Determining whether stimulant medication improves learning or long-term academic achievement in children with attention deficit-hyperactivity disorder involves consideration of (1) the prescription of higher than optimal doses, and (2) overinclusive treatment involving adverse responders. A study designed to overcome these theoretical deficiencies…

This article examines and evaluates the various ways school personnel can assist and work effectively with children with attention deficit disorders. Classroom management procedures and behavioral interventions are outlined, such as setting clear rules, using a token economy, contingency contracting, applying consequences, teaching self-management…

Describes a professional-development program to address the social needs of students with attention deficit hyperactivity disorder (AD/HD) in general-education classrooms. The program is based not only on current knowledge of students with AH/HD, but also on professional development needs of teachers. Program components are described. (Author/CR)

Reviews empirical studies that have reported the effects of academic interventions with students with attention-deficit hyperactivity disorder (ADHD). Reviews intervention in the general categories of peer tutoring, computer-assisted instruction, task and instructional modifications, and strategy training. Finds peer tutoring and task…

This article describes how a self-management strategy, self-recording with points, teacher praise, and encouragement, was used to increase the on-task and nondisruptive behaviors of a 6-year old African American boy with hyperactivity. The use of drug therapy to control hyperactivity is discussed and a self-recording form is provided. (Contains…

Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent…

Summarizes research on the effects of stimulant medication on children with Attention Deficit/Hyperactivity Disorder (AD/HD). Concludes that medication alone is not enough, its benefits should not be oversold, and it is not the solution for everyone. Encourages educators to participate in interventions for children with AD/HD. (MKA)

Describes and distinguishes between symptoms of Attention Deficit Disorder without (ADD) and with hyperactivity (ADHD). Notes that confusion exists in distinguishing between problems related to ADD and ADHD and problems related to other causes. A fictitious case study demonstrates problems of families with children with ADD and ADHD. A multimodal…

Describes features of psychological distress observed in children exposed to war, including withdrawal, aggression/conduct disorders, school problems, hyperactivity, and posttraumatic stress. Notes the high incidence of posttraumatic stress disorder (PTSD) found in all refugee groups studied. Notes teacher efforts to work with traumatized…

Questions the rising incidence of Attention Deficit/Hyperactivity Disorder (AD/HD) diagnosis in the United States. Suggests that AD/HD is a socially constructed phenomenon rather than biologically based. Urges educators, medical personnel, and parents to take a holistic view of each child, with a serious examination of the wide range of causation…

A study evaluated 32 non-medicated male adolescents with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 77 controls. Medicated participants demonstrated a significantly greater severe sleep disturbance compared with non-medicated participants and…

This article presents a functional understanding of the executive system, its development in childhood, its relation to communication effectiveness, and an everyday approach to intervention for adolescents with executive function impairments associated with traumatic brain injury (TBI) and attention deficit hyperactivity disorder. The role of…

In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism…

The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6-7-year-olds/year 2: 480; 8-9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year…

We investigated whether the correlates of family psychosocial characteristics among Japanese children with attention-deficit hyperactivity disorder (ADHD) differ according to the comorbid condition of oppositional defiant disorder (ODD) or conduct disorder (CD). Three groups of children (12 ADHD, 15 ADHD + ODD/ CD, and 14 control) were compared on…