The effects of a structured physical exercise program on the ward behavior of 16 institutionalized hyperactive children (6 to 13 years old) was investigated. Ss were randomly assigned to conditions in which they ran, engaged in calesthenics, or both, for 20 minutes per day, 5 days a week, for 4 weeks. Data from daily behavioral measures were…

The study examined the relationship between cognitive performance and the use of private speech in 20 learning disabled children, aged 81 to 108 months. Half of the children were hyperactive. Each child was given a series of cognitive tasks and played alone in a room for 7 minutes. Videotapes of the free play were later transcribed and coded…

In response to the issues raised by B. Feingold regarding the possible role of food additives as a cause of hyperactivity and learing disability, the Nutrition Foundation organized a critical review of Feinfold's claims by a group of behavioral and medical scientists. Among the cliams made by Feingold was that, when treated with the salicylate and…

The role of pharmacologic agents in the treatment of learning and behavior disorders in children is discussed with respect to the biological basis of these disorders. Illustrative studies dealing with autonomic reactivity and cortical excitability as reflected in the cortical evoked response are presented. The question of the combined effects of…

The paper reviews the research literature and reports a study designed to investigate the relationship between hyperactivity, the related disorders of aggressivity and inattentiveness, and childhood depression in a sample of 18 severely emotionally disturbed boys (5 to 13 years old) served by a residential school and treatment center. Results…

Intended for parents, the booklet provides information on caring for a hyperactive child. Sections cover identification, causes, treatment (including medication, diet, and psychological interventions), prognosis, and resources. (SBH)

The hypothesis that food additives are causally associated with hyperkinesis and learning disabilities in children is reviewed, and available data are summarized. Available from: American Medical Association 535 North Dearborn Street Chicago, Illinois 60610. (JG)

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…

The article describes an observational playroom procedure (Structured Observation of Academic and Play Settings) used for evaluating symptomatic behaviors of hyperactive boys in the clinic setting. Case studies are presented to illustrate the differing pattern of playroom behavior in boys with different types of externalizing disorders. (Author/DB)

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

This study investigated the efficacy of an intervention strategy designed to diminish the ambivalence parents experience when deciding to place a hyperactive child on stimulant medication. Results are discussed and interpreted to suggest the importance of health care professionals in the school. (Author/MT)

Briefly describes techniques of cognitive-behavioral therapy for teaching children self-control and considers examples from current literature under three headings: (1) the importance of training components; (2) the results of variations in training content and context; and (3) the applicability of procedures to clinical cases. (RH)

Eighty-eight children were identified as having attention deficit disorder with hyperactivity (ADD-H) and 58 with attention deficit disorder without hyperactivity (ADD). When the two subgroups were compared, teachers rated ADD-H children more problematic. Teacher ratings could discriminate ADD from ADD-H groups. Findings corroborated distinctions…