Evidence Based Practice Research of Children with ADD



Abstract

Attention-deficit disorder (ADD) is the most common neurobehavioral

disorder and also among the most prevalent chronic health conditions affecting schoolage

children (American Academy of Pediatrics, 2000). Studies indicate that although

ADD has a significant negative impact on both genders, it can manifest somewhat

differently with boys and girls. It is not yet known how early in life these gender

differences first appear. Attention-Deficit / Hyperactivity Disorder (ADHD) has been long associated with ineffective or inappropriate social interactions and the debate regarding the role of perception in successfully navigating interpersonal interactions is growing. Despite the

growing literature in the field of social competence in children with ADHD, few studies

have directly examined the role of perception in social interactions regarding children

with ADHD. The purpose of the current study was to comprehensively

examine gender differences in home and school functioning in a sample of children with ADD. Over a period of 15 years a scientific study of 369 children initially categorized as second grade children revealing or not revealing behaviors commonly associated with attention deficit disorder. A wealth of analytic data collected attested to the behaviors displayed or not displayed; the data was collected in three stages, second, fourth and fifth grade; in addition to an assessment of children in ninth and twelfth grade school performance. Upon achieving graduating status from high school ninth and twelfth graders reports revealed that those children who were formerly identified as exhibiting behaviors related to attention deficit disorder; performed considerably poorly in school and had poor social adjustment skills. These variables have been found to have a particularly profound effect on the behaviors displayed. It has been noted that the differenced found between normal subjects and those that were formerly identified as having attention deficit disorder.

Evidence Based Practice Research of Children with ADD

Method

The proposed methodology consists of independent sample T test, ANOVA and correlation to find the significant difference and relation among variables.

Participants

Procedure

Measures

Results

Descriptive Statistics

Descriptive statistics refers to the collection, presentation, description, analysis and interpretation of data collection. Descriptive statistics is the method of obtaining a data set of conclusions about data trend (central tendency and dispersion). It can be used to summarize or describe any group whether it is a population or a sample, when in the preliminary stage of Statistical Inference.

Descriptive Statistics

N

Minimum

Maximum

Mean

Std. Deviation

Gender

216

1.00

2.00

1.4630

.49978

Repeated Grade?

216

.00

1.00

.0926

.29053

9th Grade English Level

216

1.00

3.00

2.0185

.53668

9th Grade English Grade

216

.00

4.00

2.4954

.90988

Social Adjustment Problems in 9th Grade?

216

.00

1.00

.1157

.32066

Dropped out of High School?

216

.00

1.00

.0926

.29053

ADD-like behavior score (mean of 3)

216

24.67

76.67

52.8480

10.45221

IQ Score

216

55.00

137.00

1.0235E2

12.55762

GPA in 9th Grade

216

.25

4.00

2.4386

.84507

Valid N (listwise)

216

The sample size of the data set consists of 216 observations. In a study to demonstrate the role Attention Deficit Disorder and normal behavior plays in learning and social interactions, Howell, Huessy and Hassuk (1985) identified nine variables: gender, did the student repeat 9th grade, 9th grade English level, 9th grade English, social adjustment problems in the 9th grade, dropped out of High School, ADD-like behavior, IQ score, and 9th grade GPA. The findings varied among the male and female participants, and in some stages of the study, there were either more girls than boys ...