Presents data from 2-year follow-up of 52 elementary students which indicated that in fourth grade, as in second grade, language ability, as measured by the Wechsler Kntelligence Scale for Children-Revised Vocabulary subtest, was more strongly related to Achievement Test scores among high-actives than among nonhigh-actives. (Author/NRB)

The case study describes an intervention program using paradoxical strategies to help a teacher cope with hyperactivity in the classroom. In line with the ecological model, the focus of change is not the hyperactive child, but the teacher; the study discusses the role of the school psychologist. (Author/CL)

Studies the effect of eight prearranged situations on the prosocial, problem, and task-related behavior of three hyperactive boys. Behaviors assessed included adult, peer, and target-child attention given and received; compliance; aggression; disruption; task involvement; and percentage of tasks correctly completed. (Author/CI)

Examined the recent shift in emphasis from overactivity to the related constructs of arousal, attention and impulsivity in the study of hyperactive children. The adequacy of DSM III diagnostic criteria for Attention Deficit Disorder are considered in light of relevant research developments. (JAC)

Teacher ratings of the anomalous classroom behaviors of hyperactivity, inattention, perceptual-motor impairment, perserveration, and stereotype were examined as predictors of performance of 82 mentally retarded 6-18 year olds on a visual discrimination task. Weak but statistically reliable correlations were obtained. (Author/CL)

Focuses on how learning works. Discusses three major components related to processing information--sensory and perceptual systems, integration of information, and output of information--and developmental and environmental factors affecting brain information in each of these areas. Concludes with discussion of biological bases for cognitive and…

Sixteen students (6-26 years old) with developmental dyslexia or hyperactivity and 16 controls were administered the Peabody Picture Vocabulary Test (PPVT) and the Revised test (PPVT-R). Increased numbers of perceptually loaded plates accounted for a decrease in IQ scores for dyslexic hyperactive Ss on the revised test. (CL)

The study examined the effects of group relaxation training/large muscle exercise and parental involvement on attention to task, impulsivity, and locus of control among 34 hyperactive boys. Following treatment both experimental groups recorded significantly higher attention to task, lower impulsivity, and lower locus of control scores. (Author/CL)

This study analyzed symptom complaint patterns and perceived academic impairment in a sample of 189 university students diagnosed with various learning disorders (LD). Each participant underwent an extensive standardized assessment battery and was diagnosed according to the fourth edition of the Diagnostic and Statistical Manual of Mental…

This annotated bibliography identifies 17 readings, 3 videotapes, and 8 children's books concerned with attention deficit disorder or attention deficit/hyperactivity disorder. Items include guides for parents, teachers, and students; analyses of issues in the field; practical teaching guides; investigations into etiology; and resource guides.…

This bibliography lists approximately 130 references concerning children with attention deficit hyperactivity disorder (ADHD). An introduction briefly describes the scope of what is being included under this term. It then lists the Library of Congress subject headings which are relevant to the topic. The citations include author, title, an…

This study examined the effects of an acupressure intervention with two adolescents previously diagnosed with attention deficit hyperactivity disorder (ADHD). An inventory based on standard criteria for diagnosing ADHD was completed by each student, their parents, case workers, and teachers both before and after the intervention. The intervention…

The present study examined the effectiveness of a multimodal intervention for young children with ADHD. Fifty families were randomly assigned to three treatment conditions: (1) child group training only (N=18); (2) child and parent group training only (N=14); and (3) child and parent group training and parent/teacher consultation (N=18). Child,…