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)

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)