Suggested by a parent are ways that parents of a hyperactive child requiring treatment with stimulant drugs can observe their child for the most effective administration of medication. (DB)

A California program promises help for the hyperactive child ( minimal brain dysfunction''). (DS)

Results of a factor analysis of the Conners Teacher Rating Scales for over 9,000 children provided preliminary evidence that hyperactivity and an aggressive conduct disorder can exist independently in children. (RH)

Mothers' interactions with both younger and older hyperactive children were compared and contrasted with those observed in comparable age groups of normal children. Interactions were observed in unstructured play and structured task situations. (Author/RH)

Examines whether methylphenidate in combination with reading remediation facilitates the acquisition of reading skills in children with reading disorders. Only occasional and weak methylphenidate effects were obtained on measures of reading performance. (MP)

Data from a variety of clinical populations (mentally retarded, autistic, hyperactive and normal children) and animals are reviewed. An attentional model is proposed to account for type of therapeutic response to stimulant medication. (Author)

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)