| Summary: | The study proposes an ecosystemic approach as an intervention for attentional
difficulties and heightened motor activity, traditionally known as AD/HD. A literature
study of AD/HD is presented first as a psycho-educational frame of reference. The focus
then shifts to the symtoms of AD/DH to move closer to the possible underlying causes
of these symptoms. In doing so, the focus changes from AD/HD as a diagnosis to
attentional difficulties and heightened motor activity as presenting symptoms. Attention
and motor activity as constructs are investigated in terms of their neuro-anatomical,
neuro-chemical and neuro-physiological aspects. Furthermore, neurodevelopment,
physiological stress, neurodevelopmental delay, information processing systems,
sensory-motor subsystems and integration as constructs are investigated to understand
their role in attention and modulation of motor activity.
The study of attention and motor activity and their associated neurological factors
motivates an alternative, ecosystemic method of intervention. The proposed approach
includes an investigation into internal and external biochemical ecosystems such as
environmental pollutants, deficiencies of essential nutrients and genetic deficiencies of
the immune system. Other aspects such as time, maturation and neurodevelopment are
also considered as well as the gentle interplay between these aspects. The therapeutic
intervention includes sound therapy, neurodevelopmental movement activities, EEG
neurofeedback and nutrition.
Experimental research with a sample population of 12 diagnosed grade 4 and 5 AD/HD
learners over a 11 week period was conducted. Statistically significant improvements in
aspects of attention were noted using 2 standardised instruments and verification
through parent interviews in the first and second experimental groups. Statistically
significant improvements were noted in aspects of motor activity (a decline in
hyperactive behaviour) in the second experimental group with verification from teacher
interviews. Additionally, children in the first experimental group improved significantly
more than children in the control group with regards to mathematic skills. The second experimental group showed significant improvement with large effect sizes on reading,
mathematic skills and spelling.
In conclusion, the statistically significant results obtained with the proposed approach
motivates implementation, with improvements in attention, motor activity control and
academic performance as a prospect. === Psychology of Education === D. Ed.(Psychology of Education)
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