The objectives of the study were to examine the characteristics of non-referred children with behaviour difficulties (BD) (such as verbal and physical aggression towards children and objects), aged 9-12 years and attending mainstream schools, and to compare them with children with no BD. The second objective was to evaluate the contribution of a…

Public schools have historically embedded mechanisms for control within their policies and procedures through a variety of means. This article investigates a moderately sized integrated public school system in an upscale to low socioeconomic Big Ten university community in Illinois. Through descriptive measures, the author examines the racial…

It is hypothesized that children with hyperkinesis tend to repeat inappropriate behavior patterns more frequently than do other children. To assess this tendency to perseverate, a new scoring method using the Porteus Maze Test was devised. On a limited sample of children diagnosed as hyperkinetic and not hyperkinetic, analyses indicate that the…

Containing 27 references on hyperactivity selected from "Exceptional Child Education Abstracts", the bibliography cites research reports, conference papers, journal articles, texts, and program guides. Each entry provides bibliographical data, availability information, indexing and retrieval descriptors, and abstracts of the documents. The…

Early theories of hyperactivity and learning disabilities are discussed in this paper. Several approaches to treatment and intervention (behavioral, indirect, cognitive behavior, and stimulant medication) are described. (Author/A M)

Reviews the use of drugs to treat hyperactivity in children. Finds that not all studies support the use of drugs to produce increased learning and control behavior. Suggests that, given the contradictory findings, counselors ought to taken an active role in students' drug therapy, monitoring their behavior and academic performance. (ABB)

This study employed an ABA withdrawal design, replicated three times, with a control subject and a follow-up phase, to evaluate the effects of self-observation in reducing disruptive classroom behaviors. Results showed that the percentage of disruptive classroom behaviors were dramatically reduced as a consequence of treatment. (Author/LMO)

Discusses the teacher, parent and counselor roles in the identification and handling of maladjusted children. Behavior problems which are discussed include unmanageability and hyperactivity. (BL)

A controlled outpatient study of 19 hyperactive boys (aged 4-10 years) of normal intelligence examined the effects of placebo and two different drugs on the boys' playroom behavior. (Author/NH)

This study demonstrates that children who were identified as hyperkinetic" were absent from school more frequently, and did remarkably less well on standardized tests of school readiness than their peers rated nonhyperkinetic." Implications are discussed and suggestions made for the development of intervention programs. (Author/CJ)

Examines the literature concerning the use of drugs to treat hyperactive children, the effects of these drugs upon the children's performance in the classroom, and the role of the teacher in drug treatment. IFL)

Reports that an investigation into the relationship between reading difficulty and maladjustment indicated that a significantly greater number of poor readers than normal readers were antisocial. Notes that the higher incidence of maladjustment was found in those poor readers with perceptual motor problems. (FL)

Medical records of 88 five- to twelve-year-old boys (44 with central language problems and a diagnosed hyperactive behavior syndrome) were reviewed. The best predictor of membership in the group with language problems and diagnosed hyperactivity was family alcohol problems. (Author)