Twenty hyperactive 6- to 9-year-old children of normal intelligence were studied in a half-day laboratory classroom in a double-blind condition in which half the Ss were placed on Ritalin and half on placebo. (Author/CL)

The differential effect of amphetamine optical isomers on Bender Gestalt performance was examined in 31 hyperkinetic minimally brain dysfunctioned children between the ages of 4 and 12 years, using a double-blind Latin-square crossover comparison. (Author)

School, employer, and self-rating scales were obtained during a 10-13-year followup of 75 hyperactive adolescents and young adults (ages 17-24 years), who were compared with 44 normal matched controls. (Author/DLS)

Comparison was made between Devereux Child Behavior Rating Scale (DCB) ratings of matched groups of hyperactive and emotionally-behaviorally disturbed children. Results suggested that the DCB can assist in differentiating hyperactive children from children presenting symptoms similar to those of hyperactivity. (Editor/RK)

Self-modeling requires the production of a videotape in which the subject is seen to perform in a model way. A 4-year-old "hyperactive" boy, initially under psychotropic medication, was unable to role play suitable behaviors. Video editing was used to produce a videotape that when watched by the subject, had therapeutic effects as compared with an…

Initial and follow-up peer ratings of boys with attention deficit disorder with hyperactivity (ADDH) were compared. Peer ratings of aggression improved for boys whom teachers rated below the median on the Iowa Conners Aggression scale but not for boys rated above the median. Subgroups reflecting other teacher and peer ratings were less effective…

Examined effects of methylphenidate on social behaviors of hyperactive children between ages of 6 and 11 during unstructured activities outdoors. The children received a placebo, a low dose and a moderate dose of methylphenidate. Trained observers coded the children's actions as either appropriate social, negative social, or nonsocial behavior.…

The clinical interaction of Attention Deficit Disorder with Hyperactivity (ADD/HA) and Developmental Reading Disorder (DRD) is discussed. A study is reported which supports the effectiveness of both special reading instruction and drug therapy using methylphenidate. (Author/DB)

Newborn status, ratings of temperament, and experiential (parenting) antecedents of hyperactivity were evaluated in a longitudinal investigation. Experiential variables included maternal intrusive care, seductive behavior towards child, and overstimulation of child. (PCB)

Two experiments examined hyperactive children's tendency to underfocus their attention during learning. Taken together, the results of both experiments demonstrated the validity of the attentional diffusion hypothesis and indicate the need to assess the central processing demands associated with central and incidental learning in order to evaluate…

Children ages 2-3 years (N=46) described by their parents as hyperactive, inattentive, or noncompliant, and 22 controls were observed with their mothers during play. Among reported results was that mothers of problem children made more negative control statements at follow-up than mothers of controls. (Author/JW)

A theoretically based investigation of color stimulation effects on hyperactivity was conducted. Findings were that stimulation added early or late to a sustained attention task can normalize the performance of hyperactive children and reduce their activity. (Author/LMO)

Compared the effects of methylphenidate, pemoline, and a placebo on learning and retention in 36 hyperactive children. Results showed both methylphenidate and pemoline improved learning and relearning performance on spelling and produced a similar but less clear enhancement of learning on the paired-associate learning task. (JAC)

Characteristics of hyperactive children are described, along with available treatments for the condition, the cause of which remains obscure. Advice to help parents cope with the problem is included. (PP)

Teachers and classroom aides of learning disabled pupils were asked to complete the Conners Abbreviated Teacher Rating Scale (CATRS) on two separate occasions, one month apart. Inter-rater reliability for teachers (.866) and for aides (.602), and reliability across time for teachers (.866) and aides (.603) achieved acceptable levels. (Author/BW)