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

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Published: 4 June 2021
Last updated: 9 June 2025

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1

Knipp, Diana Kathleen. "Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder." Thesis, Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1312%5F1%5Fm.pdf&type=application/pdf.

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2

Wood, David L. "Attention Deficit & Hyperactivity Disorder." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5177.

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3

Mertig, Daniel A. "Causes of attention deficit hyperactivity disorder." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mertigd.pdf.

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4

Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16529/1/Linda_Jayne_Graham_Thesis.pdf.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call &quotAttention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine &quotADHD" as a discursive formation and schooling as a system of formation of &quotdisorderly" objects.
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5

Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call &quotAttention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine &quotADHD" as a discursive formation and schooling as a system of formation of &quotdisorderly" objects.
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6

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

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7

Beaven, Alexandra. "Attention deficit hyperactivity disorder : reframing 'deficit' as creative strength." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/347117/.

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Creative ideas are those that are both novel and useful. Creativity is considered to be a valuable social resource, which has supported the development of society in myriad domains. It has been suggested that behavioural indicators of creativity overlap with symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Indeed, there is some preliminary evidence to suggest that individuals with ADHD may be more creative than individuals without ADHD. The first chapter of this thesis outlines the relevant research and theory and presents the ‘creative advantage hypothesis’. Specifically it is argued that defocused attention in individuals with ADHD increases the likelihood of unusual associations forming, thus increasing the likelihood of creative responses. The potential mediating roles of inhibition and delay aversion are also discussed. The second chapter of this thesis describes a study designed to test predictions of the creative advantage hypothesis. Parents of pupils in Year 8 were asked to rate their child’s level of inattentiveness and hyperactivity. Sixty six pupils completed a measure of figural creativity, inhibition and delay aversion in school. ADHD symptoms predicted creativity scores on one aspect of creativity, originality, and this effect was found in boys only. Inhibition and delay aversion were not found to mediate the relationship between ADHD symptomology and creativity in boys. Limitations and implications for Educational Psychologists and teachers are also discussed.
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8

Nilsson, Kenny. "Common Treatments of Attention/Deficit Hyperactivity Disorder." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6107.

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Attention-deficit/hyperactivity disorder (ADHD) is a well-known and much debated neurological disorder. The core symptoms consist of a lacking ability to maintain focus, hyperactivity and a motoric restlessness. It is a neurological disorder, with its causes under much debate, although this essay identifies some important brain areas and transmitter systems. The aim of this essay is to give an overview of the available treatments for children with ADHD in the form of the two largest groups of treatments; pharmacological treatments and psychosocial treatments. The conclusion found is that pharmacological treatments are more effective at reducing the core symptoms of ADHD, while psychosocial treatments are more effective at improving the development of social functioning, suggesting a combination to be the superior choice.
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9

Panich, Darrell James. "Motor patterns in attention deficit hyperactivity disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22651.pdf.

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10

Corkum, Penny. "Attention-deficit/hyperactivity disorder and sleep problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ45712.pdf.

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11

John, Shonna Claudelle Francis. "Story retelling and Attention Deficit Hyperactivity Disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63061.pdf.

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12

Glen, Tamara. "Exploring perceptions of attention deficit hyperactivity disorder." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100611.

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The articles presented in this thesis examined issues of identification and perception of Attention Deficit Hyperactivity Disorder (ADHD) in a sample of 38 boys with ADHD and 43 comparison boys without ADHD. The boys were recruited from local schools in the Montreal area as well as through the community. In Article 1, the positive illusory bias was explored in the area of attention using two different tasks in order to improve our understanding of the self-perceptions of boys with ADHD. Some evidence for positive illusions was found in that boys with ADHD estimated performance at the same level as the comparison group despite performing significantly worse. Additionally, on the Conners' Continuous Performance Test-II (C-CPT-II), significantly more boys with ADHD overestimated their performance than comparison boys. However, because the majority of the boys underestimated their performance, it is suggested that in unfamiliar situations boys with ADHD do not exhibit positive illusions to the same extent as in familiar situations. In Article 2, the perceptions of ADHD reported by others were examined in relation to an objective measure of attention. Through this, the validity of the C-CPT-II was also examined. Parent and teacher ratings of boys with ADHD were compared to boys' performance on the C-CPT-II. Parents completed the Conners' Parent Rating Scale-Revised (CPRS-R) and the Child Behavior Checklist (CBCL) and teachers completed the Conners' Teacher Rating Scale-Revised (CTRS-R). While both parent and teacher ratings on the CPRS-R and the CTRS-R respectively showed significant correlations with performance, teachers' ratings had the highest correlations with the errors of the C-CPT-II. Only the externalizing total T score rating on the CBCL was correlated with performance on the C-CPT-II. Additionally, boys with ADHD performed significantly more poorly than comparison boys on the C-CPT-II. However, there was no significant difference between the performance of boys with ADHD and boys with learning disabilities or between boys with learning disabilities and comparison boys. Using discriminate function analysis, the C-CPT-II was able to correctly classify 72% of the participants into either an ADHD or comparison group. The final discussion centres on this research programme's contribution to the field.
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13

Williams, Jonathan Owen Heaton. "Causal networks in attention deficit / hyperactivity disorder." Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479390.

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14

Lensch, Carol. "Making Sense of Attention Deficit/Hyperactivity Disorder." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/29308.

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In recent years there has been a notable increase in the number of students being identified with Attention Deficit/Hyperactivity Disorder (AD/HD) in American schools. Although there is a tremendous amount of research being done in the area of AD/HD, parents, educators and individuals with AD/HD are ill-equipped to deal with the demands of the disorder. Only through extensive research and a better understanding of what AD/HD is can we expect to develop more effective means of dealing with AD/HD on a daily basis at home and in school.<P> The primary purpose of this book is to bridge the gap between research knowledge and the knowledge in use by educators on AD/HD. The book is a review and interpretation of selected studies on the causes, co-occurrence with other disorders, diagnosis, and treatments of AD/HD. It provides the reader with the opportunity to gain an understanding of AD/HD for making mindful, informed decisions on approaches best suited to meet the challenges presented by this disorder.<P> Five misconceptions are identified and refuted by research presented in chapters two through five. The findings of these studies lend support to: (a) a genetic and environmental basis for AD/HD; (b) a comorbid and hetergeneous nature to the disorder; (c) a need for educators to approach AD/HD from an educational perspective; (d) the need to consider a variety of interventions in addition to medication for the treatment of AD/HD; and (e) the unique response to interventions by individuals with AD/HD.<P> In conclusion, educators are seeking information on this disorder because they are faced with an ever-increasing number of students with AD/HD, and they want to effectively meet the needs of this growing population of children. The emphasis in chapter six is on using a collaborative team approach, involving all persons who have an impact on the life of the student with AD/HD. Only through knowledge, understanding, and collaboration can educators be empowered to do the job that so desperately needs to be done.<P><br>Ph. D.
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15

O'Neill, Michael J. "Attention-deficit/hyperactivity disorder a closer look /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999oneill.pdf.

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16

Silverman, Andrew Flint. "Disinhibition, memory, and attention deficit hyperactivity disorder /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.

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17

Lavorata, Christina M. "Attention deficit hyperactivity disorder families choosing alternate management approaches /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1956.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 160 p. Includes abstract. Includes bibliographical references (p. 151-160).
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18

Cissell, Gayla. "An Investigation of Visual Attention in Attention-Deficit Hyperactivity Disorder." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/935.

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What is known as Attention-deficit Hyperactivity Disorder (ADHD) today has been known by other titles in the past such as minimal brain dysfunction and Hyperkinetic Reaction of Childhood. These label changes represented the change in knowledge and understanding of the disorder over time. Today, it is thought that a main component to the disorder is an attention deficit. The problem is that of yet, the cause of this deficit has not been identified. In an attempt to further understand this disorder, visual attention studies are being conducted. Following this lead, the Visual Attention Analyzer was used to investigate a link between ADHD and visual attention. As the UFOV™ had never been used as a measure of visual attention in children, two studies were performed. The first study was to establish the UFOV™ Visual Attention Analyzer as a reliable measure of visual attention in children. It was found using the test-retest method that the UFOV™ is a test of moderate reliability for six and seven year olds. As there was little variability in the eight to fifteen year olds' performance, the Pearson correlation coefficient was truncated, producing a low reliability score. When the discrepancy in pre and post composite scores were examined, in this regard, it was found that the UFOV™ was actually a more reliable measure for the older children than the younger children. With the question concerning the reliability of the UFOV™ as a measure of visual attention in children answered, the second study addressed primarily whether there was a difference between children with Attention-Deficit Hyperactivity Disorder (ADHD) characteristics and normal childrens' performance of the UFOV™ tasks. Based on the most stringent definition of ADHD used in the study, the UFOV™ did not discriminate between the seven year old children with ADHD characteristics and normal children. It did discriminate between the eight through twelve year old children with ADHD characteristics and normal children.
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19

Austin, Karla Michele. "Adult Attention Deficit Hyperactivity Disorder Personality Characteristics and Comorbidity." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279399/.

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Attention-deficit/hyperactivity disorder (ADHD) is surrounded by confusion and controversy regarding its definition, course, etiology and treatment. Among adults, ADHD is rarely considered a diagnostic reality of primary importance and is often overlooked. This study provides descriptive validity for adult ADHD in distinguishing it from controls, and identifying both a pure condition and one wrought with comorbidity.
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20

Banila, Beatrice. "Attention-deficit hyperactivity disorder, medication and substance abuse." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-614.

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<p>Attention-Deficit Hyperactivity Disorder, (ADHD), is an established childhood psychiatric disorder, and it is the present diagnosis for children with major difficulties in the core symptoms; impulsiveness, attention and hyperactivity. The disorder is known to persist into adulthood and create major problems in coping with everyday life. With ADHD follows a vast variety of other conditions, which burdens the ADHD individuals even more. The major cause for the disorder is in heritage but also other possible explanations will be discussed. The main treatment for ADHD is psycho stimulants, such as methylphenidate and amphetamine. ADHD is associated with substance abuse and several articles in this essay will provide support for that. Is substance abuse in ADHD individuals a form of self-medication in order to ameliorate the symptoms or is the increased risk for substance abuse due to the stimulant medications? In this essay, I will describe what ADHD is, present what are its known causes, summarize the treatments available for ADHD, and discuss the relationships between ADHD and substance abuse.</p>
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21

Kostura, Dwayne David. "Identification of attention deficit/hyperactivity disorder, combined type." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ47896.pdf.

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22

Murphy, Patricia Anne. "Studies of attention deficit hyperactivity disorder in adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0027/NQ49958.pdf.

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23

Carducci, Christina A. "Attention deficit hyperactivity disorder (ADHD) and gender differences /." Online version of thesis, 2009. http://hdl.handle.net/1850/10851.

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24

Beck, Carina Ann. "Bilingualism, Executive Function, and Attention Deficit/hyperactivity Disorder." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1555.

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In an era where the diagnosis of attention deficit/hyperactivity disorder (ADHD) is as high as 7% in school-aged children, the search for causes and preventions has never been more important. Current research indicates a positive relationship between bilingualism, particularly native bilingualism, and executive function in normally developing individuals. This study served to examine the potential relationship between bilingual education in a public school setting and the presence of ADHD symptoms in that school's students. This was a comparative analysis of students in a South Florida School District's two-way immersion program with the national average in terms of frequency of ADHD symptoms using the NICHQ Vanderbilt Assessment Scale and the Swanson, Nolan, and Pelham (SNAP). The results did not show any significant differences between groups in terms of language history, gender, race, or family structure.
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25

Wood, David L. "Clinical Overview of Attention Deficit and Hyperactivity Disorder." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5147.

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Book Summary: While much needs to be done in order to minimize the suicide attempts and suicides of adolescents, the work of Stop Youth Suicide (SYS) campaign and the comprehensive grassroots' approach is showing signs of success in the state of Kentucky. The 2013 national Youth Risk Behavior Survey (YRBS) showed that for the first time, indicators of youth suicide in the state are at or below the national average, where they were previously always above. In the three rural counties where the school systems have partnered with SYS and the Division of Adolescent Medicine in Lexington, there is an actual absence of completed suicides compared to the average of three per year prior to this partnership. In order to maintain and improve that statistic, we must ensure that students do not have easy access to weapons, guns and drugs by ensuring that these items are properly stored in homes where children are present. Kentucky's educators must continue to develop ways to provide safe and supportive school environments. In this book, the authors have gathered presentations from the 2017 Annual Stop Youth Suicide Campaign Conference, which we hope will be of interest and help to the readers.
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26

Haycock, Anna Cornelia. "Attention-deficit / hyperactivity disorder and low birth weight." Thesis, University of Limpopo, 2004. http://hdl.handle.net/10386/2045.

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27

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

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Attention-deficit/hyperactivity disorder (ADHD) is a common childhood psychiatric disorder characterized by developmentally inappropriate levels of inattentiveness, impulsivity and hyperactivity. Current theories of ADHD cite evidence from neuropsychological and brain imaging studies suggesting that abnormalities in the structure and function of the frontal lobes and connected brain regions are associated with impaired behavioural inhibition, constituting the primary deficit in ADHD. While most reviewers conclude that neuropsychological studies have failed to find specific deficits in various aspects of attention in ADHD, poor performance on attentional tasks, including the continuous performance task (CPT), is a common finding and previous electrophysiological studies suggest evidence of impaired attentional processing. This study aimed to investigate the cortical activity associated with attentional processes in children with and without ADHD, using steady-state probe topography (SSPT). Seventeen boys diagnosed with ADHD and seventeen age matched control boys participated. Changes in the amplitude and latency of the steady-state visually evoked potential (SSVEP) associated with correct responses to targets in the �X� and �AX� versions of the CPT were examined. At critical time points in both tasks, the control group demonstrated SSVEP changes suggesting increased activation and increased speed of neural processing. These effects occurred predominantly in medial frontal, right prefrontal, right parietal and occipital regions, suggesting enhanced activity in regions previously shown to be involved in attentional processes. The ADHD group demonstrated much smaller increases in activation and processing speed in frontal regions and predominantly reduced activation and slower processing in parieto-occipital regions. Group differences suggesting reduced activity in the ADHD group were observed in response to the presentation of both cues and targets, as well as in the intervals leading up to target presentation, especially in the cued CPT-AX. These results suggest that processing of task relevant stimuli as well as preparatory and motor processes may be associated with dysfunctional activation of brain networks of attention in ADHD, involving deficits in both frontal and parietal cortical regions. These regions may also be involved in the maintenance of information required for correct task performance and the results also suggest possible deficits in these processes in ADHD. The findings are consistent with others of reduced activation and cognitive deficits in ADHD involving these brain regions and networks, and with the idea that ADHD may be associated with a diminished ability to regulate levels of arousal and activation appropriate to task demands.
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28

Wright, Gloria Sunnie Isabel. "The medicalization of behaviour in children diagnosed as having attention deficit hyperactivity disorder (ADHD)." Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28871.

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In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has achieved a high profile in academic and popular culture alike, evidenced in several competing perspectives across a variety of sectors. As the social processes at work in objectifying a child as ‘ADHD’ are not well understood, this dissertation draws on the tenets of the sociology of mental health to explore the diagnostic mechanism by which social forces encapsulated in medical, family and educational agencies synergize to construct ADHD. In short, this study aims to examine the social processes by which a child ‘like any other’ comes to be understood as ‘being ADHD’. Despite the dominance of biochemical and neurological explanations of ADHD and in the absence of pathological evidence, the identification of ADHD predominantly relies on individualistic interpretations of human behaviour. One view gaining attention is that ADHD is situated within a broad global trend that redefines perceived ‘abnormal’ social behaviours and non-medical problems as illnesses and mental disorders requisite of medical intervention. It is argued that the mounting categorization of children as mentally disordered and the escalating use of psychotropic medication alongside images of deviant adult-ADHD behaviour contextualizes the ADHD phenomena as a contemporary moral panic worthy of further investigation.
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29

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

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30

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

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31

Jenkins, Kristal D. "ADHD assessment practices used by general practitioners, pediatricians, psychiatrists, and psychologists in West Virginia." Click here for online access, 2008. http://www.marshall.edu/etd/descript.asp?ref=908.

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32

McBee, Ralph L. "Validation study of the Attention deficit scale for adults in diagnosing attention deficit hyperactivity disorders." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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33

Saydam, Reyhan. "Executive Functions In Children With Attention Deficit / Hyperactivity Disorder." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608885/index.pdf.

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Aim of the present study was to evaluate executive functions (EF) such as inhibition, planning, working memory, set-shifting in children with Attention Deficit / Hyperactivity Disorder (ADHD) via comparison of three ADHD subtype groups (ADHD-I, ADHD-C and ADHD-Comorbid) and a normal control group. Participants consist of 147 children. Total of 111 children were assigned into the ADHD groups of the study. Thirty seven children (5 girl and 32 boys) were assigned into the ADHD-Inattentive group, thirty seven children (6 girls and 31 boys) were assigned into the ADHD-Combined group<br>and thirty seven children (4 girls and 33 boys) were classified as ADHD-Comorbide group (ADHD-C with Oppositional Defiant Disorder consists of 4 girls and 31 boys, and/or Conduct Disorders consists of 2 boys). Thirty six children (6 girls and 30 boys<br>age range: 7- 12) were assigned as control group by matching with the ADHD groups according to the WISC-R Full Scale IQ score, sex and age. Conner&rsquo<br>s Parental and Teacher Rating Scales, Child Behavior Check List and Wechsler Intelligence Scale Revised, Tower of London Test, Wisconsin Card Sorting Test, Stroop Color Word Test, Cancellation Task, Trail Making Test, California Verbal List Test for Children, Verbal Fluency Test, Continuous Performance Test, Go-No-Go Task and Bender-Gestalt Test were used for the assessment of children. The data were analyzed by one-way within subject ANOVA for all dependent variables measured by the assessment tools. Additionally discriminant function analyses were conducted to determine the variables that differentiate the three ADHD groups and control group. Outcome of study indicated that subjects in ADHD-Comorbid group had more severe Executive Function (EF) deficits than subjects in ADHD-I and ADHD-C group. The findings were discussed in the light of the literature.
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34

Ridenour, Donna. "School Psychologists' Assessment Practices of Attention-Deficit Hyperactivity Disorder." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/316.

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Two million school-age children are believed to manifest symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). In recent years, educators have increasingly been called upon to provide services to children with ADHD either through special education or through Section 504. Much has been written describing "best practices" for the assessment of children with ADHD. Little is known, however, about what roles school psychology practitioners are taking with regard to ADHD. The purpose of this research was to determine common ADHD assessment practices of school psychologists and how they relate to practices recommended in the literature. A survey was developed and sent to a randomly selected national sample of 400 school psychology practitioners. The results of the research indicate that, in general, school psychologists are using a multi-method approach that includes appropriate assessment techniques. Based on the results of the survey, it is concluded that an increased emphasis, however, is needed on assessment methods such as interviews, rating scales, and systematic observations. The results also indicate that school psychologists should rely less on methods such as behavior during standardized testing, projectives, and pattern analysis. With regard to interventions, more monitoring of the behavioral effects of medication needs to be done and more systematic interventions should be implemented.
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35

Juanola-Borrat, Yolanda. "Causal attributions in children with attention deficit hyperactivity disorder." Thesis, University of Warwick, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397020.

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36

Galbraith, Kim M. "Comorbidity of Attention-Deficit/Hyperactivity Disorder and internalizing symptoms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ55210.pdf.

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37

Higgins, Trevor P. "Teaching strategies for students with attention deficit hyperactivity disorder." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THiggins2007.pdf.

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Shue, Karen L. "Attention deficit hyperactivity disorder and the frontal lobe syndrome." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74239.

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The usefulness of frontal lobe (FL) dysfunction as a conceptual model for Attention Deficit Hyperactivity Disorder (ADHD) was investigated. Twenty-four ADHD and 24 normal control (NC) children were tested using tasks sensitive to FL deficits in motor control and problem solving skills and memory tasks sensitive to temporal lobe (TL) dysfunction. ADHD children differed significantly from NCs on measures of FL function, but not on tests of TL functions. Wherever norms were available for normal children on the same FL tests, ADHD subjects performed like 6 to 7 year olds, in spite of their mean age of 10 years and minimum age of 8 years. The differential performance of ADHD children on tasks sensitive to FL and TL damage supports the conceptualization of ADHD deficits as analogous to FL dysfunction and implies that deficits are not explained by reference to generalized impairment.
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39

Knudsen, Emily. "Attention deficit hyperactivity disorder empowerment program| A grant project." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527720.

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<p> The purpose of this project was to write a grant to fund the Attention Deficit Hyperactivity Disorder (ADHD) Empowerment Program, through Olive Crest, a mental health agency in Santa Ana, California. This program seeks to support adolescents with ADHD and their caregivers by educating them about this mental health disorder. The ADHD psycho-education support groups, offered in English and Spanish, will educate families on ADHD causes, symptoms, treatments, and behavioral interventions. Actual submission of this grant was not a requirement of this project.</p>
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40

Brookes, Keeley-Joanne. "Candidate gene studies of attention deficit hyperactivity disorder (ADHD)." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437769.

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41

Pironti, Valentino Antonio. "Neurocognitive endophenotypes in adult attention-deficit hyperactivity disorder (ADHD)." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648497.

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42

Rovira, Lorente Paula. "Genetic and epigenetic signatures of attention-deficit/hyperactivity disorder." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/672728.

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental, complex and highly heritable disorder characterised by age-inappropriate symptoms of inattention, impulsivity and hyperactivity that impair the daily functioning of patients. These symptoms typically initiate in childhood and persist over time in around two thirds of the diagnosed children. There is evidence that both common and rare genetic variants contribute to the risk for the disorder, with heritability estimates around 76% that seem to remain stable across the lifespan. However, the genetic variation associated with ADHD to date only explain a modest proportion of the phenotypic variance. In this context and taking into account that environmental factors also play a role into the disorder’s susceptibility, it has been proposed that epigenetic marks such as DNA methylation (DNAm) could be contributing as plausible mechanisms by which environmental influences lead to functional and/or structural brain alterations found in ADHD. Given this background and bearing in mind that the genetic and epigenetic investigations conducted on ADHD have been mainly focused on its childhood presentation, the objectives of the present doctoral thesis have been to explore the contribution of common genetic variants to the risk for ADHD across the lifespan and to examine whether there are DNAm patterns specifically associated with ADHD in adults. Firstly, to investigate the genetic basis of ADHD through a lifespan perspective, we have conducted the largest meta-analysis of genome-wide association studies (GWAS-MA) on persistent ADHD in adults to date, a GWAS-MA on ADHD in childhood, and a GWAS- MA on ADHD across the lifespan using data from children and adults in a total sample of 17,149 cases and 32,411 controls. Through this approach, we have identified nine new independent loci associated with ADHD across the lifespan and we have shown that the proportion of common genetic variation contributing to the disorder seems to be stable over time. Moreover, our results have revealed a high genetic overlap between ADHD in childhood and persistent ADHD in adults, driven by the whole group of children, and similar patterns of genetic correlation between ADHD and other ADHD-related phenotypes and different traits and disorders across the lifespan. Secondly, by conducting the largest epigenome-wide association study (EWAS) of ADHD in adults to date, comprising 103 clinical samples of adults with ADHD and 100 controls, we have identified DNAm patterns associated with ADHD in adults. Our results have shown that these patterns are not driven by the individuals’ smoking status or polygenic risk burden for ADHD, neither by exposure to stressful life events in the group of cases. Moreover, the localization of these DNAm patterns in or near genes previously involved in cancer, and the enrichment found for epigenetic signatures of smoking behaviour and maternal smoking among our findings, have reinforced that smoking behaviour is a key factor to account for in this type of analyses. In addition, our enrichment analyses results have supported that genome-wide DNAm is developmental- stage specific and point to an overlap between genetic and epigenetic signatures in ADHD that needs to be further studied in larger samples. In conclusion, the results of the present doctoral thesis provide new insights into the genetic basis of ADHD across the lifespan, support the hypothesis of the neurodevelopmental origin of persistent ADHD in adults, and shed light on the epigenetic signatures characterising ADHD in adults.<br>El trastorn per dèficit d'atenció i hiperactivitat (TDAH) és un trastorn del neurodesenvolupament, complex i altament heretable caracteritzat per símptomes d’inatenció, impulsivitat i hiperactivitat inapropiats per l’edat que deterioren el funcionament diari dels pacients. Aquests símptomes normalment s’inicien a la infància i persisteixen en el temps en aproximadament dos terços dels nens diagnosticats. Hi ha evidències que recolzen que tant variants genètiques comunes com rares contribueixen al risc del trastorn, amb una heretabilitat estimada al voltant del 76% que sembla mantenir- se estable al llarg de la vida. Tanmateix, la variació genètica associada al TDAH fins ara només explica una modesta proporció de la variància fenotípica. En aquest context, i considerant que els factors ambientals també tenen un paper en la susceptibilitat al trastorn, s’ha proposat que les marques epigenètiques com la metilació de l’ADN (ADNm) podrien contribuir com a mecanismes mitjançant els quals les influències ambientals condueixen a alteracions funcionals i/o estructurals del cervell en el TDAH. Tenint en compte aquest context i donat que les investigacions genètiques i epigenètiques realitzades sobre el TDAH s’han centrat principalment en la seva presentació infantil, els objectius de la present tesi doctoral han sigut explorar la contribució de les variants genètiques comunes al risc de TDAH al llarg de la vida i examinar si hi ha patrons d’ADNm associats específicament amb el TDAH en adults. En primer lloc, per investigar les bases genètiques del TDAH al llarg de la vida, hem realitzat la meta-anàlisi més gran d’estudis d’associació de genoma complet (GWAS- MA) en TDAH persistent en adults fins al moment, una GWAS-MA en TDAH a la infància i una GWAS-MA en TDAH al llarg de la vida amb dades de nens i adults en una mostra total de 17,149 casos i 32,411 controls. Mitjançant aquesta aproximació, hem identificat nou nous loci independents associats amb el TDAH al llarg de la vida i hem mostrat que la proporció de variants genètiques comunes que contribueix al trastorn sembla ser estable al llarg del temps. A més, els nostres resultats han revelat un elevat solapament genètic entre el TDAH en la infància i el TDAH persistent en adults, degut a tot el grup de nens, i patrons de correlació genètica similars entre el TDAH i altres fenotips relacionats amb el TDAH i diferents trets i trastorns al llarg de la vida. En segon lloc, realitzant l’estudi d’associació d’epigenoma complet (EWAS) més gran realitzat en el TDAH en adults fins al moment, que comprèn 103 mostres clíniques d’adults amb TDAH i 100 controls, hem identificat patrons d’ADNm associats al TDAH en adults. Els nostres resultats han mostrat que aquests patrons no són deguts al tabaquisme, a la càrrega de risc poligènic per al TDAH, ni a l’exposició a situacions vitals estressants en el grup de casos. A més, la localització d’aquests patrons d’ADNm en gens prèviament implicats en el càncer i l’enriquiment que hem trobat en els nostres resultats per a patrons d’ADNm que caracteritzen el tabaquisme i el tabaquisme matern durant l’embaràs, han reforçat que el tabaquisme és un factor clau a tenir en compte en aquest tipus d’anàlisis. Addicionalment, els resultats de les nostres anàlisis d’enriquiment han recolzat que els patrons d’ADNm en tot el genoma són específics del període de desenvolupament de l’individu i assenyalen un solapament entre marques genètiques i epigenètiques en el TDAH que cal estudiar en més profunditat en mostres més grans. En conclusió, els resultats de la present tesi doctoral proporcionen nou coneixement sobre la base genètica del TDAH al llarg de la vida, donen suport a la hipòtesi de l’origen del TDAH persistent en adults en el neurodesenvolupament i posen de manifest marques epigenètiques que caracteritzen el TDAH en adults.
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43

Alharbi, Rabab. "Attention Deficit Hyperactivity Disorder (ADHD) Discourses in Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38172.

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ADHD is the most commonly diagnosed neurobehavioral disorder among children. While ADHD in Western countries has long been recognized and increasingly diagnosed in recent years, there is a growing recognition of this disorder as a significant cross-cultural phenomenon. Saudi studies to date vary in their estimation of prevalence of ADHD, with overall prevalence estimated to be between 3.5% and 6.5%, while the worldwide prevalence of ADHD is 5.29%.This study is a thesis by three articles. The first article examines the representations of ADHD by the Saudi ADHD Society members on Twitter because, as the only charity serving people with ADHD in Saudi Arabia, they have come to define how ADHD is talked about there. The Society’s Twitter account (@adhdarabia) has over 13,500 followers. Tweets posted between December 1st, 2016 and January 31st, 2017 were collected, with those announcing events and retweets from other accounts eliminated. This resulted in 141 tweets discussing the nature, causation, and treatment of ADHD. The content of these tweets was analyzed using Foucauldian discourse analysis. Findings reveal that the Society’s Twitter account shows members constructing ADHD as an experience of suffering; their comments position children with ADHD as sufferers, often subject to additional problems. An alternative discursive construction of ADHD is that caring for a child with ADHD is a ‘different’ kind of responsibility for parents and teachers, who must be advised by ‘experts’. The implications of these discourses are discussed in this paper.The second article uncovers the lived experience of parents with a child who has had an ADHD diagnosis in Saudi Arabia, and examines how their experiences can be understood in relation to the multiple and competing discourses of ADHD that frame their daily lives. Which discourses do parents draw upon – and reinforce – as they describe their experiences of ADHD, and which discourses do they resist? This study carried out in-depth interviews with seven Saudi parents who have at least one child diagnosed with ADHD, or any of its subtypes, between the ages of two and 11. Foucauldian discourse analysis (FDA) is applied in analyzing parental ADHD discourses, uncovering how these parents made sense of ADHD pre- and post-diagnosis. Four main discourses emerged in the process: ADHD as normal behavior (pre-diagnosis), and ADHD as emerging from supernatural/religious, medical, and social environment contexts (post-diagnosis). This paper also emphasises that the causes of ADHD must be considered in the wider context of misconceptions and uncertainty among Saudi parents. All the participants in this research were influenced by a combination of discourses in their attempts to make sense of their children’s symptoms.The third article explores the discourses drawn upon, reinforced and resisted by six Saudi teachers and four clinicians as they describe their experiences and understanding of ADHD. Saudi clinicians approach ADHD as an extension of American medical views in terms of its causes, diagnosis and treatment. Alarmingly, in light of the shortage of recommended ADHD medications, there are accounts of antipsychotic medications being prescribed for children. Saudi teachers’ views of ADHD were an extension of the medical discourse; this meant that students’ strengths were ignored and the focus was entirely on negative behavioral patterns. Despite a tendency to attribute ADHD to genetics, teachers objectified students who ‘acted out’ as having ADHD or even other disorders (when the child’s behavior or symptoms diverged from their limited understanding of ADHD). Parents who do not comply with teachers’ suggestions are blamed for any lack of improvement in the child’s behavior or academic attainment. Teachers’ accounts also revealed some serious pressures on them as a result of large class sizes and a lack of training in how to teach and manage students with ADHD. These findings have implications for individuals and institutions providing ADHD education to both doctors and teachers, and reinforce calls for researchers to examine ADHD outside of the genetic ‘box’.
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44

Stuttgen, Wendy. "Teacher's understanding of science and attention deficit hyperactivity disorder." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008stuttgenw.pdf.

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45

Tallent, Ron. "The construct validity of DSM-IV attention deficit hyperactivity disorder." Thesis, The Author [Mt. Helen, Vic.] :, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41746.

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46

Diaz, Jesse P. "Profile analysis of measure of vigilance and observed behavior in the differential diagnosis of attention-deficit hyperactivity disorder." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063207.

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Ward's method of cluster analysis was utilized to partition the clinical profiles of 74 students completed at a midwestern university's school psychology training clinic. The Conners' Continuous Performance Test and the Parent Rating Scale of the Behavioral Assessment System for Children provided the clustering variables. The neuropsychological literature predicted three groups; ADHD - Primarily Inattentive Type, ADHD - Primarily Hyperactive-Impulsive Type, and ADHD - Mixed Type based on errors of omission and commission on measures of vigilance, along with parental rankings on internalized and externalized behavior.Cluster Analysis 1 (N = 74) identified three clusters but failed to support the initial hypothesis. Clusters differentiated between clinical, at risk, and average range behavioral rankings, especially on those behaviors that are immediately noticeable and conflict with structured situations.Cluster Analysis 2 (n = 26) was limited to those with initial referral questions of an attentional disorder. All procedures of analysis 1 were repeated with this subset. Three clusters supported the inattentive and hyperactive profiles predicted.<br>Department of Educational Psychology
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47

Vickers, Valerie. "Ritalin and the child." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=86.

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48

Hill, Jemma. "Attention training and the Positive Illusory Bias in Attention Deficit Hyperactivity Disorder." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/attention-training-and-the-positive-illusory-bias-in-attention-deficit-hyperactivity-disorder(0b136c3a-52fc-42e1-96e4-8ed15242cd0a).html.

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Paper 1 provides a systematic review on the association between children over-rating their competence, termed Positive Illusory Bias (PIB), and Attention deficit hyperactivity disorder (ADHD). The evidence towards this construct was examined, in addition to its environmental specificity and modifiability. Findings confirmed an association between PIB and ADHD, with most studies evidencing higher discrepancies between self and adult ratings of competence in children with ADHD compared to controls. The nature and magnitude of this association was less clear however, with some of these studies showing absolute ratings of children to be similar to controls, and a PIB only evidenced when adults were used as objective evaluators, not actual performance. Thus the review was unable to discount the idea that the PIB may, in part, be a function of the system around children with ADHD under-estimating their abilities. Clinical implications are discussed. Paper 2 presents an investigation into the efficacy and feasibility of a metacognitive therapy technique, Attention Training (ATT) in children with ADHD. A novel intervention in this population, the study employed a single case series design, followed by an uncontrolled trial, both with a 6-week follow up. A total of 16 children aged 7-11 under the care of a children and adolescent mental health service received 5 sessions of the ATT. Findings revealed that children rated their attention as significantly improved, despite no statistical improvement found on parent ratings. Significant improvements were also shown in working memory and other aspects of executive functioning. Adherence to home practice of the ATT was generally poor, but session attendance was good and the treatment was well-liked by parents. Clinical implications and directions for future research are indicated. Paper 3 is a critical reflection of the research process. Reflections on paper 1 and 2 are given, including limitations and clinical implications. The impact of the research process on my personal development and learning is also discussed.
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49

Ozdemir, Selda. "Attention deficit hyperactivity disorder : an early intervention approach for preventing social, emotional, and academic problems : implementation effectiveness with children with attention deficit hyperactivity disorder /." Saarbrücken : VDM Verlag Dr. Müller, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783836470582.

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50

Ozdemir, Selda. "Attention deficit hyperactivity disorder an early intervention approach for preventing social, emotional, and academic problems ; implementation effectiveness with children with attention deficit hyperactivity disorder." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/989351823/04.

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