A study examined 127 parents' understanding of attention deficit/hyperactivity disorder (ADHD), and differences by ethnicity, child gender, treatment status, and sociodemographic status. White parents were more likely than African-American parents to apply medical labels, expect a lifelong course, seek school interventions, and address academic…

Considers the nature of giftedness, including definitions of giftedness as they affect the self, different worlds at the extremes of intelligence, the psychology of exceptionality, identification of exceptionality, and the frequent misidentification of gifted children as having attention deficit/hyperactivity disorder. The need to identify hidden…

A study of 89 educators who participated in a workshop course on educating students with attention deficit hyperactivity disorders (AD/HD), found these educators demonstrated increased knowledge, positive attitudes, and perceived competence for educating students with AD/HD. Course evaluations, journals, and interviews provided information about…

This study investigated early clinical differences between 27 children (ages 0-4) with pervasive developmental disorder not otherwise specified and 27 children with attention deficit disorder. Results revealed almost no differences between both groups with respect to pregnancy or birth complications and suggest that differences become more…

This study examined early childhood characteristics of 82 11-year- old boys with either reading disabilities (RD) only, attention-deficit/hyperactivity disorder (ADHD) only, or both conditions. At ages 3 and 5 the RD only boys had performed poorly on measures of receptive and expressive language, whereas the RD/ADHD groups performed poorly on…

Focuses on the nature of peer relationships of attention-deficit/hyperactivity disorder (ADHD) children, including relationship problems that are commonly manifested in the areas of academic, conduct, and social problems. Finds that children with ADHD experience numerous peer difficulties and may benefit from specially designed intervention. (SD)

Comparison of 17 children with attention deficit hyperactivity disorder placed on methylphenidate drug therapy between first and second grade and matched controls found the methylphenidate group's achievement was lower both before and after medication, although after medication the group's rate of learning was similar to the control group's rate…

Gives a short history of attention-deficit disorder (ADD), describes characteristics of ADD, discusses a four-step plan for identification of ADD, and presents four types of management techniques: medical, environmental, classroom activity, and behavioral management. Stresses importance of cooperation and communication among teacher, parent, and…

Thirteen children (ages 5-11) with autism and symptoms of attention-deficit hyperactivity disorder participated in a double-blind, placebo-controlled crossover study of methylphenidate. Eight subjects responded positively, decreasing their hyperactivity. Ratings of stereotypy and inappropriate speech also decreased, however, no changes were found…

Auditory integration training and a control treatment were provided for 16 British children with autism in a crossover experimental design. Significant differences showed that the control condition was superior on parent-rated measures of hyperactivity and on direct observational measures of ear occlusion. Children's IQs and language comprehension…

A study compared the behavioral adjustment of 48 children (mean age=11) with mental retardation and attention deficit hyperactivity disorder (ADHD) and 47 children with mental retardation. The children with ADHD had significantly more symptoms of depression, family conflict, noncompliance, anxiety, hyperactivity, inadequate social skills, and…

Explains what mild disabilities are and discusses the issue of mainstreaming within the realm of elementary school social studies. Provides strategies for social studies teachers to use when addressing the needs of students with learning disabilities, emotional and behavioral disorders, mild mental retardation, and other health impairments. (CMK)

This review of the literature evaluates the efficacy of pharmcological, parent training, and behavioral interventions with preschool-age children with attention deficit/hyperactivity disorder. It finds pharmacological intervention to be generally effective, parent training methods effective in the home setting (but generalization studies are…

Stresses the need for all students, even ones with Attention Deficit Hyperactivity Disorder (ADHD), to interact within cooperative learning activities. Asserts that cooperative groups help develop social studies knowledge, literacy skills, and global understanding. Presents practical suggestions for addressing the special needs of students with…

Examines future teachers' judgments of acceptability for two common treatments for children with the Attention Deficit Hyperactivity Disorder (ADHD) label. In this study, the ADHD label evoked greater expectations of attentional difficulties even when the pattern of functioning was similar to nonlabeled children. On the other hand, children with…