Current Search: Attention-deficit hyperactivity disorder (x)
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- Title
- The development of an animal model for attention deficit hyperactivity disorder: Effects of frontal lesions on activity in neonatal rats.
- Creator
- Stevenson, Bernadette Mietus, Florida Atlantic University, Johanson, Ingrid B., Terry, Leslie M.
- Abstract/Description
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This study was designed to develop an animal model of Attention Deficit Hyperactivity Disorder based on frontal cortical functioning in 3, 6, 9, & 12-day-old neonatal rats. In Expt. 1, frontal cortical activity was suppressed with intracranial injections of lidocaine, a local anesthetic. In Expt. 2, frontal activity was suppressed with brain transections. Pups in both experiments were tested in a habituation-to-odor learning paradigm and behaviors including general activity, headwaving,...
Show moreThis study was designed to develop an animal model of Attention Deficit Hyperactivity Disorder based on frontal cortical functioning in 3, 6, 9, & 12-day-old neonatal rats. In Expt. 1, frontal cortical activity was suppressed with intracranial injections of lidocaine, a local anesthetic. In Expt. 2, frontal activity was suppressed with brain transections. Pups in both experiments were tested in a habituation-to-odor learning paradigm and behaviors including general activity, headwaving, probing, and rolling were recorded. Results indicated that frontal cortical suppression, caused by either lidocaine injection or brain transection, resulted in significantly higher activity levels in 3-day-olds particularly with regard to rolling, suggesting that the frontal cortex is involved in the regulation of rolling behavior. Frontal transections, but not lidocaine injections, also significantly increased activity in 12-day-old pups due to increased locomotor probing and wall climbing. Results are consistent with the neuropsychological research regarding frontal cortical functioning and inhibition in children with ADHD, and show potential as a future animal model of ADHD.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15516
- Subject Headings
- Attention-deficit hyperactivity disorder, Attention-deficit hyperactivity disorder--Diagnosis
- Format
- Document (PDF)
- Title
- The meaning of the experience of parenting a child with attention-deficit hyperactivity disorder.
- Creator
- Parker, Robin Barbara., Florida Atlantic University, Appleton, Cathy
- Abstract/Description
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This phenomenological study reveals the meaning of the experience of parenting a child with attention-deficit hyperactivity disorder. The research participants were six parents who were contacted through a local community based support group or by professional referral. The methodology used for this study was a descriptive qualitative research process with a phenomenological design. Hermeneutic phenomenology as described by van Manen (1990) provided the method of inquiry and analysis for this...
Show moreThis phenomenological study reveals the meaning of the experience of parenting a child with attention-deficit hyperactivity disorder. The research participants were six parents who were contacted through a local community based support group or by professional referral. The methodology used for this study was a descriptive qualitative research process with a phenomenological design. Hermeneutic phenomenology as described by van Manen (1990) provided the method of inquiry and analysis for this study. Participants were asked to participate in open-ended, audiotaped interviews describing their subjective experience of parenting. Five essential themes emerged from the analysis of the participants' narrative descriptions.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15066
- Subject Headings
- Attention-deficit-disordered children, Hyperactive children--Family relationships, Parent and child, Child rearing
- Format
- Document (PDF)
- Title
- Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD).
- Creator
- Blume-D'Ausilio, Carole, Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
The purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching...
Show moreThe purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching children with ADHD, personal experience with ADHD, and confidence teaching children with ADHD) were also investigated for their predictive value. The sample was comprised of 225 classroom teachers of grades K to 5 from seven elementary schools in Broward County, Florida. Teachers completed the ADHDKA which consisted of multiple choice, true and false, and open-ended statements about ADHD. Three research questions were posed before data were collected. Multiple regressions were run to determine the degree of association between each of the criterion variables (knowledge and attitude), and the 12 predictor variables investigated in this study. The degree of correlation between teacher knowledge and teacher attitude was examined using a Pearson product moment correlation. Qualitative analysis was used to uncover emerging themes from teacher responses to the open-ended statements. Major findings in the study were as follows: (a) Primary (K- 2) teachers have a higher level of knowledge about ADHD than do intermediate (3-5) teachers (-.159, p < .05); (b) teachers who have personal experience with ADHD have a higher level of knowledge about ADHD than do teachers with no personal experience with ADHD (.147, p < .05); (c) teachers with a high level of confidence about teaching children with ADHD have a higher level of knowledge about ADHD than do teachers with a low level of confidence (.280,p < .01); and (d) a predictive model can be developed to determine teacher knowledge about ADHD (R^2 = .139). The R-square indicates that 13.9% of the variance in teacher knowledge can be accounted for by the variation of the combined predictor variables. Although statistically significant (F [12, 188] = 2.521,p = .004), the correlation is less than the predetermined critical effect size of 25% and may be of limited practical significance (.139 < .25). Conclusions based on the fmdings from the study were: (a) Teachers do not have adequate information regarding strategies to accommodate behavioral and academic challenges for the child with ADHD; (b) teachers lack confidence teaching children with ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with parent support, classroom management issues). Noteworthy recommendations for those in positions of educational leadership included the following: (a) more extensive ADHD training for pre-service teachers than is presently required; (b) a comprehensive choice of ADHD workshops offered by school districts to administrators, teachers, paraprofessionals, cafeteria staff, custodians, bus drivers, and any other school personnel who may interact with children; and (c) a districtlevel expert on ADHD for the specific purpose of advising administrators, teachers, and parents about practical solutions to everyday ADHD-related issues. Recommendations for future research included the following: (a) Investigate why teachers with high levels of knowledge about ADHD have negative attitudes toward the disorder; (b) employ a mixed between - within design assessing teacher knowledge and attitude before and after attendance at an ADHD in-service; and (c) investigate the connection between teaching position and teacher knowledge about ADHD.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12179
- Subject Headings
- Teacher-student relationships, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children--Education, Teachers--Training of, Classroom management
- Format
- Document (PDF)
