The aim of the present study was to determine the convergent validity of three instruments thought to assess attention deficits and hyperactivity in children. The Freedom from Distractibility factor from the Wechsler Intelligence Scale for Children-Revised, The Conners Parent Symptom Questionnaire and the Gordon Diagnostic System were the instruments chosen for the investigation as they are thought to measure attention deficits across a variety of settings and by different means. To examine the relationship, responses were collected for 36 children (26 males, 10 females) in Grades 1 to 7 attending schools in the Lower Mainland of British Columbia and who according to parent reports exhibited behavior patterns similar to the descriptions needed for the diagnosis of Attention Deficit-Hyperactivity Disorder. Results of the analyses are inclusive and need to be followed up in subsequent research. The WISC-R provides a valid and reliable measure of general cognitive ability. Two subtests from the WISC-R, Coding and Digit Span appeared to measure attention, however the Freedom from Distractibility Quotient should not be utilized as a measure of attention. Learning Problems and the Hyperactivity Index on the Conners Parent Symptom Questionnaire also serve as measures of attention. In a more general sense the Conners Parent Symptom Questionnaire might be a useful contribution to an assessment battery as a description of a child's behavior from a parent's point of view and as such provides an ecological assessment of behavior. It also allows one to measure behavior over time. The Vigilance and Distractibility total correct and errors of commission would appear to be measures of attention while the Delay task failed to classify the children according to the behavior objectives set out by the study. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 160 p. Includes abstract. Includes bibliographical references (p. 151-160).

Thesis (M.A.)--York University, 2008. Graduate Programme in Social Anthropology. / Typescript. Includes bibliographical references (leaves 188-192). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51541

Attention deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder diagnosed in childhood. It is largely accepted that ADHD is a product of gene-environment interactions and method of infant feeding has been proposed as a factor influencing the expression and/or severity of ADHD. The objectives of this study were to determine the relationship between infant feeding (i.e. formula feeding or breast feeding) and subsequent hyperactive/inattentive (H/I) behaviours and ADHD diagnosis and if the relationship between infant feeding and academic performance is moderated by H/I scale score. This study used data from the 2000/1, 2002/3, 2006/7 and 2008/9 cycles of the National Longitudinal Survey of Children and Youth (NLSCY) (n= 3,895) to follow children longitudinally from the age of 0 to 1 years old to 6 to 7 years old. Infant feeding at 0 to 1 years old, and child H/I score, ADHD diagnosis and academic performance scores at 6 to 7 years old were reported by the biological mother. Multivariable logistic and linear regression were used to determine the relationship between infant feeding and H/I score, ADHD and academic performance adjusting for a range of sociodemographic, birth and home environment factors. Breastfeeding for more than 12 months was found to be significantly associated with decreased H/I scale scores in the most adjusted model (OR=0.3; 95% CI 0.2-0.8, p<0.01). Infant feeding was not associated with ADHD diagnosis and there was no moderating effect of the H/I score on the relationship between breastfeeding and academic performance. A small proportion of mothers breastfeed beyond one year in Canada and this study shows that there might be important child benefits incurred by breastfeeding for longer than 12 months. / May 2016

Neuropsykiatriska funktionsnedsättningar är idag lättare att diagnostisera och det är vanligare att barn och ungdomar i skolan vet om att de lever med en diagnos som till exempel Attention deficit hyperactivity disorder (mer känt som ADHD), eller Aspergers syndrom. Trots att dessa diagnoser blir allt vanligare, finns det ett ökat behov för kunskapen om dem. Syftet med denna uppsats var att studera barn och ungdomar med neuropsykiatriska funktionsnedsättningar, och framförallt studera deras liv i skolmiljö. Att få mer förståelse för hur barn och ungdomar har upplevt skolan och relationen till sina lärare, men även hur de upplevt de hinder och möjligheter deras neuropsykiatriska funktionsnedsättning medfört var i fokus. Metoden i denna studie var semistrukturerade intervjuer med 6 ungdomar, deras föräldrar och lärare. Frågorna har handlat om hur ungdomarna sett på diagnosen, livet med den och även hur de klarat av skolgången med sin funktionsnedsättning. Resultatet visar att lärare behöver mer utbildning när det kommer till neuropsykiatriska funktionsnedsättningar Studien visar att barn och ungdomar med neuropsykiatriska funktionsnedsättningar har lättare att lära sig om de får göra praktiska saker. Att ta in mer praktiska moment i undervisningen skulle kunna förenkla för många av dessa barn och ungdomar. Informanterna har varit eniga om att kunskapen om neuropsykiatriska funktionsnedsättningar överlag är för låg. Familjen är en viktig del i ett barns säkerhet, men det betyder att föräldrar och syskon måste få veta hur de ska bemöta ett barn som lever med en neuropsykiatrisk funktionsnedsättning. Det är inte enbart i skolan kunskapen bör vara hög.

This portfolio thesis comprises three parts: a systematic literature review, an empirical study and a set of appendixes. Part one is a systematic literature review, in which the empirical literature relating to interventions for siblings of children with chronic illness and developmental disorder is reviewed. Siblings of children with such conditions have not been extensively studied within research and the review aimed to identify what interventions exist to support siblings in this area, to provide an overview of how rigorously these have been evaluated and to synthesise what findings have been documented with regards to the effectiveness of such interventions. An introduction to family and sibling research in this area is presented, followed by a rationale for why a review of intervention based literature in this area is considered to be a useful addition to the field. The paper goes on to specify the methods and search strategies used to identify suitable articles to meet the research aims and which satisfied set criteria for inclusion. Main findings are presented, conclusions made, and areas for further research identified. Part two is an empirical study of siblings of children with ADHD. Part one highlighted the paucity of research in the domain of siblings and developmental disorder. The cross-sectional study examines the level of empathy, self-esteem, and the sibling relationship quality factors of warmth/closeness and conflict reported by a sample of siblings of children with ADHD, and compares these variables to a sample of children who have siblings with no diagnosed disorders. The paper reports the between groups outcomes for these variables, along with an examination of whether children�s individual characteristics such as empathy and self-esteem predict reports of warmth/closeness and conflict, based on Furman and Buhrmester�s (1985) model of the determinants of sibling relationship quality. This is followed by an explanation of the clinical implications, the limitations of the study and consideration of further areas of research. Finally, part three is a set of appendixes to support the work in the previous parts of the portfolio thesis. It contains a reflective account of the research process and documents the experiences and lessons learned in planning, implementing and writing this document.

Unilateral Visual Neglect was measured in 12 Attention Deficit Disorder, Hyperactive elementary boys aged 8-12 years old, and 27 classroom derived boys also aged 8-12. Previous studies have suggested greater numbers of omission errors on the left side of the page in attention deficit disorder. This study compared a carefully diagnosed group of hyperactives to a classroom sample of boys to see if this type of error is particular to the ADD with H dimension of attention. The Behavioural Inattention Test (Thames Valley Test Company, (1987) series of conventional subtests, was used. This test is commonly used to detect neglect in stroke victims. Tests involve line bisection, line crossing, star and letter cancellation, representational drawing and copying of drawings. No significant differences between the two groups were found on non-parametric statistical testing of the results of four comparisons: total test score, total errors, left sided errors, right sided errors,. Some differences between the groups were noted, but scores realized were very close to the ceiling and few errors were made. It was concluded that the BIT test is not especially suitable for testing neglect in this population. / Graduate

The purpose of this study was to functionally define and empirically test a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This model delineates characteristics of the child, the parent, and the environment that may affect mothers' psychological symptomatology.

A dissertation presented in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban Institute of Technology, 2003. / The purpose of this study was to evaluate the efficacy of Chiropractic Manipulative Therapy in the management of Attention Deficit Hyperactivity Disorder in children. / M

M.A. / This study is an exploratory pilot study that investigates the relationship between a childhood diagnosis of attention deficit hyperactivity disorder (ADHD) and adult substance use disorders. The existing literature suggests four links in this relationship, namely: self – medication, the priming effect of psycho – stimulants, adult attention deficit hyperactivity disorder (ADHD) and psychiatric comorbidity. This study found that the relationship is not as linear as what the literature suggests. The full impact of the relationship between a childhood attention deficit hyperactivity disorder (ADHD) and adult substance use disorders should be investigated in terms of the lifelong development of ADHD. A deve-lopmental approach to psychopathology should be adopted. This study also identified a number of risk and protective factors in the development of psychopathology. These risk and protective factors are another area for further research.