Using assistive technology in supporting a learner with learning barriers during assessments
- Authors: Millman, Delayne
- Date: 2021
- Subjects: Learning disabilities , Neurobehavioral disorders - Education , Educational tests and measurements , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/488721 , uj:44533
- Description: Abstract: Learners with barriers to learning are often placed at a disadvantage in educational environments. Learners with neurodevelopmental disorders such as ADHD and SLD, frequently underperform, especially during assessments, compared to their agerelated peers. In recognising that all learners have the right to an education, the DOE drafted and implemented the Screening, Identification, Assessment, and Support (SIAS) policy in 2014. This policy aims to provide a framework for identifying and addressing barriers to learning through collaborative, individualised support plans. Through the SIAS policy, a range of accommodations are available to support learners with barriers to learning. This study investigated how assistive technology (AT) could be utilised during assessments to support one specific learner through a qualitative case study design. Multiple data collection methods were used to produce a detailed report of a Grade 8 learner with barriers at a remedial school using AT during assessments. The study revealed several challenges with providing accommodation support and highlighted the critical importance of individually adapted support plans. These challenges with staffing, scheduling, availability of separate venues, training and implementation, individual differences as well as specific device features. AT exists on a continuum, ranging from low-tech to high-tech. As such, a range of ATs can benefit learners with barriers when they are carefully considered in relation to each assessment and individual's demands. When considering the allocation of accommodations to support a learner with barriers, individual circumstances such as diagnostic features, preferences, perceptions, competencies, and technological skills and support needs must be carefully considered. In addition, social and contextual factors such as organisational and community perceptions, policies, competencies and practices, as well as infrastructure, are vital contributors towards ensuring the effectiveness of the support provided. , M.Ed. (Educational Psychology)
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- Authors: Millman, Delayne
- Date: 2021
- Subjects: Learning disabilities , Neurobehavioral disorders - Education , Educational tests and measurements , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/488721 , uj:44533
- Description: Abstract: Learners with barriers to learning are often placed at a disadvantage in educational environments. Learners with neurodevelopmental disorders such as ADHD and SLD, frequently underperform, especially during assessments, compared to their agerelated peers. In recognising that all learners have the right to an education, the DOE drafted and implemented the Screening, Identification, Assessment, and Support (SIAS) policy in 2014. This policy aims to provide a framework for identifying and addressing barriers to learning through collaborative, individualised support plans. Through the SIAS policy, a range of accommodations are available to support learners with barriers to learning. This study investigated how assistive technology (AT) could be utilised during assessments to support one specific learner through a qualitative case study design. Multiple data collection methods were used to produce a detailed report of a Grade 8 learner with barriers at a remedial school using AT during assessments. The study revealed several challenges with providing accommodation support and highlighted the critical importance of individually adapted support plans. These challenges with staffing, scheduling, availability of separate venues, training and implementation, individual differences as well as specific device features. AT exists on a continuum, ranging from low-tech to high-tech. As such, a range of ATs can benefit learners with barriers when they are carefully considered in relation to each assessment and individual's demands. When considering the allocation of accommodations to support a learner with barriers, individual circumstances such as diagnostic features, preferences, perceptions, competencies, and technological skills and support needs must be carefully considered. In addition, social and contextual factors such as organisational and community perceptions, policies, competencies and practices, as well as infrastructure, are vital contributors towards ensuring the effectiveness of the support provided. , M.Ed. (Educational Psychology)
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Primary school teachers’ knowledge, beliefs, and classroom management practices of learners presenting with symptoms of ADHD
- Authors: De Sousa, Diana Soares
- Date: 2020
- Subjects: Attention-deficit-disordered children - Education (Elementary) - South Africa , Attention-deficit hyperactivity disorder , Elementary school teachers - South Africa - Attitudes
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446045 , uj:39045
- Description: Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in South African classrooms. The purpose of this quantitative cross-sectional descriptive study was to explore South African teachers’ knowledge of and beliefs about ADHD and their self-reported use of instructional and behavioural classroom management strategies. While previous research examined the relationship between teachers’ knowledge of and beliefs about ADHD, less is known about the relationship between teachers’ knowledge and beliefs regarding ADHD in connection with their use of classroom management practices considered effective in teaching learners who present with ADHD. One hundred teachers across six mainstream schools within the Johannesburg province completed questionnaires measuring their knowledge of and beliefs about ADHD and their use of specific instructional and behavioural management strategies... , M.Ed. (Educational Psychology)
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- Authors: De Sousa, Diana Soares
- Date: 2020
- Subjects: Attention-deficit-disordered children - Education (Elementary) - South Africa , Attention-deficit hyperactivity disorder , Elementary school teachers - South Africa - Attitudes
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446045 , uj:39045
- Description: Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in South African classrooms. The purpose of this quantitative cross-sectional descriptive study was to explore South African teachers’ knowledge of and beliefs about ADHD and their self-reported use of instructional and behavioural classroom management strategies. While previous research examined the relationship between teachers’ knowledge of and beliefs about ADHD, less is known about the relationship between teachers’ knowledge and beliefs regarding ADHD in connection with their use of classroom management practices considered effective in teaching learners who present with ADHD. One hundred teachers across six mainstream schools within the Johannesburg province completed questionnaires measuring their knowledge of and beliefs about ADHD and their use of specific instructional and behavioural management strategies... , M.Ed. (Educational Psychology)
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Contextual barriers in supporting learners with possible ADHD in poverty-stricken areas
- Authors: Ndovela, Samukelisiwe C.
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Mainstreaming in education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/439010 , uj:38179
- Description: Abstract: The focus of this study is on Attention Deficit and Hyperactivity Disorder (ADHD) and how contextual barriers influence the provision of support for learners. The DSM 5 classifies ADHD as a neurodevelopment disorder that is a persistent pattern of inattention-impulsivity that interferes with functioning or development (APA, 2013). Klein, Damiani‐Taraba, Koster, Campbell, and Scholz (2015) indicate that about 5.9% of learners are diagnosed with ADHD, implying that there is at least one learner who might be ADHD in each classroom. This research study explored contextual barriers in supporting learners with possible ADHD in poverty stricken-areas. Learners who present with symptoms of ADHD are presently found in the mainstream classrooms. There are concerns with regards to supporting such learners in these classrooms, especially learners who come from poor communities. It is important to identify the influencing contextual barriers so that they can receive the necessary support. Bronfenbrenner’s ecological systems theory underpinned this study. The interpretive paradigm was employed as the research methodology. This study applied qualitative research methods. The focus group interviews were used to collect data in two schools located in poor communities. The participants were members of the SBST in these schools. Thematic analysis used in this research. A number of key findings were produced and concluded that lack of parental involvement and lack of educator training in supporting learners with possible ADHD are a challenge. Furthermore, the study revealed that academic prioritisation where educators prioritise to meet curriculum expectations hinders support for these learners. Financial constraints for many parents also have a negative impact for these learners who are unable to access medical attention. Another key finding was related to the stigmatisation of these learners. The stigma is generally observed at school as well as in the community where learners are labelled and subjected to negativity. The findings further indicated that lack of resources such as lack of specialist support staff, and overcrowded classrooms are a concern. These key findings served as a guide for the recommendations to be used by all stakeholders involved in inclusive education. , M.Ed. (Educational Psychology)
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- Authors: Ndovela, Samukelisiwe C.
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Mainstreaming in education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/439010 , uj:38179
- Description: Abstract: The focus of this study is on Attention Deficit and Hyperactivity Disorder (ADHD) and how contextual barriers influence the provision of support for learners. The DSM 5 classifies ADHD as a neurodevelopment disorder that is a persistent pattern of inattention-impulsivity that interferes with functioning or development (APA, 2013). Klein, Damiani‐Taraba, Koster, Campbell, and Scholz (2015) indicate that about 5.9% of learners are diagnosed with ADHD, implying that there is at least one learner who might be ADHD in each classroom. This research study explored contextual barriers in supporting learners with possible ADHD in poverty stricken-areas. Learners who present with symptoms of ADHD are presently found in the mainstream classrooms. There are concerns with regards to supporting such learners in these classrooms, especially learners who come from poor communities. It is important to identify the influencing contextual barriers so that they can receive the necessary support. Bronfenbrenner’s ecological systems theory underpinned this study. The interpretive paradigm was employed as the research methodology. This study applied qualitative research methods. The focus group interviews were used to collect data in two schools located in poor communities. The participants were members of the SBST in these schools. Thematic analysis used in this research. A number of key findings were produced and concluded that lack of parental involvement and lack of educator training in supporting learners with possible ADHD are a challenge. Furthermore, the study revealed that academic prioritisation where educators prioritise to meet curriculum expectations hinders support for these learners. Financial constraints for many parents also have a negative impact for these learners who are unable to access medical attention. Another key finding was related to the stigmatisation of these learners. The stigma is generally observed at school as well as in the community where learners are labelled and subjected to negativity. The findings further indicated that lack of resources such as lack of specialist support staff, and overcrowded classrooms are a concern. These key findings served as a guide for the recommendations to be used by all stakeholders involved in inclusive education. , M.Ed. (Educational Psychology)
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Exploring mainstream foundation phase teachers’ misconceptions of attention-deficit/hyperactivity disorder
- Authors: Ballossini, Chantelle
- Date: 2019
- Subjects: Primary school teachers , Mainstream in education , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411755 , uj:34616
- Description: Abstract: Attention-Deficit/Hyperactivity Disorder (ADHD) affects about eight to ten percent of the South African population. Teachers are often the first to recognise if a child is hyperactive or inattentive as ADHD affects a child’s functioning most strongly in school. However, teachers are not trained to recognise ADHD and how to manage it, and many have misconceptions about the disorder. The purpose of this study was to explore mainstream Foundation Phase teachers’ misconceptions of ADHD. The teachers’ views of ADHD and appropriate implementation of strategies to use in the classroom were examined. This study was conducted using a generic qualitative research design. Twelve mainstream Foundation Phase teachers completed an online questionnaire and participated in semi-structured interviews. Thematic content analysis was used to analyse the data and identify the themes that emerged. It was found that most of the teachers had a sound knowledge of ADHD; however, they were not informed of all the criteria used in diagnosing or identifying a child with ADHD. It was found that most teachers preferred medication as a method of intervention despite their knowing there were other factors which influenced a child’s behaviour. Teachers still had misconceptions about ADHD and how to treat it. Educational psychologists working in schools need to run workshops and conduct professional development seminars in order to better equip teachers and dispel their misconceptions of ADHD. Educational psychologists also need to be mindful of a child that has been referred by a teacher for an assessment because they suspect ADHD. , M.A. (Educational Psychology)
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- Authors: Ballossini, Chantelle
- Date: 2019
- Subjects: Primary school teachers , Mainstream in education , Attention-deficit hyperactivity disorder
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411755 , uj:34616
- Description: Abstract: Attention-Deficit/Hyperactivity Disorder (ADHD) affects about eight to ten percent of the South African population. Teachers are often the first to recognise if a child is hyperactive or inattentive as ADHD affects a child’s functioning most strongly in school. However, teachers are not trained to recognise ADHD and how to manage it, and many have misconceptions about the disorder. The purpose of this study was to explore mainstream Foundation Phase teachers’ misconceptions of ADHD. The teachers’ views of ADHD and appropriate implementation of strategies to use in the classroom were examined. This study was conducted using a generic qualitative research design. Twelve mainstream Foundation Phase teachers completed an online questionnaire and participated in semi-structured interviews. Thematic content analysis was used to analyse the data and identify the themes that emerged. It was found that most of the teachers had a sound knowledge of ADHD; however, they were not informed of all the criteria used in diagnosing or identifying a child with ADHD. It was found that most teachers preferred medication as a method of intervention despite their knowing there were other factors which influenced a child’s behaviour. Teachers still had misconceptions about ADHD and how to treat it. Educational psychologists working in schools need to run workshops and conduct professional development seminars in order to better equip teachers and dispel their misconceptions of ADHD. Educational psychologists also need to be mindful of a child that has been referred by a teacher for an assessment because they suspect ADHD. , M.A. (Educational Psychology)
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The implementation of the assessment and support policy for learners with attention deficit hyperactivity disorder
- Authors: Braude, Simone M.
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Mainstreaming in education , Primary school teachers
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438670 , uj:38136
- Description: Abstract: The purpose of this research was to investigate teachers’ experiences with the Screening, Identification, Assessment and Support (SIAS) tool (DBE, 2014) in assisting them with screening, identifying, assessing and supporting of learners with ADHD. The research sought to answer the following questions: What do teachers understand about ADHD? What are teachers’ experiences of learners with ADHD in the classroom? How does the SIAS tool assist teachers with screening, identifying, assessing and supporting learners with ADHD? How does the SIAS policy inform or assist teachers in implementing strategies for learners with ADHD? What strategies do teachers use to support learners with ADHD in the classroom? An interpretive generic qualitative design was employed for this research. The sample included seven teachers and two SBST members at one research site school in the South of Johannesburg. The data collection was by means of a semi-structured interview. Secondary data was obtained from a researcher who conducted semi-structured interviews with members of the SBST. This data was used as it aligned with the research and its enquiry. .. , M.Ed. (Educational Psychology)
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- Authors: Braude, Simone M.
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Mainstreaming in education , Primary school teachers
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438670 , uj:38136
- Description: Abstract: The purpose of this research was to investigate teachers’ experiences with the Screening, Identification, Assessment and Support (SIAS) tool (DBE, 2014) in assisting them with screening, identifying, assessing and supporting of learners with ADHD. The research sought to answer the following questions: What do teachers understand about ADHD? What are teachers’ experiences of learners with ADHD in the classroom? How does the SIAS tool assist teachers with screening, identifying, assessing and supporting learners with ADHD? How does the SIAS policy inform or assist teachers in implementing strategies for learners with ADHD? What strategies do teachers use to support learners with ADHD in the classroom? An interpretive generic qualitative design was employed for this research. The sample included seven teachers and two SBST members at one research site school in the South of Johannesburg. The data collection was by means of a semi-structured interview. Secondary data was obtained from a researcher who conducted semi-structured interviews with members of the SBST. This data was used as it aligned with the research and its enquiry. .. , M.Ed. (Educational Psychology)
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Understanding school-based support processes for learners experiencing ADHD as a barrier to learning
- Authors: Tshabalala, Buhle
- Date: 2019
- Subjects: Attention-deficit-disordered children - Education , Attention-deficit hyperactivity disorder , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411859 , uj:34629
- Description: Abstract: Managing the challenging behaviour that is reflective of ADHD symptoms is a problem faced by teachers all over the world. This study intends to explore and describe the school-based support team's ability to identify and support challenging behaviour that is reflective of the symptoms of ADHD at schools in under-resourced communities. The display of challenging which behaviour serves as a barrier to effective teaching and learning, is often as a result of undiagnosed and unsupported neurodevelopmental disorders. Unfortunately, not many educators and School Based Support Team (SBST) members have an awareness of challenging behaviour as a barrier to learning. They therefore may not know how to effectively respond to it, resulting in the implementation of harsh, punitive and oftentimes ineffective methods in response to the behaviour Since the introduction of Education White Paper 6 in South Africa, it is a strongly debated issue whether learners with challenging behaviours could be supported in a mainstream school or if placement into specialised schools should be prioritised. Against this background, the SBST members at a full-service school were interviewed to determine their understanding of ADHD in relation to learner behaviour that they found to be challenging and the processes that they implemented to support learners whose display of challenging behaviour served as a barrier to their learning. The qualitative research design of the study is located in an interpretive paradigm. Data was collected by conducting interviews, observations and analysing inclusive education policy documents. Data was analysed through open coding and three themes emerged. These themes demonstrated the SBST’s ability to identify learning barriers and behaviours that are reflective of ADHD symptoms, highlighted the multifaceted conditions that influenced the SBST’s ability to provide effective support to learners whose challenging behaviour serves as a barrier to their learning as well as identifying the support processes currently implemented for learners exhibiting challenging behaviour that is reflective of ADHD symptoms. The results indicated that the SBST fulfils a pivotal role in the alleviation of learning barriers reflecting ADHD symptoms, by applying the mandated principles of inclusive education within the school. However, the findings of the study also indicate that the teacher participants feel inadequate, inexperienced and under-resourced to support learners’ diverse needs. This perception of their abilities is a contributing factor to what they understand as acceptable procedures when supporting learners – highlighting the interrelated nature of teacher competencies and the procedures and processes implemented by the SBST to support learners’ needs. The urgent need for comprehensive in-service training and resource allocation is highlighted by the findings of this study, which informs the important recommendations for the v developmental needs of the SBST to enable them to support learners in fulfilling their potential in accordance with principles of the Inclusive Education policy and thereby uphold the constitutional human rights of all learners to quality education. , M.Ed. (Educational Psychology)
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Understanding school-based support processes for learners experiencing ADHD as a barrier to learning
- Authors: Tshabalala, Buhle
- Date: 2019
- Subjects: Attention-deficit-disordered children - Education , Attention-deficit hyperactivity disorder , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411859 , uj:34629
- Description: Abstract: Managing the challenging behaviour that is reflective of ADHD symptoms is a problem faced by teachers all over the world. This study intends to explore and describe the school-based support team's ability to identify and support challenging behaviour that is reflective of the symptoms of ADHD at schools in under-resourced communities. The display of challenging which behaviour serves as a barrier to effective teaching and learning, is often as a result of undiagnosed and unsupported neurodevelopmental disorders. Unfortunately, not many educators and School Based Support Team (SBST) members have an awareness of challenging behaviour as a barrier to learning. They therefore may not know how to effectively respond to it, resulting in the implementation of harsh, punitive and oftentimes ineffective methods in response to the behaviour Since the introduction of Education White Paper 6 in South Africa, it is a strongly debated issue whether learners with challenging behaviours could be supported in a mainstream school or if placement into specialised schools should be prioritised. Against this background, the SBST members at a full-service school were interviewed to determine their understanding of ADHD in relation to learner behaviour that they found to be challenging and the processes that they implemented to support learners whose display of challenging behaviour served as a barrier to their learning. The qualitative research design of the study is located in an interpretive paradigm. Data was collected by conducting interviews, observations and analysing inclusive education policy documents. Data was analysed through open coding and three themes emerged. These themes demonstrated the SBST’s ability to identify learning barriers and behaviours that are reflective of ADHD symptoms, highlighted the multifaceted conditions that influenced the SBST’s ability to provide effective support to learners whose challenging behaviour serves as a barrier to their learning as well as identifying the support processes currently implemented for learners exhibiting challenging behaviour that is reflective of ADHD symptoms. The results indicated that the SBST fulfils a pivotal role in the alleviation of learning barriers reflecting ADHD symptoms, by applying the mandated principles of inclusive education within the school. However, the findings of the study also indicate that the teacher participants feel inadequate, inexperienced and under-resourced to support learners’ diverse needs. This perception of their abilities is a contributing factor to what they understand as acceptable procedures when supporting learners – highlighting the interrelated nature of teacher competencies and the procedures and processes implemented by the SBST to support learners’ needs. The urgent need for comprehensive in-service training and resource allocation is highlighted by the findings of this study, which informs the important recommendations for the v developmental needs of the SBST to enable them to support learners in fulfilling their potential in accordance with principles of the Inclusive Education policy and thereby uphold the constitutional human rights of all learners to quality education. , M.Ed. (Educational Psychology)
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The resilience-process of young adults with attention deficit hyperactivity disorder
- Authors: Bestbier, Alicia
- Date: 2018
- Subjects: Attention-deficit hyperactivity disorder , Resilience (Personality trait)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401914 , uj:33612
- Description: Abstract : After consulting multiple studies on Attention Deficit Hyperactivity Disorder (ADHD) and resilience, the following identifications were made: the need to conduct research around the process involved in developing the promotive and protective aspects of becoming resilient; the need to conduct research that elicits the underlying processes and contributing resilient factors; as well as the need to conduct studies that focus on the academic successes and quality of life of individuals diagnosed with ADHD. An additional need was identified to describe the outcomes of resilience and the factors that contribute to it. Considering the above, it became clear that there was a need to understand the resilience-process of young adults diagnosed with ADHD. Given the identified aspects highlighted above, this research study focused on investigating and discussing the resilience-process of young adults with ADHD and exploring what drove their success. This study also aimed to provide a holistic view and understanding of the resilience-process, identifying the unique promotive and protective aspects involved and assisting professionals supporting individuals diagnosed with ADHD and facing adversities in life. This research was led by a qualitative approach as the research interest was placed on the process young adults with ADHD went through to become resilient, as well as on exploring the underlying motivation behind their successes, despite having to face adversities in life. In order to understand the subjective experiences of these young adults diagnosed with ADHD, an interpretive paradigm was followed. The research design that was followed was a descriptive phenomenology, as it is described as exploring, analysing and describing a certain phenomenon in a direct way, in order to portray the deepness of these lived experiences. Purposive sampling was utilised, as it is constructed to understand selected participants’ experiences. The sampling size was set on three to five participants, however three was efficient for this study. Data was collected by means of participants completing a basic questionnaire that was utilised to screen whether participants met the research criteria; they also completed the Adult Resilience Measure (ARM-28) which was utilised to guide the in-depth interview process, as well as to triangulate the information obtained from the interview; and thereafter the in-depth face-to-face interview took place. Another way that data was collected, was by means of observations made during the interviewing process. 4 The data analysis process of this research was guided by thematic analysis as this framework is focussed on gathering general themes from all the information obtained through the collection process and to form a discussion around them, in order to answer the research question. From the data analysis process, the following themes were identified: the process of resilience is quite challenging; internal motivation and will power constitute a great part of resilience; support from the micro-system contributes to the construction of resilience; and advice and recommendations to those diagnosed and to professionals working with ADHD. It is recommended that future research should focus on how to strengthen internal and external promotive and protective factors, as well as focus on how therapeutic interventions and support can be adapted in order to accommodate individuals with ADHD much better and to make a positive contribution to their resilience process. , M.Ed. (Educational Psychology)
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- Authors: Bestbier, Alicia
- Date: 2018
- Subjects: Attention-deficit hyperactivity disorder , Resilience (Personality trait)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401914 , uj:33612
- Description: Abstract : After consulting multiple studies on Attention Deficit Hyperactivity Disorder (ADHD) and resilience, the following identifications were made: the need to conduct research around the process involved in developing the promotive and protective aspects of becoming resilient; the need to conduct research that elicits the underlying processes and contributing resilient factors; as well as the need to conduct studies that focus on the academic successes and quality of life of individuals diagnosed with ADHD. An additional need was identified to describe the outcomes of resilience and the factors that contribute to it. Considering the above, it became clear that there was a need to understand the resilience-process of young adults diagnosed with ADHD. Given the identified aspects highlighted above, this research study focused on investigating and discussing the resilience-process of young adults with ADHD and exploring what drove their success. This study also aimed to provide a holistic view and understanding of the resilience-process, identifying the unique promotive and protective aspects involved and assisting professionals supporting individuals diagnosed with ADHD and facing adversities in life. This research was led by a qualitative approach as the research interest was placed on the process young adults with ADHD went through to become resilient, as well as on exploring the underlying motivation behind their successes, despite having to face adversities in life. In order to understand the subjective experiences of these young adults diagnosed with ADHD, an interpretive paradigm was followed. The research design that was followed was a descriptive phenomenology, as it is described as exploring, analysing and describing a certain phenomenon in a direct way, in order to portray the deepness of these lived experiences. Purposive sampling was utilised, as it is constructed to understand selected participants’ experiences. The sampling size was set on three to five participants, however three was efficient for this study. Data was collected by means of participants completing a basic questionnaire that was utilised to screen whether participants met the research criteria; they also completed the Adult Resilience Measure (ARM-28) which was utilised to guide the in-depth interview process, as well as to triangulate the information obtained from the interview; and thereafter the in-depth face-to-face interview took place. Another way that data was collected, was by means of observations made during the interviewing process. 4 The data analysis process of this research was guided by thematic analysis as this framework is focussed on gathering general themes from all the information obtained through the collection process and to form a discussion around them, in order to answer the research question. From the data analysis process, the following themes were identified: the process of resilience is quite challenging; internal motivation and will power constitute a great part of resilience; support from the micro-system contributes to the construction of resilience; and advice and recommendations to those diagnosed and to professionals working with ADHD. It is recommended that future research should focus on how to strengthen internal and external promotive and protective factors, as well as focus on how therapeutic interventions and support can be adapted in order to accommodate individuals with ADHD much better and to make a positive contribution to their resilience process. , M.Ed. (Educational Psychology)
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The efficacy of current psychodiagnostic instruments in distinguishing between ADHD and Non-ADHD in an adult population
- Authors: Human, Wilhelmina
- Date: 2017
- Subjects: Attention-deficit hyperactivity disorder , Attention-deficit disorder in adults , Psychodiagnostics
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/271458 , uj:28871
- Description: D.Litt. et Phil. (Psychology) , Abstract: Background: One of the diagnostic controversies in adult attention-deficit/hyperactivity disorder (aADHD) relates to assessment. This study investigates the usefulness of the Wechsler Adult Intelligence Scale-III (WAIS-III), the Cambridge Neuropsychological Test Automated Battery (CANTAB), and the Millon Clinical Multiaxial Inventory-III (MCMI-III) in being able to distinguish between ADHD and non-ADHD (nADHD) in an adult sample. Methods: Ninety four participants (aADHD=51; nADHD=43) aged 19–48 years completed selected psychodiagnostic instruments. Mann-Whitney U, chi-square, and Fisher exact tests were used to determine significant differences between the aADHD and nADHD groups. Effect sizes and statistical power were reported for all the psychodiagnostic instruments. Results: Significant differences between the two groups were found on certain WAIS-III subtests, discrepancy scores, and indices. On the CANTAB, significant differences were found on 2 subtests. Findings on the MCMI-III indicated significant differences between the aADHD and nADHD on only 4 of the clinical personality patterns. Statistical analysis thus indicated the aADHD group could only be distinguished when many psychodiagnostic instruments were used in a combined assessment. An aADHD psychodiagnostic profile is presented based on the findings of the neuropsychological and personality profiles. Conclusions: None of these psychodiagnostic instruments can alone adequately differentiate between aADHD and nADHD in an adult sample. Psychodiagnostic assessment can, however, provide an adequate understanding of the core deficits associated with aADHD. The resultant clinical picture based on neuropsychological and personality contributes to resolving controversy around aADHD assessment practice. The clinical presentation offers guidelines for psychodiagnostic assessment and for making accurate diagnosis of ADHD in adults.
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- Authors: Human, Wilhelmina
- Date: 2017
- Subjects: Attention-deficit hyperactivity disorder , Attention-deficit disorder in adults , Psychodiagnostics
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/271458 , uj:28871
- Description: D.Litt. et Phil. (Psychology) , Abstract: Background: One of the diagnostic controversies in adult attention-deficit/hyperactivity disorder (aADHD) relates to assessment. This study investigates the usefulness of the Wechsler Adult Intelligence Scale-III (WAIS-III), the Cambridge Neuropsychological Test Automated Battery (CANTAB), and the Millon Clinical Multiaxial Inventory-III (MCMI-III) in being able to distinguish between ADHD and non-ADHD (nADHD) in an adult sample. Methods: Ninety four participants (aADHD=51; nADHD=43) aged 19–48 years completed selected psychodiagnostic instruments. Mann-Whitney U, chi-square, and Fisher exact tests were used to determine significant differences between the aADHD and nADHD groups. Effect sizes and statistical power were reported for all the psychodiagnostic instruments. Results: Significant differences between the two groups were found on certain WAIS-III subtests, discrepancy scores, and indices. On the CANTAB, significant differences were found on 2 subtests. Findings on the MCMI-III indicated significant differences between the aADHD and nADHD on only 4 of the clinical personality patterns. Statistical analysis thus indicated the aADHD group could only be distinguished when many psychodiagnostic instruments were used in a combined assessment. An aADHD psychodiagnostic profile is presented based on the findings of the neuropsychological and personality profiles. Conclusions: None of these psychodiagnostic instruments can alone adequately differentiate between aADHD and nADHD in an adult sample. Psychodiagnostic assessment can, however, provide an adequate understanding of the core deficits associated with aADHD. The resultant clinical picture based on neuropsychological and personality contributes to resolving controversy around aADHD assessment practice. The clinical presentation offers guidelines for psychodiagnostic assessment and for making accurate diagnosis of ADHD in adults.
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A comparative study of the vocational interests of adults with and without ADHD
- Authors: Willoughby, Sean David
- Date: 2015-05-06
- Subjects: Attention-deficit disorder in adults , Attention-deficit hyperactivity disorder
- Type: Thesis
- Identifier: uj:13589 , http://hdl.handle.net/10210/13732
- Description: M.A. (Clinical Psychology) , Although Attention-Deficit/Hyperactivity Disorder (ADHD) was once thought to occur exclusively in the course of childhood, remitting in adolescence, it is increasingly accepted as a valid diagnosis in adulthood, with DSM-5 providing diagnostic criteria adapted for adults. Symptoms of ADHD in adulthood can lead to impairment in the occupational and tertiary educational environments among others, and additionally can lead to individual differences in ability to perform certain occupational functions, as well as in the occupations to which an individual may be attracted. Adults with ADHD have been shown to differ significantly in personality from non-ADHD adults. The "goodness of fit" between personality and environment underlies much of the predominant understanding of occupational choice. In addition to impairment in the work environment, a lack of fit may exist between adults with ADHD and many features common to organisations. Despite this, along with acknowledgement of the influence of career choice on various factors, including success, emotional welfare and personal productivity, there is a lack of literature dealing specifically with career counselling in ADHD populations. In order to investigate the differences between adults with and without ADHD in a number of areas commonly assessed for career counselling and guidance purposes, an ADHD screening tool, the Adult ADHD Self-Report Scale (ASRS) was administered to a sample (n=60) of adults with and without ADHD. Participants were then assigned to ADHD and non-ADHD groups on the basis of ASRS scores in conjunction with diagnostic history, and assessed by means of the Self-directed Search Questionnaire (SDS), and the Basic Traits Inventory (BTI). Tests for between-group differences revealed significant differences on a small number of variables with the ADHD group scoring significantly higher on only the Enterprising type of the SDS. On the BTI, the ADHD group scored significantly higher on Extraversion, and significantly lower on Conscientiousness. The ADHD group also scored significantly higher on the Actions, Ideas, and Imagination facets of the BTI's Openness to Experience factor.
- Full Text:
- Authors: Willoughby, Sean David
- Date: 2015-05-06
- Subjects: Attention-deficit disorder in adults , Attention-deficit hyperactivity disorder
- Type: Thesis
- Identifier: uj:13589 , http://hdl.handle.net/10210/13732
- Description: M.A. (Clinical Psychology) , Although Attention-Deficit/Hyperactivity Disorder (ADHD) was once thought to occur exclusively in the course of childhood, remitting in adolescence, it is increasingly accepted as a valid diagnosis in adulthood, with DSM-5 providing diagnostic criteria adapted for adults. Symptoms of ADHD in adulthood can lead to impairment in the occupational and tertiary educational environments among others, and additionally can lead to individual differences in ability to perform certain occupational functions, as well as in the occupations to which an individual may be attracted. Adults with ADHD have been shown to differ significantly in personality from non-ADHD adults. The "goodness of fit" between personality and environment underlies much of the predominant understanding of occupational choice. In addition to impairment in the work environment, a lack of fit may exist between adults with ADHD and many features common to organisations. Despite this, along with acknowledgement of the influence of career choice on various factors, including success, emotional welfare and personal productivity, there is a lack of literature dealing specifically with career counselling in ADHD populations. In order to investigate the differences between adults with and without ADHD in a number of areas commonly assessed for career counselling and guidance purposes, an ADHD screening tool, the Adult ADHD Self-Report Scale (ASRS) was administered to a sample (n=60) of adults with and without ADHD. Participants were then assigned to ADHD and non-ADHD groups on the basis of ASRS scores in conjunction with diagnostic history, and assessed by means of the Self-directed Search Questionnaire (SDS), and the Basic Traits Inventory (BTI). Tests for between-group differences revealed significant differences on a small number of variables with the ADHD group scoring significantly higher on only the Enterprising type of the SDS. On the BTI, the ADHD group scored significantly higher on Extraversion, and significantly lower on Conscientiousness. The ADHD group also scored significantly higher on the Actions, Ideas, and Imagination facets of the BTI's Openness to Experience factor.
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Hoër kortikale funksies by kinders met 'n aandagsgebreksteurnis en spesifieke leergestremdhede
- Authors: Du Toit, Gerald Patrick
- Date: 2015-02-12
- Subjects: Attention-deficit hyperactivity disorder , Learning disabilities , Minimal brain dysfunction in children , Higher nervous activity
- Type: Thesis
- Identifier: uj:13296 , http://hdl.handle.net/10210/13314
- Description: Ph.D. (Psychology) , Attention deficit disorder, or its theoretical antecedent minimal brain dysfunction, has been the subject of numerous investigations as to the nature and cause of this disturbance that so often affects children. Although the findings of these studies appear to be equivocal as regards the precise cause of the condition, there are numerous indications in the literature that there might indeed be a neurological, albeit a "soft" neurological basis or cause, for this disturbance. A study was performed to test the hypothesis that minimal brain dysfunction indeed has its basis in higher cortical dysfunctions as assessed within the context of neuropsychological investigations. In order to perform the study, two measures of neuropsychological functioning, the Luria-Nebraska neuropsychological investigation for children and the Majovski determination of higher cortical functions in children and adolescents were subjected to a determination of its validity within the South African context. Subsequently these tests were applied to two groups of children with organic brain damage, a group of children diagnosed as having minimal brain dysfunction, a group of children with emotional disturbance, and a group of normal children. The two groups of organically brain damaged children consisted of a group of children with predominantly left hemispheric brain damage and a group of children with predominantly right hemispheric brain damage. It was postulated that children with minimal brain dysfunction would show less higher cortical dysfunction than the two groups of children with organic brain damage, but more higher cortical dysfunction than the normal children, and the children with emotional disturbance. The validation procedure indicated that both measures of neuropsychological functioning have adequate validity in terms...
- Full Text:
- Authors: Du Toit, Gerald Patrick
- Date: 2015-02-12
- Subjects: Attention-deficit hyperactivity disorder , Learning disabilities , Minimal brain dysfunction in children , Higher nervous activity
- Type: Thesis
- Identifier: uj:13296 , http://hdl.handle.net/10210/13314
- Description: Ph.D. (Psychology) , Attention deficit disorder, or its theoretical antecedent minimal brain dysfunction, has been the subject of numerous investigations as to the nature and cause of this disturbance that so often affects children. Although the findings of these studies appear to be equivocal as regards the precise cause of the condition, there are numerous indications in the literature that there might indeed be a neurological, albeit a "soft" neurological basis or cause, for this disturbance. A study was performed to test the hypothesis that minimal brain dysfunction indeed has its basis in higher cortical dysfunctions as assessed within the context of neuropsychological investigations. In order to perform the study, two measures of neuropsychological functioning, the Luria-Nebraska neuropsychological investigation for children and the Majovski determination of higher cortical functions in children and adolescents were subjected to a determination of its validity within the South African context. Subsequently these tests were applied to two groups of children with organic brain damage, a group of children diagnosed as having minimal brain dysfunction, a group of children with emotional disturbance, and a group of normal children. The two groups of organically brain damaged children consisted of a group of children with predominantly left hemispheric brain damage and a group of children with predominantly right hemispheric brain damage. It was postulated that children with minimal brain dysfunction would show less higher cortical dysfunction than the two groups of children with organic brain damage, but more higher cortical dysfunction than the normal children, and the children with emotional disturbance. The validation procedure indicated that both measures of neuropsychological functioning have adequate validity in terms...
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The immediate effect of fast- and slow-paced television programme exposure on grade 3 children’s performance on attention and arithmetic tests
- Bartmanski, Malvina (Malwina) Marta
- Authors: Bartmanski, Malvina (Malwina) Marta
- Date: 2015
- Subjects: Attention-deficit hyperactivity disorder , Arithmetic - Ability testing , Television and children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/64296 , uj:17175
- Description: Abstract: The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) (American Psychiatric Association, 2013) describes attention deficit hyperactivity disorder (ADHD) as a disorder characterized by various symptoms, including attention difficulties. The development of attention is influenced by a combination of internal or neurobiological, and external or environmental factors, which television is considered to be one of (Courage & Setliff, 2009). Young people are spending almost four hours a day watching television, with the highest amount of time spent by 8- to 10-year-olds (Rideout, Roberts, & Foehr, 2005), showing there is a need to explore the link between television and attention. Calvert (2008), as well as Cooper, Uller, Pettifer, and Stolc (2009) suggest that the way a television programme is edited (or its technical features) and not only the content of a programme has an impact on attention. One technical feature that has not received enough consideration is the effect of fast-paced versus slow-paced programming. Conflicting viewpoints exist on the effects of pacing on attention, which requires further investigation. The aim of this study was to explore the effect that fast- and slow-paced television programmes have on the attention and arithmetic ability of Grade 3 children. In order to address this, a quasi-experimental design was used. The dependant variables – attention and arithmetic ability – were measured by separate tests, namely the d2 Test of Attention and Young’s Group Arithmetic Test, respectively. The independent variable was the pace of television programming, with two levels of this factor – fast and slow. A sample of 101 Grade 3 children from three mixed-gender private schools was used. Convenience sampling was used to select the schools, with purposive sampling employed in the selection of Grade 3 to allow for the recruitment of 8- to 9-year-olds. This study has shown that television pacing has no immediate effect on arithmetic ability. It is also clear from this analysis that arithmetic scores did not load on the attention scales, indicating that an arithmetic test cannot verify attention scores. Television has an arousal effect on attention, in that it seems to stimulate selective attention. An optimal level of arousal is required for selective attention to take place... , M.A.
- Full Text:
- Authors: Bartmanski, Malvina (Malwina) Marta
- Date: 2015
- Subjects: Attention-deficit hyperactivity disorder , Arithmetic - Ability testing , Television and children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/64296 , uj:17175
- Description: Abstract: The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) (American Psychiatric Association, 2013) describes attention deficit hyperactivity disorder (ADHD) as a disorder characterized by various symptoms, including attention difficulties. The development of attention is influenced by a combination of internal or neurobiological, and external or environmental factors, which television is considered to be one of (Courage & Setliff, 2009). Young people are spending almost four hours a day watching television, with the highest amount of time spent by 8- to 10-year-olds (Rideout, Roberts, & Foehr, 2005), showing there is a need to explore the link between television and attention. Calvert (2008), as well as Cooper, Uller, Pettifer, and Stolc (2009) suggest that the way a television programme is edited (or its technical features) and not only the content of a programme has an impact on attention. One technical feature that has not received enough consideration is the effect of fast-paced versus slow-paced programming. Conflicting viewpoints exist on the effects of pacing on attention, which requires further investigation. The aim of this study was to explore the effect that fast- and slow-paced television programmes have on the attention and arithmetic ability of Grade 3 children. In order to address this, a quasi-experimental design was used. The dependant variables – attention and arithmetic ability – were measured by separate tests, namely the d2 Test of Attention and Young’s Group Arithmetic Test, respectively. The independent variable was the pace of television programming, with two levels of this factor – fast and slow. A sample of 101 Grade 3 children from three mixed-gender private schools was used. Convenience sampling was used to select the schools, with purposive sampling employed in the selection of Grade 3 to allow for the recruitment of 8- to 9-year-olds. This study has shown that television pacing has no immediate effect on arithmetic ability. It is also clear from this analysis that arithmetic scores did not load on the attention scales, indicating that an arithmetic test cannot verify attention scores. Television has an arousal effect on attention, in that it seems to stimulate selective attention. An optimal level of arousal is required for selective attention to take place... , M.A.
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A comparison of frontal lobe cortical arousal between ADHD and Anxiety Disorders
- Authors: Ferreira, Quentin
- Date: 2014-10-29
- Subjects: Frontal lobe epilepsy , Attention-deficit hyperactivity disorder , Anxiety disorders
- Type: Thesis
- Identifier: uj:12715 , http://hdl.handle.net/10210/12580
- Description: M.A. (Clinical Psychology) , Attention deficit hyperactivity disorder (ADHD) is a form of psychopathology characterised by difficulties with hyperactivity, attention and behavioural inhibition. Although ADHD has been historically considered a disorder specific to children, the contemporary consensus among researchers is that, in some cases, ADHD may persist into adulthood. Neurologically, ADHD is associated with deficits in the executive functions, located in the frontal lobe. Cortical arousal, which refers to the level of neuronal activity in the cerebral cortex and is measurable using electroencephalograph machinery (EEGs), is usually lower in the frontal lobes in those with ADHD when compared to individuals without the disorder. With regards to anxiety disorders, which are dysfunctional variations in the normal fear response, the aetiology of the pathologies in this category are multifaceted and complex. At the neurological level, however, there is a clear link between anxiety disorders and hypervigilance, which is characterised by high cortical arousal in the frontal lobes. Despite the fact that, at face value, it seems impossible for an increase and decrease in cortical arousal to occur simultaneously, ADHD is often diagnosed alongside anxiety disorders, and it is this anomaly which is the focus of this study. Electroencephalograph machinery (EEGs) are able to measure levels of cortical arousal using electrodes placed on the scalp. This research employs this equipment in order to elucidate on how cortical arousal manifests during a task that demands significant involvement from the frontal areas of the brain. A quasi-xperimental research design using non-parametric statistics (Mann-Whitney U Test) was used in order to compare the levels of cortical arousal between 4 groups of 5 research participants with either ADHD, an anxiety disorder, comorbid ADHD and anxiety and no discernible psychopathology. The significant results found in this study point to the fact that, in cases where ADHD and anxiety disorders occur comorbidly, there is a possibility that the anxiety component enables an individual to achieve more pronounced levels of attention, concentration and focus than normal participants and those with ADHD alone...
- Full Text:
- Authors: Ferreira, Quentin
- Date: 2014-10-29
- Subjects: Frontal lobe epilepsy , Attention-deficit hyperactivity disorder , Anxiety disorders
- Type: Thesis
- Identifier: uj:12715 , http://hdl.handle.net/10210/12580
- Description: M.A. (Clinical Psychology) , Attention deficit hyperactivity disorder (ADHD) is a form of psychopathology characterised by difficulties with hyperactivity, attention and behavioural inhibition. Although ADHD has been historically considered a disorder specific to children, the contemporary consensus among researchers is that, in some cases, ADHD may persist into adulthood. Neurologically, ADHD is associated with deficits in the executive functions, located in the frontal lobe. Cortical arousal, which refers to the level of neuronal activity in the cerebral cortex and is measurable using electroencephalograph machinery (EEGs), is usually lower in the frontal lobes in those with ADHD when compared to individuals without the disorder. With regards to anxiety disorders, which are dysfunctional variations in the normal fear response, the aetiology of the pathologies in this category are multifaceted and complex. At the neurological level, however, there is a clear link between anxiety disorders and hypervigilance, which is characterised by high cortical arousal in the frontal lobes. Despite the fact that, at face value, it seems impossible for an increase and decrease in cortical arousal to occur simultaneously, ADHD is often diagnosed alongside anxiety disorders, and it is this anomaly which is the focus of this study. Electroencephalograph machinery (EEGs) are able to measure levels of cortical arousal using electrodes placed on the scalp. This research employs this equipment in order to elucidate on how cortical arousal manifests during a task that demands significant involvement from the frontal areas of the brain. A quasi-xperimental research design using non-parametric statistics (Mann-Whitney U Test) was used in order to compare the levels of cortical arousal between 4 groups of 5 research participants with either ADHD, an anxiety disorder, comorbid ADHD and anxiety and no discernible psychopathology. The significant results found in this study point to the fact that, in cases where ADHD and anxiety disorders occur comorbidly, there is a possibility that the anxiety component enables an individual to achieve more pronounced levels of attention, concentration and focus than normal participants and those with ADHD alone...
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Allergic immune dysfunction in attention deficit disorder
- Authors: Kadish, Karyn Susan
- Date: 2014-06-10
- Subjects: Attention-deficit hyperactivity disorder , Hyperactive children-Effect of diet on , Immune response-Research
- Type: Thesis
- Identifier: uj:11477 , http://hdl.handle.net/10210/11173
- Description: M.A. (Clinical Psychology) , The purpose of this study was to determine whether children who are diagnosed as having Attention Deficit Disorder (ADHD), and Geschwind's syndrome, show a tendency to greater allergic responsivity manifesting in a greater sensitivity to specific foods than a control group. In order to test out these predictions, it had to be assessed whether these children displayed differential sensitivity to the food groups of sugar, dairy products and artificial flavouring and colouring. It was also necessary to establish whether these children will show a decrease in levels of activity contingent upon withdrawal of a foodstuff to which a differential sensitivity has been demonstrated. The subjects participating in this study were rated on a Conners Rating Scale to assess the degree of hyperactive behaviour, by both parents and teachers over a six week period. The overall pattern of results indicated that children with a combined diagnosis of ADHD and Geschwind's syndrome would show a greater behavioural responsivity to certain foodstuffs, and contingent upon their withdrawal, show a significant decrease in hyperactive behaviour. It is proposed that the study be repeated utilising a larger sample.
- Full Text:
- Authors: Kadish, Karyn Susan
- Date: 2014-06-10
- Subjects: Attention-deficit hyperactivity disorder , Hyperactive children-Effect of diet on , Immune response-Research
- Type: Thesis
- Identifier: uj:11477 , http://hdl.handle.net/10210/11173
- Description: M.A. (Clinical Psychology) , The purpose of this study was to determine whether children who are diagnosed as having Attention Deficit Disorder (ADHD), and Geschwind's syndrome, show a tendency to greater allergic responsivity manifesting in a greater sensitivity to specific foods than a control group. In order to test out these predictions, it had to be assessed whether these children displayed differential sensitivity to the food groups of sugar, dairy products and artificial flavouring and colouring. It was also necessary to establish whether these children will show a decrease in levels of activity contingent upon withdrawal of a foodstuff to which a differential sensitivity has been demonstrated. The subjects participating in this study were rated on a Conners Rating Scale to assess the degree of hyperactive behaviour, by both parents and teachers over a six week period. The overall pattern of results indicated that children with a combined diagnosis of ADHD and Geschwind's syndrome would show a greater behavioural responsivity to certain foodstuffs, and contingent upon their withdrawal, show a significant decrease in hyperactive behaviour. It is proposed that the study be repeated utilising a larger sample.
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Neuropsigologiese disfunksie by kinders met a-tipiese aandagsgebrekhiperaktiwiteitsversteuring
- Authors: Boonzaaier, Jacoba Alida
- Date: 2014-03-27
- Subjects: Attention-deficit hyperactivity disorder , Minimal brain dysfunction in children , Learning disabled children - Research , Brain damage , Learning disabilities
- Type: Thesis
- Identifier: uj:4535 , http://hdl.handle.net/10210/9871
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Boonzaaier, Jacoba Alida
- Date: 2014-03-27
- Subjects: Attention-deficit hyperactivity disorder , Minimal brain dysfunction in children , Learning disabled children - Research , Brain damage , Learning disabilities
- Type: Thesis
- Identifier: uj:4535 , http://hdl.handle.net/10210/9871
- Description: M.A. (Psychology) , Please refer to full text to view abstract
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The early identification and treatment of attention deficit disorder
- Authors: Avidon, Jennifer
- Date: 2014-02-04
- Subjects: Attention-deficit hyperactivity disorder
- Type: Thesis
- Identifier: uj:8006 , http://hdl.handle.net/10210/8942
- Description: M.A. (Psychology)
- Full Text:
- Authors: Avidon, Jennifer
- Date: 2014-02-04
- Subjects: Attention-deficit hyperactivity disorder
- Type: Thesis
- Identifier: uj:8006 , http://hdl.handle.net/10210/8942
- Description: M.A. (Psychology)
- Full Text:
Hyperfocus in adult ADHD : an EEG study of the differences in cortical activity in resting and arousal states
- Authors: Sklar, Rony H.
- Date: 2013-11-20
- Subjects: Attention-deficit disorder in adults , Attention-deficit hyperactivity disorder , Electroencephalography
- Type: Thesis
- Identifier: uj:7750 , http://hdl.handle.net/10210/8640
- Description: M.A. (Psychology) , Attention deficit/hyperactivity disorder (ADHD), characterised by problems relating to attention, impulsive behaviour and hyperactivity, has become widely accepted to be a neurodevelopmental disorder that persists into adulthood for a large proportion of the ADHD population. ADHD symptoms are reported to undergo developmental transformation from childhood to adulthood, resulting in a significantly different clinical picture of adult ADHD. This signals a need to move away from reliance on childhood models of the disorder. Current conceptions of both childhood and adult ADHD do not discuss the occurrence of hyperfocus (or flow), a symptom which seems to connote an extreme form of sustained attention and which has been noted in clinical work. The possibility that hyperfocus could occur in ADHD is unexpected and poses a challenge to current formulations of inattention in ADHD. Media settings have been identified as providing the conditions needed for one to enter the hyperfocus state. This study set out to explore the possible symptom of hyperfocus in ADHD and to attempt to identify the neural correlates thereof, using electroencephalograph (EEG). A sample of 10 participants (5 ADHD, 5 non-ADHD) was recruited using the Adult ADHD Self Report Scale V-1.1 (ASRS V-1.1) Screener and a biographical questionnaire. A quasi-experimental research design was employed, whereby EEG recordings of frontal, frontal midline and parietal regions were taken for each participant during resting states (Eyes Closed and Eyes Open) and whilst playing a first person shooter game. Post-test survey questionnaires were also administered to examine the participants’ time perception during game play. Between-group and within-group differences in absolute and relative power scores were examined, using non-parametric statistical methods (Mann-Whitney-U test and Wilcoxon Signed Rank Test) to analyse the data. Possible markers for hyperfocus were identified, namely significantly lower alpha and beta levels in the ADHD group, as well as a decrease in slow-wave activity over time, as well as post-test survey data that indicated a greater degree of distorted time perception in the ADHD group during game play. Significant between- and within-group differences found in the parietal region highlight the need for further research into the role of the parietal lobe in attention functions and in ADHD. Further, significant changes in cortical activity in the progression from Eyes Closed to Eyes Open in both groups warrant further investigation.
- Full Text:
- Authors: Sklar, Rony H.
- Date: 2013-11-20
- Subjects: Attention-deficit disorder in adults , Attention-deficit hyperactivity disorder , Electroencephalography
- Type: Thesis
- Identifier: uj:7750 , http://hdl.handle.net/10210/8640
- Description: M.A. (Psychology) , Attention deficit/hyperactivity disorder (ADHD), characterised by problems relating to attention, impulsive behaviour and hyperactivity, has become widely accepted to be a neurodevelopmental disorder that persists into adulthood for a large proportion of the ADHD population. ADHD symptoms are reported to undergo developmental transformation from childhood to adulthood, resulting in a significantly different clinical picture of adult ADHD. This signals a need to move away from reliance on childhood models of the disorder. Current conceptions of both childhood and adult ADHD do not discuss the occurrence of hyperfocus (or flow), a symptom which seems to connote an extreme form of sustained attention and which has been noted in clinical work. The possibility that hyperfocus could occur in ADHD is unexpected and poses a challenge to current formulations of inattention in ADHD. Media settings have been identified as providing the conditions needed for one to enter the hyperfocus state. This study set out to explore the possible symptom of hyperfocus in ADHD and to attempt to identify the neural correlates thereof, using electroencephalograph (EEG). A sample of 10 participants (5 ADHD, 5 non-ADHD) was recruited using the Adult ADHD Self Report Scale V-1.1 (ASRS V-1.1) Screener and a biographical questionnaire. A quasi-experimental research design was employed, whereby EEG recordings of frontal, frontal midline and parietal regions were taken for each participant during resting states (Eyes Closed and Eyes Open) and whilst playing a first person shooter game. Post-test survey questionnaires were also administered to examine the participants’ time perception during game play. Between-group and within-group differences in absolute and relative power scores were examined, using non-parametric statistical methods (Mann-Whitney-U test and Wilcoxon Signed Rank Test) to analyse the data. Possible markers for hyperfocus were identified, namely significantly lower alpha and beta levels in the ADHD group, as well as a decrease in slow-wave activity over time, as well as post-test survey data that indicated a greater degree of distorted time perception in the ADHD group during game play. Significant between- and within-group differences found in the parietal region highlight the need for further research into the role of the parietal lobe in attention functions and in ADHD. Further, significant changes in cortical activity in the progression from Eyes Closed to Eyes Open in both groups warrant further investigation.
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Standaarde vir 'n holisties interaktiewe bestuursbenadering vir die praktyk van diagnosering van kinders met aandagtekort hiperaktiwiteitsversteuring en hul terapie met Ritalin
- Authors: Van Zyl, Jacques
- Date: 2012-08-16
- Subjects: Attention-deficit hyperactivity disorder , Attention-deficit hyperactivity disorder -- Diagnosis -- Moral and ethical aspects , Attention-deficit hyperactivity disorder -- Treatment -- Moral and ethical aspects , Attention-deficit hyperactivity disorder -- South Africa , Therapeutics , Methylphenidate hydrochloride
- Type: Thesis
- Identifier: uj:2576 , http://hdl.handle.net/10210/6027
- Description: D.Ed. , The practice regarding the diagnosing and therapeuterising, with Ritalin, of children with ADHD (Attention Deficit Hyperactivity Disorder) is inadequate. There is in general practice little, if any, signs of holistic interactive co-operation amongst practitioners regarding diagnosing and therapeuterising, with Ritalin, exceptions excluded. The practice situation reflects a rather fragmented image, unscientific practises regarding diagnostic and therapeutic instruments and procedures, ignorance and incompleteness. The rational why this study was undertaken is because of the researcher's experience of the overwhelming inadequacy of this practice. The aim of this research was to develop, validate and describe standards for the holistic interactive management of the practice of diagnosing of the child \Vith ADHD and his/her therapy, with Ritalin. These standards can contribute towards improvement of the total practice, that is improvement of aid rendering to this child in order to optimise his/her functioning accordingly. In order to reach this aim, a research method was followed whereby an intensive literature study, multiple case studies and a questionnaire survey regarding a variety of professional practitioners and parents, was introduced in order to obtain data from the practice situation. Data was continuously qualitatively analised within the parameters of a theoretically grounded conceptual framework. These analyses eventually culminated in the description of concept standards and revised concept standards which were submitted to five domain experts for validation. The final standards which were determined through a process of a reasonable high level of consensus amongst these experts, is described in two official languages, namely Afrikaans and English. The final standards reflect the need from practice, namely holistic interactive management of the procedures of diagnosis and therapy, with Ritalin, of the child with ADHD.
- Full Text:
- Authors: Van Zyl, Jacques
- Date: 2012-08-16
- Subjects: Attention-deficit hyperactivity disorder , Attention-deficit hyperactivity disorder -- Diagnosis -- Moral and ethical aspects , Attention-deficit hyperactivity disorder -- Treatment -- Moral and ethical aspects , Attention-deficit hyperactivity disorder -- South Africa , Therapeutics , Methylphenidate hydrochloride
- Type: Thesis
- Identifier: uj:2576 , http://hdl.handle.net/10210/6027
- Description: D.Ed. , The practice regarding the diagnosing and therapeuterising, with Ritalin, of children with ADHD (Attention Deficit Hyperactivity Disorder) is inadequate. There is in general practice little, if any, signs of holistic interactive co-operation amongst practitioners regarding diagnosing and therapeuterising, with Ritalin, exceptions excluded. The practice situation reflects a rather fragmented image, unscientific practises regarding diagnostic and therapeutic instruments and procedures, ignorance and incompleteness. The rational why this study was undertaken is because of the researcher's experience of the overwhelming inadequacy of this practice. The aim of this research was to develop, validate and describe standards for the holistic interactive management of the practice of diagnosing of the child \Vith ADHD and his/her therapy, with Ritalin. These standards can contribute towards improvement of the total practice, that is improvement of aid rendering to this child in order to optimise his/her functioning accordingly. In order to reach this aim, a research method was followed whereby an intensive literature study, multiple case studies and a questionnaire survey regarding a variety of professional practitioners and parents, was introduced in order to obtain data from the practice situation. Data was continuously qualitatively analised within the parameters of a theoretically grounded conceptual framework. These analyses eventually culminated in the description of concept standards and revised concept standards which were submitted to five domain experts for validation. The final standards which were determined through a process of a reasonable high level of consensus amongst these experts, is described in two official languages, namely Afrikaans and English. The final standards reflect the need from practice, namely holistic interactive management of the procedures of diagnosis and therapy, with Ritalin, of the child with ADHD.
- Full Text:
Die effek van die etikettering van 'n kind met aandagtekort/hiperaktiwiteitsversteuring op die moeder
- Authors: Steytler, Johanna Louise
- Date: 2011-12-06
- Subjects: Attention-deficit hyperactivity disorder , Learning disabled children , Mother and child , Parents of children with disabilities' attitudes
- Type: Thesis
- Identifier: uj:1835 , http://hdl.handle.net/10210/4195
- Description: M.Ed. , Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.
- Full Text:
- Authors: Steytler, Johanna Louise
- Date: 2011-12-06
- Subjects: Attention-deficit hyperactivity disorder , Learning disabled children , Mother and child , Parents of children with disabilities' attitudes
- Type: Thesis
- Identifier: uj:1835 , http://hdl.handle.net/10210/4195
- Description: M.Ed. , Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.
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The efficacy of the homoeopathic Simillimum in LM potency in the treatment of children with Attention-Deficit/Hyperactivity Disorder (ADHD)
- Authors: Barnard, Candice Naida
- Date: 2011-06-29T06:44:03Z
- Subjects: Attention-deficit hyperactivity disorder , Homeopathy
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369206 , uj:7142 , http://hdl.handle.net/10210/3733
- Description: M.Tech. , Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed childhood disorder characterised by impulsivity, inattention and hyperactivity that manifests in early childhood. The symptoms of ADHD affect cognitive, behavioural, emotional and social functioning (Sadiq, 2007). Conventional treatment of this disorder is predominantly through the use of psycho-stimulants, with methylphenidate (Ritalin® and Concerta®) often considered the drug of choice. Concerns about potential adverse effects include anxiety, anorexia, tacchycardia, cardiac arrhythmias, palpitations, increased blood pressure, dysphoria, dizziness, growth suppression and dyskinesias (Sadock and Sadock, 2007). Dreyer (1996) mentions the irritability, fatigue and melancholy, which often follows the use of these medications. Parents concerned about the side effects and long term use of medications are increasingly seeking out alternatives to pharmacologic treatment (Sadiq, 2007). Homoeopathy is a therapeutic approach of preventing and treating disease; it consists of a medical philosophy based on defined laws and principles (Eizayaga, 1991). Homoeopathy is asserted to influence disease with the use of highly diluted substances; the specific remedy is chosen to correspond according to the characteristic individual symptoms of the patient presenting with ADHD (Frei, et al., 2006). The aim of this study was, by means of case studies, to determine the effect of the homoeopathic simillimum treatment using LM potency in children with Attention Deficit/ Hyperactivity Disorder. Ten children, males and females between the ages of 5 to 10 years old who had been diagnosed with ADHD and were on a balanced, restricted sugar, high complex carbohydrate diet - low in additives, preservatives and food dyes (Rothenberg, 1997) - were recruited via advertisements (Appendix C) in the Gauteng region with permission from specific remedial and primary schools (Appendix F). In addition, an advertisement (Appendix C) was displayed on the Attention Deficit and Hyperactivity Support group of South Africa (ADHASA) website (Appendix D) and in psychologist and occupational therapist practice rooms. The study took place at the University of Johannesburg, Homoeopathy Health Centre, as well as at the participant’s and researcher’s homes.
- Full Text:
- Authors: Barnard, Candice Naida
- Date: 2011-06-29T06:44:03Z
- Subjects: Attention-deficit hyperactivity disorder , Homeopathy
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369206 , uj:7142 , http://hdl.handle.net/10210/3733
- Description: M.Tech. , Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed childhood disorder characterised by impulsivity, inattention and hyperactivity that manifests in early childhood. The symptoms of ADHD affect cognitive, behavioural, emotional and social functioning (Sadiq, 2007). Conventional treatment of this disorder is predominantly through the use of psycho-stimulants, with methylphenidate (Ritalin® and Concerta®) often considered the drug of choice. Concerns about potential adverse effects include anxiety, anorexia, tacchycardia, cardiac arrhythmias, palpitations, increased blood pressure, dysphoria, dizziness, growth suppression and dyskinesias (Sadock and Sadock, 2007). Dreyer (1996) mentions the irritability, fatigue and melancholy, which often follows the use of these medications. Parents concerned about the side effects and long term use of medications are increasingly seeking out alternatives to pharmacologic treatment (Sadiq, 2007). Homoeopathy is a therapeutic approach of preventing and treating disease; it consists of a medical philosophy based on defined laws and principles (Eizayaga, 1991). Homoeopathy is asserted to influence disease with the use of highly diluted substances; the specific remedy is chosen to correspond according to the characteristic individual symptoms of the patient presenting with ADHD (Frei, et al., 2006). The aim of this study was, by means of case studies, to determine the effect of the homoeopathic simillimum treatment using LM potency in children with Attention Deficit/ Hyperactivity Disorder. Ten children, males and females between the ages of 5 to 10 years old who had been diagnosed with ADHD and were on a balanced, restricted sugar, high complex carbohydrate diet - low in additives, preservatives and food dyes (Rothenberg, 1997) - were recruited via advertisements (Appendix C) in the Gauteng region with permission from specific remedial and primary schools (Appendix F). In addition, an advertisement (Appendix C) was displayed on the Attention Deficit and Hyperactivity Support group of South Africa (ADHASA) website (Appendix D) and in psychologist and occupational therapist practice rooms. The study took place at the University of Johannesburg, Homoeopathy Health Centre, as well as at the participant’s and researcher’s homes.
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Stimulants and growth in children with attention-deficit/hyperactivity disorder
- Negrao, Bianca Lee, Viljoen, Margaretha
- Authors: Negrao, Bianca Lee , Viljoen, Margaretha
- Date: 2011
- Subjects: Attention-deficit-disordered children , Attention-deficit hyperactivity disorder , Adrenergic stimulants , Dopamine , Noradrenaline , Growth attenuation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/390822 , uj:5810 , ISSN 0306-9877 , http://hdl.handle.net/10210/7818
- Description: Initial suggestions that suppression of growth may be an intrinsic characteristic of attention-deficit/hyperactivitydisorder (ADHD) have now largely been disproven. Although controversy persists regarding the possible negative effect of adrenergic stimulants on growth in children with ADHD, the consensus that appears to be reached in the scientific literature is that stimulant usage may cause a manageable attenuation of growth in these children. Since it is known that stimulants increase the amount of dopamine and noradrenaline in the synapse, this writing suggests that these increases in dopamine and noradrenaline are responsible for the growth attenuation in these children. It appears that increased amounts of dopamine and noradrenaline have the ability to inhibit the secretion of growth hormone and growth-related hormones such as prolactin, thyroid hormones, sex hormones and insulin. Therefore, it would be reasonable to suggest that the increases in dopamine and noradrenaline caused by stimulant usage can disrupt the homeostasis of both growth hormone and growth-related hormones, generating the potential for the suppression of growth.
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- Authors: Negrao, Bianca Lee , Viljoen, Margaretha
- Date: 2011
- Subjects: Attention-deficit-disordered children , Attention-deficit hyperactivity disorder , Adrenergic stimulants , Dopamine , Noradrenaline , Growth attenuation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/390822 , uj:5810 , ISSN 0306-9877 , http://hdl.handle.net/10210/7818
- Description: Initial suggestions that suppression of growth may be an intrinsic characteristic of attention-deficit/hyperactivitydisorder (ADHD) have now largely been disproven. Although controversy persists regarding the possible negative effect of adrenergic stimulants on growth in children with ADHD, the consensus that appears to be reached in the scientific literature is that stimulant usage may cause a manageable attenuation of growth in these children. Since it is known that stimulants increase the amount of dopamine and noradrenaline in the synapse, this writing suggests that these increases in dopamine and noradrenaline are responsible for the growth attenuation in these children. It appears that increased amounts of dopamine and noradrenaline have the ability to inhibit the secretion of growth hormone and growth-related hormones such as prolactin, thyroid hormones, sex hormones and insulin. Therefore, it would be reasonable to suggest that the increases in dopamine and noradrenaline caused by stimulant usage can disrupt the homeostasis of both growth hormone and growth-related hormones, generating the potential for the suppression of growth.
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