Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
AuthorKnipp, Diana Kathleen
KeywordsAttention deficit hyperactivity disorder (AD/HD)
Meds help me
Committee ChairJones, Elaine
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis qualitative study describes teens' perceptions about AD/HD and medications. Roy's Adaptation Model's four modes of adaptation were the framework for this study. Data were collected through semi-structured interviews with 15 high school teens aged 14-17 with parent reported AD/HD. Findings of inductive analysis for modes: Physiologic (Medication), Medications are a hassle but they work; Role function, I do better in school when I take the meds; Interdependence, With meds things are better with my family and friends don't know I am any different; and Self-concept/group identity, I'm just an everyday teenager, pretty much. The composite main theme was: Meds help me. School nurses can use this knowledge to guide interventions for families and teens with AD/HD, healthcare providers, school teachers and staff, and communities in a multidisciplinary effort toward an adaptive educational experience compatible for teens.
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
Baseline Neurocognitive Performance and Symptoms in Those With Attention Deficit Hyperactivity Disorders and History of Concussion With Previous Loss of ConsciousnessKaye, Sarah; Sundman, Mark H; Hall, Eric E; Williams, Ethan; Patel, Kirtida; Ketcham, Caroline J; Univ Arizona, Dept Psychol (FRONTIERS MEDIA SA, 2019-04-24)Previous consensus statements on sports concussion have highlighted the importance of Attention Deficit Hyperactivity Disorder (ADHD) and loss of consciousness (LOC) as risk factors related to concussion management. The present study investigated how self-reported history of either ADHD diagnosis or history of previous concussion resulting in LOC influence baseline neurocognitive performance and self-reported symptoms. This analysis was performed retrospectively on data collected primarily from student-athletes, both Division 1 and club sports athletes. The dataset (n = 1460) is comprised of college students (age = 19.1 ± 1.4 years). Significant differences were found for composite scores on the ImPACT for both history of concussion (p = 0.016) and ADHD (p = 0.014). For concussion history, those with a previous concussion, non-LOC, performed better on the visual motor speed (p = 0.004). Those with diagnosis of ADHD performed worse on verbal memory (p = 0.001) and visual motor speed (p = 0.033). For total symptoms, concussion history (p < 0.001) and ADHD (p = 0.001) had an influence on total symptoms. Those with ADHD reported more symptoms for concussion history; those with previous LOC concussion reported more symptoms than those with non-LOC concussion (p = 0.003) and no history (p < 0.001). These results highlight the importance of baseline measures of neurocognitive function and symptoms in concussion management in order to account for pre-existing conditions such as ADHD and LOC from previous concussion that could influence these measures.
Elementary and secondary preservice educators' attitudes and knowledge about attention-deficit/hyperactivity disorderBos, Candace; Grynkewich, Magda Ann Urban, 1952- (The University of Arizona., 1996)General education teachers are largely responsible for the education of students with Attention-Deficit/Hyperactivity Disorder (ADHD). This is partially due to the educational movement toward inclusion for students with disabilities, and partially due to the ability of about 50% of students with ADHD to progress normally in school when given classroom accommodations and/or instructional modifications. General educators are teaching students with ADHD, yet limited information about teacher attitudes and knowledge about ADHD exists. This study is an initial exploratory investigation that examined the attitudes and knowledge about ADHD of preservice general education teachers at the elementary and secondary levels. Preservice elementary and secondary teachers completed an instrument designed to assess their attitudes and knowledge regarding ADHD. Two scales were created: one scale for items related to attitudes, and the second scale related to basic knowledge about ADHD. Research questions addressed preservice teachers' overall attitude and knowledge about ADHD, and whether grade level, gender, or perceived experience with ADHD influenced their attitude and/or knowledge about ADHD. Findings demonstrated that preservice teachers were in general agreement with positive attitude statements about ADHD. Differences in attitude ratings by grade level were significant, with elementary preservice teachers in stronger agreement with statements about ADHD than secondary preservice teachers. No significant differences in attitude were evident for gender. There was, however, a significant difference in attitude based on teachers' reported experience with ADHD. Teachers with basic or moderate/extensive experience had significantly more positive attitudes than teachers with no experience. Preservice teachers answered slightly more than half of the 11 knowledge items correctly. Elementary preservice teachers correctly answered more knowledge items about ADHD than secondary preservice teachers. No differences in knowledge were identified based on preservice teachers' gender or experience with ADHD. The findings are discussed in relation to other research on teacher attitudes and knowledge for ADHD. Implications for research and practice are discussed.
Self-monitoring increases time-on-task of attention deficit hyperactivity disordered students in the regular classroomMishra, Shitala P.; Cloward, R. Dean (The University of Arizona., 2003)This paper investigates self-monitoring as a structured intervention for studens with Attention Deficit Hyperactivity Disorder (ADHD) in the regular classroom. The definition and procedures for self monitoring are based on the research of Hallahan, Lloyd, Kosiewicz, Kauffman, and Graves, (1979). Three fourth grade classrooms, two treatment and one control, participated in this study. The ADHD students and all of their peers in the intervention classrooms were engaged at least once a day in monitoring their own behavior. Each student checked a box "on-task" or "off-task" when prompted by an audio signal (beep). An audio cassette was played for 10 to 30 minutes with beeps sounding at intervals ranging from 10 to 80 seconds (an average of 45 seconds between beeps). The intervention was used during mathematics instruction when students were expected to do independent seatwork. No student was singled-out during the intervention. Eight students previously diagnosed with ADHD, three in each intervention classroom and two in the control classroom, were monitored by observers without the students' knowledge of who was being observed. The ADHD students were observed during a baseline period before intervention began and throughout the intervention period. Additionally, they were rated pre- and post-intervention by their teachers on the Conners Teacher Rating Scale. Pre-intervention observation results were compared to intervention period results for both treatment and control groups. Comparisons were analyzed using analyses of variance (ANOVA) procedures. Additionally, the pre- and post-intervention findings of the Conners were analyzed using ANOVA and displayed graphically to demonstrate overall change. The results strengthen the claim that self-monitoring increases the time-on-task of ADHD students in a regular classroom, without singling them out from the group and without them knowing they were the aim of the intervention.