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Lienemann, Torri Ortiz; Reid, Robert – Exceptional Children, 2008
This study investigated the effects of an expository writing strategy implemented using the Self-Regulated Strategy Development model on the writing skills of four, 4th- and 5th-grade students with attention deficit hyperactivity disorder. Instruction had a pronounced positive effect on students' writing. Student essays were longer and more…
Descriptors: Expository Writing, Writing Strategies, Hyperactivity, Attention Deficit Disorders
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Reid, Robert; Lienemann, Torri Ortiz – Exceptional Children, 2006
Children with attention deficit/hyperactivity disorder (ADHD) are at increased risk of academic difficulties and special education placement (Barkley, 1998). One academic area, written expression, has received little research attention. This study assessed the effectiveness of a validated strategy instruction model--Self-Regulated Strategy…
Descriptors: Attention Deficit Disorders, Hyperactivity, Self Management, Writing Instruction
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Reid, Robert; Trout, Alexandra L.; Schartz, Michalla – Exceptional Children, 2005
Current recommendations for the treatment of attention deficit/hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and…
Descriptors: Behavior Modification, Self Reward, Hyperactivity, Effect Size
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Zentall, Sydney S.; Moon, Sidney M.; Hall, Arlene M.; Grskovic, Janice A. – Exceptional Children, 2001
A study compared the academic and learning characteristics of three students with attention deficit/hyperactivity disorders (AD/HD), three gifted students, and three gifted students with AD/HD. Giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and…
Descriptors: Academic Ability, Academic Achievement, Attention Deficit Disorders, Attention Span
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Keogh, Barbara K. – Exceptional Children, 1971
Descriptors: Behavior Problems, Exceptional Child Research, Hyperactivity, Learning Disabilities
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Minde, K.; And Others – Exceptional Children, 1971
Descriptors: Academic Achievement, Behavior Problems, Elementary School Students, Exceptional Child Research
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Christie, Daniel J.; And Others – Exceptional Children, 1984
Twelve third and fourth grade hyperactive children were trained to use electromyographic biofeedback to signal the need to relax while working on classroom tasks. (CL)
Descriptors: Biofeedback, Elementary Education, Hyperactivity, Relaxation Training
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Zentall, Sydney S.; And Others – Exceptional Children, 1983
Among findings from a comparison of 13 preschool hyperactive and control males assessed on receptive-communications tasks that required listening and delayed response were that Ss did not differ in task-related movements or verbalizations, but that hyperactive Ss verbalized impulsively during transitions and tasks requiring response delay. (DB)
Descriptors: Behavior Patterns, Conceptual Tempo, Delay of Gratification, Hyperactivity
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Buchan, Barbara; And Others – Exceptional Children, 1977
Investigated with six highly active 4- and 5-year-old Caucasian boys (three Ss labeled by teachers as hyperactive and three controls) was the extent to which inappropriate behaviors and differences in attention span provoked teachers to differentiate between highly active and hyperactive children. (IM)
Descriptors: Attention Span, Behavior Problems, Exceptional Child Research, Hyperactivity
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Zentall, Sydney S. – Exceptional Children, 1977
An approach to treatment of hyperactive children is suggested which is based on the assumption that the hyperactive child is actually understimulated and hyperactive behaviors function to increase the external stimulation to approach a more optimal level. (Author/GW)
Descriptors: Emotional Disturbances, Hyperactivity, Research Projects, Sensory Experience
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Johnson, Jean Ann – Exceptional Children, 1981
There is little evidence implicating genetics, social learning, and organic factors as causes of hyperactivity. Environmental factors such as lead poisoning and, in particular, food additives show a somewhat stronger association with hyperactivity. (Author)
Descriptors: Environmental Influences, Etiology, Genetics, Hyperactivity
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Axelrod, Saul; Bailey, Sandra L. – Exceptional Children, 1979
Areas of controversy covered center around the nature of the disorder, the effects of drugs, and methodological problems. Alternative approaches offered focus on evaluation and remedial techniques. (DLS)
Descriptors: Behavior Change, Drug Therapy, Evaluation Methods, Guidelines
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Rich, H. Lyndall – Exceptional Children, 1978
Seven teachers failed to differentiate accurately among 28 students who demonstrated high and low levels of actual motor activity. (CL)
Descriptors: Exceptional Child Research, Hyperactivity, Identification, Physical Activity Level
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Riccio, Cynthia A.; And Others – Exceptional Children, 1993
This article reviews various models in the neurological conceptualization of attention deficit disorder (ADD), with and without hyperactivity. It discusses neuroanatomical, neurochemical, and neurophysiological perspectives on ADD. (Author/DB)
Descriptors: Anatomy, Attention Deficit Disorders, Chemistry, Children
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Dykman, Roscoe A.; Ackerman, Peggy T. – Exceptional Children, 1993
This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): (1) without hyperactivity (ADD/WO), (2) with hyperactivity, and (3) with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk of having oppositional and conduct disorders, whereas children with ADD/WO show symptoms…
Descriptors: Anxiety, At Risk Persons, Attention Deficit Disorders, Behavior Disorders
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