Dissertations / Theses: 'Classroom effects of ADHD'

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Mohammed, Feruz. "Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9829.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.

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Paolucci, Caitlin. "Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3737.

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This study investigated the effects of a standing desk on academically engaged time during instruction. The study was conducted with two male students with a diagnosis of Attention Deficit Hyperactivity Disorder. The first participant was in first grade and the second was in eighth grade. The target behaviors for these participants were on-task engagement with academic content during instructional periods in the classroom. The intervention took place in the students’ general education classrooms by introducing a standing desk into the classroom. A traditional ABAB reversal intervention design was used for the first grader, while the eighth grade participant had an alternating treatments design. The results of the study show the standing desk had a mild effect for the first grade student while it had a more positive effect on the eight grade student. Social Validity indicates that the intervention was well received by teachers but slightly less by students

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Parker, Martha. "Verve Variations: The Effect of Class Structure on Racialized Difference in Perceptions of ADHD." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1108.

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Black youth are diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) at a higher rate than their White peers. The process of diagnosing young students with ADHD relies heavily on teacher recommendations that are frequently based on perceptions of behavior, to which the assessment of may be influenced by racial bias. A child’s ethnicity has been shown to have an impact on teacher descriptions of ADHD-related behavior (Epstein, Willoughby, Valencia, Tonev, Abikoff, Arnold, Hinshaw, 2005) such that in this study African American students were perceived by their teachers as more likely to have ADHD than their Caucasian peers. Research has also shown that the typical fifth-grade classroom is a low verve setting that is restrictive to communal learning (Johnson, 1982), while high verve settings have been shown to improve the academic functioning for many Black students (Bailey & Boykin, 2001; Carter, Hawkins, & Natesan, 2008; Young, 2017). By measuring the difference in teachers’ likelihood to recommend a described student for ADHD in both a traditional and high-verve classrooms, this study aims to investigate the role of verve in how teachers perceive Black students in relation to ADHD characteristics. The primary aim is to examine how increased task variability and a high verve classroom can shift teacher ratings of Black students’ abilities and lessen the degree of racialized difference of behavior-dependent diagnoses of ADHD. It is predicted that in the high verve setting these recommendations for Black students will drop significantly so that they will be equal to that of White students, reflecting the accurate prevalence of this learning disability.

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Horgen, Kathryn M. "Utilization of an exercise ball in the classroom its effect on off-task behavior of a student with ADHD /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009horgenk.pdf.

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Cooper, Brittney M. "The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1456.

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The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.

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Montgomery, D. J., and Lori J. Marks. "ADHD: Strategies to Improve Classroom Integration." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3570.

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Vacheresse, Ann. "A comparison of classroom interventions for ADHD children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23772.pdf.

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Stroud, Noelle. "Expectancy effects in ADHD treatment research." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors162384793492502.

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

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Stewart, Tracey-Jane. "Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane Stewart." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1055.

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Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Kofler, Michael. "CLASSROOM OBSERVATION OF CHILDREN WITH ADHD AND THEIR PEERS: A META-ANALYTIC REVIEW." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2105.

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Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational coding schema – have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.
M.S.
Department of Psychology
Arts and Sciences
Psychology

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Nel, Rika. "Classroom management of attention-deficit-hyperactivity disorder (ADHD) in learners in the Lejweleputswa district." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/681.

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Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014
In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.

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Hansson, Matilda, and Johanna Fälth. "Möjligheter och svårigheter : Lärares uppfattningar om att undervisa elever med ADHD." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-41909.

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Syftet med denna kvalitativa studie var att genom semi-strukturerade intervjuer undersöka hur lärare ser på sin pedagogiska förmåga att individanpassa undervisningen för elever med ADHD, eller liknande svårigheter, samt vilka kunskaper lärare har om ADHD. Vidare undersöktes deras uppfattningar om möjligheter och svårigheter i undervisningen, vilka strategier de kunde använda sig av, samt hur de såg på inkludering. Med en hermeneutisk forskningsansats gavs lärarna möjlighet att fritt uttrycka sina tankar och åsikter kring forskningsfrågorna. Resultatet visar att möjligheter och svårigheter i undervisningen till stor del handlar om vilka resurser de har i form av tid, pengar och personal, eftersom elever med särskilda behov är en extra kostnad för skolorna. Majoriteten av lärarna är beredda att ta egna initiativ till vidareutbildning för att lära sig hur de på bästa sätt kan bemöta dessa elever. Slutsatser som kan dras av resultatet är att lärare borde få mer obligatorisk utbildning om funktionsnedsättningar, samt mer resurser att kunna hjälpa alla elever. Det behövs även mer forskning inom området för att se vad som fungerar i undervisningen av elever med ADHD eller liknande svårigheter

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Brierly, Emerald Stevie. "An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom." The University of Waikato, 2007. http://hdl.handle.net/10289/2294.

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The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses. Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

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Jones, Heather Amber. "Teacher in-service training for Attention-Deficit/Hyperactivity Disorder (ADHD) influence on knowledge about ADHD, use of classroom behavior management techniques, and teacher stress /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4058.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Toone, Jared. "Effects of the Diagnostic Label "ADHD " on Peer Judgment." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/6239.

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Diagnostic labels are frequently used with children exhibiting symptoms of learning and behavioral disorders. The effect that such labels have on the labeled children as well as their peers is not completely understood. In the present study, the effects of the label "ADHD" on peer acceptance were examined. Fourth- and fifth-grade boys and girls viewed a video of a peer listening to teacher instruction and working on a worksheet. For half of the participants, the child in the video was labeled as having ADHD, while the other participants were told nothing about the child. After viewing the video, the children responded to a questionnaire assessing the likelihood that they would befriend the peer in the video. An analysis of variance revealed that the label resulted in significantly lower friendship ratings. Gender of the participant was not found to impact peer ratings. These results indicate that parents, professionals, and children need to be educated about the effects that labels may have and that labels need to be used with caution. Labeled children may also benefit from counseling about how others may respond to their label.

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Bates, Mia K. "Acute Exercise Effects on Error Processing in Adult ADHD." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1528273916188589.

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Edelman, Brent Michael. "Classroom Peer Effects, Effort, and Race." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.

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Economics
Ph.D.
This dissertation develops a theoretical model of educational peer effects and then empirically tests whether or not they exist. In the theoretical model, each student selects an effort level to maximize utility; this effort choice depends on his peer group's effort and race. The students' equilibrium effort expression results in hypotheses that can be directly investigated empirically, a definition of the social multiplier, and conditions under which a social multiplier exists. The empirical model uses student-level data with observations on complete classrooms and two measures of effort, self-assessed effort and time spent studying, to investigate whether or not peer effects exist. The estimation results of the empirical model, interpreted using a simulation-based technique, find a positive relationship between the amount of time a student spends studying and time spent studying by peers who share his race; for self-assessed effort, the results are ambiguous. Simulations of policy experiments show that effort is higher in more racially homogeneous classrooms and that a social multiplier exists for both a reduction in the time a student spends working at a part time job and an increase in the student's socioeconomic status.
Temple University--Theses

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Hwung, Alex. "Peer Misbehavior Effects in the Classroom." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.

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This paper seeks to evaluate the effects of peer misbehavior in the classroom on student learning outcomes--namely, if there is any truth behind the old saying that “one bad apple ruins the bunch”. Using experimental data, I show that there is a strong initial relationship between the level of misbehavior in a given classroom and performance on a mathematics evaluation; however, the inclusion of lagged peer achievement in the model causes most of that relationship to be absorbed away, suggesting that the bulk of peer effects stem more from the academic performance of other students than from their behavior.

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Hernández, Rentería Luis Alejandro. "Gamified layer for Google Classroom to improve the user experience and engagement of students with ADHD." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14237.

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The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD, represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.

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

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Green, Vanessa Nashee. "Effects of classroom discussions on student performance and confidence in the science classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/green/GreenV0812.pdf.

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Middle school can be a tough time for students to be willing to share their ideas and thoughts aloud in class. This study challenges that unwillingness to speak aloud in class and teaches students how to participate appropriately in formal class discussions. While conducting this study, data was collected to determine if the discussions had an effect on student performance and confidence in the science classroom. Students were observed during five different class discussions. Data was collected by using tools such as rubrics, self-assessments, pre-assessments and post-assessments. After two months of post-treatment, the study concluded with the knowledge that class discussions can be used as another strategy to engage students to be active participants in their learning of science topics while also allowing students to demonstrate oral speaking skills in a respectful learning environment.

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Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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Ryan, Katherine. "Effects of Acute Nicotine on Risk Taking in Individuals with Attention-Deficit/Hyperactivity Disorder and Age-Matched Controls." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/206.

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ADHD is one of the most common childhood psychiatric disorders affecting 3- 5% of all children. Between 50 and 80% of those diagnosed with ADHD in childhood will show symptoms that persist into adolescence and adulthood. ADHD is characterized by developmentally excessive activity, impulsivity, inattention, and disorganized, off-task behaviors. A high propensity for risk taking is seen in ADHD and is related to negative outcomes such as job failure, accidents and injuries, and substance use. In an attempt to better understand the behavioral and cognitive deficits associated with ADHD, several neuropsychological models have been proposed. We suggest that those models may be used to learn about risk taking propensity in ADHD. Individuals with ADHD smoke cigarettes at twice the rate of individuals who do not have this diagnosis, and they have greater difficulty quitting. And smokers score higher on a behavioral task of risk taking propensity than non-smokers. The strong association between ADHD and cigarette smoking and the known effects of nicotine on cognition has lead to interest in the role of cholinergic function in ADHD cognitive deficits. Previous work demonstrates that acute nicotine improves behavioral inhibition, working memory, and recognition memory in ADHD. This study examined the acute effects of nicotine on risk taking in non-smoking young adults with ADHD-Combined Type and healthy controls. This single-dose, acute, double blind study assessed the effects of transdermal nicotine and placebo on 26 non-smoking young adults (15 healthy controls and 11 ADHD-C). Participants received acute nicotine (7 mg patch for 45 minutes) and placebo on separate days. The Balloon Analogue Risk Task (BART) was used to assess risk taking propensity. Behavioral ratings were completed daily by each subject and by the blinded investigator. Vital sign data were collected at 30 minute intervals throughout each study day. There were no group differences or interaction of drug and group between the ADHD and control group on risk taking propensity. However, using a median split to identify subjects as either high or low in baseline risk taking there was a significant (p<.05) Drug by Group interaction with nicotine reducing risk taking in high risk taking subjects and increasing risk taking in the low risk taking subjects. These findings are consistent with a large body of research demonstrating ratedependent effects of nicotine on behavior, cognition and mood. Nicotine appears to modulate risk-taking in both high and low risk-taking subjects consistent with cholinergic modulation of behavioral decision making.

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Stern, Madeline Melissa. "Does Blood Nutrient Concentration Correlate with ADHD and Emotional Dysregulation Symptom Severity?:Exploring the Effects of Multinutrient Supplementation in ADHD Youth." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595508918067648.

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Sunohara, Glen Andrew. "Methylphenidate effects on focused and selective attention processing in children with ADHD." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28066.pdf.

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Holthe, Mira Elise Glaser. "ADHD in Women : Effects on Everyday Functioning and the Role of Stigma." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-25302.

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Purpose: Despite an increasing recognition of Attention Deficit/Hyperactivity Disorder (ADHD) as common among girls and adult women, the research and following knowledge on how women experience to live with the disorder remains sparse. Likewise, the wide-spread stigma of ADHD, which has been described as an underestimated risk factor for the course and outcome of ADHD, is seldom addressed in relation to the diagnosis. The purpose of this study was to explore and describe how women who are diagnosed with ADHD in adulthood experience the disorder and its associated stigma, guided by two problem formulations: How are the everyday lives of (five) women affected by their ADHD? What are these women’s experiences with stigma of ADHD, and with the public assumptions regarding their diagnosis? Methods: The research questions were approached theoretically, through a comprehensive literature review, and empirically, through conducting qualitative in-depth interviews with five women diagnosed with ADHD as adults, in the age range 32-50 years. The methodological approach used in this study was inspired by descriptive/psychological phenomenology, and the interview material was coded and analyzed inductively, and in accordance with the constant comparative method. Results: The women have struggled with persistent symptoms of ADHD since early childhood, mainly in the form of inattention, disorganization, motivation deficit, and executive dysfunction. The consequences of these symptoms are evident on a daily basis, and secondary psychological effects, gender specific issues and self-esteem issues are commonly described. Despite their challenges, all the women have completed a higher university degree and are well employed. Public stigma and misconceptions of ADHD are experienced as common and burdensome. ADHD is described as an invisible disability, which becomes even harder to live with and manage due to the consequences of stigma. The negative impact of stigma in relation to the advantages of early identification and adequate treatment of ADHD for women is central topic in the conclusive discussion.

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Danysz, Wojciech, Gunnar Flik, Andrew McCreary, Carsten Tober, Wilfried Dimpfel, Jean C. Bizot, Richard Kostrzewa, et al. "Effects of Sarizotan in Animal Models of ADHD: Challenging Pharmacokinetic–Pharmacodynamic Relationships." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/948.

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Sarizotan 1-[(2R)-3,4-dihydro-2H-chromen-2-yl]-N-[[5-(4-fluorophenyl) pyridin-3-yl]methyl] methenamine, showed an in vivo pharmaco-EEG profile resembling that of methylphenidate which is used in attention deficit/hyperactivity disorder (ADHD). In turn, we tested sarizotan against impulsivity in juvenile rats measuring the choice for large delayed vs. a small immediate reward in a T-maze and obtained encouraging results starting at 0.03 mg/kg (plasma levels of ~11 nM). Results from rats treated neonatally with 6-hydroxydopamine (6-OHDA), also supported anti-ADHD activity although starting at 0.3 mg/kg. However, microdialysis studies revealed that free brain concentration of sarizotan at active doses were below its affinity for 5-HT1A receptors, the assumed primary target. In contrast, electrophysiological experiments in mid-brain Raphé serotonergic cells paralleled by plasma sampling showed that there was ~60 % inhibition of firing rate—indicating significant activation of 5-HT1A receptors—at a plasma concentration of 76 nM. In line with this, we observed that sarizotan concentrations in brain homogenates were similar to total blood levels but over 500 fold higher than free extracellular fluid (ECF) concentrations as measured using brain microdialysis. These data suggest that sarizotan may have potential anti-ADHD effects at low doses free of the previously reported side-effects. Moreover, in this case a classical pharmacokinetic–pharmacodynamic relationship based on free brain concentrations seems to be less appropriate than target engagement pharmacodynamic readouts.

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Nadolny, Samantha. "Effects of animals in the classroom on children /." Online pdf file accessible through the World Wide Web, 2004. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Nadolny_SBMITThesis2004.pdf.

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Lopes, Maria Albertina. "South African educators' experiences of learners who may have ADHD in their classrooms." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-112725.

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Kirby, Tabitha Joy. "The use of reinforcement of verbalization to improve activity engagement for elementary school children with ADHD in classroom settings." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413371039.

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Andersson, Catarina. "Professional development in formative assessment: Effects on teacher classroom practice and student achievement : Effects on teacher classroom practice and student achievement." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102394.

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The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice. The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement. It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle. The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support. The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.

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Ojionuka, Arthur N. "Nigerian Educators' Attention-Deficit Hyperactivity Disorder Knowledge and Classroom Behavior Management Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2224.

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This correlational study assessed Nigerian educators' knowledge about attention deficit/hyperactivity disorder (ADHD) and inclusive classroom management practices when serving students with ADHD. Specifically, the study examined the predictive correlation between teachers' demographic characteristics, including years of teaching experience, level of education, and knowledge about ADHD, as well as how their knowledge informed their choice of behavior management interventions. Teachers are accountable for pedagogical responsibilities including maintenance and management of a learning environment that promotes learning and inclusion. Further, they play a significant role in identifying and supporting students with learning impairments including ADHD. Thus, it is critical for teachers to have unambiguous knowledge about ADHD and evidence-based behavior management practices. One thousand teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) and the Teachers' Interventions for ADHD Students (TIAS) survey instruments were used for data collection. Descriptive statistics, multiple linear regression, and multinomial logistic regression were employed to analyze the data. Results indicated that teachers demonstrated high levels of misconception and limited knowledge regarding ADHD. Teachers' levels of education and years of teaching experience did not match or improve their cumulative knowledge of ADHD. Knowledge about ADHD predicted teachers' choice of behavior modification strategies for the characteristic behaviors of ADHD. Teachers implemented negative disciplinary consequences (consequence-based strategies) and multiple interventions for shaping specific negative behaviors associated with ADHD, indicating a lack of competence in classroom management practices. This study offers invaluable information on the status of Nigerian teachers' ADHD knowledge and classroom management practices and may inform decisions for the development and implementation of differentiated instruction strategies, teacher training, and academic curriculum to improve teachers' pedagogical competence and students' academic outcomes.

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Merwood, Andrew. "Exploring the aetiology of ADHD : rater effects, co-occurring traits and polygenic scores." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-the-aetiology-of-adhd(e7a5d527-95e0-4b47-bc20-05dc23e835b2).html.

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The precise aetiology of attention-deficit/hyperactivity disorder (ADHD) and its association with co-occurring traits remains unclear. Accordingly, the overarching aim of this thesis was to address several ambiguities surrounding the causes and correlates of ADHD. The first of these ambiguities concerns rater effects in twin studies. This was addressed by examining parent, teacher and child self-ratings of ADHD symptoms obtained concurrently using population-based twin data. Results revealed significantly lower heritability for self-ratings than for parent or teacher ratings of ADHD symptoms, but also identified a common genetic basis for the different informant ratings of ADHDrelated behaviours. The second of these ambiguities concerns the association between ADHD and Cloninger’s dimensions of temperament, examined in a population-based sample of adult twins. Results revealed heterogeneity in the phenotypic and aetiological associations of hyperactivity-impulsivity and inattention with the different dimensions of temperament. The third of these ambiguities concerns the relationship between ADHD and emotional lability. This was initially addressed in a twin study of children and adolescents. Results revealed significant phenotypic associations and a common genetic basis for symptoms of hyperactivity-impulsivity, inattention and emotional lability. A second study examined the association of the same symptom dimensions with measures of cognitive performance in child twin pairs. Phenotypic and genetic analyses indicated no direct association between cognitive performance and emotional lability after controlling for the symptoms of ADHD. The fourth of these ambiguities concerns the disparity between quantitative and molecular genetic studies of ADHD. This was addressed by testing the polygenic theory of ADHD. A polygenic profile score was generated using genome-wide association results derived from a large discovery sample of ADHD cases and controls. The profile score was significantly associated with ADHD affection status and with ADHD symptom scores in independent samples. The implications of these findings and future directions for research are discussed.

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Grimstedt, Cecilia. "Olika men ändå lika : En studie om en rektors roll som ledare för barn med ADHD." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8564.

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I den Svenska skollagen står det ”lika skola för alla” stämmer det egentligen? Denna studie tar upp rektorers ledarroller för barn med ADHD. Har alla barn samma förutsättningar eller skiljer det sig åt? Vem är ansvarig för detta? Genom olika teorier samt tidigare forskning undersöker denna studie vad som skiljer i ledarskapet för elever med ADHD. För att göra det tar studien med er genom dels socialpsykologiska, dels ledarskapsforskning för att finna ett svar. Genom intervjuer med 5 rektorer i olika kommuner i mellan-Sverige har studien visat att rektorernas ledarskapsstil är avgörande för deras roll som ledare för barn med ADHD. Resultaten tyder på att även om alla intervjuade rektorer har samma förutsättningar för budget och många av dem koncentrera sig på den ekonomiska aspekten av sitt arbete, är det om de ser sig själva som flexibla ledare samt tillåter dem att sätta eleverna i centrum. En av många slutsatser som föreslås är att ledarens egenskaper, såsom att tänka utanför boxen och se eleverna som individer och inte objekt, kan i hög grad bidra till att förbättra kommunikationen och processer samt socialisation bland barn med ADHD.
Is the Swedish Education Act’s statement of "equal education for all" accurate? This study analyzes the role school principals have with regard to children with ADHD. Are all children given the same opportunities or does it vary? Where does the responsibility lie? Thus the paper looks at both social psychological and leadership-based research to find an answer to its research question. Through interviews with five principals in different municipalities of middle Sweden, the study concludes that the principal's leadership style and their understanding of their own role is the answer. The results suggest that, while the all interviewed principals have the same budget and many of them concentrate on the economic aspect of their work, it is seeing themselves as flexible leaders that allows them to put the students at the centre of focus. One of many conclusions suggested is that leadership characteristics, such as thinking outside the box and seeing students as individuals and not objects, can contribute greatly to the improvement communication and socialization processes among children with ADHD.

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Karkainen, Amie. "Effects of journaling in a high school mathematics classroom." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Zgraggen, Franziska D. "The effects of frequent testing in the mathematics classroom." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009zgraggenf.pdf.

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Gion, Cody. "Effects of a Multifaceted Classroom Intervention on Racial Disproportionality." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24196.

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The present study is an examination of a classroom-based intervention with five critical components of (a) defining and teaching desired behavior with cultural consideration, (b) increasing acknowledgement for African American students, (c) responding to unwanted behavior using an instructional approach, (d) using disaggregated data by race to guide intervention implementation, and (e) providing coaching to enhance intervention implementation. The study is a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade. Results from the study indicate a functional relation between intervention implementation and increased rates of praise and decreased rates of reprimands for African American students. In addition, data show equitable increases in praise across both racial groups and decreases in reprimand disparities between racial groups during intervention. Teachers implementing the intervention found it to be acceptable, effective, and a good fit within their school and classroom contexts. The findings from this study suggest this intervention may help to close the discipline gap between African American students and their peers.

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Gordon, Heather Ann. "An investigation into the effects of micronutrients on mood and behaviour in children with attention-deficit/hyperactivity disorder (ADHD) : a pilot study using a single case ABABA design with six-month follow-up." Thesis, University of Canterbury. Psychology, 2015. http://hdl.handle.net/10092/11016.

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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood psychiatric disorders characterised by impairments in attention, hyperactivity and impulsivity. Pharmacological and behavioural treatments have been shown to be effective in treating ADHD. However, with 30% of the population that do not respond or respond poorly to pharmacological treatments, and the growing concerns over the long-term impact stimulants may have on the developing brain, investigation into alternative treatments for ADHD is necessary. More recently research has investigated the effectiveness of EMPowerplus (EMP+), a formula containing a wide range of vitamins and minerals in treating ADHD in adults. The current research examined the effect of EMP+ in treating ADHD in children, following a single-case ABABA design, with a six-month follow-up. Fourteen children between 8 and 12 years of age diagnosed with DSM-IV ADHD took part in the study. Following the baseline assessment, participants took part in an open-label trial of EMP+ for eight weeks, after which EMP+ was withdrawn for four weeks, and then had a final eight weeks on EMP+ and a final four weeks off the micronutrients. A follow-up was conducted approximately six-months after the end of the study. Modified Brinley plots revealed decreased ADHD behaviours, improved mood and improvements in overall functioning during the intervention phases and a reversal in symptoms, decrease in mood and overall functioning during the withdrawal phases. Cohen’s d effect sizes, 95% confidence intervals and t-tests confirmed statistically significant change between the intervention and withdrawal phases. The current study provides further evidence for the potential of micronutrient interventions as a treatment option for children with ADHD. Further research utilising double-blind placebo-controlled studies is warranted.

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Cochran, Meredith L. "Examining the effects of attributions and reward on the performance of children with ADHD." Diss., Online access via UMI:, 2005.

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Alkahtani, Keetam. "Creativity training effects upon concept map complexity of children with ADHD : an experimental study." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/601/.

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The rationale for this study was to extend the knowledge about creative thinking among children with attention deficit hyperactivity disorder (ADHD) by investigating the effects of creativity training upon concept mapping complexity. To verify whether the CoRT Thinking Lessons can enhance creative ability and improve concept map complexity, a Pretest-Posttest Control Group Design was used in this study. Sixty four students who are fourth and fifth graders (age 9-10 years) and classified as having ADHD participated in the investigation. In order to ensure that concept mapping is a familiar technique to all participants, they all were given a training session in concept mapping. Next to that, they were asked to complete a concept map and Torrance tests of creative thinking (TTCT) as a pre-test measure. After that, they were assigned to either experimental or control group, each group consisted of thirty two students. The experimental group was given creativity training (20 hours of CoRT thinking lessons during ten weeks) and the control group received no creativity training. Finally, all sixty four participants completed a second concept map and the TTCT as a post-test measure. Data collected from participants were analyzed via the Pearson product-moment correlation coefficient, the t test for two independent samples, and the paired-sample t test. Results of the analysis indicated that participants who received creativity training developed significantly more complex concept maps than those participants who received no such creativity training. Thus, creativity training enhances both concept mapping complexity and creative ability of students with ADHD as measured by the TTCT. Implications for practice include recommendation for teachers to design and establish educational activities and environments in which creative abilities of children with ADHD can be develop.

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Fricke, Palmell Jaqueline. "Long-term effects of a synbiotic intervention in ADHD-patients : 18-month follow-up." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95367.

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A link between the gut and the brain has been proposed to influence psychiatric disorders. Probiotics have been suggested to modify the gut microbiota and thereby improve autism symptoms in children. Attention deficit hyperactivity disorder (ADHD) has high comorbidity with other neuropsychiatric diagnoses, including autism. This is a follow-up of the first study examining a synbiotic intervention in patients with ADHD (Skott et al., 2019). In the original study, 114 adults participated. In this study, 38 adults were evaluated. The aim was to examine if suggested improvements remained 18 months post treatment. Specifically, if reductions were detected in comorbid autism symptoms, emotional dysregulation or functional impairment. The endpoints were measured using questionnaires: Autism-Spectrum Quotient (AQ), Difficulties in Emotion Regulation Scale (DERS-16) and Weiss Functional Impairment Rating Scale (WFIRS). No Synbiotic2000-specific effect was detected. Synbiotic2000 and placebo improved emotion regulation and life skill-functioning equally well. More research is needed to draw reliable conclusions.
En koppling mellan magen och hjärnan har i studier antytts påverka psykiatriska tillstånd. Probiotika har föreslagits förändra mag- och tarmkanalens bakterieflora och därigenom förbättra psykiatriska symtom hos barn med autism. ADHD har hög komorbiditet med andra neuropsykiatriska diagnoser, däribland autism. Detta är en långtidsuppföljning av RCT-studien som var först med att undersöka en synbiotika-intervention hos patienter med ADHD (Skott et al., 2019). I uppföljningen undersöktes 38 av de 114 vuxna som deltagit i originalstudien. Syftet var att undersöka om indikationerna till förbättring höll i sig 18 månader efter studieavslutet. Frågeställningen var om reduktion i komorbida autismsymtom, svårigheter med emotionsreglering eller funktionsnedsättning kunde identifieras. Detta undersöktes genom självskattningsskalor: Autism-Spectrum Quotient (AQ), Difficulties in Emotion Regulation Scale (DERS-16) och Weiss Functional Impairment Rating Scale (WFIRS). Ingen behandlingsspecifik effekt detekterades. Förbättringar av samma grad identifierades av Synbiotic2000 och placebo, utifrån emotionsreglering samt delskalan färdigheter. Mer forskning på området krävs för att möjliggöra tillförlitliga slutsatser.
BAMBA (Behandla Adhd med MagBakterier)

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Fulk, Rebecca Beacham. "The effects of current brain research in the science classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/fulk/FulkR0812.pdf.

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In this investigation brain breaks were implemented with the goal of improving student focus and learning in an afternoon science class. Different styles of breaks were offered each afternoon and quality of learning was monitored. Though students felt certain breaks were ineffective, on task behavior and grades improved after treatment.

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Petruskevich, Lori. "Individual differences, the effects of diversity in the ESL classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21246.pdf.

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Luke, Stephanie. "THE EFFECTS OF SCIENCE INQUIRY IN A FOURTH GRADE CLASSROOM." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3720.

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The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.
M.Ed.;
Other
Education
K-8 Mathematics and Science Education

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DeFrancesco, Michele A. "Effects of Classroom Setting and Instructional Practices on Academic Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1882.

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According to the National Center for Educational Statistics and the National Center for Educational Progress (NAEP, 2011), student with disabilities are not making significant academic gains compared to non-disabled student groups. The purpose of this study was to determine the impact of differentiating instruction specifically pre-teaching and re-teaching and whether or not a student has a disability with academic performance on the Maryland State Assessment (MSA) for eighth grade reading across 17 middle schools in Anne Arundel County. The theories of cognitive social learning, cognitive neuroscience and brain based learning grounded the quantitative quasi-experimental research using an ex post facto design based on archival data collected from September 2011 to January 2013 by the researcher and multiple observers from the secondary special education leadership team. A two-way analysis of variance (ANOVA) was utilized to determine if significant differences existed among the reading performance for students in schools where teachers differentiated instruction, and type of student. Results from the study demonstrate that students without disabilities continue to have higher scores than students with disabilities. It is recommended results from this study be shared with educators to expand the knowledge base of educators to assist with closing the achievement gap between students with and without disabilities.

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Mercer, Julie Elizabeth. "Stability Balls in the Classroom: Effects on Engagement and Achievement." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565348112202381.

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Seipp, Carla Marguerite. "Acceptability of treatments for childhood ADHD : the influence of experience, treatment demands, and side effects." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5622.

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Parental treatment preferences for children's mental health treatment have received the most attention using the construct of treatment acceptability. Research has reported that mothers generally endorse greater treatment acceptability for behavioral parent training (BPT) compared to stimulant medication for the treatment of symptoms of childhood Attention-Deficit/Hyperactivity Disorder (ADHD). My study investigated the influence of experience parenting a child with ADHD in moderating mothers' ratings of treatment acceptability for these two treatments. I also investigated the influence of communicating information regarding the demands of BPT and the probability of experiencing side effects of stimulant medication on mothers' acceptability ratings. To expand the measurement of treatment acceptability beyond the usual rating scale approach, I also used a measure of treatment preferences. Mothers reported which treatment (BPT vs. medication) they would recommend and why, if they were advising the parent of a child with ADHD. Participants included 71 mothers of boys with ADHD and a comparison group of 71 mothers of boys without behavioral problems. As predicted experience with ADHD moderated treatment acceptability. Mothers in the comparison group endorsed greater acceptability for BPT compared to medication; however, mothers in the ADHD group did not differ in ratings of acceptability for BPT and medication. In addition, mothers in the ADHD group endorsed greater treatment acceptability for stimulant medication compared to mothers in the comparison group. The two groups of mothers did not differ in their ratings of acceptability for BPT. This difference also emerged on the alternate measure of treatment acceptability. Mothers in the ADHD group were over six times more likely to report that they would recommend stimulant medication over BPT, compared to mothers in the comparison group. Although mothers identified treatment demands and risks as important contributors to their choice, varying the communication of this information did not influence ratings of treatment acceptability or treatment recommendation choice.

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Day, Jennifer L. Landau Steven E. "Effects of goal orientation and negative feedback on the cooperative behavior of boys with ADHD." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986983.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed July 31, 2006. Dissertation Committee: Steven Landau (chair), Jeffrey Kahn, Becky Ladd, Vicky Morgan, David Barone. Includes bibliographical references (leaves 87-93) and abstract. Also available in print.

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Joudrie, Kelly. "The effects of color-enhanced stimuli on the attending patterns of teacher-identified ADHD children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37815.pdf.

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Dissertations / Theses on the topic 'Classroom effects of ADHD'

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