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1
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.
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Siwelani, Busisiwe. "Comorbid disorders in primary school children with attention deficit/hyperactivity disorder." Thesis, 2009. http://hdl.handle.net/10386/377.
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Thesis (M.A. (Psychology)) -- University of Limpopo, 2009<br>Background: Although ADHD does occur as a single disorder in a minority of diagnosed individuals, it is generally comorbid with other behavioural and emotional disorders. The most frequent co-occurring psychiatric disorders are Oppositional Defiant Disorder, Conduct Disorder, Anxiety Disorder and Mood Disorder. The aim of the study was to establish a relationship between the core symptoms of ADHD (Inattention and Hyperactivity/Impulsiveness) and the externalising disorders, Oppositional Defiant Disorder and Conduct Disorder, and the internalising disorders anxiety and depression and to establish differences in comorbid symptoms (ODD, CD, anxiety, and depression) between children with ADHD and a non-ADHD control group as a function of gender and subtype.
Method: A total of 100 Tsonga speaking primary school children (50 with ADHD symptoms and 50 non-ADHD controls) participated in the study. The ODD and CD scale of the Disruptive Behaviour Disorders rating scale was used to establish the symptoms of ODD and CD, while the Anxiety and Depression scales of the “Terry” Picture Questionnaire was used to establish the symptoms of Anxiety and Depression.
Results: Findings of the study showed that the relationship between the hyperactive/impulsive component of ADHD and the externalizing disorders (ODD and CD) was moderate to strong, while there was no significant relationship between hyperactivity/impulsiveness and the internalizing disorders (anxiety and depression). The inattentive component of ADHD showed a strong relationship with ODD, but no significant relationship with CD was observed. The relationship of inattentive symptoms with the internalizing disorders (anxiety and depression) was weak to moderate.
The comparison study showed that boys with the predominant hyperactive/impulsive subtype of ADHD had significantly more symptoms of CD than
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their non-ADHD counterparts, but not significantly more ODD symptoms, while girls of the predominantly hyperactive/impulsive subtype had significantly more symptoms of both ODD and CD than the non-ADHD girls. A comparison of the predominantly inattentive subtype of ADHD showed that the boys had more symptoms of ODD than their non-ADHD counterparts, while there were no significant extra symptoms for CD. The predominantly inattentive girls did not show more symptoms of both externalizing disorders than the non-ADHD controls. The ADHD-combined subtype had more symptoms of both disorders but no gender differences were observed. When the ADHD subtypes were compared with non-ADHD controls for internalizing disorders, only the predominantly inattentive subtype showed significantly more symptoms of both anxiety and depression. This was the case for both genders.
Conclusion: The study showed that there is a relationship between the symptoms of ADHD (hyperactivity/impulsiveness and inattention) and the externalizing disorders, ODD and CD. Only the Inattentive component of ADHD showed a relationship with internalizing disorders (anxiety and depression).
The comparison study showed that the predominantly hyperactive/impulsive and the combined subtypes displayed most symptoms of externalizing disorders, while the predominantly inattentive subtype had significantly more symptoms of internalizing disorders. Gender differences were observed in the symptoms of externalizing disorders, but not in the symptomatology of internalizing disorders.
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Naidoo, Shantha. "A workshop for educators with regards to attention deficit hyperactivity disorder." Thesis, 2014. http://hdl.handle.net/10210/9713.
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M.Ed. (Education and Learning Support)<br>This study focused on the design, implementation and reflection of the development of a workshop for educators with regards to understanding and effectively managing learners with Attention Deficit Hyperactivity Disorder (ADHD) in their classrooms. This study was done in an action research framework in four specific stages, (a) the educators role, (b) educators knowledge about teaching, (c) teaching practices, and (d) reflective practices. Data was collected from a video recording of the workshop on ADHD, an informal focus group assessment questionnaire, and collection of participant's artifacts of the activities during the workshop. Educators who were engaged in the stages of action research during the workshop were provided with theory, strategies, and a checklists on ADHD. This structure assisted educators through the process of becoming knowledgeable, effective, and reflective managers of learners with ADHD.
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Hirschowitz, Larry David. "Cognitive-behavioural programme for children with attention hyperactivity disorder." Thesis, 2012. http://hdl.handle.net/10210/5733.
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M.A.<br>Attention Deficit Hyperactivity Disorder (ADHD) affects between 1% and 20% of school-aged children. Many aspects of the disorder remain largely speculative including the treatment of it, and often these children experience significant learning, social and emotional difficulties from their childhood years through to adulthood. Pharmacological treatment of the disorder has gained wide acceptance and it has achieved much success in bringing about positive short-term changes in the behaviours of such children. However the long-term efficacy of medication still remains questionable and many children do not respond well to or do not tolerate such treatment. The use of psychological interventions for this condition has not received as much support as that of medication. While research shows that some psychological approaches have virtually no effect others have shown limited benefits. Taking into account the previous research conducted into the benefits of the psychological treatment of ADHD and through examining the limitations of these approaches, the present research aims to establish an effective psychological intervention in the treatment of this condition. This intervention follows the format of a Parent-training based Cognitive-Behavioural programme making use of Barkley's theory that Behavioural Inhibition is the central impairment in Attention Deficit Hyperactivity Disorder. Therefore the hypotheses of this research are twofold. Firstly, that psychological interventions can make a positive contribution to the treatment of this condition and secondly, that this parent-training based cognitive-behavioural progra
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Makwela, Morongwa Caroline. "The relationship between symptoms of attention-deficit/hyperactivity disorder and risk taking behaviours in adolescents." Thesis, 2008. http://hdl.handle.net/10386/348.
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Theses (M.A.) (Clinical Psychology) --University of Limpopo, 2008<br>Background: Attention Deficit Hyperactivity Disorders (ADHD) is a common neurodevelopmental behavioural disorder among school–age children, which in most cases continues into adolescence and adulthood and is mainly characterized by inattentiveness, hyperactivity and impulsiveness. The aim of the study was to establish the relationship between ADHD symptoms and risk taking behaviours (safety, alcohol use, tobacco use, dagga use, drug use, and sexual activity) in adolescents.
Method: A total of 100 male participants (without a clinical diagnosis) participated in the study. The participants were assessed on a battery consisting of the BSSA (Barkley‟s Symptoms Scale for Adolescents), YRBS (Youth Risk Behaviour Scale) and neuropsychological tests which measure response inhibition (GoStop Task) and executive function (Wisconsin Card Sorting Test). The ADHD scores on BSSA have been correlated with scores on the YRBS as well as with the scores obtained on the WCST and the Go-Stop Task. The results were analysed using the Pearson-r to show a relationship between ADHD symptoms and risk taking behaviours.
Result::
Conclusion: There is a significant although weak relationship between ADHD symptoms and most risk taking behaviours in a population of non- impaired adolescents.
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Mathivha, Mudzunga. "Neuropsychological deficits in Tshivenda speaking children with attention-deficit/hypersensitivity disorder." Thesis, 2005. http://hdl.handle.net/10386/367.
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Thesis (M.A. (Clinical Psychology)) --University of Limpopo (Turfloop Campus), 2005<br>The aim of this study was to establish whether children with Attention-Deficit/Hyperactivity show deficits in cognitive impulsiveness and motor functions, caused by a hypofunctioning dopamine system. A group of 84 primary school children, 42 classified as ADHD and 42 controls, matched for age, gender and SES, with children without ADHD symptomatology, were compared on their performance on neuropsychological tests which test the functions of the cortical areas supplied by two dopamine branches, the meso-cortical and nigrostriatal branches. The battery consisted of the Wisconsin Card Sorting Test, the Grooved Pegboard, and the Maze Coordination Task. The results of the tests were analysed as a function of gender and ADHD-subtypes. In the majority of tests the clinical groups performed worse than the control groups. This was the case for both genders. The Hyperactive/Impulsive and Combined subtypes consistently performed poorer than the other groups. The results indicate that children with ADHD are more impulsive (deficient executive functions) and have poorer motor control than their control counterparts, which may be an indication of dopamine dysfunction.
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Takalani, Morongwa Caroline. "The comorbidity of internalising disorders on attention deficit hyperactivity disorder in primary schools in Lepelle-Nkumpi Municipality, Limpopo Province." Thesis, 2020. http://hdl.handle.net/11602/1517.
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PhD (Psychology)<br>Department of Psychology.<br>Attention Deficit Hyperactivity Disorder (ADHD) is the most common diagnosed neurocognitive behavioural developmental disorder among school going–age children. ADHD in most instances is found to comorbid with internalising disorders such as anxiety and depression, therefore causing impairment on behaviour, emotions, academic, social and many areas of functioning. The existence of comorbid internalising disorders complicates the presentation of ADHD symptoms than if it was pure ADHD. The aim of the study was to explore the comorbidity of internalising disorders and ADHD symptoms. The study investigated whether children with ADHD have more symptoms of anxiety and depression than children without ADHD. The study went further to investigate whether children with ADHD have low self-esteem than children without ADHD. Also, that internalising comorbidities (anxiety and depression) are more prevalent in girls than in boys who have more externalising comorbidities which are Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) and anger issues. The null hypotheses further showed that, children with ADHD do not have more symptoms of anxiety and depression than children without ADHD. Moreover, children with ADHD have no lower self-esteem than children without ADHD. Also, internalising disorders (anxiety and depression) are not prevalent in girls than in boys who do not exhibit more externalising disorders which are Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) and anger issues. The study was conducted in Lepelle-Nkumpi Municipality in Lebowakgomo sub circuit.
A total of 250 children (94 boys and 156 girls, aged 6 – 12) who were purposively selected participated in the study. A total of 125 clinically diagnosed ADHD were matched to 125 control group for age and gender. Participants were assessed on a battery consisting of Parent/Teacher Disruptive Behavioural Rating Scale (DBD), which was used to assess the presence and degree of ADHD- related symptoms (inattention and hyperactive/ impulsive); Oppositional Defiant Disorder and Conduct Disorder and Beck Youth Inventory Second Edition (BYI II), which was used to assess emotional and psychological issues that children experience. ADHD scores obtained on the DBD scale were correlated with scores obtained on BYI II scale. The study only focused on learners from primary schools in Lepelle-Nkumpi in Lebowakgomo sub circuit. In this research study, children who were reported to have a history of neurological problems such as head injurie, epilepsy, cerebral palsy or severe psychiatric disorders were excluded from the study.
The results were analysed using the analysis of variance (ANOVA) and post hoc benferoni analysis to determine the significant difference within ADHD subtypes. Results of the study showed that children with ADHD had comorbid internalising disorders (anxiety and depression) when compared to their neurotypical group. Both boys and girls with a clinical diagnosis of ADHD showed symptoms of anxiety and depression. More symptoms of anxiety and depression were observed within the ADHD-HI, ADHD-PI and ADHD-C subtypes. Comorbid internalising disorders (anxiety and depression) were also associated with impairments with ADHD symptom, in particular inattention.
Children with ADHD also showed more symptoms of low self-esteem when compared to their neurotypical group. Both boys and girls showed significant difference level of low self-esteem in all ADHD subtypes (ADHD-HI, ADHD-PI and ADHD-PI). The results further revealed that both boys and girls equally showed symptoms of comorbid internalising disorders (anxiety and depression), whereas girls showed significantly more symptoms of externalising comorbidities such as ODD, CD and anger issues.
In conclusion, the findings suggest that the comorbidity of internalising disorders in a clinically diagnosed child with ADHD worsens or complicates the child’s expected normal functioning unlike when the child was presenting with only ADHD. The results further suggest that a child with clinical diagnosis has double impairment as a result of many impairments which are occurring at the same time. Moreover, the existence of externalising comorbidities which are salient in girls with ADHD may require proper screening and assessment.<br>NRF
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Pilkington, Colin Leon. "Constructing programs, how children with Attention Deficit Hyperactivity Disorder (ADHD) learn to program." Diss., 2007. http://hdl.handle.net/10500/1631.
Full textAbstract:
Many learners find the study of introductory computer programming difficult. This is
also true of children with attention deficit hyperactivity disorder (ADHD), and we need
an improved understanding of how they learn programming. After reviewing the
constructivist approach to teaching and learning and investigating ADHD, this study
explored strategies for constructive learning of introductory programming. The aim
was to evaluate the effectiveness of the Karplus learning cycle to teach introductory
programming. This was done through qualitative research from an interpretive
perspective. Action research techniques were employed and data analysed using
grounded theory methods. Four major constructivist teaching categories emerged,
all of which support the use of the Karplus cycle. It is concluded that the three-phase
Karplus cycle can be used to assist these learners learn introductory programming.
However, it needs to be understood more broadly and the middle phase broken into
two subphases to ensure effective learning.<br>Mathematical Sciences<br>M. Sc. (Mathematical Sciences)
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Van, Zyl Jacques. "Standaarde vir 'n holisties interaktiewe bestuursbenadering vir die praktyk van diagnosering van kinders met aandagtekort hiperaktiwiteitsversteuring en hul terapie met Ritalin." Thesis, 2012. http://hdl.handle.net/10210/6027.
Full textAbstract:
D.Ed.<br>The practice regarding the diagnosing and therapeuterising, with Ritalin, of children with ADHD (Attention Deficit Hyperactivity Disorder) is inadequate. There is in general practice little, if any, signs of holistic interactive co-operation amongst practitioners regarding diagnosing and therapeuterising, with Ritalin, exceptions excluded. The practice situation reflects a rather fragmented image, unscientific practises regarding diagnostic and therapeutic instruments and procedures, ignorance and incompleteness. The rational why this study was undertaken is because of the researcher's experience of the overwhelming inadequacy of this practice. The aim of this research was to develop, validate and describe standards for the holistic interactive management of the practice of diagnosing of the child \Vith ADHD and his/her therapy, with Ritalin. These standards can contribute towards improvement of the total practice, that is improvement of aid rendering to this child in order to optimise his/her functioning accordingly. In order to reach this aim, a research method was followed whereby an intensive literature study, multiple case studies and a questionnaire survey regarding a variety of professional practitioners and parents, was introduced in order to obtain data from the practice situation. Data was continuously qualitatively analised within the parameters of a theoretically grounded conceptual framework. These analyses eventually culminated in the description of concept standards and revised concept standards which were submitted to five domain experts for validation. The final standards which were determined through a process of a reasonable high level of consensus amongst these experts, is described in two official languages, namely Afrikaans and English. The final standards reflect the need from practice, namely holistic interactive management of the procedures of diagnosis and therapy, with Ritalin, of the child with ADHD.
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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.
Full textAbstract:
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban University of Technology, 2012.<br>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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Naidoo, Nathasia. "Impact of educator knowledge of attention decifit hyperactivity disorder on teaching strategies." Diss., 2012. http://hdl.handle.net/10500/11899.
Full textAbstract:
Attention Deficit Hyperactivity Disorder (ADHD), an intellectual impairment, generally characterised by inattentiveness and impulsivity has become prevalent in South African schools. ADHD learners require support from within the classroom to accommodate their academic and behavioural needs. A quantitative research was undertaken to determine the impact of an educator's knowledge of ADHD on teaching support strategies. An educator's ADHD knowledge is based on their understanding of the diagnosis, causes, symptoms and management of ADHD as well as the effect that ADHD has on a learner's classroom skills. Data was obtained from responses to questionnaires from randomly selected respondents within randomly selected government secondary schools in the Umlazi District of Kwa-Zulu Natal. The data was descriptively analysed to conclude that the level of ADHD knowledge possessed by educators impact on the appropriateness of their teaching strategies. There is a need to impart knowledge regarding learning barriers to educators, to ensure the efficacy of teaching strategies.<br>Inclusive Education<br>M. Ed. (Inclusive Education)
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Tshubwana, Shumani Samuel. "The challenges facing teachers with regard to the management of learners with attention deficit hyperactivity disorder towards their academic achievements in schools in Vhembe District, Limpopo Province." Diss., 2013. http://hdl.handle.net/11602/110.
Full text
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Moss, Linda Louise. "A comparative study of ADHD prevalence in 4 Gauteng schools and an exploration of the experiences of adolescents diagnosed with the disorder." Thesis, 2017. https://hdl.handle.net/10539/24809.
Full textAbstract:
A research report submitted to the Faculty of Humanities University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Research Psychology), 2017<br>ADHD is one of the most prevalent disorders in child psychiatry today. Whilst the phenomenon of ADHD is well researched in Europe and North America, there are limited studies available in South Africa that explore the link between ADHD and different forms of schooling. Furthermore, few studies focus on the children who have been socially positioned in this way. This study focused on the prevalence of ADHD with a particular aim to explore how gender, race and class play out in an unequal schooling system. The secondary aim was to contribute to the knowledge about adolescents’ own understandings and experiences of ADHD. The research was conducted in two distinct phases, Phase 1 included the administration of a demographic questionnaire to determine the prevalence of the disorder within four different Gauteng schools. Phase 2 of the project included semi-structured interviews to explore the understandings, perceptions and experiences of children living with this diagnosis. This study explored the prevalence of ADHD across four different schools in Gauteng. Results of the study propose that the diagnosis and prevalence of this phenomena is strongly influenced by gender, race and class, as the majority of children diagnosed are boys (65%), more than half are from upper class families (61%) and most of the children are white (71%). The adolescents who were interviewed indicated that teachers were mostly the initiators of their diagnosis due to deviations from classroom behaviour and academic performance. While the children claimed that the diagnosis and the medication had certain benefits, they also identified distinct disadvantages with the most notable adverse effects on mood and interactions with their peers. The predominant biomedical view of the disorder seemed to be internalised by the children which positioned them in a subordinate relationship with health care professionals. A strong theme of disempowerment emerged, with medical experts and mothers, identified as gatekeepers to their sense of agency.<br>XL2018
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Naidoo, Preneshnee. "Children with attention deficit hyperactivity disorder needs and experiences of parents/caregivers receiving services from a public sector hospital." Thesis, 2010. http://hdl.handle.net/10413/6127.
Full textAbstract:
The focus of this study was the exploration of parents and caregivers experiences of
raising children with ADHD and their experiences of services at a public sector hospital.
There is a paucity of scholarly studies conducted on this topic in South Africa. The
context of the study is the public sector hospital where the researcher is employed as a
social worker. Through her interactions with the parents and caregivers of ADHD
affected children she became aware of the challenges that they were exposed to and this
prompted her to undertake the study.
This was a qualitative study and a purposive sample was used. Semi-structured
interviews were conducted with 21 participants and one focus group was conducted as a
method of triangulation, with six participants. This study was guided by two theoretical
frameworks, namely the bio-psychosocial and ecosystems approaches.
The main conclusions drawn from the findings of the study were that many participants
experienced a lack of support from their families and from the hospital. Participants did
not have sufficient knowledge of the comprehensive treatment plan available in the
management of ADHD. Health care professionals failed to engage in mutual decision
making with participants, related to ADHD treatment and they neglected to address the
concerns of participants regarding their children. A further finding was that the referral
process to allied health professionals was inconsistent. Participants also experienced
difficulties with the hospital administrative processes.
Based on the findings, the recommendations include the need for more comprehensive
support which includes medical and psychosocial support for participants. The limited
knowledge base of participants with regard to the nature, causes and the use of
medication for ADHD should be addressed by the health care providers. This could be
achieved through participant education on the disorder at the initial stages of diagnosis.
ADHD should be managed in a more collaborative and co-ordinated manner at the health
care facility through an actively interdependent team.<br>Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.
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Symons, Michael Stafford. "The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape." Diss., 2015. http://hdl.handle.net/10500/21697.
Full textAbstract:
There is a tendency for children who display unacceptable behaviour to be described as having Attention Deficit-Hyperactivity Disorder when the actual reason for the child’s diagnosis may simply be affective factors, another disorder or simply misbehaviour. ADHD is the most commonly diagnosed child disorder affecting 3-5% of all school age children.
The aim was to investigate the prevalence of Attention Deficit-Hyperactivity Disorder in a sample of Foundation Phase children at an Inclusive ex Model C Preparatory School in the South Metro, Western Cape, by uncovering the criteria that are used by their teachers to suggest a possible Attention Deficit-Hyperactivity Disorder in a child for a referral to a parent, therapist or professional.
This study used a phenomenology design making use of interpretations, meanings and an individual’s opinions regarding the teacher’s criteria, which relate to the diagnosis of ADHD. It required a qualitative analysis with the emphasis on observation, interviews and document analysis. A verbal Interview consisting of questions which were taped and transcribed, as well as an observation, and completion of a Connors Form of the selected children was completed by the teachers. Ten class teachers were interviewed and seven children from Grades one, two and three were observed.
A model from Creswell was used, in order to identify the units of meaning relating to the prevalence of ADHD amongst learners in the South Metro District. The findings include lack of understanding of ADHD amongst teachers, subjectivity in the diagnosis of learners with ADHD, factors influencing the diagnosis of ADHD, criteria necessary to identify ADHD and stereotyping differences.<br>Inclusive Education<br>M. Ed. (Inclusive Education)
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Rosenthal, Lesley. "Situational and pervasive hyperactivity in children with learning disabilities." Thesis, 2014. http://hdl.handle.net/10210/9087.
Full textAbstract:
M.A. (Psychology)<br>Attention Deficit Hyperactivity Disorder (ADHD) is now recognised as the most common neurobehavioral disorder of childhood, affecting children from their earliest infancy through school and into adult life. (Shaywitz and Shaywitz 1991). It is prevalent in both clinical and normal populations and consensus ofopinion seems to be that approximately 3% to 5% of the childhood population has ADHD.( Barkley 1990) The impact that this disorder has on the child and his immediate world cannot be underestimated, nor can the reciprocal basis to these behaviours be ignored. While the basic contention of this paper is that ADHD has a strong biological/hereditary basis to its development, nevertheless account must be taken ofthe impact of the child's behaviour on his surrounding world, and the impact again in turn ofthat world on the child's behaviour. In this reciprocal interaction between the child and the world, definitional problems arise wherein those diagnosed with ADHD do not consistently show hyperactivity.
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Wulfsohn, Renee. "An investigation of behaviour management strategies on learners with Attention Deficit Hyperactivity Disorder in the classroom." Diss., 2010. http://hdl.handle.net/10500/4769.
Full textAbstract:
Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display
disruptive and other associated negative behaviour in the classroom setting. Behaviour
management strategies utilised by the teacher in the school environment can assist in
reducing this type of behaviour that impacts negatively upon their academic performance.
This research study develops and investigates the effectiveness of a programme of
practical behaviour management strategies designed to reduce disruptive behaviour of
learners with ADHD in the classroom.<br>Educational Studies<br>M. Ed. (Educational Psychology)
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"Neuropsigologiese verskille tussen kinders met Tourette se sindroom en kinders met aandaggebrek-hiperaktiwiteitsversteuring." Thesis, 2015. http://hdl.handle.net/10210/14728.
Full textAbstract:
M.A. (Counselling Psychology)<br>The treatment of learning- and associated socio-emotional problems as found in ADHD has long been researched and practiced. The treatment still doesn't seem 100% effective since it helps in some cases but worsens effects in others. The literature aroused the possibility that other disorders could occur under the same behavioural symptoms as displayed in ADHD. One of these is Tourette's disorder ...
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Chapman, Rosandra Dawn. "Neuropsychological deficits in pediatric neurological disorders." Thesis, 2014. http://hdl.handle.net/10210/10390.
Full text
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"Kortikale ryping, omgewingstimulasie en hiperaktiwiteit by kinders met 'n aandaggebreksteurnis." Thesis, 2015. http://hdl.handle.net/10210/13347.
Full text
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Hariparsad, Shireen D. "Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom." Thesis, 2010. http://hdl.handle.net/10530/629.
Full textAbstract:
Submitted in fulfillment of the requirements for the degree MASTERS IN EDUCATION In the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2010.<br>The aim of this study was to investigate the challenges facing educators’
in the inclusion of ADHD learners in the mainstream classroom.
As an introduction to the study the challenges faced by educators’ in the
inclusion of ADHD learners in mainstream classes were reviewed by
means of a study of available and relevant literature. Educators are
people who make learning and teaching possible and their own
challenges in what is happening in the classroom are of crucial
importance. Research done in South Africa on challenges faced by
educators’ in inclusive education indicated that educators in mainstream
classrooms generally express negative attitudes to mainstreaming policies
and thus finds himself with many challenges. In the new education
dispensation educators in mainstream classrooms have to accommodate
learners with impairments, such as the ADHD child. Inclusion makes
additional demands on educators because of the special educational
needs of learners with impairments. The challenges facing educators in
inclusion and their efficacy in meeting the special needs of learners with
impairments play a determining role in the successful implementation of
an inclusive education policy.
For the purpose of the empirical investigation a self-structured
questionnaire was utilized. An analysis was done of 110 questionnaires
completed by primary school educators from the Mafukezela Gandhi district on the North Coast of KwaZulu Natal. The data was processed
and interpreted by means of descriptive statistics.
Essentially the following were the main findings from the empirical study:
Educators lack the necessary knowledge, skills, training and experience
of learners with special educational needs.
Educators have difficulty in identifying ADHD learners.
Educators needed to change their teaching methods to accommodate
learners with diverse educational needs.
The study concludes with a summary and findings from the literature study
and descriptive statistics. Based on these findings the following
recommendations were made:
The development of curricula, institutions and methods of assessments
must include a variety of strategies to accommodate learners with special
educational needs, such as ADHD learners.
The basic training of educators must include compulsory courses such as
orthopedagogics that will enable them to cope with the demands for
inclusion of learners with special educational needs.
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Lopes, Maria Albertina. "South African educators’ experiences of learners who may have ADHD in their classrooms." Thesis, 2009. http://hdl.handle.net/2263/24072.
Full textAbstract:
Attention Deficit Hyperactivity Disorder (ADHD), according to the DSM-IV-TR, is a developmental disorder that is first identified in childhood, where children display inattention and hyperactivity, impulsivity or a combination thereof. This PhD study focuses on understanding and explaining how educators understand learners who may have ADHD in their classrooms. The main research question is: “How do educators experience learners in their classrooms who may have ADHD? ”The main research question was developed into sub-questions: 1) How do educators experience teaching and teaching the learner who may have ADHD? 2) How do educators manage their classrooms with learners in their classrooms, who may have ADHD? 3) How has the experience of educating learners who may have ADHD influenced or affected the educator? A narrative research design was employed, whereby 17 educators, from three different schools from Gauteng were interviewed. Informed consent was collected from all participants. The textual data was analysed using content theme analysis. The educators’ narratives varied according to teaching experience and maturity within the diverse context of the school environment. Five themes emerged from the data generated from the study. Findings from the study indicate that: (1) learners who may have ADHD appear to be treated differently from the other learners; (2) the educators’ keep learners who may have ADHD busy with different activities as one of the methods most commonly used in managing learners who may have ADHD; (3) the educators feel that learners who may have ADHD challenge them; (4) educators feel that they need to be able to share information with other educators on how to manage and support learners who may have ADHD and that they need outside assistance from a specialist and (5) the educators feel that parents do not pull their part in assisting educators and/or learners who may have ADHD. Subsequent to the theme analysis two interviews were then selected, instrumentally analysed and discussed in order to represent personalised accounts of educators’ experiences of learners who may have ADHD in their classrooms. Lastly, the themes have been presented as a narrative.<br>Thesis (PhD)--University of Pretoria, 2009.<br>Educational Psychology<br>unrestricted
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Stratford, Vanessa. "Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom." Diss., 2021. http://hdl.handle.net/10500/27490.
Full textAbstract:
1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs<br>ADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the
mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week
intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of
beneficence and non-maleficence, justice, and autonomy.<br>Psychology<br>M. Sc. (Psychology (Research Consultation))
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Maema, Elijah Krone. "Grade three teachers' experiences of learners perceived to have ADHD in Soweto mainstream primary schools." Thesis, 2021. http://hdl.handle.net/10500/27265.
Full textAbstract:
Attention-deficit/hyperactivity disorder (ADHD) also known as hyperkinetic disorder is a well-recognised neurodevelopmental disorder) that affects approximately 5.9% to 7.1% of children and adolescents. ADHD is one of the most common psychiatric disorders of young people, affecting primary school children. ADHD symptoms are associated with impairment in academic, behavioural, social, and emotional functioning, generally resulting in substantial difficulties in school settings. Specifically, learners with ADHD or those perceived to have it are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. The purpose of the study was to explore grade three teachers’ experiences of learners perceived to have ADHD in Soweto mainstream primary schools with the aim of harvesting intervention strategies (if any) employed in teaching learners perceived to have ADHD. This study employed a qualitative research approach with a case study method employing semi-structured interviews, focus group and an ADHD-specific knowledge and attitudes of teachers (ASKAT) open ended questionnaire section. The findings of this study indicate that lack of training teachers on neurodevelopmental disorders such as ADHD. Further that teacher experience is characterized by feelings over being overwhelmed exacerbated by not know how to support the learners perceived to have ADHD, Stereotyping and labeling the learners; poor time management and general lack of knowledge of ADHD. They however employ various interventions from their day-to-day experience and not necessarily evidence-based intervention that they received.<br>Psychology of Education<br>D. Phil (Psychology (Psychology of Education))