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Dissertations / Theses on the topic 'Attention-deficit hyperactivity disorder. Attention-deficit-disordered youth'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

Alexander, David Keith. "Self-esteem in children with attention-deficit hyperactivity disorder /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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3

Wilde, Jaime, and University of Lethbridge Faculty of Education. "Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.

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This study was designed to assess teachers' and counsellors' knowledge and experiences related to ADHD and the use of stimulant medication. The sample population was comprised of elementary, middle school, and high school teachers and counsellors from two school districts in southwestern Canada. A descriptive, cross-sectional design using a self-administered questionnaire was used to obtain information. Results revealed that the teachers and counsellors responding to the questionnaire have limited knowledge about ADHD and the use of stimulant medication, although a large majority of them have

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4

Stevens, Troy A. "Classroom management techniques for ADHD students a teaching guide for secondary teachers /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:159.

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5

Weyh, Pamela. "An Examination of Social Work Students’ Knowledge of Attention Deficit Hyperactivity Disorder." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/734.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Social Work

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6

Mosse, Leah Kathryn. "Electroencephalographic (EEG) biofeedback treatment for children with attention deficit disorders in a school setting." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3005/.

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The purpose of this study was to explore the use of EEG biofeedback in a school setting to assist students who had attentional challenges. The equipment for implementing biofeedback was relatively inexpensive and was easily integrated into the school setting. Twenty students ranging in age from 7 to 17 were recruited for this study. Data was used from 14 subjects, 12 males (2 Hispanic, 1 African American, and 10 Caucasian) and 2 females (1 Hispanic, 1 Caucasian.) The subject pool was reduced due to non-compliance or the students. moving from the school district. Significant effect size was obt

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7

Kachmar, Steven Placid. "An investigation of parental authority, attention deficit hyperactivity disorder, and delinquent behaviors." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2003.<br>Source: Masters Abstracts International, Volume: 45-06, page: 3312. Typescript. Abstract precedes thesis as preliminary leaf iv. Includes bibliographical references (leaves 37-43).

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8

McKelvy, Tara N. "Academic, Social and Emotional Functioning of College Students with Attention-Deficit/Hyperactivity Disorder (ADHD)." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804887/.

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Attention deficit/hyperactivity disorder (ADHD) is frequently associated with negative occupational, social and psychological outcomes among community samples of adults; as such, it is expected that college students with ADHD face similar struggles. The research targeting this group of individuals, however, is sparse and tempered by significant limitations. The current study aimed to address methodological limitations in the current literature by including instruments to formally diagnosis ADHD and comorbid disorders, utilizing psychometrically sound instruments and comparing functioning of co

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9

Marshall, Kelsey. "Symptoms of Attention Deficit Hyperactivity Disorder and Perfectionism in Youth: A Multi-Informant Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39562.

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Attention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic issue among youth. Establishing links between psychological disorders, such as ADHD, and personality constructs provides valuable information relative to understanding vulnerabilities, development, prognosis, and treatment outcomes. With an increasing awareness of the maladaptive nature of perfectionism, it is important to expand the evaluation of personality and ADHD to include perfectionism. The current study examined the potential relations between perfectionism and ADHD symptoms in a sample of 574 youth from the McM

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10

Wolfe, Monica Eileen. "Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3352.

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This study examines the roles of inhibition, attention, working memory, and planning in youth with and without ADHD. As conceptualized in theories of attention, inhibition, and working memory, difficulties with these executive processes interact to manifest in the behavioral syndrome(s) of ADHD. Barkley (1997) proposed disinhibition as the primary deficit of ADHD. Rapport, Chung, Shore, Denney, & Isaacs, (2000) theorized that ADHD results from a primary deficit in working memory. Mirsky (1987) proposed a model of attention which children with ADHD have deficits in abilities to focus/execute, e

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11

Jacobs, Lianie. "Understanding the experiences of adolescent girls with ADHD : a case study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96046.

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Thesis (MEdPsych)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not e

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12

Gintner, Diana Yvonne. "Self-Efficacy Influencing Parental Homework Involvement for Middle School Youth With Attention Deficit Hyperactivity Disorder (ADHD)." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3771.

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Despite evidence demonstrating the positive impact of parental involvement in children's education, youth transitioning from elementary school to middle school are often extended a greater level of autonomy. Parental involvement may decrease, which may pose particular challenges to students with attention deficit hyperactivity disorder (ADHD). The theoretical framework for this study was Bandura's self-efficacy theory which involves positive self-esteem, coping strength, and persistence toward goals. Bandura's ideas help to clarify why self-efficacy plays a role in parental involvement decisio

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13

Davis, Heather Inga. "Description and continuity of goal orientation of high school students with ADHD /." Full-text of dissertation on the Internet (152 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Honors/Davis_Heather/davishi_honors_11-11-2009.pdf.

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14

Timmins, Bebhinn Martha. "Evaluation of the psychometric properties of the Emotion Regulation Scale /." Full-text of dissertation on the Internet (186 KB), 2009. http://www.lib.jmu.edu//general/etd/2009/Masters/Timmins_BebhinnM/timminbm_masters_12-08-2009.pdf.

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15

Santisteban, Lopez Jose. "Dose response of extended release dexmethylphenidate and mixed amphetamine salts on sleep of youth with attention deficit/hyperactivity disorder." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121584.

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Background. Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by impulsivity, hyperactivity, and inattention, which affects 5-10% of school-age children. The first-line treatment for ADHD is stimulant medication, which increase levels dopamine (DA) and norepinephrine (NE). These medications are highly effective, but not always tolerated. Sleep side effects, such as insomnia, are reported for both stimulant classes and are usually, but not always, mild and transitory, which can lead to treatment discontinuation. Poor tolerability may limit efficacy by compromising the ability to

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16

Halldorsdottir, Thorhildur. "Comorbid ADHD: Implications for Cognitive-Behavioral Therapy of Youth with a Specific Phobia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56618.

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Objective: Although findings have been mixed, accumulating evidence suggests that co-occurring attention-deficit/hyperactivity disorder (ADHD) diagnoses and symptoms negatively predict cognitive-behavioral therapy (CBT) outcomes for anxious youth. The current study extends past research by examining the association of not only ADHD but also other features of ADHD with treatment outcomes of youth who received an intensive CBT for a specific phobia. Method: 135 youth (ages 6-15; 52.2% female; 88.2% white) were randomized to either an individual or parent-augmented intensive CBT targeting a speci

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17

Egan, Theresa E. "Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902.

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18

Adams, Carolyn D. "Development of the Self-Advocacy Measure for Youth: Initial Validation Study with Caregivers of Elementary Students with Attention-Deficit/Hyperactivity Disorder." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5445.

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Self-advocacy for persons with disabilities involves demonstrating knowledge of oneself and knowledge of rights afforded to individuals with disabilities through one's communication with others and leadership skills. These self-advocacy skills are significantly associated with positive outcomes after high school for students with a range of disabilities. However, knowledge of elementary students' self-advocacy skills is limited. One reason for this lack of evidence is that a psychometrically sound instrument designed to measure the cumulative skills within the self-advocacy construct did not e

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19

Vassilopoulos, Areti. "Examining Mother and Father (Dis)agreement of Youth Mental Health Among Ethnically Diverse Families." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/cps_stuetd/123.

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Many children and adolescents in the United States experience externalizing behavior problems identified as attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder. These behavior problems cause disruptions in the youth’s socioemotional functioning and academic success. The assignment of a diagnosis from the DSM-5 is often the first step in treatment planning, because many clinics and third-party payers require a diagnosis for authorization of treatment payment. However, research has repeatedly revealed that informants differ in the information they provid

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20

Fosenburg, Staci. "Investigating friendship qualities in high ability or achieving, typically-developing, ADHD, and twice-exceptional youth." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/3252.

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Current gaps in knowledge about twice-exceptional youth relative to those with only one exceptionality (e.g., high ability or ADHD) include how twice-exceptional students perceive their friendships (Foley Nicpon et al., 2010). Some researchers have found friendship qualities to be less positive for youth with ADHD (Humphrey et al., 2007), yet others have found friendships to be rated more positively by gifted youth (Field et al., 1998). The current investigation sought to determine how friendships are perceived by twice-exceptional youth compared to peers with ADHD or high ability or achieveme

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21

Morris, Mary Ann. "A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5405/.

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The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered i

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22

Dupuis, Gabrielle. "Exploring the Association Between Early Life Stressors & Childhood Protective Factors on Early Adolescent Mental Health Disorders." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38228.

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Abstract Data from the National Longitudinal Survey of Children and Youth (NLSCY), and the Avon Longitudinal Study of Parents and Children (ALSPAC), both prospective cohorts, were used to explore the association between early life stressors, childhood protective factors, and early adolescent mental health outcomes (depression, anxiety, conduct disorder, and attention deficit hyperactivity disorder). Early life stressors were measured prenatally to the age of 3 within the ALSPAC analysis, while early life stressors were measured between the ages of 1-3 within the NLSCY analysis. Childhood prot

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23

Husted, Kathryn Anne. "Attention deficit hyperactivity disorder : age group comparisons /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953867.

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24

Evert, Brittany. "Attention deficit hyperactivity disorder (ADHD) in the schools alternative interventions for school counselors /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf.

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25

Choi, Poi-ki, and 蔡博麒. "The role of divided attention and selective attention in time perception deficit of children with attention deficit hyperactivity disorder (ADHD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196502.

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Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic

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26

Miller, Alyssa N. "Attention-deficit/hyperactivity disorder in children : the effective treatment options available /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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27

Farrow, Maree J., and maree farrow@med monash edu au. "Brain electrical activity topography in attention-deficit/hyperactivity disorder." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050406.141958.

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Attention-deficit/hyperactivity disorder (ADHD) is a common childhood psychiatric disorder characterized by developmentally inappropriate levels of inattentiveness, impulsivity and hyperactivity. Current theories of ADHD cite evidence from neuropsychological and brain imaging studies suggesting that abnormalities in the structure and function of the frontal lobes and connected brain regions are associated with impaired behavioural inhibition, constituting the primary deficit in ADHD. While most reviewers conclude that neuropsychological studies have failed to find specific deficits in variou

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Schilling, Denise Lynn. "Examining alternative seating devices for children with attention deficit hyperactivity disorder : effects on classroom behavior /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7674.

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29

Hollis, Alaina L. "A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AHollis2006.pdf.

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30

Murray, Emmanuella K. ""Don't give up on them" : managing attention deficit hyperactivity disorder in schools - what teachers and parents believe and know /." Murdoch Research Repository, 2009. http://researchrepository.murdoch.edu.au/1667.

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31

Mangione, Christy L. Landau Steven E. "Boys with ADHD in frustrating peer competition towards a theory of behavioral disinhibition and emotional reactivity /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064483.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 6, 2006. Dissertation Committee: Steven Landau (chair), David F. Patton Barone, Thomas Critchfield, Laura A. Berk, Brian Wilkinson. Includes bibliographical references (leaves 87-96) and abstract. Also available in print.

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32

Stuttgen, Wendy. "Teachers' understanding of science and ADHD." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stuttgenw.pdf.

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33

O'Reilly, Seamus Kelly. "Teaching students with ADHD." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/O'Reilly_S%20MITthesis%202007.pdf.

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34

Klimkeit, Ester Ivonne 1975. "Studies of attention and motor function in children with Attention Deficit Hyperactivity Disorder (ADHD)." Monash University, Dept. of Psychology, 2002. http://arrow.monash.edu.au/hdl/1959.1/8147.

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35

Sanchez, Gilberto Lian Ming-Gon John. "Relationship between a diagnostic category for children with ADHD and each of ethnicity and socioeconomic status." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633425.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Jeff Bakken, Thomas E. Caldwell, Kenneth H. Strand, Mark E. Swerdlik. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.

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36

Pozneanscaia, Cristina. "The Effects of Mindfulness-based Interventions on Functioning of Children and Youth with ADHD : A Systematic Literature Review." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43848.

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Background: Given the incomplete benefits of the pharmacological therapy for ADHD and its over-prescription in children over the last decades, there is an explicit need for alternative treatments. Mindfulness-based Interventions (MBIs) are a family of emergent self-regulation practices including meditation, yoga and body-awareness exercises, found to be an effective therapy for ADHD. Due to poor methodological design and significant risk of bias across studies, mindfulness approach remains an investigational treatment. Aim: This systematic review sought to identify and critically appraise the

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Sterling, Lisa Anne. "An investigation of the effectiveness of an assessment-linked study skills intervention on homework completion and accuracy /." view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181132.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.

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38

Rawatlal, Nishola. "Parents' perception of the use of stimulant medication in the treatment of their ADHD diagnosed child." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/1188.

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A dissertation submitted in partial fulfilment for the requirements of the degree of Master of Arts in Clinical Psychology at the University of Zululand, South Africa, 2004.<br>The use of drug stimulation to treat children who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) sparks much controversy. Parental perception of this practise is crucial since it is the parents that have the task of making this sensitive decision. In order to subjectively explicate parental feelings regarding this issue, a qualitative approach was considered appropriate in this study. The stud

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39

Harvey, William 1578-1657. "Motor performance and fitness of children with an attention-deficit hyperactivity disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22592.

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The purpose of this study was to describe the gross motor and fitness characteristics of children with an attention-deficit hyperactivity disorder (ADHD). Nineteen children with an ADHD, between the ages of 7 years, 0 months and 12 years, 11 months (M = 9 years, 4 months) participated in this study. The 17 boys and 2 girls had IQs between 80 to 100, were not affected by specific learning disabilities, and behavioral problems were the primary reason for acceptance into their clinical center. Children with additional psychiatric diagnoses were excluded. All children were tested individually. Gro

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40

Kehoe, William A. "Comparative effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2294.

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The effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder were compared. Thirty-two children were randomly assigned to treatment with methylphenidate 20 mg per day, sertraline 50 mg per day, or a waiting list control group. Baseline testing included the Wechsler Intelligence Scale for Children, Children's Depression Inventory, Conners Parent and Teacher Rating Scales (CPRS and CTRS), Gordon Diagnostic System (GDS), and the Test of Variables of Attention (TOV A). After at least 2 weeks of medication the CPRS, CTRS, GDS, and

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Shum, Cheuk-wai, and 沈卓慧. "Systematic review on attention deficit hyperactivity disorder (ADHD) and food additives in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48425333.

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Attention-deficit hyperactivity disorder (ADHD) is a developmental disorder of inattention, impulsivity and hyperactivity. It is the most commonly diagnosed psychosocial problems in childhood with continuing impact into adulthood. This systematic review aims to identify the role of food additives, specifically artificial food coloring, in ADHD and its symptoms. PubMed, Sciencdirect, Cochrane Library and Google Scholar databases (1991-April 2012) were searched, which was supplemented by manual searches of the reference lists. Seven randomized or quasicontrolled trials of elimination diet were s

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42

McLaren, Tom. "Assessing attentional disorders using cognitive and neuropsychological measures." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897471.

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The purpose of this study was to explore the relative importance of cognitive and neuropsychological measures in the diagnosis of Attentional disorders. The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Halstead Reitan Test Battery for Children (HNTB-C) were examined to assess their independent and shared contribution to the prediction of variance of Factor I (Undiscipline/Poor Self Control) of the Personality Inventory for Children.Subjects for this study were 100 9 to 14 year old boys and girls referred to an outpatient psychological assessment clinic. Question 1 examined

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Gorman, Angela Alvarado Herbert James D. "Service utilization among Latino families with a child with ADHD symptoms: education, health insurance, acculturation, and trust in medical professionals /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1221.

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Theron, Tania. "Resilience in families living with a child diagnosed with attention deficit/hyperactivity disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/655.

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Attention Deficit/Hyperactivity Disorder (AD/HD) is not a new phenomenon. Researchers have studied children with restless, inattentive and impulsive types of behaviours for over one hundred years. Although the primary distress of AD/HD falls mainly on the child’s shoulders, all family members experience the disorder’s negative effects. While the challenges that families have to face are many, families seem to have the ability to “bounce back” (i.e., they have resilience). There has been limited research to date focusing on the resiliency of families living with children diagnosed with AD/HD. R

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45

Rice, Gale Borkowski. "Language and reading strategies used by two boys labeled attention deficit hyperactivity disordered /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823327.

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46

Kreutz, Lisa. "Attention deficit hyperactivity disorder in the classroom practical strategies for teaching to student strengths /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LKreutz2007.pdf.

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47

Da, Silva Jacqueline Caseiro Gomes. "The association between self-concept awareness and emotion-focused coping of children with attention deficit-hyperactivity disorder." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-07012009-153114.

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48

Fitzpatrick, Robert J. "The effects of metacognitive strategy instruction on children diagnosed with attention-deficit/hyperactivity disorder." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fitzpatrickr.pdf.

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49

LaBorde, Cicely T. Kaminski Patricia L. "The role of attention-deficit/hyperactivity disorder and parental misperceptions in risk for child physical abuse." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5154.

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Taylor, Shannon E. "Clustering of Behavioral Data for Identification of Presumptive Subtypes of Attention Deficit/Hyperactivity Disorder in Children." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4287/.

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The objective of the present study was to investigate Amen's formulations of subtypes of AD/HD initially identified by brain imaging techniques, through the use of behavioral checklist data. And in testing Amen's theory of six separate subtypes of AD/HD, to identify and differentiate the subtypes based on symptom presentation. Data was obtained through retrospective chart reviews (N=161) of children between the ages of 5 and 12 who met the criteria for the major symptoms observed in AD/HD and were referred for a previous comprehensive AD/HD evaluation. Data from behavioral checklist (CBCL and

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