Discusses the scope of due process that should be allowed by a school to a hyperactive child and its parents when determining what type of treatment will be given to that child. (JF)

Assigning an organic central nervous system disorder as the cause of most learning problems ignores the consideration of other factors such as emotional, intellectual or educational lacks. (A related article is EA 501 451.) (Author)

This study demonstrates that children who were identified as hyperkinetic" were absent from school more frequently, and did remarkably less well on standardized tests of school readiness than their peers rated nonhyperkinetic." Implications are discussed and suggestions made for the development of intervention programs. (Author/CJ)

Many children wrongly diagnosed as emotionally disturbed, actually have a faulty sense of perception, known as minimal cerebral disfunction. This article describes some typical symptoms, and discusses ways such children might be helped. (MG)

The article reviews research on classroom behavior of learning disabled elementary school students. Topics covered include students' attention and hyperactivity, teacher-child interactions, teachers' perceptions, and the relationship between classroom behavior and achievement. Directions for future research are suggested, including research on LD…

Forty-three elementary school teachers Q-sorted 50 statements concerning various aspects of hyperkinesis. The factors obtained suggested that, although teachers do not differ from each other in their definitions of the behavioral aspects of this disorder, there are important and consistent differences in their conceptions of the underlying causes…

Reports results from a controlled longitudinal study of 141 Swedish children with syndromes of perceptual, motor, and attentional deficits, giving special reference to generalized hyperkinesis. (MP)

Hyperactivity is defined, and the relationships among minimal brain dysfunction, cerebral stimulants, and student characteristics such as activity level, attention and learning, and behavior are discussed. Hyperactive children's responses to the use of Ritalin and methylphenidate are reported. (CJ)

Examines the literature concerning the use of drugs to treat hyperactive children, the effects of these drugs upon the children's performance in the classroom, and the role of the teacher in drug treatment. IFL)

Abikoff, Gittelman-Klein, and Klein validated a behavioral observation system for use with hyperactive children. Authors selected a used coding system, trained observers to monitor classroom behavior of hyperactive children, and evaluated reliability, stability, and criterion-related validity of the system. Methodology was reviewed. Suggestions…