Documents found
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Objectives. This study aims to study the association between psychoactive substances (PSA) use and the adaptive functioning of students with ADHD in post-secondary education. The functional impairment experienced by post-secondary students with ADHD and the types of PSA preferred by this population is also examined.Method. The sample consists of 243 college (56.7%) and university (43.6%) students from the province of Quebec, with ADHD and aged 24 years on average.Results. A higher proportion of university students are at risk for alcohol consumption compared to college students. Cannabis and speeds are emerging to be the substances of choice for those who use drugs (43.3%). In addition, multivariate analyzes of covariance show a significant main effect for severity of alcohol use according to functional domains. The severity of alcohol and drug use is associated with risk behaviors.Conclusion. A risky use of alcohol or drugs significantly influences the lives of students with ADHD.
Keywords: TDAH, étudiants postsecondaires, utilisation de substances psychoactives, comportements à risque, fonctionnement adaptatif, ADHD, post-secondary students, substances use, risky behavior, adaptive operation, impairments, TDAH, estudiantes postsecundarios, utilización de sustancias psicoactivas, comportamientos de riesgo, funcionamiento adaptativo
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AbstractThis article examines the family and social characteristics that distinguish primary level students who show behaviour difficulties (n=306) from those that are not at risk (n=101). These characteristics are examined according to the nature and severity of the behaviour problems presented, that is, the extent to which these resemble diagnostic criteria of those considered attention deficit hyperactivity, those considered as oppositional defiant when provoked, and those with conduct disorders. The results show that not all students who have these problems are differentiated from the control group, nor are they differentiated on these same family and social characteristics. These results suggest specific intervention for these subgroups.
Keywords: troubles du comportement, trouble déficitaire de l'attention avec hyperactivité, trouble de l'opposition avec provocation, troubles des conduites, école, famille
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For students with Attention-Deficit Hyperactivity Disorder (ADHD), adjusting to the context of postsecondary education presents additional challenges compared to their peers without this condition. This article presents the results of an exploratory qualitative study aimed at describing the transition experience of this student population in the province of Quebec (Canada). Semi-structured interviews were conducted with 29 students with ADHD from colleges (n = 10) or universities (n = 19). The participants reported numerous challenges related to the new school environment and the high educational requirements, as well as factors that facilitated their adaptation (e.g., acceptance of their ADHD). In addition, adapting to the college context seems to have been a more demanding and destabilizing period, compared with the university context. Finally, we discuss target interventions to prepare and support these students for their transition.
Keywords: TDAH, étudiant⋅e⋅s postsecondaires, expérience de la transition, adaptation, étude qualitative, ADHD, postsecondary students, transition experience, adjustment, qualitative study, TDAH, estudiantes postsecundarios, experiencia de la transición, adaptación, estudio cualitativo
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Research Framework: Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that begins in childhood and is often associated with multiple challenges faced by the parents involved, including increased parental stress with negative impacts in particular on the parent-child relationship and on discipline.Objective : The objective of this qualitative study is to describe the experience of parental stress from the perspective of Quebec parents of a child aged 7 to 12 diagnosed with attention-deficit/hyperactivity disorder (ADHD). Methods : Ten parents participated virtually in a semi-structured one-on-one interview and completed a sociodemographic questionnaire and the Parental Stress Index (PSI-4), confirming that the parents participating in the study have a very high average level of parental stress. Results : Thematic analysis of the interview verbatim revealed four main themes: challenging days, constant concerns, demanding supervision, and personalized stress management strategies.Conclusion : This study provided a better understanding of the experience of parental stress among Quebec parents of a child with ADHD, and their personal strategies for managing parental stress. The experience of Quebec parents is similar to that of other socio-cultural realities. The results also underline the importance of providing support to parents and focusing specifically on the parental stress experienced, and not just on the management of children with ADHD.Contribution : This article contributes to a better understanding of parental stress among parents of children with ADHD. This knowledge ultimately aims to support the implementation of interventions to support parents in managing their parental stress.
Keywords: stress parental, parents, trouble de déficit de l’attention, hyperactivité, expérience subjective, étude qualitative, parental stress, parents, attention-deficit, hyperactivity disorder, subjective experience, qualitative study, estrés parental, padres, trastorno por déficit de atención e hiperactividad, experiencia subjetiva, estudio cualitativo
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The extent of the symptoms and consequences associated with attention deficit hyperactivity disorder (ADHD) on the child functioning in school requires interventions fostering his academic and psychosocial adjustment. Besides medication, interventions within the classroom are recognized as being efficient in bringing a significant improvement of the school functioning of the student with ADHD. However, in a context of inclusive education in a regular class, teachers reported having a fragmented knowledge of typical ADHD behaviors and being very little inclined in planning and implementing coherently the privileged interventions to help those students. In fact, several studies are pointing the needs to promote transfer of the privileged practices in the natural environment of the student. This article is part of a process of development and effectiveness evaluation of a consultation-based program for teachers (CPT) of elementary school children with ADHD (Nadeau, Normandeau et Massé, 2012). The aim of the present article is to describe the rationale and the premises, which have contributed to the development of the CPT, by putting forward a brief overview of knowledge about ADHD and by describing the methodology selected and the principles that have guided the elaboration of the CPT and its implementation. Finally, a few thoughts addressing the benefits and limitations of the CPT will serve as a basis to guide future orientation to consider for a successful inclusive education.
Keywords: trouble déficitaire de l'attention/hyperactivité, interventions scolaires, interventions proactives et comportementales, consultation auprès des enseignants, inclusion scolaire, attention deficit hyperactivity disorder, school-based interventions, educational an behavioral interventions, teacher consultation, inclusive education
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Cette thèse de doctorat vise à mieux comprendre le fonctionnement neurocognitif de l’enfant avec un Trouble déficitaire de l’attention avec hyperactivité (TDAH) seul et un TDAH compliqué d’un Trouble oppositionnel avec provocation (TOP) ou d’un Trouble anxieux (TA). Le TDAH est associé à des déficits exécutifs (p. ex., inhibition, flexibilité cognitive, planification, mémoire de travail) et attentionnels (p. ex., attention sélective, soutenue, partagée). Ces processus cognitifs permettent de contrôler consciemment les pensées et les actions nécessaires à la réalisation d’un objectif. Depuis quelques années, ils font l’objet d’un intérêt grandissant en recherche puisqu’ils sont impliqués à divers niveaux dans le quotidien. Les déficits exécutifs et attentionnels sont susceptibles de nuire au bon déroulement des apprentissages, à la qualité des relations sociales, aux capacités d’autorégulation émotionnelle …
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Le trouble déficit de l’attention/hyperactivité (TDAH) constitue le trouble le plus fréquent chez les étudiants universitaires québécois. En dépit des difficultés associées à ce trouble, un grand nombre d’étudiants parviennent à terminer leurs études de premier cycle et à amorcer des études de cycles supérieurs. Toutefois, peu d’études s’intéressent aux facteurs favorisant la réussite des étudiants ayant un TDAH à la fin du premier cycle. Le TDAH aux cycles supérieurs demeure également peu étudié. La présente thèse par articles vise à mieux comprendre l’expérience des étudiants universitaires ayant un TDAH qui réussissent leurs études de premier cycle et amorcent des études de maîtrise ou de doctorat. Le premier article de la thèse brosse un portrait des connaissances actuelles sur les effets du TDAH sur les …
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Les hyperexcitabilités psychomotrice, sensorielle, imaginative, intellectuelle et émotionnelle ont souvent été étudiées chez les individus avec un haut potentiel intellectuel (HPI), mais se basent sur une théorie de Dabrowski peu soutenue empiriquement. Leurs variations interindividuelles sont-elles présentes aussi dans la population générale ou dans certains troubles? Des études rapportent d’ailleurs des liens entre des symptômes du trouble déficitaire de l’attention avec/sans hyperactivité (TDAH) et les hyperexcitabilités chez des individus ayant à la fois un HPI et un TDAH, soit une double exceptionnalité (2e-TDAH). De plus, l’hypersensibilité, souvent citée dans la littérature clinique sur le HPI, est peu étudiée empiriquement en lien avec celui-ci. Un premier objectif vise donc à explorer les liens entre les scores d’hyperexcitabilités et d’hypersensibilités. Un second objectif compare ces scores chez …