This study examined whether children (ages 6-16) diagnosed as having attention deficit disorder with hyperactivity (ADD/H) could be differentiated from those diagnosed as having attention deficit disorder without hyperactivity (ADD/WO), on an anterior-posterior gradient paradigm. It was predicted that ADD/H children (N=23) would have more deficits…

The pilot study evaluated a 10-week academic cognitive training program in 12 stimulant-treated hyperactive boys (6-11 years old). Training components included self monitoring and self reinforcement of problem solving behaviors, the exclusive use of academic tasks and materials, and correspondence training. Significant improvement was found in…

The activity level of preschool boys relative to preschool girls was observed to find whether a sex-linked pattern of hyperactivity is observable in the general population. Boys were found to be more active than girls, with patterns similar to those included in definitions of hyperactivity. (GO)

Averaged electroencephalic audiometry (AEA) was conducted to evaluate the hearing of 12 children (mean age 8 years 6 months) diagnosed as having minimal brain dysfunction (MBD). (Author)

The Wechsler Intelligence Scale for Children--Revised (WISC-R) Freedom from Distractibility (FFD) factor and other neurocognitive measures were examined as to their discriminative validity in diagnosing children with Attention Deficit Disorder/Hyperactivity (ADD/H), ADD/H children with concurrent Conduct Disorder, and children comprising a clinic…

Types and amount of private speech (aloud talking which is not addressed to another person) were assessed during the free play of 16 hyperactive and 16 non-hyperactive boys (6-10 years old). Verbalizations were coded into nine categories which denoted the boys' level of use of verbal control of their own behavior. Differences in amount and type of…

Performances of 12 hyperactive learning disabled (LD) boys and 12 non-hyperactive LD boys were compared with two groups of 12 normal control boys (6-11 years old) on a visual search task. Ss were asked to locate a target letter appearing within an array of randomly selected letters during cued and non-cued trials. Results indicated that in the…

A structured, student-centered approach to teaching hyperactive, emotionally disturbed children involves a contingency between instructional activities and play-time that is gradually faded out. During the instructional phase, behavior modification techniques are applied to shift students' behavior from external to internal control. Therapeutic…

From a literature review, the author summarizes the etiology, treatment, and educational aspects of hyperactivity in children. Listed are two sets of questions which represent the differences between the behavior patterns of preschool and school-aged hyperactive and control groups. Questioned is the use of drug therapy and considered are such…

A two-phase survey was conducted to examine the impact of the "Report on the Conference on the Use of Stimulant Drugs in the Treatment of Behaviorally Disturbed Young School Children" (Freedman Report) upon its intended audience. Questionnaires were mailed to professionals (in medicine, psychiatry, and education), public managers (for…

The study assessed task performance of 25 hyperactive and 22 normal children (six to ten years old) with and without within-task color, holding task complexity constant. (Author)

Proposes reasons for the popular use of stimulant medication in the treatment of hyperactivity, as well as assertions that drug therapy alone is inadequate and insufficient. Behavior modification, although limited in applications with hyperactive children, has demonstrated a favorable effect on disruptive behaviors, self-concept, peer acceptance,…