Dissertations / Theses: 'ADHD/ADD'

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Haber, Jill M. "ADD/ADHD, being a sibling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55214.pdf.

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Meyer, Nancy Edith. ""Current ADD/ADHD practices in the state of Wisconsin" /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Wahlstrom, Maria Jennifer. "THE EFFECTS OF STEREOTYPE THREAT ON STUDENTS WITH ADD/ADHD." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/193007.

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Lind, Sara, and Hanna Engdahl. "Motorisk förmåga hos vuxna med ADHD och ADD : En tvärsnittsstudie." Thesis, Umeå universitet, Avdelningen för fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159778.

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Introduktion: Attention Deficit Hyperactivity Disorder, ADHD, är en vanlig neuropsykiatrisk diagnos hos vuxna i Sverige med en prevalens på 2,5%. Karakteristiska problem är hyperaktivitet, impulsivitet och ouppmärksamhet. Attention Deficit Disorder, ADD, är en form av ADHD som innebär problem med uppmärksamhet och koncentration. Kunskapen om förekomst av motorikstörningar hos vuxna personer med ADHD och ADD är ännu begränsad. Syfte: Undersöka och beskriva motorisk förmåga hos en grupp vuxna med ADHD och ADD samt jämföra eventuella skillnader mellan dessa grupper. Metod: Denna studie är en del av ett större projekt vid Neurorehab Sävar, Västerbotten. Motorisk förmåga bedömdes för 109 personer enligt The Bruininks-Oseretsky Test of Motor Proficiency second edition, som i vuxen ålder fått diagnosen ADHD eller ADD. Testet är uppdelat i fyra motoriska områden; Fine Manual Control, Manual Coordination, Body Coordination, Strength and Agility, och en summering av alla områden: Total Motor Composite. Datamaterialet analyserades med oparade t-test och Mann-Whitney U-test och jämfördes deskriptivt mot normativa data. Resultat: Gruppen med ADD hade signifikant bättre poäng i Fine Manual Control än gruppen med ADHD: 60 (9) respektive 53 (10.75), p=0.027. Enligt beskrivande kategorier för Total Motor Composite hade 36,5% ur gruppen ADHD en individpoäng som var under till väl under genomsnittet jämfört med normativa data och 61.5% lika med genomsnittet. Gruppen ADD var 41.1% under till väl under genomsnittet och 59% lika med genomsnittet. Konklusion: Gruppen med ADD förefaller ha bättre finmotorik än gruppen med ADHD. Resultaten indikerar att motoriken är nedsatt hos vuxna personer med ADHD/ADD för över 30%. Ytterligare forskning om motorikstörning, vuxna och diagnosen behövs.

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Nilsson, Karolina, and Sanna Arvidsson. "Föräldrars syn på stödinsatser och bemötande gällande barn med ADHD/ADD." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11422.

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Syftet med denna studie var att undersöka om föräldrar till barn med ADHD/ ADD upplevde att barnet fick det stöd som det behövde i skolan samt hur barnet blev bemött av skolpersonalen. Vidare undersökte vi hur föräldrarna upplevde att samspelet mellan skolan och eleven påverkade deras barn. I studien användes en kvalitativ metod där det insamlade materialet tolkades utifrån symbolisk interaktionism samt stämplingsteorin. Fyra föräldrar till barn med ADHD/ADD har intervjuats. Resultatet visade att föräldrarna upplevde att deras barn hade bristfälliga eller obefintliga stödinsatser där somliga av dessa barn bemöttes ofördelaktigt av skolpersonalen. Föräldrarna menade även att samspelet mellan skolan och barnet påverkade barnet i negativ riktning då de blev ofördelaktigt bemötta samt inte fick tillräckliga stödinsatser. Slutsatsen påvisade att föräldrarna upplevde att skolans stödinsatser samt skolpersonalens bemötande hade betydelse för hur barnet lyckades klara av skolan samt hur de utvecklade sin självbild.
The aim of this study was to examine whether parents of children with ADHD/ADD felt that their children received the support they needed in school and how the children were treated by the school staff. Furthermore, we examined how parents felt that the interaction between the school and the student affected their children. The study used a qualitative method in which the collected material was interpreted though symbolic interactionism and labeling theory. Four parents with children with ADHD/ADD have been interviewed. The results showed that parents felt that their children had inadequate or no assistance and some children were treated unfavorably by school staff. Parents also suggested that the interaction between school and child affected the child negatively because they were unfavorably treated and did not receive sufficient support. The conclusion of the study showed that the parents felt that school support activities and attitudes of the staff had a negative effect on their children’s ability to cope with school and their self-image.

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Otterstedt, Charlotte. "Motorisk förmåga hos vuxna med ADHD, ADD och Autismspektrumtillstånd : En tvärtsnittsstudie." Thesis, Umeå universitet, Avdelningen för fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173386.

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Introduktion: Attention Deficit (Hyperactivity) Disorder (AD(H)D/ ADD) och Autismspektrumstillstånd (AST) är livslånga tillstånd som ger påtagliga konsekvenser för individen. Förekomst av andra utvecklingsrelaterade tillstånd liksom fysisk och psykisk samsjuklighet är vanligt. Kunskapen om den motoriska förmågan hos vuxna med neuropsykiatriska tillstånd är begränsad. Syfte: Undersöka och beskriva den motoriska förmågan hos vuxna med ADHD, ADD och Autismspektrumstörning. Jämföra diagnosgrupperna och undersöka eventuella skillnader. Metod: I studien ingick 151 personer som diagnostiserats i vuxen ålder. Den motoriska förmågan undersöktes med Bruininks-Oseretsky Test of Motor Proficiency, BOT-2. BOT-2 är ett normbaserat, validerat testbatteri som utgörs av fyra motoriska områden uppdelat på åtta delområden, som ger en sammanlagd poäng. Datamaterialet har analyserats med One Way ANOVA, oberoende t-test, Kruskal- Wallis test och Mann Whitney U-test. Deskriptiva data jämfördes med normvärden i BOT-2. Resultat: Jämfört med normvärden i BOT-2 låg 56% av studiepopulationen på en genomsnittlig nivå, 39 % under genomsnittet och övriga väl under genomsnittet i totalpoäng. I området handmotorisk kontroll låg medelvärdet i alla tre grupper under det normerade medelvärdet. Gruppen med Autismspektrumtillstånd hade nedsättningar inom flest områden jämfört med normvärden I AST gruppen låg resultaten i balans och bilateral koordination signifikant lägre jämfört med grupperna ADHD och ADD. I finmotorisk kontroll presterade ADD gruppen signifikant högre än i ADHD gruppen. Konklusion: Nedsättningar i den motoriska förmågan förefaller vanligt hos vuxna med ADHD, ADD och Autismspektrumtillstånd, och särskilt hos dem med AST. Vid neuropsykiatriska utredningar av vuxna bör också den motoriska förmågan bedömas. Mer forskning om förekomsten och behandling av motoriska nedsättningar vid neuropsykiatriska tillstånd är angeläget.
Introduction: Attention Deficit (Hyperactivity) Disorder (ADHD/ADD) and Austim Spectrums Disorder (ASD) are lifelong conditions that often causes severe consequences for the individual. The co-existens of related neurodevelopmental disorders as well as mental and physical illness is common. Knowledge about motor performance in adults is limited. Aims: To explore och describe motor performance in adults diagnosed with ADHD, ADD och Austism Spectrum Disorder. To performe group comparisons and explore differences between groups. Methods: The population consisted of 151 inividuals diagnosed as adults. Motor abilities were examined using the Bruininks-Oseretsky Test of Motor Proficiency, second edition, a reference-based test of fine och gross motor skills. BOT-2 consits of eight subscales organized in four composits, and a total score. One Way ANOVA, independent t-test, Kruskal- Wallis test and Mann Whitney U statistic tests were used in the analysis. Descriptive data was analysed according to normbased data in BOT-2. Resultat: In the population 56% perform within average and 39 % below average in Total Point score, compared to values in BOT-2. All groups performed below average in Manual Coordination. Most deficits appeared in the ASD group. The ASD group scored significantly lower in bilateral coordination and balance compared to the ADHD and ADD group. In Fine Motor Control the ADHD group performed significantly lower than the ADD group. Conclusion: Deficits in motor performance appears to be common in adults with the diagnosis ADHD, ADD och ASD, especially among individuals with ASD. When adults are clinically investigated, motor abilities should also be adressed. Further studies exploring motor abilities is recommended.

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Burgess, Jennifer L. "Comorbid implications how does ADD/ADHD affect college students vocationally and educationally? /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000burgessj.pdf.

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Juambeltz, Laura. "Besvärliga barn, osynliga barn. En studie om barn med ADHD/ADD i skolan." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33740.

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Bokstavsdiagnosen ADHD/ADD är omdiskuterad i Sverige. Neuropsykiatrerna och sociologerna kommer inte överens. Men, vad tycker pedagoger när de arbetar med barnen? Vad tycker barnen? I detta arbete behandlar jag två pedagogers, två föräldrars och två barns syn på diagnosen ADHD/ADD. Syftet med arbetet är att synliggöra problemet med att ha ADHD/ADD för att kunna undersöka och diskutera åtgärderna samt få en större beredskap att arbeta med olikheter. Min frågeställning blir således: Hur uppfattas situationen för barn med ADHD/ADD i skolan? Vilka resursmöjligheter har skolan när det gäller barn med ADHD/ADD? Vilka åtgärder finns för dessa barn? Hur ser samarbetet ut mellan skolan - och hem? Jag gör en beskrivning av problemområdet utifrån det historiska perspektivet på diagnosen samt definierar grundläggande begrepp som är viktiga för mitt arbete. På detta följer tidigare forskning på området, en introduktion till olika teorier och deras relevans till min undersökning samt en redovisning av skolans syn på barn med ADHD/ADD. Jag redogör för mitt metodval i undersökningen, urval av undersökningsgrupp och undersöknings genomförande för att sedan analysera materialet utifrån teorier inom psykiatri, utifrån skolans roll, det pedagogiska syn och pedagogiska åtgärder. Avslutningsvis för jag en diskussion om min studie och möjliga vägar för fortsatt forskning på området.

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Terchek, Joshua J. "ADHD and Self-Discrepancy: The Social Construction of ADHD in Adulthood." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1363604180.

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Katarina, Strandberg. "I dur och struktur : Att bidra till strukturering med musiken som medel." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28228.

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I mitt examensarbete beskriver jag kort Musikterapins historia. Tyngdpunkten i arbetet ligger på att beskriva FMT-metoden, Funktionsinriktad MusikTerapi som är den metod jag arbetat utifrån. Jag beskriver i två fallbeskrivningar hur jag har arbetat med FMT med två personer. Den ena personen har diagnosen ADHD och den andra har diagnosen ADD. Mitt fokus i arbetet har varit att undersöka på vilket sätt FMT-metoden kan användas, för att bidra till att skapa en struktur för de två personer som fått FMT och om det eventuellt har gett effekt för dessa personer i deras vardag. Min slutsats är att i och med att jag arbetar med funktionerna hos människan så kan metoden bidra till att skapa struktur för de som metoden berör både i deras vardag och i FMT-rummet.

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Marks, Lori J. "Reading Instruction for Students with Attention Deficit Disorders (ADD) and Attention Deficit with Hyperactivity (ADHD)." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3712.

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Brolin, Rosita. "Folk som pratar o pennor som rasslar : – om hur elever med neuropsykiatrisk diagnos upplever skoltiden." Thesis, Stockholm University, Department of Education in Arts and Professions, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26738.

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Syftet med denna kvalitativa studie var att undersöka hur elever med neuropsykiatriska funktionshinder upplever tiden i grund- och gymnasieskolan. Mina frågeställningar handlade om i vilka sammanhang eleverna upplevde svårigheter kopplade till funktionshindren, på vilka sätt skolan visade förståelse för dessa svårigheter, hur skolan löste de problem som uppstod, vad skolan kunde ha gjort mer samt vilka starka sidor hos eleverna som var betydelsefulla i skolan. Jag intervjuade sex ungdomar i åldrarna 18 - 21 år. Jag använde mig av halvstrukturerade intervjuer. Resultatet, som analyserades ur ett sociokulturellt perspektiv, visade att eleverna upplevde svårigheter i skolan i flera olika sammanhang. Stora klasser och störande ljud i klassrummet förvärrade elevernas koncentrationssvårigheter. Projektarbeten utan strikta ramar och att tvingas redovisa inför klassen utgjorde ett stort hinder för flera av eleverna, medan undervisning på för låg nivå ledde till bristande studiemotivation. Under högstadietiden upplevde eleverna stress och svårigheter att hitta till klassrummen. Annat som medförde problem var bland annat fobier, sömnstörningar och att delta i skolidrotten. Utanförskap och mobbing i elevgrupperna var vanligt förekommande. Även lärare utsatte eleverna för kränkande särbehandling genom utpekande handlingar, skuldbeläggande och bestraffningar. Eleverna upplevde att de oftast möttes av oförståelse och okunskap från skolan. Endast enstaka lärare visade förståelse. Skolans åtgärder sattes oftast in väldigt sent och lösningarna på problemen blev därför kortvariga. Vissa åtgärder gjorde till och med större skada än nytta. Eleverna berättade om sina starka sidor och menade att dessa hjälpte dem genom åren i skolan. Av resultatet framgick att mindre klasser, men också kunskap hos lärarna och förmågan att samtala med eleverna och lyssna på dem, är viktiga medel för att kunna ta tag i problemen på ett tidigt stadium och skapa en skola för alla.

The purpose of this qualitative study was to get knowledge of experiences of the years in compulsory school and upper secondary school by pupils with neuropsychiatric disabilities. The questions dealt with when and where in school the pupils had difficulties connected to their neuropsychiatric disabilities, in what way they were met with understanding for their difficulties, how the school solved the problems, what the school could have done more and what qualities the pupils possessed that helped in school. I interviewed six youngsters in the ages of 18 - 21. I used half-structured interviews. The result was analysed in a sociocultural perspective and showed that the pupils had difficulties in many ways at school. Big classes and noises in the classroom made their concentration difficulties worse. Projects in school without strict directions as well as appearances before the class became huge barriers for some of the pupils, while teaching at a too low level led to a lack of motivation. In upper level of compulsory school the pupils felt stress and difficulties in finding classrooms. Some other problems were phobias, insomnia and participating in school gymnastics. Bullying and exclusion from fellowship was usual. Even teachers were insulting the pupils by indicating them as outsiders, blaming them for their difficulties and punishing them. The pupils experienced that they were mostly met with misunderstanding and a lack of knowledge from the school. Just a few teachers were sympathetic. The school mostly took measures very late and the solutions therefore became short-lived. Some of the measures made the problems even worse. The pupils told me about their strong sides that helped them through school. The result showed that smaller classes as well as teachers knowledge and ability to converse and listen to the pupils are important instruments to be able to face the problems in an early phase and create a school for all kinds of minds.

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Rekestad, Hannah. "”När man jobbar med någon som har ADHD eller ADD så blir det ju aldrig långtråkigt” : Om boendestödjares perspektiv på stödinsatser till vuxna personer med ADHD." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-2255.

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Syftet med den här studien har varit att öka kunskapen om boendestöd i relation till vuxna personer med adhd, utifrån fyra boendestödjares perspektiv. Studien har sin utgångspunkt i en tillsynsrapport från Socialstyrelsen, där det framgår att boendestödjare saknar kunskaper om adhd och annan neuropsykiatrisk funktionsnedsättning och att de även saknar kunskaper om metoder att använda i arbetet med denna målgrupp. Den forskningsansats som använts är kvalitativ metod och intervjuerna som genomförts har varit halvstrukturerade. Antalet genomförda intervjuer med yrkesverksamma boendestödjare är fyra till antalet, varav två av dessa boendestödjare var kvinnor och två var män. Intervjumaterialet strukturerades utifrån de tre frågeställningarna och därefter tematiserades signifikanta citat med hjälp av öppen kodning. Resultatet analyserades med hjälp av nyinstitutionell teori, teorier om handlingsutrymme och teorier om kunskapssyn, samt syn på metoder för det sociala arbetet. Slutsatser som dras är bland annat att boendestödjarnas kunskaper om adhd och om metoder för det sociala arbetet är mycket varierande. Även boeendestödjarnas förhållningssätt till adhd varierar. Vidare dras slutsaten att boendestödjarna upplever att samverkan mellan dem och biståndsbedömare, samt samverkan mellan dem och landstingspsykiatrin har brister. Studien visar även att boendestödjares handlingsutrymme har minskat sedan yrket uppkom.

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Carnefjord, Hannah, and Forsvid Isabell Skoglund. "En skola för alla - eller hur var det nu? : En kvalitativ studie om hur en ADHD/ADD-diagnos påverkar barns förutsättningar i skolan." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39928.

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Syftet med denna uppsats var att skildra hur barn i skolålder med ADHD/ADD upplever sin skolgång. De frågeställningar som använts är: Hur påverkar en ADHD/ADD-diagnos barns förutsättningar i skolan? Hur upplever barn med en ADHD/ADD-diagnos att de erbjuds hjälp och stöd inom skolan? Hur upplever barn med en ADHD/ADD-diagnos att de bemöts i skolan? Studien genomfördes med hjälp av åtta respondenter som alla var i skolålder samt diagnostiserade med antingen ADHD eller ADD. Insamlingen av material gjordes genom semistrukturerade intervjuer och bearbetades efteråt med hjälp av fyra sociologiska teorier: stigma, interaktionsordning samt identitetsvärden och uppföranderegler. Resultatet visade att barn med ADHD/ADD till viss del försummas i sin skolgång då resurser och kunskap kring diagnoser är otillräcklig. Resultatet visar även att en skola för alla går att uppnå men det krävs mer engagemang och resurser för att kunna bemöta elevers individuella behov.

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Brattström, Gärder Erik, and Ibrahim Miran Amanj. ""Jag kallar det för att inte följa med in i hissen” : En undersökande uppsats om arbetet med ADHD/ADD i skolmiljö." Thesis, Uppsala universitet, Centrum för socialt arbete - CESAR, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351976.

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Skolgången kan i många fall vara fylld av utmaningar för elever med ADHD och ADD. Detta är något som i vår tid utforskas mer och mer. Något som återstår att undersöka är hur arbetet med ADHD och ADD i skolan egentligen ser ut. Syftet med denna uppsats har varit att studera hur skolkuratorer, lärare och specialpedagoger bemöter och arbetar med barn utifrån behoven som förekommer kring ADHD/ADD-problematik samt hur detta förhåller sig till tidigare forskning. Studien har utgått ifrån en kvalitativ ansats genom intervjuer med respondenter från ovannämnda urval. Vilka strategier som våra respondenter tillämpar i vardagen för att hjälpa barnen ifråga, vad deras uppfattning och kunskap om diagnoserna är samt hur samverkan fungerar inom och utanför organisationen är tre centrala aspekter i studien. Resultatet av denna studie var att mycket av de strategier för bemötande av och arbete med elever med ADHD/ADD som togs upp under intervjuerna var synliga i tidigare forskning. Intervjuerna har analyserats utifrån Michael Lipskys (1980) begrepp street-level bureaucrats, eller gräsrotsbyråkrater. Respondenternas bild av ämnet var varierande då vissa fokuserade på de positiva aspekterna av diagnoserna medan andra fokuserade mer på problematiken som kopplas till ADHD/ADD. Nästan samtliga respondenter upplevde att kunskapen om ämnet var adekvat på deras skola för att bemöta barnens behov. Samverkan inom skolorna var vanligt förekommande och ansågs fungera väl medan samverkan med andra organisationer ansågs vara bristfällig eller icke-existerande. För framtida forskning kan det vara av intresse att undersöka hur högskoleutbildning kan utvecklas för att förse information om ADHD/ADD då detta har funnits vara bristfälliga enligt studiens respondenter.

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Wise, Barbara. "THE EFFECT OF CLOSURE ON THE RELATIONSHIP BETWEEN ADHD SYMPTOMS AND SMOKING INITIATION: A MODERATION MODEL USING ADD HEALTH DATA." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448998688.

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Kissel, Hannah J. "Urinary Phthalates as Potential Biomarkers for Attention Deficit Disorder and Proposed Dopaminergic Pathway Interactions." University of Toledo Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1533402644802545.

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ferenc, glonczi. "Att leva med ADHD : En kvalitativ studie." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-7048.

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Ekström, Heidi, and Annika Israelsson. "”Var är den goda glassen?” : En studie av föräldrar till barn med neuropsykiatriska diagnoser och deras upplevelse av samhällsstödi biografier." Thesis, Stockholm University, Department of Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30819.

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The aim of this qualitative study was to investigate how parents of children diagnosed with Autism, Aspergers Syndrome or ADHD/ADD describe their experience of the Swedish welfare support system in written biographies. To answer this question a study of five biographies written by parents with children diagnosed with ADHD, Autism and Asperger Syndrome where made. The conclusion was that the social network itself is of great importance to the parents. Families with single parents experienced a less positive experience of the Swedish welfare support system than parents with a spouse. The study also reveiled that families with a supporting social network and a solid financial ground in combination had the best experience of the Swedish social welfare support system. Furthermore the importance of being able to choose and in detail effect decisions made about the specific social welfare support received by the child or family proved to effect the experience.

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Munoz, Huapaya Sussy. "Häktning av barn med neuropsykiatriska funktionsnedsättningar." Thesis, Stockholms universitet, Juridiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-168818.

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“You only try to stay in the real world”, “you get strange, cold and off”. These are citations from childrens own stories about being in detention and isolated. Approximately 10 000 people are detained annually in Sweden with and without restrictions and several of these are children, persons between 15 - 17 years old. Sweden has ratified the ’Convention on the Rights of the Child’ up to a lot of criticism against the way Sweden detains children. The law that is applied to adults in the case of detention also applies to children. Although, there are some special laws that only apply to detention of children, 24 chapter 4 § RB and 23 § LUL. If due to the childs age it may be feared that the detention would bring serious harm to the child, detention may only occur if it is clear that adequate supervision cannot be arranged. It is also required that there are extraordinary reasons for detention. There is a special group of children who have certain disabilities, children with neuropsychiatric disorders. Problems can occur when these children are detained and isolated. According to Swedish national law, detention of children can take place when the basic conditions in the 24 chapter 1 § RB are fulfilled, when it is clear that adequate supervision cannot be arranged in accordance with 24 chapter 4 § RB. Detention of children may only occur under extraordinary reasons, 23 § LUL. However extraordinary reasons are interpreted in different ways, this leads to children being arrested more often than in exceptional cases. In case of detention of children with neuropsychiatric disorders the disorder may be taken into consideration in the proportionality assessment by some judges and some judges will not. The stay in detention can affect children with neuropsychiatric disorders in different ways. They can develop phobias, self-harm, more anxiety, nervousness and depression. As there are several children with neuropsychiatric disorders who also have an increased risk of developing other psychological problems, this group of children is more likely to be affected by detention. In conclusion, these Swedish laws do not meet the requirements set by the Convention on the Rights of the Child, neither practical nor theoretical.

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Kedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.

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Sundhage, Lif Lea Johanna. "Mellan stolarna, upp på väggarna : att få plats i en skola för alla." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2161.

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The purpose of this study was to investigate how well adjusted the support is for young people that have been diagnosed with ADHD, while attending the gymnasium. Analysis and result are based on a sociocultural perspective and have their take-off in literaturestudies and qualitative interviews with two students with the diagnosis and one special needs teacher. The interviews were based on themes that had their starting point in school policy documents and related literature. The interviews were semi-structured with the aim of letting the interviewees speak as freely as possible. One of the themes included the individual strategies developed by the interviewees, such as using mobile-apps to help structure and plan for everyday life. Results show that the available support is not well adapted and that how great impact the ADHD-diagnosis has on how well the person do in school is greatly affected by in what social context and what kind of support he or she has outside of school, for example by family. The study shows that there is great need for further research and development within the research area.
Syftet med den här studien var att undersöka hur väl anpassat stödet i gymnasieskolan är för elever med ADHD-diagnos. Analys och resultat är bearbetade utifrån ett sociokulturellt perspektiv och baseras på litteraturstudier och kvalitativa intervjuer med två gymnasieelever med ADHD-diagnos samt en specialpedagog/speciallärare. Intervjuerna berörde teman med utgångspunkt i styrdokumenten samt i relaterad litteratur och var halvstrukturerade, med syftet att låta intervjupersonerna tala så fritt som möjligt. Ett av temana berörde de egna strategier som intervjupersonerna utarbetat, så som att använda appar i mobilen för att skapa struktur och planera vardagen. Resultatet visar att stödet i gymnasieskolan inte är väl anpassat utan att hur väl en person med ADHD-diagnos klarar sig i skolan snarare beror på de omgivande förutsättningarna utanför skolan, exempelvis vilket stöd hen får från sin familj. Studien visar att det finns stor utvecklingspotential inom området och att det behövs ytterligare forskning på hur man kan omforma skolans sociokulturella struktur och se till att anpassningarna blir just anpassningar och inte ytterligare krav.

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Ejermo, Emil. "MBD-sjuk, DAMP-unge och ADHD-barn : Koncentrationssvårigheter i grundskolan ur ett historiskt perspektiv." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81337.

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MBD, DAMP, ADD and ADHD are all concepts that through history have been used as labels to explain people with concentration difficulties. The purpose of this essay is to illustrate how the school's view on pupils with concentration difficulties has changed over the years. In addition, it shows how the school's view of pupils with concentration difficulties has affected both the teaching, the role of the teachers and the students. In the 1950s, the concept of MBD was used. In the 1990s, the term DAMP was used and today children with concentration problems are diagnosed with ADD or ADHD. In this essay I follow how perceptions of these difficulties has changed in line with the concept differences.

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Zarei, Laleh. "Karriär med koncentrationssvårigheter : Hur kan människor med ADHD komma in och stanna kvar på arbetsmarknaden?" Thesis, Södertörn University College, School of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1609.

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Fokusera på det du är bra på och ordna med hjälp med det du är mindre bra på. Det är ett genom-gående tema i de svar jag fått på frågan om hur man som individ kan lyckas i karriären när man har koncentrationssvårigheter.

Syftet med uppsatsen är att undersöka hur man med koncentrationssvårigheter kan komma in på arbetsmarknaden, stanna kvar där och ha en framgångsrik karriär enligt sin egen värdering. Frågeställningarna vad kan individen göra själv och vad kan omgivningen göra har varit uppsatsens fokus som har ett tolkande synsätt och narrativ metod. Berättelserna från människor som antingen själva har koncentrationssvårigheter eller arbetar med människor som det har analyserats med hjälp av teorier om motivation, stämpling och normalisering.

En slutsats från berättelserna är att positiva stimuli är viktiga för människor med koncentrationssvårigheter så att de jobbar med sådant som de tycker är stimulerande plus att man anpassar miljön och omgivningen efter deras individuella behov. En annan slutsats är att normen i samhället behöver ändras så att människor med koncentrationssvårigheter accepteras som de är istället för att stämplas. Ett sätt att ändra den normen och vidga vad som anses som normalt är att även privata företag ser människor med koncentrationssvårigheter som en tillgång. Alltför många kreativa idéer, uppfinningar och problemlösningar förloras annars. Att ta till vara dessa människors förmåga är till fördel för såväl individen, näringslivet som samhället.

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Hakala, Maria. "Hur uppmärksammar några förskollärare neuropsykiatriska funktionsnedsättningar i förskolan?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12989.

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I dagens samhälle har barngruppernas storlek och därmed belastningen på förskolepersonalen ökat. Studier visar att det idag finns cirka 10 % barn med neuropsykiatriska funktionsnedsättningar. Oftast är vårdnadshavare inte medvetna om att deras barn har speciella behov men det finns en möjlighet att fånga upp dessa barn redan i förskolan. Studier har visat att tidiga interventioner ger en markant skillnad på dessa barns totala utveckling. Syftet med detta arbete är att undersöka på vilket sätt förskolepersonal i en kommun säger sig uppmärksamma och hantera barn med neuropsykiatrisk funktionsnedsättning i förskolan samt hur förskolorna involverar vårdnadshavarna. Studien har en kvalitativ utgångspunkt eftersom jag ville resonera kring förskolepersonalens sätt att tänka. Av denna anledning var semistrukturerade intervjuer en bra metod att samla in empiri. Därigenom hade jag möjlighet att se hur olika förskolepersonal resonerade i sina olika sociala kontexter. Jag tycker att jag har fått svar på mitt syfte med min undersökning. De flesta förskolor reagerar direkt när de uppmärksammar barn med speciella behov. Det är i arbetslaget förskolepersonalen ventilerar och reflekterar innan en konkret handling sätts igång. Förskolorna i studien har agerat olika beroende på hur arbetslaget har resonerat och det största hjälpmedlet de flesta förskolor har är kommunens stödcentrum och/eller resursenhet.

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Thomas, Maria. "How symptoms of anxiety, depression, attention deficit disorder (add) or attention deficit hyperactivity disorder (adhd) contribute to students self-medicating via marijuana and non-medical prescription drugs." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/920.

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This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.
B.A.
Bachelors
Sciences
Sociology

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Rydén, Lovisa. "Med tankar som fjärilar : Bibliotekariers kunskaper om ADHD." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107015.

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This paper explores whether librarians have the tools to fulfil the requirements of the library law concerning patrons with ADHD and if there are any obstacles for librarians regarding this work; this is made possible by a survey sent to 38 libraries, resulting in 138 respondents. For data processing, evaluation and discussion, the study used a theoretical framework based on Säljö’s theory of the necessity of tools for human understanding and development, along with requirements listed by the Health and Human Services Department and IFLA for successfully working with people with ADHD. The results show that librarians do not have the required tools to work with patrons with ADHD and that the primary obstacles hindering them are a lack of knowledge, as well as the existence of misunderstandings regarding ADHD and the work with patrons with this diagnosis. The primary cause of these issues is an inadequate legal framework, which impacts all aspects connected to this work, from the education of librarians to their work with individual patrons within the daily operation of the libraries, adding to the stress that librarians are already experiencing in relation to their occupation.

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Harbeitner, Mary Hilado. "Differences in IQ Scores, Referral Source and Presenting Problem Between Boys and Girls Diagnosed ADD-H." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501014/.

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The purpose of this research was to investigate the possibility that there are sex differences between ADD-H boys and girls. ADD-H boys and girls were compared on the four variables of presenting problem, referral source, intelligence test performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WISC-R subtest configuration. General demographics of the ADD-H boys and girls families were also examined. The subjects participating in this study were 39 girls and 41 boys from a large child outpatient facility in the Dallas/Fort Worth metroplex diagnosed as ADD-H between February 1984 and February 1986. No differences were found when comparing ADD-H boys and girls on all four variables. These results may suggest that there are no real differences in regards to presenting problem, referral source, IQ scores and subtest configuration between boys and girls diagnosed ADD-H.

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Hoover, Kathy S. "TEXT PREFERENCES OF A STUDENT WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: A CASE STUDY." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300738195.

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Michael, Dass Paula L. "Attention to retention: Implications of institutional practices of four-year colleges and universities on graduation rates of students with ADHD." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/888.

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Advances in medication and support services in high schools have influenced the growing number of students with Attention Deficit Hyperactivity Disorder (ADHD) enrolling in colleges and universities. Unfortunately, their lower graduation rates and extended time to graduation creates multiple challenges to themselves, their institution’s, and their communities. Limited information is available regarding how disability services impact graduation rates for students with ADHD in higher education. More information is needed about how the practices instituted by disability support center leaders in post-secondary institution’s impact the graduation rates of students with ADHD. Retention, a financial and ethical concern for universities, is pushed to the forefront by lawmakers who demand an increased return on their state’s educational investment. Disability resource directors, school registrar officials, and disability resource center websites were data sources. Information was gathered about the number of students with ADHD that have graduated from each institution over the past three years. A non-experimental quantitative design (correlation) was used that provided a process for gathering information about use of disability services, which was then correlated and compared to the overall graduation rate of college students with ADHD over a three-year period. Qualitative information regarding types of services highlighted commonly used services and responses from directors were discussed regarding collaborative partnerships and training for faculty and staff. A positive correlation between use of services and graduation rate was found from examining one school that submitted complete data. Overall, the response rate was low, particularly for the colleges, which impacted the ability to respond to some of the research questions. Some directors noted a preference for the social theory of retention in support of why they don’t collect data on specific groups of students with disabilities, while others chose to not participate at all due to a lack of data tracking. Because funding for programming and targeted services depend on knowledge gained from data tracking, these findings may have implications for policy and practice. Educational leaders may be able to utilize the results of this study to shape future institutional policies and practices that impact the success of their students.

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Sacarin, Liliana. "Early Effects of the Tomatis Listening Method in Children with Attention Deficit." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056.

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REŠLOVÁ, Vladislava. "Výtvarný projev dětí s ADHD/ADD." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-47487.

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In my diploma thesis I will concentrate on characteristic features of the creative expression of children with the ADHD/ADD syndrome. The theoretical part considers the ADHD/ADD syndrome, its definition, causes, symptoms, diagnostics, and especially the creative expression of children with this syndrome. The practical part of my thesis concerns characteristic features and development of drawing of children with the ADHD/ADD diagnosis. The research is based on samples of figure pictures which these children drew.

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Petrou, Ioanna. "Problémy rodin dětí s ADD/ADHD." Master's thesis, 2006. http://www.nusl.cz/ntk/nusl-266673.

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The purpose of my thesis is to describe the specific needs of families with children with ADD/ADHD. Attention is given to the way parents perceive their children's difficulties and how these affect the whole family. The theoretical part presents the basic definitions, the historical changes in terminology, the causes of ADD/ADHD and the possibilities of diagnosis and therapy. More over it describes the aspects of the syndrome and the results it may cause. More attention is given to the family and its possibility to intervene. The practical part is based on a questionnaire research, which will focus on the way ADD/ADHD children's parents perceive the children's difficulties, their special needs and experiences. Powered by TCPDF (www.tcpdf.org)

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MARKOVÁ, Marie. "Současná problematika dětí se syndromem ADHD/ADD." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-48001.

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The thesis deals with the problematic of specific behavior disorders. Despite the age some children keep suffering from complications which negatively influence their studies in the form of insufficient reading techniques, in the lower ability of text understanding and consequently disability to study the read material. The goal of the thesis is to suggest a number of recommendations how to help those children in the phrame of their integration to a common basic schoul course. Separate steps (form and frequency of correction, contents of corrections) are described in the individual educational plan.

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Bajerová, Jitka. "Specifické vývojové poruchy učení a syndrom ADHD a ADD - pilotní analýza změn v průběhu školní docházky." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300152.

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Specific developmental disorders in learning and syndrome ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) - The pilot's analysis of modifications within school attendance My dissertation is devoted to accessible pieces of knowledge from neuro-science, pedagogy and psychology appointed at specific disorders in learning and syndrome ADHD/ADD. I described characteristic, etiology, expressions, reeducation and diagnostic of specific developmental disorders in learning and syndrome ADHD/ADD. I looked up pupils (in 1st and 2nd forms) with possible assumption of any specific developmental disorders in learning by standardized tests. I have focused on an importance of capture their beginning problems. I founded current existence of specific disorders in learning among pupils on second stage of primary school. I have carried out my research work in primary school (1024 Laudova Street, Prague 17 - Řepy). I captured data from my research work that had been statistically processed. The school staff allowed me to get information about specific disorders in learning presence among 2nd form classes' students. From my research work resulted conclusion that in Test of mental - learning disturbance (in reading and writing) that sample equals to the value of 16.66667 %. It is in...

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Krejčová, Renata. "Vliv psychorelaxačních cvičení na děti s ADHD/ADD." Master's thesis, 2006. http://www.nusl.cz/ntk/nusl-267653.

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The presented thesis focused on the influence of psychorelaxation exercises on the personality of a child with ADHD/ADD. The purpose of the thesis was to monitor the effect of psychorelaxation exercises on the difficulties that children suffering from thistype of disorder face. The survey aspired to find out how much do the psychorelaxation exercises help to increase the level of attention and concentration as well as the development of social skills of children who are part of a special-education kindergartenclass.The theoretical part dealt with the problems of behavioral disorder and the importance of psychorelaxation for this type of children in particular. The practical part focused on the psychorelaxation exercises themselves, with the emphasis on finding out their level of influence on children with ADHD/ADD. Powered by TCPDF (www.tcpdf.org)

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Klimentová, Nikola. "Zapojení dětí s ADHD a ADD do mimoškolních výtvarných aktivit." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356209.

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The thesis deals with the eyes of a teacher's free time in order to select appropriate teaching methods for children with ADHD and ADD to these methods allowed the efficient learning with maximum possible use of the potential of the child. The paper discusses selected-art leisure activities, their fillings, forms, methods of teaching in the context of teaching children with ADHD and ADD. Theoretical knowledge is used in the practical part of the analysis of the data collected by means of questionnaires, interviews and observation. At the conclusion of the detailed preparation of the lesson, implementation of educational and training programs and job description of children with ADHD and ADD with the use of available resources and teaching aids. On the basis of the data, it is possible to use art resources-live to work with children with ADHD and ADD, that can help the child with self expression., may act therapeutically and relaxing. At the same time, you can use techniques to indulge the child a sense of accomplishment, which is otherwise the child may receive in the normal school too.

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Lázníčková, Petra. "Způsob emocionálního ovlivnění žáků s ADHD/ADD v rámci edukačního procesu." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-270947.

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The purpose of this dissertation is to map out the achieved success of giving lessons in social skills to children with ADHD/ADD. The objective is to find out if these kinds of lessons improve the emotional regulation and some personality traits of the children. The theoretical part is a discussion on the problems of ADHD/ADD - historical view, definitions, causes, manifestations and possible therapeutic approaches. Furthermore, it describes emotions, emotional regulation and personalities of children with ADHD/ADD. Conclusion of the theoretical part presents useful methods which could develop emotional and social skills especially during the educational process. The practical part is based on a research questionnaire conducted with pupils from the special school for pupils with behavioural disorder. This research questionnaire will focus on the aforementioned success in giving lessons of social skills. The first questionnaire evaluates traits of personality on the basis of self-evaluation by pupils at this school. The second questionnaire is designed to analyse the ability to differentiate between, evaluate and comprehend emotions.

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Medina, Megan. "The perceptions and management of ADD/ADHD by homoeopathic practitioners in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10321/754.

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Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban University of Technology, 2012.
INTRODUCTION Attention-Deficit/Hyperactivity Disorder (ADD/ADHD) is a multifactorial and clinically heterogeneous disorder that is associated with tremendous financial burden, stress to families and adverse academic and vocational outcomes (Bierderman, 2005). ADD/ADHD is currently one of the most researched childhood conditions, yet there is still much controversy and misunderstanding surrounding it. It is also one of the most commonly diagnosed disorders of childhood development (Picton, 2005) and the prevalence of this disorder in adults is increasingly recognized (Bierderman, 2005). Parents are seeking alternatives, as they are concerned with the side effects of Methylphenidate hydrochloride and other conventional medication used to treat the symptoms of ADD/ADHD. AIM The aim of this research was to document the current practices of registered homoeopathic practitioners, with regard to ADD/ADHD. In addition, their perceptions regarding aetiology, treatment, management and success rate was investigated. This research took the form of a qualitative survey targeting homoeopaths practicing within the KwaZulu- Natal region. METHOD A total of 42 practitioners were contacted, 35 practitioners initially agreed to participate in the study, and the questionnaires were electronically sent to them via email. Of these 35 homoeopaths, 22 participated in the survey, i.e. giving an overall response rate of 62 percent. The questionnaires were electronically distributed and collected via email. The raw data was coded and captured by Google docs and the results were analysed by utilizing the SPSS for Windows version 18 SPSS/PASW 2009. RESULTS The majority of the responding homoeopaths practiced in the more urban areas of KwaZulu-Natal, more specifically within the eThekwini Durban area. The majority of these homoeopaths had qualified from the Durban University of Technology, were English speaking females and were between the ages of 25-35 years old. The homoeopaths within this study found that most patients who present with ADD/ADHD symptoms are previously diagnosed by paediatrician’s neurologists or psychologists. According to the homoeopaths participating in the study, the general consensus is that the diagnosis of ADD/ADHD is given far too easily, and without proper assessment, 86 percent of the homoeopaths are of the opinion that ADD/ADHD is misdiagnosed, and ninety one percent stated that ADD/ADHD is over diagnosed. The majority of the practitioners prescribe a simplex remedy, or the Simillimum, whereas only a few practitioners prescribe a complex remedy. It was found that the most common complex prescribed is Nervoheel®. Some practitioners prefer to make up their own complexes, which would be patient specific. In this study it was found that 68 percent of the practitioners reported the sycotic miasm to be most common, and 54 percent of the practitioners reported the tubercular miasm to be the second most common presenting miasm. The homoeopaths in this study stated that they prefer to use a holistic approach to obtain optimal well being, thus advice, lifestyle adjustments, education and counselling all form part of the treatment and management of a patient with ADD/ADHD, making it unique and specific to each case. Of the adjunctive therapies, Vitamins, supplements, and nutritional changes are recommended, especially if a deficiency has been identified. The most commonly prescribed supplements for ADD/ADHD are the Essential Fatty Acids (EFA’s) followed by Vitamin B Complexes, Multi-vitamins and Magnesium, Zinc, and Calcium. CONCLUSION The majority of the homoeopaths in this study reported that they are having a moderate to great success in treating and managing patients with ADD/ADHD. Many of these practitioners thought there to be no single cause for ADD/ADHD, however many of them found there to be a few significant contributing factors to the development or aetiology of ADD/ADHD. These factors include; genetics, environment, diet, vaccinations and family dynamics. The majority of the practitioners believe that ADD/ADHD is far too easily diagnosed and that further assessment of the mental, emotional, and physical symptoms of the patient need to be taken into consideration. The majority of the homoeopaths in this study prefer to use Simplex treatment, and consider diet, lifestyle changes, and phytotherapy the most successful adjunctive therapies when treating and managing a patient with ADD/ADHD. Many of the practitioners within this study reported that homoeopathy should be considered a primary treatment option for patients with ADD/ADHD, as the focus of the treatment is on determining the cause of the symptoms, and then managing the patient as a whole, focusing on changing the diet, altering the lifestyle, and treating the totality of the mental, emotional and physical symptoms.

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Putney, LaTisha L. "Factors related to the success of college students with learning disabilities, ADHD, and ADD /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3177470.

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Dvořáková, Michaela. "Možnosti a meze práce s motivací u žáků se syndromem ADHD a ADD na prvním stupni ZŠ." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340166.

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The thesis titled Possibilities and limits of work with motivation of pupils with ADHD and ADD syndrome at first degree of primary school specializes in finding effective motivation of these pupils. In the theoretical part of the thesis will be defined notions of motivation, ADHD and ADD, teaching methods, organizational forms, evaluating the relationship between teacher and pupil. It will also be a sub-analysis of individual concepts and relationships between them. Processed theoretical background will be taken into account in the practical part. The practical part will pick out the most effective way of motivating pupils with ADD and ADHD syndrome integrated in the regular classroom at primary school. The research methods will be used direct and participant observation, case study, analysis of pupils' projects. Key words: motivation, ADHD, ADD, teaching methods, organizational forms, assessment, teacher-pupil relationship

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VELKOVÁ, Martina. "Hyperaktivita." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53039.

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In my diploma thesis I deal with the issues of hyperactivity that has recently been a very current and discussed topic. In the theoretic part of my thesis, I specify the concept of hyperactivity and talk further about its symptoms and consequent effects. I, as well, pay close attention to the current possibilities of reeducation with a consequent focus on the programs supporting hyperactive children and their parents. The practical part of the diploma thesis consists of three parts: an interview with a pedagogue working with hyperactive children; a case report of a hyperactive child; questionnaire survey and its subsequent interpretation. The practical part of the diploma thesis focuses on the particular symptoms of hyperactivity at hyperactive children in the school environment and their consequent effects. It tries to find out the possibilities of the reeducation and remedy at the same time. In detail, it targets the help to hyperactive children and their parents offered by schools and consequently the ratio of utilization by the parents. At the very end of the practical part of the diploma thesis, I dedicate my work to an assessment of hypothesis defined by myself.

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Nagle, Susan Margaret. "A survey of the perceptions and management of ADD/ADHD by homoeopathic practitioners in the Johannesburg metropolitan area." Thesis, 2007. http://hdl.handle.net/10321/32.

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Thesis (M.Tech.: Homeopathy)-Dept. of Homeopathy, Durban University of Technology, 2007 xxxii, 285 leaves
The epidemic proportion of ADD/ADHD diagnosis is gaining widespread attention from parents, educators, doctors and other health care providers. Parents are seeking alternatives, as they are concerned about the use and side effects of methylphenidate hydrochloride (e.g. Ritalin®, Adaphen®, Concerta®) and other conventional drugs used to treat the symptoms of ADD/ADHD (Badat, 2004 and Picton, 2004). The aim of this research was to document the current practices of registered homoeopathic practitioners, with regard to Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). In addition, their perceptions regarding aeitiology, treatment, management and success rate was investigated. This research took the form of a qualitative-quantitative survey (questionnaire) targeting homoeopaths practicing in the Johannesburg Metropolitan Area

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Kny, Lenka. "Problematika vzdělávání žáků s poruchami pozornosti očima jejich pedagogů." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446297.

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Problems of education of pupils with Attention Deficit Disorder from the view of their teachers Lenka Kny Primary school education is influenced by many factors, such as the composition of the team at school, the inclusion of pupils with special educational needs, the presence of a teaching assistent The diploma thesis focuses on the education of students with Attention Deficit Disorder. Diagnoses of ADHD (Hyperactivity) and ADD are presented mainly in terms of manifestations that affect the course of lessons. The issue of education pupils with Attention Deficit Disorder is approached from the point of view of teachers who have expressed how they perceive work with ADHD and ADD. The factors that influence the teaching of these pupils were also summarized and the teachers named support that could, according to them, make the whole teaching proces more efficient. Four case studies presented specific examples of the education of two pupils with ADHD and two with ADD and associated problems who are often educated with the support of a teaching assistant.Teachers, using the example of these pupils, summarized their findings, which can be applied in a wider range of education of pupils with Attention Deficit Disorder. The presence of selected pupils in teaching has slowed down the pace of education, it...

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Muráriková, Lucie. "Pohybová aktivita a její vliv na žáky se specifickými poruchami učení a poruchami chování ve výuce na 1. stupni ZŠ." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437740.

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TITLE Physical activity and its impact on pupils with specific learning disabilities and behavior disabilities in normal education at primary school AUTHOR Lucie Muráriková SUPERVISOR PhDr. Martin Dlouhý, Ph.D. ABSTRACT This work is focusing on the specific learning and behavioral disabilities. The aim is to create several activity plans and exercise plans which could be used to determine the effect of physical activity on the work of students with learning disabilities and ADHD/ADD. My idea is that the physical activity should not only positively affect the overall quality of teaching, but should also serve very well in the reeducation of specific learning disabilities in children with ADHD and ADD. Pupils with specific learning disabilities should, after a certain period of this experiment, be showing significant changes in their results and knowledge. Pupils with the ADHD and ADD should be showing better results and knowledge due to the improving attention and at the same time the physical activity should influence their length of concentration, disturbance during lessons, or tendencies to aggression. I consulted a child psychologist and a special pedagogue during the creation of the plans and activities for reeducation. And during the observations of two groups - experimental and control - I collected...

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JANTAČOVÁ, Dominika. "Edukace žáků se specifickými poruchami chování na I. stupni základní školy." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-203031.

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This diploma thesis is focused on the problems of education of the students with specific behavioral disorders at the primary school level. The diploma thesis has a theoretical and empirical character. The theoretical part was created on the basis of scientific literature and is focused on the problems of the specific behavioral disorders ADD/ADHD. The practical part summarizes results of the research investigation which was done by observations and interviews. The investigation was aimed at methods used by the teachers while teaching the kids with specific behavioral disorders, at the cooperation of the teachers with the parents and experts and also at the ways of getting information related to problems of the specific behavioral disorders.

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Hlaváčková, Kateřina. "Poruchy chování a emocí v kontextu školních a sociálních důsledků na žáka 1. stupně základní školy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356283.

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Behavioral and emotional disorders in the context of school and social consequences for the first grade of elementary school pupil. Abstract: This dissertation dealt with the issue of behavioral disorders with children in younger school age. Its main goal was to ascertine the extent of the behavioral disorders of pupils in the first grade of primary school from the teachers perspective and to find out which symptoms of behavioural disorders are the most frequently manifested by pupils in several elementary schools in Prague. Then to analyze the impact of these symptoms or rather behavior disorder on school results, peer relations and relational attitudes of teachers to pupils with behavioral disorders. The final aim was to find out and assess the cooperation between school and the family. Also interest and willingness of the family to collaborate on potentional correction or educational measures proposed by school. This dissertation is entirely practical because it presents a real pedagogical background and its only respondents were the class teachers, which were supposed to know the relations in the classroom. The theoretical part describes by using a specialized sources at first beavioral disorders that have educationnally, socially or personality conditioned basis, but also disorders for whose cause is...

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Tichý, Pavel. "Reedukace motorických obtíží u dětí mladšího školního věku." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353377.

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BIBLIOGRAPHIC IDENTIFICATION Name and surname of the author: Mgr. Pavel Tichý Name of the dissertation: Re-education of children with motor difficulties of primary school age Workplace: FTVS UK, Department of Sport Games Supervisor of the work: Doc. PhDr. Vladimír Süss, Ph.D. Year of presentation: 2016 ABSTRACT Objective: The aim was to find out the possibility of the re-education of motor difficulties in children of primary school age and create a re-education intervention program, the aim of which is to reduce these difficulties. Subsequently, to verify whether the intervention program had an effect on the motor difficulties of the children. Method: The research was designed as a prospective intervention study where there were two combined orientations ofeducational research: quantative and qualitative. To solve the problem a research design was used, called Crossover Design (Wilmore et al., 2008, Thomas et al., 2005), which was conceived as an experiment with an intervention re-education program aimed at improving the motor difficulties of children. The quantative part of the research was focused on the assessment of motor skills and to detect motor problems in children of primary school age. MABC-2 (Henderson et al., 2007) battery of motor tests were used for this purpose. The qualitative part of the...

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Balážová, Daniela. "Souvislost mezi výukou sociálních dovedností a vztahy žáků ve třídě." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340181.

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Summary: This dissertation is aiming to find the connection between clasroom relationships development and regular social skills teaching. Specifically if social skills teaching creates positive development within students relationships and if it influences better classroom climate. The teoretical part defines the concept of pedagogical diagnostics, its methods and forms, especially focused on educational - research sociomethry, sociomethric methods and techniques. In the end of theoretical part is described educational program CESTY with subject ‚Social skills focused on the developement of positive relationships between students with ADHD, ADD issues. The empiric part is built on research which was made using sociomethric - rating questionnare of Vladimír Hrabal (S-O-R-A-D). This questionnare was used in three fifth year of elementary school classes for children with specific issues and in three regular elementary school classes. Rating of the results using sociomethric indexes and sociograms is the base for comparing the development of relationships in classes with ADHD students, where the social skills are taught regularly, and three regular classes without this subject. The questionnary was set twice in every class, first time at the beginning of school year and second time at the end of first mid-year.

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Middleborough, Justin Brett. "The relative efficacy of evening primrose oil and low homoeopathic potency gamma linolenic acid in the management of attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD) in males age 5-13." Thesis, 2004. http://hdl.handle.net/10321/2788.

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Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Homoeopathy at the Durban Institute of Technology, 2004.
The aim of the study was to evaluate the relative efficacy ofhomoeopathically prepared Gamma Linolenic acid (GLA) in comparison to supplementation of GLA, in the form of Evening Primrose oil, in the treatment of ADD/ ADHD with regard to inattention, impulsivity and hyperactivity. It was hypothesised that both the homoeopathically prepared GLA and the Evening Primrose oil would result in a substantial improvement in boys diagnosed with ADD/ ADHD and thus lead to their recommendation as an alternative to Methylphenidate hydrochloride (Ritalin\xAE) in the treatment ofthese disorders.
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Dissertations / Theses on the topic 'ADHD/ADD'

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