Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

The review attempts to identify the myth, mystery, and substance of the salient issues regarding the diagnosis, treatment, and cause of hyperkinesis. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. (Author/SB)

A school psychologist suggests 10 practical classroom management and instructional techniques that the regular class teacher can use to help a hyperactive child. (SJL)

The use of biofeedback training with special education students is reviewed. Relaxation training to lower anxiety levels of hyperactive children, academic skill remediation, neuromuscular training with cerebral palsied and physically handicapped children, and central nervous system functioning with epileptics are among research topics cited. (CL)

Analyses of psychological, rating scale observational, and interview data showed that hyperactive children became less symptomatic over time; that the data did not provide evidence indicating that any of the treatments studied was more effective than any other or than no treatment at all. (Author)

In a survey of a sample of San Francisco Bay Area school children (grades K-5), estimates of the prevalence of various treatment regimens indicated that 58 percent of students identified as hyperactive received medication in one year, but a much larger number (86 percent) would be given medication at some time. (Author/SBH)

Thirteen hyperactive and 11 normal second graders were individually given four representative academic tasks in selected distracting environments during four one-hour testing sessions. (Author/SBH)

To test the suggestion that a deficit in selective attention is characteristic of learning disabled (LD) but not hyperactive (H) children, 72 students (12 LDH, 12 H, and 36 normal Ss) were timed on visual search tasks. (Author)

This study investigated (1) hyperactive children's performance on an adaptation of the operant vigilance task, and (2) possible differences in performance when short intersignal intervals versus long intervals were employed. (Author/DB)

Argues for the role of good nutrition in reducing student behavior problems and offers suggestions on what educators can do to improve the eating habits of students. (IRT)

The effects of psychostimulant medication and behavior therapy on hyperactive children were reviewed with regard to effects on their social and academic behavior. Both treatments have resulted in clear short-term changes in social behavior but neither long-term academic nor long-term social effects have been shown with either treatment. (Author)

In sample schools with non-White majorities, teachers rated Black children as significantly more often hyperactive and Mexican-American children as significantly less often hyperactive than would be expected, based on their representation in the general student body. These findings are interpreted from a sociological perspective. (Author)

Changes in magnitude of Muller-Lyer illusion lines between forks and arrows as a function of age were studied in 48 hyperactive and 48 nonhyperactive boys (six-nine years old).

It is argued that a combination of therapies, rather than reliance on a single approach, may heighten the chance of success in the treatment of hyperkinetic children. (MS)