This article discusses the identification of hyperactive children. It is suggested that if school personnel use their expertise to identify hyperactive children in the classroom and begin behavioral intervention programs at the earliest possible time, medical referral and treatment will be unnecessary for many children. (Author/EJT)

Hyperactive children appear to be at an increased risk for antisocial behavior in life. Follow-up studies using self-report and official criminal data have found that hyperactive children are more likely than controls to commit crimes, to be arrested for crimes, to be convicted of crimes, and to be diagnosed with Antisocial Personality Disorder in…

This booklet discusses four of the more common classroom behavior disorders with which teachers must deal: hyperactivity, childhood depression, extreme shyness, and aggressive behavior. In the section on hyperactivity, three characteristics--excessive motor activity, inattentiveness, and impulsiveness--are listed as constituting the hyperactivity…

Hyperactive behavior emerged as a medically defined social problem during the 1960's. The structural (social, political, economic and legal) antecedents of this social problem and the consequent educational policy transformations which shaped the identification and management of school children are considered here. Classroom management strategies…

Four questions guided this study of 11 noisy and/or overactive preschool boys: (1) Would children considered to be at risk for later diagnosis be more overactive than children who were not considered at risk? (2) How might parent/child social interchanges be categorized in a preschool population? (3) Would parent/child social interchanges be…

The study investigated possible relationships between rating scales frequently used for diagnostic purposes with children in the diagnostic category of attention deficit disorder/hyperactivity (ADD/H) and performance on the Gordon Diagnostic System (GDS). The study also examined whether subgroups of ADD/H children could be discriminated utilizing…

In addition to identifying the causes and physical effects of various nutritional deficiencies, this discussion describes the effects of each deficiency on the learning process. The recommended daily food intake for children and teenagers is also noted. Eight types of nutritional deficiency are discussed in detail: (1) malnutrition (both…

A 9-year-old girl's hyperactive condition which caused numerous social and behavior problems for her, as well as difficulties for her family and friends was improved through medication, guidance from a trained physician, and patience and understanding on the part of her family. (BA)

Evaluated was the effectiveness of a self control program as opposed to a traditional social reinforcement program on the behavior of two groups of 18 hyperactive boys (7-12 years old). Ss in the self control group were exposed to a tutor who modeled self controlling speech and self reinforcement on a task requiring focused concentration. Ss in…

The paper describes hyperkinesis, a common behavior problem of childhood which is characterized by symptoms which include involuntary and consistent overactivity usually with onset in early childhood or infancy, short attention span, and poor school performance. Sections touch on the following aspects: symptoms, etiology, course of illness,…

A 2-year study was done on the effect of group therapy on the teacher-perceived classroom behavior of 82 hyperactive minority boys (ages 10-16 years) in a day school for disruptive children. By the end of the study, there were a minimum of four behaviors which indicated that the group therapy was accomplishing a statistically significant change in…

This survey of scientific literature briefly overviews findings on the relations between learning and behavior and hunger, undernutrition, and malnutrition. Topics examined include chronic undernutrition in the U.S., iron deficiency, obesity, and hyperactivity. School feeding programs, including school breakfast programs, are described. The list…

Studied was the effectiveness of biofeedback techniques in reducing the hyperactive behavior of five hyperactive and four nonhyperactive children (all in elementary level learning disability classes). After 10 15-minute biofeedback training sessions over an 8-week period, Ss learned to raise their finger temperatures an average of 12.92 degrees…