Explored is the possibility that two distinct patterns of hyperkinesis exist (hyperactive and hyperreactive), each with its own behavioral and etiological features. (KW)

A behavior rating scale for hyperkinesis is presented. (CB)

Eighty students and 15 teachers provided expectancies and attributions for the academic performance of hypothetical medicated and nonmedicated hyperactive children. Both teachers and peers had higher expectancies for the medicated than for the nonmedicated child. Data suggested that these differential expectancies may arise from different…

Three behavior rating scales were filled out by teachers for the entire first grades of three public schools, totalling 225 children. Factor analyses on this nonclinical sample yielded different factors from those found previously on clinical samples. (Author)

A review of research relating to the role of genetic factors in the hyperactive child syndrome is presented. Twin studies have been limited and adoption studies have been methodologically weak. Findings, however, are consistent and suggest that the genetic transmission hypothesis is plausible. (PHR)

When all pretest data, posttest error, student's age, and teacher's rating were controlled for, analysis of covariance results confirmed the significant differences between both groups. It was concluded that relaxation training and biofeedback warrants inclusion in programs designed for hyperactive male children. (Author/CL)

Two management approaches for hyperactive children with tactile defensiveness are described. Systematic desensitization uses sensory integration techniques. Implosion uses restraint and intense tactile stimulation implosively to break through the fear and hyperactive resistance. (JMF)

The article examines the neurological basis for hyperactivity/distraction and dyslexia. Overlapping symptoms are listed, nutritional and organic basis for hyperkinesis considered, and visual and motoric factors in dyslexia discussed. (CL)

The article traces the progress made by a hyperactive, mentally handicapped boy during his 3 1/2 years at a county day school for severely disturbed and psychotic children. (SBH)

The article discusses the dangers to children posed by lead in the environment, and briefly reviews selected research on the subject. (Author/DLS)

The relationship between time estimation and hyperactivity was studied with 135 normal, 6 hyperactive, and 6 mentally retarded boys (ages 7 to 17 years). It was found that only the retarded Ss showed significant differences between elapsed and estimated times, suggesting that time estimation is not clinically useful for identifying hyperactive…

Highly active second-grade boys made fewer correct detections in a 48-minute vigilance task than did their normal peers. Detection efficiency was inversely related to interval length, and this effect was more pronounced for the highly active group. (RC)