Groups Of Hyperactive Children Research Articles

Benefits of physical exercises in developing certain fitness levels in children with hyperactivity

The objectives of this study were to assess the effects of participating in regular physical activity on the fitness of children with hyperactivity. The study compared a sample of children who were assessed as hyperactive with the same number of children rated as non-hyperactive. The Conners' Rating Scale was used for hyperactivity evaluation, while fitness levels were assessed using a battery of six motor tests prior to and following the completion of the physical exercise programme. The findings indicated that while overall fitness levels of both groups improved, the differences were not statistically significant. However, improvements shown within the group of hyperactive children with regard to coordination of the whole body, trunk strength and agility were statistically significant. Physical activity may be associated with enhanced levels of some aspects of physical fitness.

The identification of pervasive hyperactivity: is clinic observation necessary?

Three groups of hyperactive children (clinic observed, reported and situational) and a normal control group were compared on measures of behavioural, developmental and cognitive functioning. The clinic observed and reported groups did not differ significantly on any of the dependent variables. Situationally hyperactive children were less active, and had fewer behavioural and social difficulties than children with pervasive hyperactivity. Normal control subjects were distinguished by their better academic and social performance, and the absence of behaviour problems, language delay and hearing concerns. The data support the distinction between pervasive and situational hyperactivity, but not the separation of pervasive hyperactivity into clinic observable and reported hyperactivity.

Differences in attention control between 'clinic-observable' and 'reported' hyperactivity: a preliminary report.

A series of attention tests were administered to two groups of hyperactive children and a control group of normal children. The first group of hyperactive children had both 'reported' hyperactivity (defined as having hyperactive behaviour reported at school and home) and 'clinic-observable' hyperactivity (defined as having hyperactive behaviour readily observable in a clinic interview). The second group had only 'reported' hyperactivity. The results of attention testing indicated that the children with both 'reported' and 'clinic-observable' hyperactivity had significant attentional difficulties in comparison with children with 'reported' hyperactivity as well as with the normal controls. On the other hand, the children with 'reported' hyperactivity had less evidence of attentional problems when compared to the normal children. Hence; the differentiation into 'reported' and 'clinic-observable' hyperactivity was of theoretical importance as clinic behaviour was a significant diagnostic marker in predicting performance in attention tests. The results of this study suggest the presence of different types of attention deficits in 'reported' and 'clinic-observable' hyperactivity respectively as well as heterogeneity in hyperactive children.

Type A Behavior in Normal and Hyperactive Children: Multisource Evidence of Overlapping Constructs

1 goal was to identify correlates of the Type A "coronary-prone" Behavior Pattern (TABP) in children. A second was to examine the overlap between hyperactivity and TABP. In Study 1, a diverse set of measures reliably distinguished boys classified as Type A versus Type B on the basis of the MYTH, a teacher rating scale. The MYTH Competition subscale was related to perceived leadership, athleticism, and--when age and IQ were partialed out--to task attention in the classroom. The Impatience-Aggression subscale showed a different and more extensive configuration of correlates, including staff and peer assessments of problematic behaviors as well as classroom observations of noisemaking, verbalization, and social (particularly negative) contact. Hyperactive boys received higher Type A scores than did their comparison peers, a difference attributable to higher scores on the Impatience-Aggression subscale. Study 2, a partial replication conducted with a different group of hyperactive children, yielded a similar configuration of correlates. Discussion focused on the implications of the overlap between TABP and hyperactivity and, more generally, the heterogeneity of children designated Type A.

Psychological adjustment in learning disabled, hyperactive, and hyperactive/learning disabled children as measured by the personality inventory for children

The present study evaluated the personality adjustment of 15 learning disabled, 15 hyperactive, and 15 hyperactive/learning disabled boys between 6 and 13 years of age by means of the Personality Inventory for Children (PIC). Results indicated that 6 of the 16 scales significantly differentiated these groups. These were the Frequency, Adjustment, Delinquency, Psychosis, Hyperactivity, and Social Skills scales. Subsequent pairwise comparisons indicated that the learning disabled group was less deviant on these 6 scales than either the hyperactive or hyperactive/learning disabled groups. The latter two groups both demonstrated deviant profiles but were not significantly different from each other. Acutuarial analysis revealed that hyperactive/learning disabled children had a higher percentage of clinical elevations on the scales of Achievement, Intellectual Screening, and Development than the purely hyperactive or the purely learning disabled groups. Both groups of hyperactive children had a significantly greater percentage of clinical elevations on the Hyperactivity Scale than did the purely learning disabled group.

Impulsivity and Psychoeducational Intervention in Hyperactive Children

The purpose of the present research was to identify the best treatment approach for treating impulsivity in hyperactive children. The treatment approaches investigated were two psychoeducational procedures. These approaches were examined in two groups of hyperactive children: (1) children receiving stimulant drug therapy and (2) children not receiving stimulant drug therapy. The results indicated that the use of psychoeducational treatment approaches are of value in altering the impulsive responses of hyperactive children. Consistent with the findings in follow-up studies of hyperactive children (suggesting that hyperactivity diminishes at adolescence) is the present finding that there is a developmental trend away from impulsivity in hyperactive children.