Objective: Current diagnostic criteria for ADHD require the consideration of impairment in making a diagnosis, although clinical and research definitions of ADHD rely more heavily on reported symptoms. This study explored the relationship between impairment and symptoms, variables predictive of impairment, and variation in ADHD identification when…

The bibliography on hyperactivity contains approximately 44 general entries and approximately 37 entries dealing specifically with drug treatments for hyperactivity. Each entry includes an abstract, publishing data, and information on the availability of the document from the Educational Resources Information Center (ERIC) Document Reproduction…

Reported is a study on the number of elementary grade children in the Eugene, Oregon, school district taking medication for hyperactivity, the process of identification of these children, and the extent and kind of prescription drugs used. Each of 15 elementary school nurses was contacted and information from biannual health forms was compiled.…

Describes the symptoms and treatment of hyperactivity in preschool children. (SB)

A study examined the effects of biofeedback and relaxation training on memory tasks among 48 hyperactive boys (9-11 years old). Relaxation training in combination with biofeedback was useful in helping the boys achieve better muscle relaxation and perform better on a paired-associate memory task than did a control group. (Author/CB)

Sixteen hyperactive boys (five-seven years old) and their mothers who participated in three group relaxation training sessions improved their self-concept scores on the social-self and intellectual-self domains as measured by the Primary Self-Concept Inventory. (CL)

Performance of hyperactive and control elementary children (total N=70) on a noncolored search task was compared with a color stimulation version. It was concluded that performance on search-attentional tasks is normalized for hyperactive Ss, by added color, but that gains wear off more rapidly for hyperactive Ss. (CL)

The paper reviews essential factors of medical, psychological, and educational diagnosis and management of hyperactivity. (Author/KW)

One method of improving the learning level of overly active children is described. (CK)

The article reviews published completed studies on the Feingold diet, which advocates elimination of artificial colorings, artificial flavorings, and salicylates to remediate hyperactivity. The review indicates that the diet is probably not effective, except perhaps in a small percentage of children. (Author/CL)

Research is reviewed relating the cognitive style dimensions of field dependence and reflection impulsivity to underachievement, process deficits (minimal brain dysfunction), and hyperactivity. In general, field independence and a reflective cognitive style were associated with better performance. (Author)

Sixty normal children and 76 learning disabled children (ages 5 to 12) from regular and special classes in Israel were rated in hyperactivity by their teachers on the Conners Abbreviated Scale. The similarity of the syndrome features in the different educational systems stressed the notion of a specific syndrome defined in similar terms. (Author)

In view of heavy reliance on teacher ratings with the Conners scale in studies of hyperactivity, careful consideration of the potential confounding of hyperactivity and aggression is recommended. Implications for classification, longitudinal investigation, and evaluation of treatment of hyperactive children were discussed. (Author)

There is little evidence implicating genetics, social learning, and organic factors as causes of hyperactivity. Environmental factors such as lead poisoning and, in particular, food additives show a somewhat stronger association with hyperactivity. (Author)