditional cognitive measures were discussed. / Department of Educational Psychology

Based on phenomenology, traditional methods of diagnoses of attention deficit/hyperactivity disorder-combined type (ADHD/C) and reading disorder (RD) are neither precise, nor do they provide explicit information relevant to intervention. Consequently, current researchers have called for diagnostic techniques based on etiological rather than traditional symptom-based markers. The purpose of this study was to examine whether or not WJ III cognitive profiles of individual students provided meaningful diagnostic evidence of ADHD/C and/or RD congruent with prominent theories and group scores from quantitative studies. Six holistic student cases were examined. Two were prequalified with ADHD/C, two with RD, and two with ADHD/C+RD using traditional symptom-based diagnosis. Data were drawn from archived psychoeducational evaluation case files including background information, psychosocial evaluations, and WJ III cognitive profiles. Contextual mediators such as testing room conditions, behavioral observations, and developmental histories were examined that might influence the interpretation of cognitive profiles within the school setting.Among the four students prequalified with RD, three students displayed the requisite cognitive profile of weaknesses on clusters of Phonemic Awareness-3 and/or Cognitive Fluency. A review of distinctive contexts in the fourth student's case as well as the absence of the expected RD cognitive profile supported the determination that his reading problems were secondary to ADHD/C. These findings produced theoretical as well as literal replications of the double-deficit theory of RD. Results were less clear among the four students prequalified with ADHD/C due to varying performances on tests of Broad Attention and Executive Processes--cognitive factors documented by the behavioral inhibition theory of ADHD/C. As expected, students prequalified with ADHD/C+RD displayed a wider range of deficits, presumably due to the additive effect of having two disorders. The mediating influence of idiosyncratic contexts underscored the importance of professional judgment in cognitive profile interpretation.Although it is sometimes difficult to distinguish between academic performance deficits associated with ADHD/C and skills deficits associated with RD, it was shown that cognitive profiles in concert with a comprehensive psychoeducational evaluation can, in some cases, provide etiological evidence for differential diagnosis and a guide for intervention. More practice-based research within ecologically valid environments is recommended. / Department of Educational Psychology

Previous research has identified motor deficits within the ADHD population, and indicates that these individuals are at an increased risk for difficulties relating to their motor development. The present study, which utilized discriminant function analysis, was unable to document areas of motor impairment for individuals diagnosed with ADHD. Specifically, no evidence of motor impairment was identified on tasks of motor coordination, fine motor dexterity, motor speed and grip strength, which measures the integrity of the motor system at the basic output level. Interestingly, results identified that individuals with ADHD were more proficient in their motor abilities than the normative population. Two mitigating factors were controlled for in this study and were found to impact performance on motor tasks. First, higher level thinking skills such as verbal comprehension, attention control, cognitive sequencing, working memory and executive functions appear to be more responsible for documented performance deficits than an underlying motor deficit. Secondly, the high prevalence of comorbid psychiatric and medical disorders, inherent to the ADHD population, appears to negatively impact performance on motor tasks. In general, individuals with only a diagnosis of ADHD consistently outperformed individuals who had been diagnosed with ADHD and comorbid disorders.This study also examined the sensory and subcortical abilities of individuals with ADHD. Results indicate that these children are similar to their same age peers in their visual perception, visual acuity, auditory discrimination and tactile perception. Finally, this study was unable to identify evidence of impairment in the subcortical abilities of ADHD individuals. In fact, individuals with only a diagnosis of ADHD outperformed the control group across a majority of tasks assessing subcortical abilities. Comorbidity also appears to negatively impact performance on sensory and subcortical tasks, especially for individuals with comorbid medical conditions. Overall, results from this study impact the field of research which previously identified motor performance deficits in the ADHD population. Further research is needed to examine the sensory and motor abilities of ADHD individuals to understand the performance abilities of individuals with ADHD. / Department of Educational Psychology

A quantitave study was done on children who were diagnosed with Attention Deficit and Hyperactivity Disorders in primary schools. The main aim was to measure IQ and to find out if there are indicators of organicity. The hypotheses of the study were as follows: (i) Children diagnosed with ADHD will obtain lower scores on IQ tests than children not diagnosed with ADHD; (ii) Children diagnosed with ADHD have some form of neurological deficit or organicity The study consisted of a sample 25 children who were diagnosed with Attention Deficit and Hyperactivity Disorders and the children who were never diagnosed with the disorder. The sample and the control group range from the age of six ( 6) to 13 years. Data was collected using Bendor Visual Motor Gestalt Test and Senior South African Individual Scale Revised. Descriptive Statistics, Chi-square Test and Mann-Whitney Test were used to determine the difference between the sample and the control group. The results indicated that there is significant difference between children with ADHD and the control group on both verbal and non-verbal IQ tests. This means that children who were diagnosed with ADHD scored lower on measures "of IQ. The differences may have been due to IQ. or the ADHD group was distracted enough to perform significantly worse on reading, spelling, mathematics, comprehension and written tasks. The results on the Chi-square indicated that there is a relationship between the presence and ADHD and organicity. The findings in this study will aid teachers and parents (especially in African communities), to find out more about the children who they think are just problematic children. ii A quantitative study was done on children who were diagnosed with Attention Deficit and Hyperactivity Disorders in primary schools. The main aim was to measure IQ and to find out if there are indicators of organicity. The hypotheses of the study were as follows: (i) Children diagnosed with ADHD will obtain lower scores on IQ tests than children not diagnosed with ADHD; (ii) Children diagnosed with ADHD have some form of neurological deficit or organicity The study consisted of a sample 25 children who were diagnosed with Attention Deficit and Hyperactivity Disorders and the children who were never diagnosed with the disorder. The sample and the control group range from the age of six ( 6) to 13 years. Data was collected using Bendor Visual Motor Gestalt Test and Senior South African Individual Scale Revised. Descriptive Statistics, Chi-square Test and Mann-Whitney Test were used to determine the difference between the sample and the control group. The results indicated that there is significant difference between children with ADHD and the control group on both verbal and non-verbal IQ tests. This means that children who were diagnosed with ADHD scored lower on measures "of IQ. The differences may have been due to IQ. or the ADHD group was distracted enough to perform significantly worse on reading, spelling, mathematics, comprehension and written tasks. The results on the Chi-square indicated that there is a relationship between the presence and ADHD and organicity. The findings in this study will aid teachers and parents (especially in African communities), to find out more about the children who they think are just problematic children. / M.Soc.Sc. (Clinical Psychology) North-West University, Mafikeng Campus, 2006

Children with developmental coordination disorder (DCD) find academic and performing age-appropriate perceptual-motor skills more difficult than their peers. According to research, children classified as learning disabled often show signs of one or more syndromes of developmental disorders rather than an isolated, discrete disability. The more common learning disorders include disabilities related to verbal communication development, reading disorders, gross and fine motor dysfunction and motor hyperactivity. Attention disorders, including or excluding hyperactivity, are not considered learning disabilities in themselves. However, because attention problems can gravely interfere with school performance, they are often associated with problems concerning academic skills Literature further reveals that boys are more inclined to motor problems, learning disabilities and ADHD, compared to girls. With regards to racial diversity, limited information is available, even though some literature implies that certain racial diversities differ to some extent regarding motor problems (DCD). The purpose of this study was to examine the relationship between DCD, learning disabilities and ADHD of children (N = 99) in the age group 6 to 7 years in Potchefstroom in the NW province. A second purpose was to examine the differences between gender and certain racial groups in the age group 6 to 7years in Potchefstroom with regards to to DCD, learning disabilities and ADHD. Two grade one classes were randomly selected from three selected schools in the Potchefstroom district proportionally representing the different racial groups [white (n = 37), black (n = 50), Coloured (n = 12)]. In this group, 48 boys and 53 girls were evaluated with the Movement ABC (MABC) (Henderson & Sugden, 1992), the Aptitude test for school beginners (ASB) (Swart et a/., 1994), the Modified Conner's abbreviated teacher and the Taylor Hyperactivity checklist (Lowenberg & Lucas, 1999). The Statistics for Windows computer package was used for analyzing the data. The group of children without DCD showed a statistically significant higher total ASB scores than the DCD group (p ≤ 0.00). A multiple regression analysis showed a statistically significant interaction between DCD, learning disabilities and ADHD which varied between 22% and 36%. Analysis of differences in the ASB of boys and girls with and without DCD showed no significant interactions, although racial interactions (p < 0.001) were found with the DCD group (p < 0.025). Boys with DCD did not perform as well as the girls in the coordination subtest, and their ADHD totals indicate more symptoms than those of the girls. Black children's numerical skills, verbal communication and the ASB total appeared to be considerably lower than the values of the white children. Overall, the conclusion can be made that DCD has an effect on 6 to 7-year old children's learning abilities and to a lesser extent on their ADHD status. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2007.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is a dearth of information in literature concerning ADHD learners' intellectual strengths and weaknesses and concomitant learning preferences. An abundance of literature sources can, however, be traced dealing with ADHD learners' behavioural and scholastic problems. Because of this predominantly negative focus on ADHD, these learners are often misunderstood and didactically neglected by teachers in regular classrooms. In 1983, Howard Gardner proposed a new model for understanding intelligence, namely the Theory of Multiple Intelligences (Ml). He stated that a person can be intelligent in more than one way and identified eight intelligences, namely linguistic-verbal, logical-mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. Ml theory provides teachers with a positive model for understanding, supporting and accommodating ADHD learners better in classrooms. The aims of the research were to determine: - what the Ml profiles of ADHD learners reveal in terms of their intellectual strengths and weaknesses; - whether the Ml profiles of ADHD and non-ADHD learners differ significantly; and - what the implications of ADHD learners' Ml profiles are for their teaching and learning. With a view to achieve these aims, a literature study and an empirical investigation were undertaken. The literature study focussed on ADHD, Ml theory and its implications for the teaching and learning of ADHD learners. \n the empirical section of the research, a self-report questionnaire (MIDAS-KIDS) was administered to a group of ADHD and non-ADHD learners who attend five Section 21 primary schools (ex-model C schools) in the D12 school district (Roodepoort) of the Gauteng Province. The data was statistically analysed and the following findings were made: - The Ml profile of the ADHD learners revealed no visible intellectual strengths and weaknesses. - With the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD participants. The following conclusions were drawn, based on these findings: - The MIDAS-KIDS is a measure of perceived intellectual disposition and because factors such as positive illusory bias (PIB) may cause disparities between ADHD learners' perceived and demonstrated intellectual competence, Ml profiles need to be reviewed and interpreted carefully against the backdrop of other diagnostic information when decisions are made with regard to ADHD learners' intellectual strengths and weaknesses. - Although with the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD learners, it is still important that teachers and other professionals take cognisance of Ml theory and its application potential for the optimal intellectual development of ADHD and other learners in classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is a dearth of information in literature concerning ADHD learners' intellectual strengths and weaknesses and concomitant learning preferences. An abundance of literature sources can, however, be traced dealing with ADHD learners' behavioural and scholastic problems. Because of this predominantly negative focus on ADHD, these learners are often misunderstood and didactically neglected by teachers in regular classrooms. In 1983, Howard Gardner proposed a new model for understanding intelligence, namely the Theory of Multiple Intelligences (Ml). He stated that a person can be intelligent in more than one way and identified eight intelligences, namely linguistic-verbal, logical-mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. Ml theory provides teachers with a positive model for understanding, supporting and accommodating ADHD learners better in classrooms. The aims of the research were to determine: - what the Ml profiles of ADHD learners reveal in terms of their intellectual strengths and weaknesses; - whether the Ml profiles of ADHD and non-ADHD learners differ significantly; and - what the implications of ADHD learners' Ml profiles are for their teaching and learning. With a view to achieve these aims, a literature study and an empirical investigation were undertaken. The literature study focussed on ADHD, Ml theory and its implications for the teaching and learning of ADHD learners. \n the empirical section of the research, a self-report questionnaire (MIDAS-KIDS) was administered to a group of ADHD and non-ADHD learners who attend five Section 21 primary schools (ex-model C schools) in the D12 school district (Roodepoort) of the Gauteng Province. The data was statistically analysed and the following findings were made: - The Ml profile of the ADHD learners revealed no visible intellectual strengths and weaknesses. - With the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD participants. The following conclusions were drawn, based on these findings: - The MIDAS-KIDS is a measure of perceived intellectual disposition and because factors such as positive illusory bias (PIB) may cause disparities between ADHD learners' perceived and demonstrated intellectual competence, Ml profiles need to be reviewed and interpreted carefully against the backdrop of other diagnostic information when decisions are made with regard to ADHD learners' intellectual strengths and weaknesses. - Although with the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD learners, it is still important that teachers and other professionals take cognisance of Ml theory and its application potential for the optimal intellectual development of ADHD and other learners in classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Moment-to-moment fluctuation in performance (i.e. across-trial inconsistency) was examined in 2-choice reaction time data in three separate samples of participants: healthy controls ranging in age from 6 to 81 years, and both children and adolescents with Attention Deficit /Hyperactivity Disorder (ADHD). A methodological approach was employed that allowed for the examination of inconsistency while controlling for the effects of practice, fatigue, and group differences in mean level of performance. Among healthy controls, a U-shaped curve defined the relationship between age and inconsistency with optimal performance found in those aged approximately 20 years old. In children (aged 6-12 years old) those with ADHD were significantly more inconsistent than controls, and inconsistency was related to ratings of symptoms of ADHD both at home and school. Group differences were also observed in adolescents (aged 12- 17 years old) with ADHD, however, in general, differences were observed only in those participants who also had reading difficulties (RD). Inconsistency was also examined separately in each end of the reaction time distribution. Evidence for a specific effect selectively affecting the slow portion of the distribution was found across all three samples. However, in addition, there was also evidence for effects that were general to both the fast and slow portions of the distribution (in the normal population in those age 6 to 20 years), as well as evidence for an effect selectively affecting the fast portion of the distribution (in adolescents with and without ADHD). The findings indicate that in addition to traditional outcomes of interest (e.g. mean level of performance), moment-to-moment fluctuation in cognitive performance is an important phenomenon which should be taken into account in future research in developmental psychology and psychopathology.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuropsychiatric disorders in childhood among school-aged children. It is characterized by behavior disinhibition, overactivity and/or difficulty in sustaining attention. Psychotherapy and pharmacotherapy are reported ways of treating ADHD. Around 35% of individuals diagnosed with ADHD also met the criteria for anxiety disorders that commonly coexist with ADHD. If not treated up to 70% of children with ADHD continue to meet the diagnostic criteria into adolescence. Psychostimulants (Methylphenidate) are the first line of treatment in Turkey. The first aim of this present study was to introduce Spence Children&amp / #8217 / s Anxiety Scale Parent version (SCAS-P) by conducting Turkish translation, factor structure, and reliability-validity studies of the scale. Results of the principle component analysis extracted five factors for the Turkish version of SCAS-P. Inter-correlations among the factors (r=0.28 &amp / #8211 / 0.45) were found to be satisfactory indicating for convergent validity. Criterion validity of the scale was found to be significant as well. Analysis indicated that the top 27th percentile of the sample was significantly differenciated from the bottom 27th percentile of the sample (t(74)=9.63, p&lt / .05). Results revealed Cronbach alpha of .88, and the split half reliability of .79 for the total scale score. Internal consistency of the subscales of the SCAS-P ranged from 0.56 to 0.78. The second aim of this study was to examine the effects of Methylphenidate (MPH) on cognitive abilities, hyperactivity and anxiety level of children with ADHD since MPH is known to be a first line of treatment for Attention Deficit Hyperactivity Disorder (ADHD). Thirty-six elementary school children, from age seven to twelve were gathered from the local Hospital for the Social Security Office Child Psychiatry Clinic in Ankara via using purposive sampling. Seventeen children who met the DSM-IV diagnostic criteria for ADHD were assigned to the drug group, and nineteen children without ADHD were assigned to the comparison group. Bender Gestalt Visual Motor Perception Test, Wechsler Intelligence Scale for Children-Revised subscales, and Vigilance Task developed by the researcher were administered to participant children, for measuring cognitive abilities. Hacettepe ADHD Scale and SCAS-P were administered to parents of the participants for measuring hyperactivity level and child anxiety. Measurements were repeated after a 12-week follow up both for the drug group (N=17) and the comparison group (N=19). In the 12-week period, drug group received MPH treatment, and the comparison group received no interventions regarding ADHD. 2 (Drug group vs. Comparison group) x 2 (Pretest vs. Posttest) mixed ANOVA with repeated measures on the last factor was conducted for the results of each measurement scale separately. As expected, MPH treatment revealed improvement in cognitive abilities and hyperactivity level of children with ADHD. All participants were found to have high anxiety scores when first referred to the hospital, and were found to have lower scores of anxiety on posttest. The findings were discussed on the basis of literature and limitations of the present study.