Results indicate a significant genetic component for activity level in twins rivaling that found for intelligence. (Author)

A parent describes her aphasic and hyperactive son's development of communication skills. (DB)

It was found that brain damaged children were more active in structured situations and more distractibile than control group children. These findings pointed to a deficiency in control mechanisms. The correlational data suggested the manner in which these deficiences operate. Sex differences were also discussed. (Author/CG)

Visual scanning patterns were investigated in 32 children (mean age 9.8 years) referred for hyperactivity in a double blind crossover comparison of methylphenidate and placebo treatments. Results suggested that the stimulant drug may increase attentional selectivity even when such a shift fails to produce improvement in task performance. (Author)

Diagnostic problem solving was examined in 36 hyperactive, 36 normal, and 25 nonhyperactive reading disabled boys from grades two through six. On a matrix solution task, hyperactives used less efficient questions and strategies than the other two groups, despite the task being designed to maximize performance of hyperactives. (Author/SW)

Long-term follow-up studies show that children diagnosed as hyperactive are at risk for severe problems during adolescence and adulthood. However, no common diagnostic criteria exist for hyperactivity, which can refer to many different behaviors, and children diagnosed as hyperactive may also exhibit one or more concomitant difficulties. Journal…

In this challenge study of 18 children, aged 4-12, on the Feingold Diet to reduce hyperactivity, evaluations of 14 objective measures in a double-blind, cross-over design yielded no significant differences between diet infraction and noninfraction. (Author/SJL)

Approximately 300 children in seven elementary schools used the Feingold diet for two weeks. Of the total sample, 8.5% improved by five points or more. The mean before diet scores of improved Ss were below the cut off value for hyperactivity, indicating hyperactivity itself is not a necessary condition for improvement. (Author)

Differences between hyperactive and nonhyperactive boys in their play and responses to models were assessed. Hyperactive boys behaved differently during play even before viewing any model, and generally responded more to the guidelines suggested by the model, especially the fast one, than did the nonhyperactive boys. (Author/GK)

The author considers the role of teacher attention, attention span, reading, and hyperactivity in the creation and remediation of learning disabilities (LD). He suggests that LD classes which focus on deficits and errors may be maintaining or increasing these behaviors; and that hyperactivity can be be remediated through operant techniques. (CL)

The article discusses several criticisms of the use of drugs in the treatment of hyperactivity, and suggests some nondrug procedures for parents and teachers to use in the home and classroom to minimize and control a child's hyperactive behavior. (DLS)

The article critically appraises and reviews a selected group of nine observational instruments commonly used to assess activity level (and in particular, hyperactivity) in young children, and provides an annotated bibliography of 13 newer or less popular instruments. (DLS)

Decreased longitudinal growth was observed in 24 hyperkinetic children (mean age 8 years) receiving pemoline therapy. Journal availability: see EC 114 425. (Author/CL)