Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years.…

Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, M[subscript age] = 4.5 years, 54% male, 74% Non-Hispanic White) in…

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7,…

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of…

Study examined peer sensitivity to (1) differences in the social behaviors of hyperactive and normal comparison peers, and (2) medication-related behavioral differences. Discussion focused on children's detection of treatment-related differences in social behaviors of peers, as well as on the imperfect relation between social behavior and social…

Examines relations between Matthews Youth Test for Health ratings on hyperactive boys and diverse measures obtained from five sources: direct behavior observations; staff evaluations, nonparticipant observer ratings, peer nominations, and self-reports. (HOD)

In a prospective study of developmental outcomes in relation to early-life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9-11 years of age (N = 741). At 9-11 years of age, 9% of the children were categorized as having attention-deficit/hyperactivity disorder…

Investigated predictors of peer sociometric nominations among boys with and without attention-deficit hyperactivity disorder (ADHD). Found that aggression, covert antisocial behavior, and authoritative parenting beliefs predicted negative peer status and peer social preference. Aggression predicted peer rejection more strongly for comparison than…

The ingestion of methylphenidate in hyperactive children was studied in classroom and informal settings. The drug seems to improve tractibility and learning in situations involving clear-cut tasks demands and high compliance, yet leaves informal behavior undisturbed. (ST)

Mothers' interactions with both younger and older hyperactive children were compared and contrasted with those observed in comparable age groups of normal children. Interactions were observed in unstructured play and structured task situations. (Author/RH)

Investigated the Type A Behavior Pattern (TABP) in 25 boys of 6-12 years who had attention-deficit hyperactivity disorder (ADHD). ADHD boys obtained higher TABP Total and Impatience- Aggression scores than normal boys. ADHD boys' scores were associated with a wide array of behavior problems and peer difficulties. (RJC)

Examined nonshared environmental (NSE) influences on twin preschoolers' behavior independent of genetics. Found that within-pair parenting differences correlated with monozygotic differences in behavior. For the extreme 10 percent of the parenting-discordant and behavior-discordant distributions, average NSE effect size was 11 percent, suggesting…

A sample of 36 hyperactive boys between the ages of 7 and 12 was tutored individually for two months in a classroom setting. Interactions among two types of behavior change treatments, two levels of causal attributions, and two levels of medication were examined with regard to two dependent variables. (JMB)

Elementary school children's parents responded to video-taped sequences portraying either an overactive, an underactive, or an average-active child. Generally supported hypotheses: (1) overactive children would be punished more severely than other children; (2) the label emotionally disturbed'' would influence adult responses, and (3) affect and…