Thesis (M.A.(Counselling psychology)--University of Pretoria, 2004. / Includes bibliographical references.

Thesis (M.D.)--University of Hong Kong, 1995. / "July 1994". Includes bibliographical references (leave 215-228). Also available in print.

Theses (M.A .)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 21 pages. Bibliography: p. 18-21.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

This study sought to investigate the relationship between hyperactive behavior and children's perceptions of teachers. Particular attention was paid to two aspects of teacher behavior — acceptance and demand. An extensive literature review supported the position of viewing hyperactive behavior from an interactional perspective. In this study the context was the teacher-child interaction within the classroom as viewed by the child. The literature also indicated that children's behavior is affected by their perceptions of adult behavior. This study sought to examine this view in greater detail. The sample consisted of 4 7 grade four boys and 45 grade five boys from eight regular classrooms in two schools, located in a major urban center in the interior of British Columbia. Children's perceptions of acceptance and demand of their teacher's behavior were measured by administering a partial form of the Teacher Behavior Questionnaire to classroom groups. Observed levels of hyperactive behavior were measured by having subjects' teachers complete the Conner's Abbreviated Questionnaire for each boy. Using correlational analyses, hyperactive behavior was found to be significantly related to both variables in the directions of less perceived acceptance and greater perceived demand. Hyperactive behavior ratings allowed for a retrospectively identified teacher-rated hyperactive group and a teacher- rated non-hyperactive group. On group comparison measures, hyperactive boys perceived significantly less acceptance and greater demand than their non-hyperactive peers. In conclusion, hyperactive children perceive teacher behavior as less accepting and more demanding than their non-hyperactive peers. The variable of perceived acceptance appears more critical to pdsitive teacher-child interaction than the demand variable. Individual teacher differences and cultural factors also appeared operative. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Three hyperactive boys were treated with a self-instruction treatment package utilizing a case study design with a 2 week follow-up. Generalization measures were made to the participants' classroom using the modified Stony Brook observation code. Adjunct measures included three rating scales (completed by the participants' teachers and mothers) and participant performance on the Matching Familiar Figures Test. Treatment session measures and social validity measures were also taken. Following treatment, all participants' level of appropriate behavior increased over baseline levels and was maintained during a 2 week follow-up. These results indicate that self-instruction training resulted in response generaliztion, a significant addition to self-instruction research. However, results from the rating scales and MFFT showed no change in behavior after treatment and in some cases indicated that the participants' behavior worsened. Participants' grades also did not improve. These contradictory results are discussed and suggestions for further research are made.

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This study investigated whether a salicylate-restricted diet (eliminating foods containing artificial additives and natural salicylates) could effectively reduce hyperactivity in children more so than a diet not restricting salicylates (ostensibly restricting foods containing refined sugar). Ten hyperactive children, nine boys and one girl, were matched on their pre-treatment activity rates and assigned to either a salicylate-restricted diet (Group I) or a diet not restricting salicylates (Group II). After approximately nine weeks, post-treatment activity rates were obtained, and a significant difference in favor of the salicylate-restricted diet group was found with this diet group exhibiting a significantly lower mean post-treatment activity rate in comparison to the group placed on a diet not restricting salicylates (p<.05). Implications for diagnosis and treatment of hyperactivity in children were discussed.