Definitional problems surrounding the terms "hyperactivity" and "learning disabilities" cannot be fully resolved unless dimensions of behavior (intercorrelated core characteristics) can be independently identified that correspond in some way with these terms. This research utilizes a broad item pool supposedly related to learning disabilities and…

When one analyzes the kinds of behaviors that constitute hyperactivity and who is afflicted by hyperactivity, these behaviors can be seen to reflect a social rather than a medical problem. (Author/AM)

This study investigated the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates. (Author/JMB)

Hyperactivity refers to a constellation of symptoms, any combination of which may be present in a given child, and also to a variety of factors, such as: impulsiveness, distractability, irritability, explosiveness, immaturity, underachievement (despite normal intelligence), and visual-motor dysfunction. Preventive measures must take into account…

The process of designing and conducting clinical studies of the effects of psychotropic drugs is described and some problems common to these clinical studies and clinical diagnosis are enumerated. (MV)

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The construction and refinement of the Yale Children's Inventory (YCI) is described, resulting in 11 scales (eight behavioral and three cognitive). The relationship and content of the three relevant YCI scales (attention, impulsivity, hyperactivity) are compared to the DSM-III (Diagnostic and Statistical Manual) diagnostic categories for attention…

The behavior ratings and psychometric profiles of children with attention deficit disorders (ADD) and children with developmental reading disorders (DRD) were compared. DRD children were more impaired in academic attainment and showed evidence of qualitative disturbances in reading and spelling. ADD children showed no qualitative reading or…

Assists teachers by helping them to recognize problems in mathematics that are often demonstrated by students with suspected or diagnosed learning disabilities. Also suggests remedial and compensatory techniques to help these teachers cope with such problems. Dyscalculia, hyperactivity, distractability, and perseveration are among the problems…

Among findings from a comparison of 13 preschool hyperactive and control males assessed on receptive-communications tasks that required listening and delayed response were that Ss did not differ in task-related movements or verbalizations, but that hyperactive Ss verbalized impulsively during transitions and tasks requiring response delay. (DB)

Reviews literature that describes the rational and nonrational factors sustaining the myth that stimulant medication is ineffective for hyperactive adolescents. Discusses methodological problems and factors--such as increasing size, misbehavior and misattribution, and perceived relationship to drug abuse--that influence treatment decisions. (JAC)

Practicing teachers, prospective teachers, and professors of education manifested similar attitudes, levels of knowledge, and professional behaviors regarding use of Ritalin, a stimulant drug. (GW)

Successful programs for children with ADHD integrate the following three components: (1) Academic Instruction; (2) Behavioral Interventions; and (3) Classroom Accommodations. This document describes how to integrate a program using these three components and provides suggestions for practices that can help children with ADHD in a classroom…

This paper first offers a rationale for the construction of a protocol for school-based assessment of attention deficit hyperactivity disorder (ADHD) and then presents a proposed diagnostic procedure. Guidelines were developed in the context of the definitional language regarding ADHD from the Diagnostic and Statistical Manual of Mental Disorders…