Documents found
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This study aims at better understanding the knowledge and beliefs of professional workers in school, health and social service settings in Quebec regarding ADHD. The authors examine the important discrepancies identified by Cohen (1999) between identified standard practices in treating ADHD patients and practices used in Quebec. This situation could be linked to insufficient knowledge of workers or certain of their beliefs that oppose these practices and their reluctance to implement them in their environment. Two measurement scales were utilised : the Attention Deficit Hyperactivity Disorder Orientation Scale (ADHDOS, Couture, 2002) and the Survey of ADHD of Jerome and al. (1994). Results show among other things, that knowledge and beliefs vary according to professionals'background and training.
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AbstractAttention deficit hyperactivity disorder (ADHD) is the most frequently diagnosed behaviour problem in school-age children. Although more and more preschool-age children are referred in clinical settings for typical ADHD symptoms, few studies have examined the nature, the assessment as well as the treatment of ADHD in this age group. This literature review addresses the nature, the assessment, and the treatment of ADHD during the preschool period. The main themes reviewed are: prevalence, symptomatology, etiology, comorbidity, consequences on normal development and adaptation of the child, evolution of symptoms from preschool to school period, difficulties related to diagnosis, assessment modalities, psychosocial treatment, and pharmacological treatment.
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This article presents the results of a validation process of the French version of the “Attention Deficit Hyperactivity Disorder - Orientation Scale” (ADHDOS), a tool used to establish the pattern of teachers' beliefs about attention deficit hyperactivity disorder (ADHD). Analyses show that although some of the eight categories of beliefs of the ADHDOS have acceptable validity and reliability scores, the eight distinct entities that Bilton (1996) had proposed were not supported. Some suggestions are made concerning using the actual version of ADHDOS as well as for building a new version of the scale.
Keywords: Hyperactivité, enseignants, croyances, TDAH, déficit d'attention, Hyperactivity, teachers, beliefs, ADHD, attention deficit
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Objectives Elementary school-aged children referred to school-based mental health services for conduct problems are commonly also prescribed central nervous system stimulants (CNSS), since many also suffer from comorbid ADHD. Nevertheless, there exists little information in the extant literature to determine to what degree the prescription of CNSS is associated with the presence of ADHD in these students or if other characteristics contribute to increasing the likelihood of CNSS use.Methods The current study was carried out on a sample of 341 students receiving school-based mental health services for conduct problems (27.8% girls, mean age of 9.9 years). ADHD and conduct problem symptomatology was assessed using a structured diagnostic instrument administered to parents and teachers.Results Results show that 39.9% of students were medicated using CNSS and that, among those who do not present ADHD symptomatology, approximately a third used CNSS. Age (6-8 years), socio-economic status (medium or high), placement in a special class for children with conduct problems, and symptoms of hyperactivity/impulsivity and oppositional defiant disorder all contributed unique variance in the prediction of utilisation of CNSS in this sample.Conclusion These results suggest that there may be several characteristics other than the presence of ADHD that can contribute to the medical decision to treat child problems with CNSS. These findings also underscore the importance of more rigorous assessment of ADHD in these children as well as longitudinal follow-up studies to determine the long-term effects of CNSS on their educational performance and eventual educational attainment.
Keywords: stimulants du système nerveux central, TDAH, troubles du comportement, trouble de l'opposition avec provocation, troubles des conduites, enfants d'âge scolaire primaire, services scolaires complémentaires, central nervous system stimulants, ADHD, conduct problems, oppositional defiant disorder, elementary school-aged children, school-based mental health services
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This article presents the results of a study that measures the perceived effects of a MOOC on ADHD in response to the training needs of teachers in this area. As part of a two-stage pre-experimental research design, 178 elementary and secondary school teachers who participated in the MOOC Le point sur le TDAH : comprendre, soutenir et accompagner les jeunes completed an online questionnaire. The descriptive analyses and analyses of variance conducted reveal that the MOOC appears to be an effective in-service training device with the potential to promote the transformation of teachers' practices towards young people with ADHD and the development of their sense of personal effectiveness in teaching them.
Keywords: Cours en ligne ouvert à tous (MOOC), développement professionnel continu, enseignant, formation continue, inclusion scolaire, trouble du déficit de l'attention/hyperactivité (TDAH), sentiment d'efficacité personnelle des enseignants, Massive online open course (MOOC), continuing professional development, teacher, in-service training, attention deficit hyperactivity disorder (ADHD), inclusive school, teachers' self-efficacy
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The article presents various points of view concerning the nature and the treatment of the Attention Deficit / Hyperactivity Disorder (ADHD). After introducing the social debate surrounding ADHD, we outline the main statements and topics on which most experts and researchers in the field agree. We then briefly summarize the results of recent empirical studies on the most controversial issues related to this disorder. Guidelines presented in governmental and specialized publications on how ADHD should be diagnosed and managed by medical, social and educational services are also reviewed. The next part of the article presents studies that investigated how parents, children or teachers understand the disorder, and more specifically, what they think about the causes of ADHD (such as genetic, neurophysiological, educational, nutritional or social factors) and what type of treatment should be used to help children with ADHD (behavioral and educational therapy, medication, or combined treatment). Practical guidelines for child careworkers and mental health professionals supporting the child, parent or teacher in the context of ADHD are finally outlined.
Keywords: TDAH, parents, enseignants, intervention, psychostimulant, ADHD, parents, teachers, treatment, stimulant medication
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The objective of this study is to explore functional impairment in several spheres of students' life and the influences of several variables on their adaptive functioning. The sample consisted of 243 students with ADHD diagnosis and being registered in support service for students with disabilities at one of the participating postsecondary institutions. Self-concept and life skills were the areas which demonstrated the most functional impairments in students. Also, gender, age, and medication influence functional impairment experienced by students with ADHD. Results point to the importance of developing psychoeducational initiatives for this population.
Keywords: TDAH, étudiant, atteinte fonctionnelle, concept de soi, médicaments, ADHD, college student, functional impairment, self-concept, medication
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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