Behavior of creative children was studied by comparing 18 high IQ, creative students with 18 high IQ, low creative students matched for sex from a sample of 143 gifted fourth, fifth, and sixth graders. (PHR)

The behavior patterns of 6 handicapped children and 14 nonhandicapped children were recorded during participation in a model developmental-interactive based curriculum for preschool children. Interactions were recorded using the Coping Analysis Schedule for Educational Settings. Among findings were the following: the consistently high occurrence…

The use of Restricted Environmental Stimulation Therapy (REST) as a treatment procedure was evaluated with eight autistic children of two age groups: 6 to 8 years and 9 to 11 years. The stimulation of the environment was reduced to a minimum for 48 hours. Psychological assessment was performed as well as measures of Ss' learning rates on…

Comparison of data from the two studies indicates that while in the regular classroom the learning disabled (LD) student may be getting mixed messages about what is or is not accepted, and may be unsure of what is the most appropriate learning style within the regular classroom. (Author)

Twenty-nine educable mentally retarded children (9-12 years old) were observed while they worked on academic and nonacademic tasks to investigate the hypothesis that retarded children are more distractible and/or more out directed than nonretarded children. (Author/CL)

Two groups of classroom teachers (N=36) and two groups of teacher trainees (N=36) were asked to complete behavior checklists for a hypothetical child labeled normal or emotionally disturbed and for a videotaped child labeled normal or emotionally disturbed. Analysis of results indicated that teachers and trainees held quantitatively similar…

The study examined factors which might be associated with teacher identification of behavior problems among 53 junior high school students. Teacher-student interaction profiles were compared to examine the differences between students identified as emotionally disturbed and nonidentified students. When the teacher was instructing, identified and…

The effects of feedback on the approaches of 20 hyperactive and 20 hypoactive children (ages 6 to 10) to a vigilance task were studied. Results showed that hyperactive Ss had more errors than hypoactive Ss under the feedback for correct responses condition and fewer errors under the feedback for false alarms condition. (PHR)

The behavioral symptoms of children with speech and language disorders (mean age approximately 6 years) were studied with a teacher and a parent questionnaire. A factor analysis produced similar factors for both questionnaires: Hyperactivity-Conduct, Affect, and Language. An Asocial factor was also found with the teacher questionnaire. (Author)

Results of a three-year study on the effects of camping on approximately 450 physically handicapped children are examined in terms of changes in self- concept and behavior patterns, parental expectations of the camping experience, and implications for counselor training and selection. (CL)

The hearing impaired children demonstrated significantly more noninteractive constructive activities and less cooperative and dramatic activities than their normally hearing peers. (Author)

In three citizen advocacy programs for the mentally handicapped, bases for matching advocates and proteges, advocate activity patterns, and relationships between advocate activities and protege characteristics and perceived needs were studied. (Author/PHR)

Results of the study involving 14 hyperactive boys (5-12 years old) indicated that activity and attention span are affected by methylphenidate even in highly stimulating, informal settings. (Author/SBH)

Hyperactive boys were found to be significantly different from actives on measures from all data sources in that they were perceived and interacted more negatively. (Author)

A case study of a 10-year-old boy with poor performance in language and math investigated whether increasing on task behavior in one subject area will increase on task behavior in another area. Results indicated that increasing on task behavior in one curriculum area does not necessarily generalize to another area. (PHR)