Responses of 232 children or adults receiving medication for hyperactivity and 100 mothers of these children revealed that teachers were often not included in referral, diagnosis, or withdrawal of medication; standardized evaluation instruments were rarely used; and direct communication with the physician was virtually nonexistent. (Author/CL)

Employed a discriminant analysis with a number of instruments to determine their relative power in classifying hyperactive children. Results indicated that only nine of 27 measures used had the potential to discriminate hyperactive from normal children. Only three measures were needed in the discriminant equation for accurate classification.…

Results confirm previous findings that the revised State University of New York at Stony Brook observation code is a valid instrument for quantifying and discriminating the classroom behavior of children referred because of hyperactive behavior. (Author)

Among the findings were that hyperactive Ss on placebo showed lower rates of task attention and higher rates of gross motor movement, regular and negative verbalization, noise making, physical contact, social initiation, and other responses than did normal Ss and hyperactive Ss on Ritalin. (Author/DLS)

Studies of thioridazine (Mellaril) use for treating childhood behavior disorders (psychosis, hyperactivity, behavior problems, emotional disturbances) were reviewed with a special emphasis on methodology. It was found that the caliber of these studies has been unsatisfactory and that measures of drug effect have tended to stress global rather than…

Historical data and information regarding present functioning (including a neurodevelopmental assessment) were collected on 79 preschool children with behavioral and developmental problems. When compared with a matched cohort of children from the community, the clinic population had a higher incidence of developmental concerns. Journal…

The study was designed to determine the effects of increased stimulation on the hyperactive behavior of three profoundly retarded boys (mean age 14 years). The results of the study indicated that increased stimulation was effective in reducing the Ss' hyperactive behavior. (Author)

Studies that have investigated cognitive behavior therapy methods with clinically relevant child behaviors are reviewed with particular emphasis on subject populations, adequacy of outcome measure, experimental and statistical methodology, and consistency of findings. (MP)

A survey of pediatricians and special education teachers comparing reponses on four variables relating to hyperactivity diagnoses, etiology, treatments, and labels attempts to determine the intergroup and intragroup agreement on this subject. (JMF)

Provides an analysis of the definition, description, and origins of hyperkinesis. Details the various treatments of hyperkinesis and the effects of social factors in the success of the treatment. (Editor/RK)

Details what is known about the training of teachers to cope with children on stimulant-drug regimen. Analyzes the teacher's role in drug therapy and specifies the nature of the knowledge and the type of course work required. Describes training activities designed to equip teachers to be helpful in the education of hyperkinetic children.…

Modeling, self-verbalization, and self-reinforcement techniques were used to train 18 hyperactive children (6-10 years old) in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. (Author/SBH)

First identifies salient features of attention deficit/hyperactivity disorder (ADHD) and then offers a model for diagnosis, treatment, and monitoring of students with ADHD. The model assumes cooperation of parent, teacher, and physician, and data-based decisions concerning use and ongoing monitoring of stimulant medication or other…

The effects of color on the reading recognition and comprehension of 3 students (ages 10 to 11) with learning disabilities and attention deficit hyperactivity disorder were assessed in 2 studies using a single-subject design. Color did not enhance sight-word learning; however, for longer reading comprehension tasks, color had an immediate positive…