Hyperactivity in children is explained in relation to behavioral characteristics, precipitating factors, and stimulant medication therapy. The basic mechanism of hyperactivity is seen to be impulsive style in motility, attention, and socialization. Problems caused by impulsivity are noted to include feeding problems, school difficulties, and peer…

Relationships among symptomatology, socioeconomic status (SES), and parenting styles were examined for 113 hyperkinetic/minimal brain dysfunction boys (mean age 8.2 years) from intact families. (Author/DB)

Six clinical programs (N=55) and one controlled, experimental program (N=25) were carried out in which parents of hyperkinetic children (ages 3-18 years) were trained in ten-week workshops to alleviate behavior problems by means of behavior modification and child management practices. Journal availability: C.V. Mosby Company, 11830 Westline…

A model and supporting research are presented which suggest that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. (CL)

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)

This model identifies the learning disabled child. This disturbance often lies underneath disruptive behavior. Counselors need learn to recognize and work with these children. (Author/MFD)

The author replies to the article titled "Controversial Medical Treatments of Learning Disabilities" (R. Sieben), and reviews the treatment of hyperactive disorders with special diets and nutrition supplements. (IM)

A longitudinal study of 23 hyperactive elementary school age boys found that most remained academically below normal and exhibited social deviancy throughout adolescence. (CP)

The author contends that the application of structure and reinforcement will effectively eliminate hyperactivity in most classrooms. If these procedures do not work it is very likely that the child does not have the component skills necessary for completing the academic materials. In this case, it is probably best to keep the hyperactive child on…

A review is presented of the basic characteristics of the techniques and tests commonly used with hyperactive children. Observation techniques, performance tests, cognitive measures, behavior rating scales, and measures of physical activity are discussed. (MV)

A review of the literature on classroom communication, structure, noise minimization, behavior modification, and cognitive behavior modification indicates that such techniques can help reduce non-attending, non-work-oriented behaviors of mainstreamed hyperactive adolescents. (Author/CB)

Family counseling helped the parents of a learning-disabled, hyperactive nine-year-old causing behavioral problems at home and school to recognize the importance of keeping their child on medication since his behavior and learning improved when he was on the prescribed medication. (CB)

Reports the results of a high-speed search task administered to overactive and distractible (hyperactives), normoactive and distractible, and normoactive and attentive (controls) children. Instructions emphasized speed, accuracy, or both speed and accuracy. Indicates that controls and distractibles conformed to the fast guess model, which relates…

Attention styles and peer relationships of hyperactive (N=23) and normal (N=68) boys and girls in grades 3-5 were compared using behavioral, cognitive, and sociometric measures. Among reported results was that hyperactive girls displayed more conduct problems than normal girls, but less than hyperactive boys. (Author/JW)