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,…

A total of 26 hyperactive children and their mothers collaborated on a contour tracking task with acute administration of stimulant and with placebo in a double-blind design. Results showed significantly better performance and more positive mother child-interaction when the child was in the medicated state. (Author/JMB)

This model analyzes the use of relaxation techniques with hyperactive children. Educators concerned with the use of drugs may appreciate this natural approach. (Author/MFD)

This article explores the possibility that the hyperactive child may be reacting to a home or school situation. (JD)

The younger brother of a hyperactive, severely learning-disabled 21-year-old recounts his feelings regarding lack of parental attention, jealousy toward his older brother, embarrassment, and finally empathy for his older brother. (CB)

The article presents case studies of two males with Attention Deficit Disorder when first referred for clinical evaluation as children with follow-up at age 21. Results indicated consistency in behavior patterns and differences between subjects at referral predicted outcomes as adults. (Author/DB)

Seventeen active attention-problem elementary children were given copying tasks to determine whether they were more attracted to color stimulation than normal controls. Among other findings, results suggested that experimental children responded to tasks differently when color was used and that their performance was better with relevant color than…

Hyperactive and normal elementary students (N=27) were administered story conditions that differed in presentation rate and information relevance and repetition to determine whether listening problems of hyperactive children could be attributed to delays that encourage impulsive responding. Findings suggested that rate of information presentation…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

The inferential word decoding skills of 24 reading disabled elementary level boys were compared with those of boys with attention deficit disorders/hyperactivity but not reading disorders and with nondisabled boys. Results lent support to the importance of providing explicit instruction in decoding skills, especially for younger reading disabled…

Nurses in long-term care settings described behaviors of patients at risk for wandering and rated wanderers (N=59) and nonwanderers (N=41) on these behaviors. Revealed three independent factors of which two differentiated known wanderers from those who had not previously wandered: cognitive deficits and hyperactivity. Dimensions in turn were…