Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: v, 121 p. : col. ill. ; 531 Kb. UMI publication number: AAT 3369352. Includes bibliographical references. Also available in microfilm and microfiche formats.

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)

Stimulant drugs often have a profound calming effect on overactive and inattentive behaviors in children with attention deficit-hyperactivity disorder (ADHD), but only approximately 75 per cent of these children respond favorably to this treatment (Barkley, 1977). Discrimination of "responding" and "non-responding" groups on the basis of demographic, neurophysiological, or behavioral variables would be beneficial both for clinical (elimination of drug trial) and theoretical (description of subtypes) reasons. Previous researchers have identified many promising predictor variables, but relationships between predictor and criterion variables have generally been modest (although statistically significant) in size, and criterion variables have been poorly delineated. In addition, few multivariate investigations have been reported which take into account the relative predictive weight of these variables. The present study evaluated the multivariate relationship between several predictor variables and response to medication in 336 ADHD children, as measured through both rating scales and longer-term outcome measures. Multiple regression analyses revealed that measures of inattention and overactivity were the best predictors of response to a double-blind stimulant medication trial, as determined through parent and teacher rating scales. For cases in which rating scale data were not available, discriminant function analyses for "yes" versus "no" responders were also carried out, indicating results similar to those above. These relationships were highly significant but have limited clinical utility. Demographic variables were generally unsuccessful at prediction of medication response. Additional findings indicated that the results of the clinical trial (as determined by parent and teacher behavioral ratings) were not strongly related to ultimate placement on medication. Further exploration of this issue is called for. / Graduate

M.Cur. / Please refer to full text to view abstract

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Background: In recent years the incidence of Attention Deficit/Hyperactivity Disorder (ADHD) has increased. Objectives: The primary aim of the study was to determine the treatment of children and adolescents diagnosed with ADHD in South Africa and more specifically the Eastern Cape. Methods: The study consisted of two parts, a retrospective drug utilisation study and a questionnaire survey. The drug utilisation study was conducted on chronic medication records of a private sector medical scheme administrator and contained records from 1994 to 2006. A total of 42 250 records representing 8 274 patients and 4 001 families, were analysed. The questionnaire survey was conducted in the Eastern Cape. The questionnaires were distributed by responsible pharmacists to parents of children receiving medication for the treatment of ADHD from his/her pharmacy. Fifty one completed questionnaires were analysed. Results: The average age of patients in the drug utilisation study were 14.28 (SD = 5.50) years. Males represented 77.37 percent of patients. Ritalin® 10 mg was the most frequently prescribed methylphenidate-containing product, followed by Ritalin® LA 20 mg. The two most frequently prescribed active ingredients apart from methylphenidate were fluticasone and budesonide. The two most common comorbid conditions were allergic rhinitis and asthma. The average age of patients in the questionnaire survey was 10.26 (SD = 2.51) years. Males represented 73.58 percent of patients. A third of patients had relatives previously diagnosed with ADHD. Ritalin® 10 mg was the most frequently prescribed methylphenidate-containing product. Conclusion: ADHD is a complex life-long disorder. It does not only affect the child diagnosed with the disorder, but also has effects on the family, schooling system and peer relationship. Therefore, more studies regarding the incidence and treatment of ADHD need to be conducted in South Africa.

This research was conducted to determine the effect of Phosphorus 6CH on Attention Deficit Hyperactivity Disorder (ADHD). Phosphorus 6CH is a simplex homoeopathic preparation that through repertorisation of DSM-IV diagnostic criteria of ADHD is found to be well indicated for this disorder. Homoeopathic trials have been conducted previously on complex homoeopathic preparations (Strauss, 1998; Smith, 2001) and have shown overall improvements in the symptoms of ADHD. The use of a simplex homoeopathic remedy has not been effectively documented prior to 2004. ADHD is a commonly diagnosed childhood disorder characterised by inattention, impulsivity, and possibly hyperactivity. Current management of this disorder is predominantly through the use of highly scheduled central nervous system stimulants, which may produce unwanted and serious side effects, and in some children may produce no response at all. A double-blind, placebo controlled clinical trial was conducted. Children between seven and eleven years of age with pre-diagnosed ADHD and taking no other medication for the disorder were included in the trial. Children were randomly assigned to either the medication or the placebo groups. Evaluations were conducted by means of the Barkley and DuPaul Teacher Rating Scale (BDTRS), completed by the child’s teacher, the Parent Symptom Questionnaire (PSQ), completed by the child’s parent or guardian, and the Children’s Checking Task (CCT), completed by the child. Evaluation was conducted before the trial, weekly after two weeks of liquid administration, and again a week after cessation of treatment. Statistical analysis revealed significant improvement in both the BDTRS and the PSQ scores, with the placebo group also showing improvement, although not to as significant a degree as the experimental group. In the CCT, no significant improvement was seen in the total scores of the tests, although there was significant improvement in the time taken to complete the tests. Because of the placebo effect having a large influence on the results of the study, more effective research would need to be done in order to establish whether Phosphorus did in fact account for the more significant improvement found in the experimental group. Further studies need to be conducted on the effect of homeopathic remedies such as Phosphorus, with variable dosage and potency being used. Since all children in the study showed a marked improvement due to the high level of attention met on each child by the teachers and parents involved, it is worth considering a study where no medication is used at all, but where children are given individualised attention and encouragement. It would be a valuable way to assess whether this attention would be sufficient to produce marked improvement in the children over a sustained period of time, or whether the attention given would ultimately no longer be enough but would have to be supplemented with medication. / Dr. Joanne Roohani Mrs. Carolina Henn

As early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children’s overall early academic functioning. The current line of research examined parents’ belief in their ability to help their child learn, i.e., self-efficacy, as a relevant and potentially robust and malleable correlate to children’s early academic functioning. Chapter 1 outlines self-efficacy theory and previous research on parental self-efficacy and child outcomes to provide rationale for this proposed relationship. Next, the two studies in this line of research are presented. Study 1 (Chapter 2) examines the relationship of parental self-efficacy, when considered alongside child inattentive and hyperactive/impulsive symptoms, to kindergarten teacher ratings of children’s academic enabler skills. Study 2 (Chapter 3) examines the relationship of parental self-efficacy and child inattentive and hyperactive/impulsive symptoms to parental involvement and the quality of the parent-teacher relationship in kindergarten. Chapter 4 discusses implications of findings in terms of the potential multi-system level benefit of having a parent that believes in their capacity to help their child learn as their child transitions into school. Finding suggest that inattentive and hyperactive/impulsive symptoms are negatively related to parental self-efficacy in this young, non-clinical sample. Findings also suggest that parental self-efficacy, when considered along with child inattentive or hyperactive/impulsive symptoms contributes to variance in some indicators of early school functioning (e.g., academic enablers, home-based parental involvement, perceived quality of the parent-teacher relationship). Limitations and future directions are also discussed.

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