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| Journal of Learning… | 5 |
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| Arnold, L. Eugene | 1 |
| Forness, Steven R. | 1 |
| Gadow, Kenneth D. | 1 |
| Kavale, Kenneth A. | 1 |
| Millichap, J. Gordon | 1 |
| Zentall, Sydney S. | 1 |
| Zentall, Thomas R. | 1 |
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Peer reviewedZentall, Sydney S.; Zentall, Thomas R. – Journal of Learning Disabilities, 1976
It is suggested that the so-called paradoxical calming or depressant effects of amphetamine on hyperactive children can be accounted for by the proposition that amphetamines increase arousal when the initial arousal level is low but decrease arousal when the initial level is high. (Author)
Descriptors: Drug Therapy, Exceptional Child Research, Hyperactivity, Learning Disabilities
Peer reviewedGadow, Kenneth D. – Journal of Learning Disabilities, 1983
Research is reviewed regarding the effects of stimulant drugs on academic performance in children who are hyperactive, learning disabled, or both hyperactive and learning disabled. Among conclusions are that, while stimulants may increase, academic test scores are not particularly great, and clincial implications for adults appear minimal.…
Descriptors: Academic Achievement, Drug Therapy, Hyperactivity, Learning Disabilities
Peer reviewedMillichap, J. Gordon – Journal of Learning Disabilities, 1978
Descriptors: Drug Therapy, Elementary Education, Exceptional Child Research, Growth Patterns
Peer reviewedForness, Steven R.; Kavale, Kenneth A. – Journal of Learning Disabilities, 1988
Intended for teachers, the article provides an introduction to the four major classes of psychotropic medication (stimulants, tranquilizers, anticonvulsants, and antidepressants) commonly prescribed for children with learning or behavioral disorders. Specific effects on the classroom are addressed. (DB)
Descriptors: Academic Achievement, Behavior Change, Behavior Disorders, Drug Therapy
Peer reviewedArnold, L. Eugene; And Others – Journal of Learning Disabilities, 1978
The differential effect of amphetamine optical isomers on Bender Gestalt performance was examined in 31 hyperkinetic minimally brain dysfunctioned children between the ages of 4 and 12 years, using a double-blind Latin-square crossover comparison. (Author)
Descriptors: Behavior, Children, Drug Therapy, Exceptional Child Research
