Academic literature on the topic 'Attention-deficit hyperactivity disorder - South Africa'
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Journal articles on the topic "Attention-deficit hyperactivity disorder - South Africa"
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Munasur-Naidoo, A. P., and I. Truter. "Review of adult attention-deficit/hyperactivity disorder in South Africa." Expert Review of Pharmacoeconomics & Outcomes Research 17, no. 4 (2017): 343–53. http://dx.doi.org/10.1080/14737167.2017.1359089.
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Mokobane, Maria, Basil Pillay, Nicho Thobejane, and Anneke Meyer. "Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder." South African Journal of Psychology 50, no. 2 (2019): 250–61. http://dx.doi.org/10.1177/0081246319876145.
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Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.
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Pila-Nemutandani, Refilwe Gloria, Basil Joseph Pillay, and Anneke Meyer. "Gender and hand dominance on fine motor skills among Grade 1–7 learners with attention-deficit hyperactivity disorder." South African Journal of Psychology 50, no. 1 (2019): 92–102. http://dx.doi.org/10.1177/0081246319846076.
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Children diagnosed with attention-deficit/hyperactivity disorder encounter difficulties in many activities in their daily lives that require motor coordination skills. The aim of this study was to establish whether children with attention-deficit/hyperactivity disorder have deficits in fine motor skills. Eighty male and female learners diagnosed with attention-deficit/hyperactivity disorder matched with 80 non-attention-deficit/hyperactivity disorder from the North West and Limpopo provinces (South Africa), aged 7–13 years, participated in the study. All participants completed the grooved pegboard test, the maze coordination task, and the finger tapping test. These instruments measure various functions of motor speed and eye–hand coordination. The findings reveal that children with attention-deficit/hyperactivity disorder performed significantly poorer than the control group with regard to the grooved pegboard and maze coordination tasks, but not with the finger tapping task. There were no gender differences in all the tests. Performance on the maze coordination task with the non-dominant hand was poorer for the attention-deficit/hyperactivity disorder group with regard to the time taken to complete the task. However, no hand dominance differences were found on the grooved pegboard and finger tapping tests. The study revealed a relationship between attention-deficit/hyperactivity disorder symptomatology and motor problems with regard to complex tasks of accuracy, but not on a simple task of motor speed. It is, therefore, recommended that since children with attention-deficit/hyperactivity disorder show motor deficiencies, motor skill training should be considered as part of the intervention, as these skills are needed for many daily activities and academic competencies.
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Van Wijk, Charles H., and WA Jack Meintjes. "Adult attention-deficit/hyperactivity disorder prevalence among commercial divers in South Africa." Diving and Hyperbaric Medicine Journal 50, no. 2 (2020): 164–67. http://dx.doi.org/10.28920/dhm50.2.164-167.
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Mwamba, Hervé Mukenya, Pieter Rousseau Fourie, and Dawie van den Heever. "PANDAS: Paediatric Attention-Deficit/Hyperactivity Disorder Application Software." Applied Sciences 9, no. 8 (2019): 1645. http://dx.doi.org/10.3390/app9081645.
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Attention-deficit/hyperactivity disorder (ADHD) is a common neuropsychiatric disorder that impairs social, academic and occupational functioning in children, adolescents and adults. In South Africa, youth prevalence of ADHD is estimated as 10%. It is therefore necessary to further investigate methods that objectively diagnose, treat and manage the disorder. The aim of the study was to develop a novel method that could be used as an aid to provide screening for ADHD. The study comprised of a beta-testing phase that included 30 children (19 non-ADHD and 11 ADHD) between the ages of 5 and 16 years old. The strategy was to use a tablet-based game that gathered real-time user data during game-play. This data was then used to train a linear binary support vector machine (SVM). The objective of the SVM was to differentiate between an ADHD individual versus a non-ADHD individual. A feature set was extracted from the gathered data and sequential forward selection (SFS) was performed to select the most significant features. The test set accuracy of 85.7% and leave-one-out cross-validation (LOOCV) accuracy of 83.5% were achieved. Overall, the classification accuracy of the trained SVM was 86.5%. Finally, the sensitivity of the model was 75% and this was seen as a moderate result. Since the sample size was fairly small, the results of the classifier were only seen as suggestive rather than conclusive. Therefore, the performance of the classifier was indicative that a quantitative tool could indeed be developed to perform screening for ADHD.
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Schoeman, Renata, and Manie De Klerk. "Adult attention-deficit hyperactivity disorder: A database analysis of South African private health insurance." South African Journal of Psychiatry 23, no. 1 (2017): 6. http://dx.doi.org/10.4102/sajpsychiatry.v23i1.1010.
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<p><strong>Background:</strong> Adult attention-deficit hyperactivity disorder (ADHD) is a chronic, costly and debilitating disorder. In South Africa (SA), access to funding for care and treatment of ADHD is limited, and research is lacking.</p><p><strong>Aim:</strong> This study aimed to establish the current situation with regard to the psychiatric management of and funding for treatment of adult ADHD in the private sector in SA.</p><p><strong>Methods:</strong> A diagnostically refined retrospective claims database analysis was conducted. We examined the prevalence, costs and funding profile of claims over a 2-year period for adult beneficiaries with possible ADHD of a large medical administrator in SA.</p><p><strong>Results:</strong> The prevalence of adult ADHD was lower than published international rates. The presence of adult ADHD increased the prevalence of comorbidity and doubled the health care costs of beneficiaries. Contrary to public belief, comorbidities (including their medicine costs) rather than psychiatric services or medicines were the main cost drivers.</p><p><strong>Conclusion:</strong> The current private health insurance funding model for ADHD limits access to funding. This affects early diagnosis and optimal treatment, thereby escalating long-term costs. Improved outcomes are possible if patients suffering from ADHD receive timely and accurate diagnosis, and receive chronic and comprehensive care. Balanced regulation is proposed to minimise the risk to both medical schemes and patients. A collaborative approach between stakeholders is needed to develop an alternative cost-effective funding model to improve access to treatment and quality of life for adults with ADHD in SA.</p>
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Magula, Luzuko, Karis Moxley, and Anusha Lachman. "Iron deficiency in South African children and adolescents with attention deficit hyperactivity disorder." Journal of Child & Adolescent Mental Health 31, no. 2 (2019): 85–92. http://dx.doi.org/10.2989/17280583.2019.1637345.
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Slone, Michelle, Kevin Durrheim, and Debra Kaminer. "Attention deficit hyperactivity disorder: Clinical presentation and correlates in a South African sample." Professional Psychology: Research and Practice 27, no. 2 (1996): 198–201. http://dx.doi.org/10.1037/0735-7028.27.2.198.
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Zeegers, I., H. Rabie, S. Swanevelder, C. Edson, M. Cotton, and R. van Toorn. "Attention Deficit Hyperactivity and Oppositional Defiance Disorder in HIV-Infected South African Children." Journal of Tropical Pediatrics 56, no. 2 (2009): 97–102. http://dx.doi.org/10.1093/tropej/fmp072.
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van Dyk, Leana, Priscilla Springer, Martin Kidd, Nellie Steyn, Regan Solomons, and Ronald van Toorn. "Familial-Environmental Risk Factors in South African Children With Attention-Deficit Hyperactivity Disorder (ADHD)." Journal of Child Neurology 30, no. 10 (2014): 1327–32. http://dx.doi.org/10.1177/0883073814560630.
Full textDissertations / Theses on the topic "Attention-deficit hyperactivity disorder - South Africa"
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Oettle, Judith Ann Elizabeth. "The pharmacotherapeutic treatment of attention-deficit/hyperactivity disorder (ADHD) in children and adolescents." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1438.
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Background: The ideal treatment of Attention-Deficit/Hyperactivity Disorder is a highly debated issue. Opposition to pharmacological treatments has resulted in the popular use of non-pharmacological measures which are not necessarily efficacious for the management of ADHD. Objectives: The primary aim was to evaluate the treatment of children and adolescents diagnosed with ADHD in South Africa. Methods: The study consisted of two parts, a drug utilisation review (DUR) and questionnaire-based surveys. The DUR was conducted using a database containing central nervous system (CNS) drug prescriptions which were dispensed during 2008. A total of 21 650 prescriptions dispensed to 7 202 patients constituted the Primary study population which was analysed. The questionnaires were distributed to the parents/caregivers of children diagnosed with ADHD. A response rate of 20.81 percent was obtained. Results: The average age of patients in the DUR was 11.60 ±3.01 years. Male patients represented 74.09 percent (5 336: n = 7 202) of patients. Methylphenidate was the most commonly prescribed of the two drugs indicated for the treatment of ADHD (85.89 percent, 18 956: n = 21 650). A prescribing bias by practitioners in different parts of South Africa was identified. Drug holidays were identified during March and December of 2008. The average age of patients in the questionnaire was 10.67 ±2.83 years, with a male patient majority (86.11 percent, 31: n = 36). Methylphenidate was the most commonly used prescription treatment (93.75 percent, 30: n = 32). Drug holiday use was reported in 56.25 percent (18: n = 32) of patients. Most participants reported supplement use (83.33 percent, 30: n = 36), but 86.67 percent (26: n = 30) of these participants did not find them useful. Conclusion: ADHD is a poorly understood disorder which affects people in all spheres of life. Treatment of the disorder should be individualised and based on scientifically proven effectiveness. Further studies, both in South Africa and worldwide, need to be conducted on the treatment of ADHD
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Wilson, Abigail Gillian. "Implementation of an attention training program with children with attention deficit hyperactivity disorder in South Africa." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20130.
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Attention Deficit/Hyperactivity Disorder (ADHD) is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness and tends to be the most commonly diagnosed childhood behavioural disorder. The aim of this study was to determine the feasibility of the Pay Attention! Intervention with a small group of children diagnosed with ADHD as compared to matched controls. The intervention focused on sustained, selective, alternating and divided attention. After a baseline evaluation, five children aged 6 to 8 years were assigned to receive bi-weekly Pay Attention! sessions for 12 weeks and five matched controls were assigned to a Test-only group. Participants completed an outcome evaluation approximately 12 weeks after their baseline evaluation, both of which included neuropsychological and behavioural (both parent and teacher) assessments. Results show that the intervention is feasible to administer and acceptable to participants. Although no significant treatment effects were found on the neuropsychological outcomes and for the teacher ratings of ADHD, there were however significant effects found on parent ratings of ADHD symptoms on the Child Behaviour Checklist and the Vineland Adaptive Behaviour Scale-II. These preliminary findings add to the growing body of literature on attention training interventions for children with ADHD. However, a randomised controlled trial is warranted to further investigate the specific use of the Pay Attention! intervention with this population in the South African context.
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Snyman, Sanmari. "Treatment and care of children and adolescents diagnosed with Attention deficit/Hyperactivity disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/871.
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Background: In recent years the incidence of Attention Deficit/Hyperactivity Disorder (ADHD) has increased. Objectives: The primary aim of the study was to determine the treatment of children and adolescents diagnosed with ADHD in South Africa and more specifically the Eastern Cape. Methods: The study consisted of two parts, a retrospective drug utilisation study and a questionnaire survey. The drug utilisation study was conducted on chronic medication records of a private sector medical scheme administrator and contained records from 1994 to 2006. A total of 42 250 records representing 8 274 patients and 4 001 families, were analysed. The questionnaire survey was conducted in the Eastern Cape. The questionnaires were distributed by responsible pharmacists to parents of children receiving medication for the treatment of ADHD from his/her pharmacy. Fifty one completed questionnaires were analysed. Results: The average age of patients in the drug utilisation study were 14.28 (SD = 5.50) years. Males represented 77.37 percent of patients. Ritalin® 10 mg was the most frequently prescribed methylphenidate-containing product, followed by Ritalin® LA 20 mg. The two most frequently prescribed active ingredients apart from methylphenidate were fluticasone and budesonide. The two most common comorbid conditions were allergic rhinitis and asthma. The average age of patients in the questionnaire survey was 10.26 (SD = 2.51) years. Males represented 73.58 percent of patients. A third of patients had relatives previously diagnosed with ADHD. Ritalin® 10 mg was the most frequently prescribed methylphenidate-containing product. Conclusion: ADHD is a complex life-long disorder. It does not only affect the child diagnosed with the disorder, but also has effects on the family, schooling system and peer relationship. Therefore, more studies regarding the incidence and treatment of ADHD need to be conducted in South Africa.
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Baker, Susan Colleen Rozanne. "The performance of children with Attention Deficit Hyperactivity Disorder on Griffiths Mental Development Scales - extended revised." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/388.
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Research has shown that Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest neurodevelopmental disorders which has a negative impact on a child. However, to date limited research has been conducted on learners, and specifically those learners with ADHD, within a National Education stream. Furthermore, running concurrently with this are new developments in education in South Africa. An inclusive educational policy favours the incorporation of all children into a mainstream scholastic setting, regardless of their diverse needs. In addition to educational changes for children with ADHD, many parents are presently unable to afford the medication commonly used to treat the disorder, resulting in both parents and teachers having to manage these children with limited professional support. It is widely accepted that early assessment and intervention are necessary in order to maximise a child’s potential. For this reason, the primary aim of this study was to explore and describe the developmental profile of children with ADHD on the Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Further aims were to compare the performance of the clinical sample to a normal South African sample. In order to achieve these aims, a quantitative, exploratory-descriptive research design was employed. The sample (N = 38) of ADHD were selected by means of a non-probability, purposive sampling procedure, from various pre-school and primary schools in the Nelson Mandela Metropole. The normal sample (N = 38) was drawn from an existing database created during the revision of the Scales. Information was collated using the Conners 39 Item Teacher Rating Scale, biographical data, as well as the results of an assessment from the GMDS-ER. In this study the general performance of the ADHD sample on the GMDS-ER was found to be above average. Furthermore the performance of these children on the six Subscales of the GMDS-ER ranged from average to superior, with the poorest performance being on the Eye and Hand Co-ordination Subscale, and the best performance being on the Performance Subscale. Significant differences between the ADHD and normal sample were found on the General Quotient (GQ) as well as three of the six Subscales, namely, the Hearing and Speech, Eye and Hand Co-ordination and Performance Subscales. Generally, the results of the study suggest that a specific developmental profile for children with ADHD exists. Additionally, the study highlighted the success with which the GMDS-ER can be utilised on a specific clinical population.
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Gomes, Ana Maria. "A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/686.
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Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
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Vrba, Kim. "A clinical audit of the management of ADHD in children and adolescents and comparison between two treatment sites in Cape Town." Master's thesis, Faculty of Health Sciences, 2014. http://hdl.handle.net/11427/31589.
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Background: The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) at a prevalence rate of 5-8% has clear public health and service implications. Studies suggest that certain populations, especially those with lower socio-economic status, are not adequately identified and treated. Evidence-based guidelines aim to standardize practice, but implementing them in low-resource environments can be challenging. To assess compliance, clinical audits for ADHD management have been conducted in higher income countries, but, to our knowledge, there have been no such audits in sub-Saharan Africa. Here we performed a clinical audit of ADHD assessment and treatment and compared compliance between two clinic groups in Cape Town, South Africa. Objectives: The primary aim was to measure compliance in a South African context using the National Institute for Clinical Excellence (NICE) guidelines for ADHD as the gold standard. The secondary aim was to compare compliance and socio-demographics between a 'central’ group (attending a treatment site in an area associated with high socio-economic status) and a 'peripheral’ group (attending in areas associated with low socio-economic status) in Cape Town. Methods: A clinical audit was conducted (March-June 2013) on the case notes for 100 'active’ cases of children or adolescents diagnosed with ADHD. The 'central’ group consisted of patients attending the Red Cross War Memorial Children’s Hospital Neuropsychiatry Clinic. The 'peripheral’ group included cases from community clinics in Retreat, Vanguard, Heideveld, and Kensington. Fifty cases were randomly selected from each group. Data were captured using an audit template derived from NICE guidelines, and a socio-demographic template. Results: Overall, of the 17 audit standards tested none showed 100% compliance. Compliance with four standards was rated 'good’ (>80%): qualified diagnostician (86%), clinician contact with teacher (96%), side effect monitoring (84%), and offering Methylphenidate as first line treatment (80%). Compliance with five standards was 'fair’ (50- 79%): DSM-IV criteria documentation (60%), treatment plan including behavioral or psychological interventions (71%), attempted communication in the patient’s primary language (69%), documentation of the child’s perspective (76%), and monitoring treatment response on standard scales (71%). Compliance with eight standards was 'poor’ (< 0.0001); and treatment response monitoring using standard scales (80% vs. 62%, p = 0.047). Conclusions: Overall, compliance with NICE guidelines for ADHD was low. The central group performed better than the peripheral group in key areas, offering a greater array of treatment options and safer monitoring. We recommend the introduction of structured protocols with re-audit as a tool to improve the quality of service delivery and present an audit checklist to be used in future audit cycles.
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Loedolff, Simone. "Attention deficit hyperactivity disorder: towards an inclusive approach in the management of ADHD in South African classrooms." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31466.
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Attention Deficit Hyperactivity Disorder (ADHD) is a world-wide phenomenon which has a major impact not only on a child’s academic performance but also daily activities and social interactions. It is a phenomena which manifests in most classrooms. This dissertation investigates ADHD, not only as a medical phenomenon, but also as a social phenomenon, with a specific focus on how it manifests and applies in South African schools. Using Vygotsky’s Cultural Historical Activity Theory, and linking it with the ideals of the Education White Paper 6. The research is presented as a literature review that focuses on what current literature suggests is happening, and what theoretically should be happening in practice. The research is intended to demonstrate the need of the school-going aged child to be supported by the family, the school, and, if chosen, by medical professionals as well as the need to have informed parents and teachers. This need is linked to an exploration in this research of the practices and procedures currently being used to support learners with ADHD in mainstream South African schools in the context of an inclusive education model. The research concludes that Educators needs further support and training to be fully equipped to support learners formally and informally diagnosed with ADHD.
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Stockigt, Gina. "The exploration of the management strategies used by educators working with learners presenting with Attention Deficit Hyperactivity Disorder (ADHD) symptoms in mainstream schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5001.
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Magister Artium (Psychology) - MA(Psych)<br>The inclusive education system in South Africa is one that accepts children with many types of barriers to learning, whether these are physical, emotional or cognitive in nature. In 2001, the Department of Education published the White Paper 6 in order to address inclusive education in the South African context over a time frame of 20 years. It has been 15 years since the White Paper 6 was published, and many South African educators still face the same challenges as they did at the start of the Inclusive Education System. Managing children with barriers to learning comes with many challenges and uncertainties, and with the high prevalence of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) globally, there is a strong need to understand what the condition entails and how to manage it effectively. A study like this is imperative in order to explore management strategies used by Grade 1 educators when working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms in mainstream schools in the Western Cape. A further aim is to explore the support structures currently available to these educators as well as the support required by these educators. The study also aims to understand the challenges facing educators in these settings as there are limited research studies and literature available which focus on how to apply the inclusive education policies that exist in South Africa. The study used bio-ecological systems theory as a theoretical framework. A qualitative approach was used to conduct the study, including semi-structured individual interviews and data that was analysed by thematic analysis. A total of four local schools were included in the study, comprising of twelve interviews with Grade 1 educators from mainstream schools based in the Western Cape. The findings were as follows: many educators felt that they did not receive enough training on Attention Deficit Hyperactivity Disorder, therefore lacking knowledge on how to apply management strategies to address this. Managing a diverse range of learners, lack of resources, lack of parental involvement, lack of assistance in the classroom, as well as distracted and disorganised children posed as challenges for educators working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms. Some educators felt that class sizes were too big; helping non-English learners who displayed symptoms of Attention Deficit Hyperactivity Disorder to reach their full potential was challenging; and covering all the content in the Curriculum Assessment Policy Statements (CAPS) was overwhelming for some as it does not always allow space for learners who learn differently in the classroom. Educators teaching in lower-income communities struggled with parental support and generally had fewer resources available to them. Not all of the participants received sufficient support from other professional health practitioners, principals, and support at various levels of the education system in the Western Cape and Department of Education.
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Rothmann, Stephan. "Prescribing patterns of methylphenidate and atomoxetine containing products in a section of the private health care sector of South Africa / Stephan Rothmann." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4905.
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The general aim of this study was to investigate the prescribing patterns of products that contain methylphenidate or atomoxetine in a section of the private health care sector of South Africa. A quantitative, retrospective drug uitilisation review was performed according to data obtained from the database of a South African medicine claims pharmacy benefit management company's for three consecutive study years (Le. 2005 to 2007).
The results indicated that a total of 7,990 patients had been prescribed products that contained methylphenidate or atomoxetine in 2005. The total for 2006 was 8,575 and it decreased to a total of 7,828 in 2007. Of all the patients who received the mentioned products, the percentage for females increased from 27.75% (N = 7,990) in 2005 to 29.06% (N =7,828) in 2007. With regard to the same products the percentage for males decreased from 72.03% (N = 7,990) in 2005 to 70.89% (N = 7,828) in 2007. The ratio for the gender-related prescribing patterns of medicine items that contained methylphenidate or atomoxetine in this section of the private health care sector of South Africa was ± 2.55:1 for males to females in comparison with the international male:female ratio of 3:1.
According to the medicine claims on the database for 2005 the total number of prescriptions that indicated products containing methylphenidate or atomoxetine was calculated as 8,522, 798 (i.e. N = 8, 522,798) or as a percentage of 0.32% prescriptions. The percentage showed an increase to 0.41 % in 2007 (N = 8,015,538). Of all the medicine items containing methylphenidate or atomoxetine those products that contained atomoxetine represented 4.69% and those that contained methylphenidate represented 95.31%. In 2005 the average cost per prescription that indicated items containing methylphenidate or atomoxetine amounted to R318.29 ± R162.09. In 2007 the amount increased to R358.91 ± R208.10.
The percentage of children younger than five years of age, and who had been prescribed products containing methylphenidate or atomoxetine, increased from 0.91 % in 2005 (N = 7,990) to 1.11 % in 2007 (N =7,828). The percentage for children aged 5 to 12 years decreased from 53.62% in 2005 to 49.23% in 2007. For adolescents the percentage increased from 26.32% in 2005 to 27.35% in 2007. The same pattern repeated itself in the case of adults (age 18+ years).
Among the top trade name products prescribed were Ritalin LA 20mg®, Ritalin 20mg®, Concerta 36mg®, Ritalin LA 30mg® and Concerta 18mg®.
Possible drug-drug interactions were found between products containing methylphenidate or atomoxetine and products containing imipramine, amitriptyline and carbamazepine.
Findings indicated that the number of products containing methylphenidate or atomoxetine increased from 2005 to 2007, while also revealing that those products containing methylphenidate remained in the majority. The average costs of products containing methylphenidate or atomoxetine increased from 2005 to 2007.<br>Thesis (M.Pharm. (Pharmacy Practice))--North-West University, Potchefstroom Campus, 2010.
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Jament, Johnson. "Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3596/.
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Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.
Book chapters on the topic "Attention-deficit hyperactivity disorder - South Africa"
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Amod, Zaytoon, Adri Vorster, and Kim Lazarus. "Attention-Deficit/Hyperactivity Disorder (ADHD) as a Barrier to Learning and Development within the South African Context: The Perspective of Teachers." In Attention Deficit Hyperactivity Disorder in Children and Adolescents. InTech, 2013. http://dx.doi.org/10.5772/53784.
Full textConference papers on the topic "Attention-deficit hyperactivity disorder - South Africa"
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Swarts, Romano, Herve Mukenya Mwamba, Pieter Fourie, and Dawie van den Heever. "PANDA: Paediatric attention-deficit/hyperactivity disorder app." In 2018 3rd Biennial South African Biomedical Engineering Conference (SAIBMEC). IEEE, 2018. http://dx.doi.org/10.1109/saibmec.2018.8363190.
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