The article reviews research on classroom behavior of learning disabled elementary school students. Topics covered include students' attention and hyperactivity, teacher-child interactions, teachers' perceptions, and the relationship between classroom behavior and achievement. Directions for future research are suggested, including research on LD…

Comparison of behaviors exhibited by 19 hyperactive and 17 nonhyperactive (learning disordered) children found differences between groups to be more often qualitative than quantitative. Hyperactive students demonstrated more talking, unsystematic search, and motor impersistence while nonhyperactive students demonstrated more upper extremity…

Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…

Studies published in the 1960's and 1970's are reviewed. (CB)

The sleep profiles of 13 children (ages 5-13) with attention deficit hyperactivity disorder (ADHD) who were treated with a fixed dose of methylphenidate for at least one month were compared with those of 16 healthy siblings. Significantly more children with ADHD demonstrated sleep disturbances and higher rates of sleep disorders. (Author/CR)

A seven-year-old emotionally disturbed boy with some features of the hyperkinetic syndrome was placed on a double-blind placebo control program to assess the effects of psychoactive medications (Ritalin and Dexedrine) on academic and social behaviors. (Author)

A study of 62 children (ages 7 to 12) with attention-deficit hyperactivity disorder (ADHD) and 62 controls found that behavioral variables established robust, statistically significant differences between groups. Children with ADHD also scored worse on 31 out of 61 neuropsychological variables, but obtained better scores on WISC-R Comprehension…

The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources are also suggested for the practitioner to use in behavioral assessment of hyperactivity. (SW)

A model and supporting research are presented which suggest that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. (CL)

This study compared parent and teacher behavioral ratings for 77 children (ages 5-16) diagnosed as having attention deficit disorder with hyperactivity (ADD/H), attention deficit disorder without hyperactivity (ADD/WO), or learning disabilities (LD). ADD/WO and LD children were rated similarly on symptoms of withdrawal and impulsivity but differed…