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    Initial development of a neuropsychological screening measure for school children : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2003) Reimann, Andrea Susanna
    The present study developed a pilot neuropsychological screening measure, called the Repeatable Battery for the Assessment of Neuropsychological Status for Children (RBANS-C) which is designed to be used with children between five and ten years of age. This pilot measure was trialled on a sample of 30 New Zealand primary school children to evaluate its screening ability for children. It is based on the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) which is used to screen adults for neurocognitive deficits. Like the RBANS, the RBANS-C is made up of a battery of subtests that assess five cognitive domains, including attention, immediate and delayed memory, visuospatial/constructional abilities and language. Some of the subtests of the RBANS-C were altered to be more suitable for children while others were left the same as in the RBANS. The results from the pilot tryout indicated that some subtests have adequate psychometric properties while others do not. This is most likely due to the small sample size and to a lack of some research controls as well as to inadequacies of some of the subtests. Nevertheless, the results suggest that the RBANS-C seems to identify children with cognitive difficulties, and to some extent isolate those difficulties. No significant sex differences but some considerable age variations were observed since the measure lacks any adjustments for age effects which further improvements of the RBANS-C should incorporate. Also, future research on the RBANS-C will need to develop an alternative form and make necessary modifications to make the RBANS-C an effective neuropsychological screening tool for school children.
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    Parent management training for the families of children diagnosed with attention deficit hyperactivity disorder : four case studies with a multiple baseline across participants design using the Incredible Years Parent Training Series : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2003) Lees, Dianne G
    Attention deficit hyperactivity disorder (ADHD) is a commonly diagnosed behavioural disorder of childhood that has had a dramatic increase in diagnosis in recent years. It has long-term adverse effects on educational and psychosocial outcomes, and is a major health problem for individuals, families and society. Parents of children with ADHD often lack the skills to manage difficult behaviour effectively. Family functioning may also be compromised. This includes increased stress levels for parents. While medication is the single most effective intervention for the symptoms of ADHD, it has not yet been demonstrated to have long-term benefits, has adverse side effects for some children and does not address the associated comorbid disorders that often accompany ADHD. The combination of medication and parent training may result in better long-term outcomes for children and their parents. The aim of this research was to assess the effectiveness of 'The Incredible Years Parent Training Series' on the functioning of families of children with ADHD. The program is an empirically based parent training intervention that uses group discussion, videotape modelling, role plays and rehearsal, along with facilitator input and guidance. A multiple baseline across participants design was employed with four research participants in a group of parents attending a 2-hour treatment session weekly for 20 weeks. Participants were referred from the Child and Adolescent Mental Health Specialist Service at Tauranga Hospital and were all solo mothers with sons between 5 and 10 years of age who met the DSM IV criteria for ADHD. Family functioning was assessed from a pre-treatment interview schedule, measures of child behaviour (CBCL, Conners, Strengths and Difficulties Questionnaire, daily ratings of child behaviour), and parental and family functioning (BDI- II, Parental Stress Index, weekly ratings on specific areas of family functioning, group goals). Participants also completed programme satisfaction and evaluation measures. Results showed (a) improvement in teacher reports of child behaviour but generally not in parent psychometric reports, (b) improved targeted family functioning problems, (c) high number of goals achieved related to child behaviours, (d) reduced stress and depression levels for most participants (e) reports of better parent-child relationships, and (f) increased parental confidence. Additionally, participants were highly satisfied with the programme. Findings support the use of the Incredible Years Parent Training Series as an effective low cost intervention to improve the functioning of families of ADHD children.
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    Make a move : a multi-sensory, movement coordinated furnishing support system for children with ADHD : a thesis presented in partial fulfillment of the degree of Master of Design
    (Massey University, 2012) Burnham, Brigid
    We must allow the time to think more deeply and broadly about our [design] . . . Deep inquiry . . . is critical . . . Broader thinking also helps us break out of our current mindset. Looking [differently] can reveal new opportunities, and challenge more entrenched thinking. [Laurel, Brenda. Design Research, Methods and Perspectives. MIT Press: Cambridge, Massachusetts; London, England, 2003, 148.] The contemporary school chair is representative of the conflict between established traditional student behaviour in the conventional classroom and the ADHDer’s desire and need for more movement and sensory stimulation. Classroom furnishings, by their active potential, have the ability to change the dynamic embodied in existing classroom environments. New furnishings in the classroom may positively affect the traditional culture of conventionality (standardized classroom behaviours) in a positive way by directly involving students in the interplay between active learning and sensory stimuli. Ultimately, my design approach is to provide a furnishing that responds to the ADHDer’s learning experience in the classroom environment. Using my individual experience of having ADHD as an investigative blueprint, my study took on a design process that overlapped four explorative modes: I examined the context of traditional classrooms (searched for understanding), developed contextualisation (searched for ideas), tested the concepts (searched for solutions), and logically reasoned (searched for meaning) an optimal design. These explorative modes were not done entirely sequentially. There was an ebb and flow throughout my whole design process. The interrelatedness between the explorative modes, and iterative process of learning and knowledge generally, helped generate a reactive design process which was ultimately represented by my design solution.