A metacognitive model was proposed as an explanatory framework for spontaneous strategy use. A study in which hyperactive children transferred newly acquired strategies following self-control training and attributional retraining served as an illustration of how components in the model can be used to better understand "spontaneity." (Author/LMO)

The study assessed 237 seriously emotionally disturbed (SED) students and 577 nondisabled students (ages 6-18) on measures of depression, hyperactivity, social status, intelligence, school placement, and aspects of educational achievement. SED students showed greater depression than the nondisabled sample. Patterns of intercorrelations were…

Describes the development of a parents' support group in Augusta, Georgia which offers parents of hyperactive and Attention Deficit Disorder (ADD) children an opportunity to share experiences and explore problem-solving strategies for coping with and managing their children. (Author/BB)

Contrasts a fixed-rate presentation list with one in which half the items in a single list were presented at a fast rate and half at a slow rate during paired associative learning with 24 children (aged 8 to 22 years) who were diagnosed with having an attention deficit disorder. (HOD)

Thirty-two hyperactive children (ages 5-11) and 32 controls were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. It was concluded that a deficit in sustained attention and impulsivity best described the group differences.…

Obtained teacher ratings of inattentive, impulsive, hyperactive, aggressive, and anxious behaviors for a non-clinic-referred sample of 926 nine-year-old children. Factor analysis identified four factors: Inattention, Antisocial Behavior, Hyperactivity, and Worry-Fearful. Results suggest that inattention represents the core dysfunction in…

(Title Enough)(BJD)

This popular reference and text provides essential guidance for school-based professionals meeting the challenges of ADHD at any grade level. Comprehensive and practical, the book includes several reproducible assessment tools and handouts. A team-based approach to intervention is emphasized in chapters offering research-based guidelines for: (1)…

This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements…

Articles included in this document serve as a means to educate teachers, school psychologists, and parents about attention problems in children. Attention problems, including Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder, are among the most common and most controversial disorders in children. Children with attention…

Subjects were three nine-year old boys with varying degrees of learning disabilities who tended to be hyperactive and disruptive. When given positive reinforcement for periods of on task behavior,'' their undesired behavior disappeared. As a result, the degree of disruptive behavior for the whole class was decreased during reinforcement periods.…

Digest of papers of the Forty-Seventh Annual Meeting American Orthopsychiatry Association (San Francisco, California, March 23-26, 1970). (RD)

Report of conference sponsored by the Office of Child Development and the Office of the Assistant Secretary for Health and Scientific Affairs, Department of Health, Education, and Welfare, Washington, D.C., January 11-12, 1971. (CB)

The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources are also suggested for the practitioner to use in behavioral assessment of hyperactivity. (SW)