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Hagan-Burke, Shanna; Kwok, Oi-man; Zou, Yuanyuan; Johnson, Caitlin; Simmons, Deborah; Coyne, Michael D. – Journal of Special Education, 2011
This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly…
Descriptors: Intervention, Early Reading, Phonemics, Alphabets
Harris, Karen R.; Friedlander, Barbara Danoff; Saddler, Bruce; Frizzelle, Remedios; Graham, Steve – Journal of Special Education, 2005
A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…
Descriptors: General Education, Spelling, Learning Disabilities, Attention Deficit Disorders
Peer reviewed Peer reviewed
Gadow, Kenneth D. – Journal of Special Education, 1982
Responses of 232 children or adults receiving medication for hyperactivity and 100 mothers of these children revealed that teachers were often not included in referral, diagnosis, or withdrawal of medication; standardized evaluation instruments were rarely used; and direct communication with the physician was virtually nonexistent. (Author/CL)
Descriptors: Behavior Problems, Clinical Diagnosis, Drug Therapy, Early Childhood Education
Peer reviewed Peer reviewed
Schworm, Ronald W. – Journal of Special Education, 1982
The review attempts to identify the myth, mystery, and substance of the salient issues regarding the diagnosis, treatment, and cause of hyperkinesis. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. (Author/SB)
Descriptors: Clinical Diagnosis, Definitions, Elementary Secondary Education, Etiology
Peer reviewed Peer reviewed
Adelman, Howard S.; Compas, Bruce E. – Journal of Special Education, 1977
Critically reviewed is research on the use of stimulant drugs with hyperactive and otherwise learning disabled children. (Author/DB)
Descriptors: Academic Achievement, Drug Therapy, Elementary Secondary Education, Emotional Adjustment
Peer reviewed Peer reviewed
Spring, Carl; And Others – Journal of Special Education, 1977
Teachers rated 1337 elementary school children to determine norms for the Hyperactivity Rating Scale; teacher ratings of 45 hyperactive children, referred by physicians, were also obtained. (Author)
Descriptors: Behavior Rating Scales, Elementary Education, Hyperactivity, Identification
Peer reviewed Peer reviewed
Flynn, Nona M.; Rapoport, Judith L. – Journal of Special Education, 1976
Descriptors: Drug Therapy, Elementary Education, Exceptional Child Research, Followup Studies
Peer reviewed Peer reviewed
Swift, Marshall S.; Spivack, George – Journal of Special Education, 1974
Descriptors: Aggression, Anxiety, Attention Span, Behavior Problems
Peer reviewed Peer reviewed
Epstein, Michael H.; And Others – Journal of Special Education, 1975
Descriptors: Attention Span, Cognitive Processes, Conceptual Tempo, Exceptional Child Research
Peer reviewed Peer reviewed
Keogh, Jack – Journal of Special Education, 1978
Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs for perceptually handicapped children. (Author/PHR)
Descriptors: Behavior, Educational Objectives, Guidelines, Hyperactivity
Peer reviewed Peer reviewed
Reid, Robert; And Others – Journal of Special Education, 1994
A survey of 1 school district found 136 students (out of 14,229) with attention deficit-hyperactivity disorder (ADHD) of which 77 were receiving special education services; 40 were also identified as behavior disordered, 22 as learning disabled, and 7 as mildly mentally retarded. Fifty students were in general education classrooms with resource…
Descriptors: Attention Deficit Disorders, Behavior Disorders, Disability Identification, Drug Therapy
Peer reviewed Peer reviewed
Zentall, Sydney S. – Journal of Special Education, 1989
The performance of 20 hyperactive and 26 comparison elementary-school boys on a spelling recognition task found that color facilitates attention to detail. Hyperactive children who practiced the task with all black letters first and color added later out-performed comparison children. (Author/JDD)
Descriptors: Attention Control, Color, Comparative Analysis, Elementary Education
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O'Brien, Mildred A.; Obrzut, John E. – Journal of Special Education, 1986
A review of research regarding attention deficit disorder with hyperactivity in children covers studies involving direct observation techniques, drug treatment, drug effects on academic achievement, diet interventions, behavior modification, metacognition, and executive control; and suggests practical implications in these areas for educators and…
Descriptors: Attention Deficit Disorders, Behavior Modification, Children, Cognitive Development
Peer reviewed Peer reviewed
Shroyer, Charlotte; Zentall, Sydney S. – Journal of Special Education, 1986
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…
Descriptors: Attention Span, Elementary Education, Hyperactivity, Listening Comprehension
Peer reviewed Peer reviewed
Sandoval, Jonathan; Lambert, Nadine M. – Journal of Special Education, 1985
Analysis of teacher ratings, referral, and special education placement data on 74 hyperactive and 101 control Ss revealed that hyperactive Ss were more likely to be served by special education than control Ss. Aggression among hyperactive but not control Ss was associated with receiving services. (CL)
Descriptors: Aggression, Elementary Secondary Education, Hyperactivity, Learning Disabilities
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