Types of private speech produced by hyperactive and nonhyperactive boys

Types and amount of private speech (audible talking that is not addressed to another person) were assessed during the free play of 16 hyperactive and 16 nonhyperactive boys. Verbalizations were coded into nine categories that denoted the boys' level of use of verbal control of their own behavior (Luria, 1961; Kohlberg, Yeager, & Hjertholm; 1968). Differences in amount and type of private speech between hyperactive and nonhyperactive boys were found to indicate that hyperactive boys may be presenting a specific or general cognitive lag in development. Treatment ramifications are discussed.     

Young adult outcome of children with "situational" hyperactivity: a prospective,controlled follow-up study

To examine the importance of symptom pervasiveness in ADHD, we conducted a prospective, 12-year follow-up study of boys (ages 6–12) considered hyperactive at school and home (Pervasive ADHD), boys considered hyperactive by teachers but not parents (School Only ADHD), boys considered hyperactive by parents but not teachers (Home Only ADHD), and nonhyperactive comparisons. Follow-up was completed on 82–94% participants. Clinicians interviewed participants and their parents, blind to childhood status. At follow-up, antisocial disorder was significantly more prevalent among Pervasive and School Only ADHD (29% for both) than Home Only ADHD (0%) and comparisons (8%). In a similar manner, severity of behavioral problems distinguished groups (Pervasive, School > Home, comparisons), as did educational attainment and academic performance (poorest for Pervasive and School). These findings stress the validity of teacher reports in the diagnosis of ADHD.     

The assessment of impulsivity and mediating behaviors in hyperactive and nonhyperactive boys

Twenty boys (6–8 years) rated by their teachers as hyperactive and a matched sample of nonhyperactive boys performed a task that required them to withhold responding for a set time interval in order to be rewarded (DRL 6-second schedule). Half of each group worked on a one-button console while the other half was provided with additional collateral buttons. Results indicated that hyperactive children were relatively unable to perform efficiently on the task, and that this deficit endured regardless of age, IQ, or experimental condition. DRL was thus found to discriminate accurately between teacher-rated and parent-rated hyperactive and nonhyperactive children. Furthermore, a wide variety of self-generated mediating behaviors was observed, and it was determined that a child's DRL performance was related to the kind of mediating behaviors he displayed. Results are discussed in terms of the clinical assessment of hyperactivity and the training of impulsive children.This report is based upon a dissertation submitted by the author in partial fulfillment for the Ph.D. degree. The efforts of Malcolm Helper, David Hothersall, Donald R. Meyer, Marilyn Moody, and Charles Wenar are gratefully acknowledged. The investigation was conducted while the author was a National Research Fellow, supported by Public Health Service Training Grant No. 5 T32 MH14608-02 to The Ohio State University.     

Auditory attention switching in hyperactive children

The ability to rapidly reorient attention in the auditory modality was studied in hyperactive children. Hyperactive and nonhyperactive subjects matched on age, sex, and IQ listened to dichotically presented lists for prespecified targets. Reorientation was studied by comparing performance on trials requiring subjects to reorient their attention during a list to performance on trials requiring no switching of attention. The results indicate that although nonhyperactive children were temporarily disrupted by the switch, they eventually reoriented to the cued ear. In contrast, once hyperactive children were disrupted by the switch, they did not reorient to the cued ear. As the pattern in performance comparing hyperactive and nonhyperactive subjects resembles the pattern previously found in comparing younger and older subjects, these results are consistent with the hypothesis that the auditory reorientation skills of hyperactive children are developmentally immature.     

Effects of methylphenidate on kinematic aspects of handwriting in hyperactive boys

Poor handwriting in hyperactive children often contributes to academic failure. Beneficial effects of methylphenidate on the quality of handwriting have been shown. Using a digitizing tablet, the handwriting of 21 hyperactive boys was examined both during methylphenidate treatment and following withdrawal of the drug. Half of the hyperactive boys were tested first on methylphenidate and then following withdrawal of the drug and the remaining hyperactive boys were examined in the reverse order. Twenty-one control boys underwent the same examination. Velocity and acceleration of handwriting movements were measured. Furthermore, every writing specimen was independently rated by four examiners regarding the quality of handwriting. Following withdrawal of the drug, the quality of handwriting specimens of hyperactive boys was poorer than during treatment with methylphenidate. Statistical comparison of writing movements of hyperactive boys on and off methylphenidate revealed that the medication resulted in a deterioration in handwriting fluency. The results showed that following withdrawal of medication, hyperactive children did not differ from control boys in handwriting movements. The improvement in hyperactive behavior through methylphenidate was associated with increased legibility and greater accuracy of handwriting. The intention to write neatly may interfere with the fluent writing process.     

Context effects in the behavioral ratings of hyperactivity

It was proposed that parents of hyperactive children would observe more problems at home in some but not all home contexts. To test this hypothesis, parents of teacher-identified hyperactive and nonhyperactive children were asked to complete a context-specific behavioral rating scale (Werry, 1968). Hyperactive children were rated by their parents as changing activities, talking, interrupting, and exhibiting dependency more than nonhyperactive children. Furthermore, those differences between hyperactive and control children were observed primarily in the play and homework contexts.This research was supported by a National Institute of Mental Health Grant MH(32282).     

The nature of curiosity in children

This study examined several behaviors claimed to reflect curiosity in order to determine whether there are one or more types of curiosity. A secondary purpose was to examine the relations between the one or more types of curiosity and sex, social class, intelligence, achievement level, and ratings of personality traits. In two individual sessions 84 American first-grade boys and girls were administered five tasks which measured observation of complex and simple stimuli, preference of complex and simple stimuli, preference for the unknown, structure of meaning, and object exploration. A normalized Varimax factor analysis allowed the extraction of five factors: manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. Only the first factor was related to a demographic variable, sex. The nature of the factors and their theoretical and practical significance are discussed.     

Effortful processing deficits in children with reading and/or attention disorders

Three groups of educationally troublesome boys were contrasted with adequate students on several tasks tapping effortful processing. The nonhyperactive reading disabled (RD) group differed both from controls and two attention deficit disorder (ADD) groups, one with and one without hyperactivity (H), on aspects of a memory task involving acoustic and semantic associations. All three clinical groups differed from controls in memory for low-imagery as opposed to high-imagery words and in computational efficiency. A stepwise regression analysis to predict reading grade level showed age and WISC-R IQ to account for 38% of the variance with an additional 28% explained by the effortful task variables (multiple R = .83). It is theorized here that attentional disorder impedes automatization of number facts; and, inasmuch as RD children receive adverse attention ratings, even if not considered hyperactive, they, as well as ADD and H/ADD boys, exhibit this deficiency.     

Perception of parents'' behavior, familial satisfaction, and sense of coherence in hyperactive children

The aim of the study was to compare the perceptions of hyperactive children with those of a nonhyperactive matched control group on the following dependent variables: (a) sense of coherence, (b) life satisfaction, and (c) perceptions of parental roles. Eighty-four children divided into two equal groups (27 boys and 15 girls in each group) were studied, by means of a short form of the Cornell Parent Behavior Inventory (PBI), the Sense of Coherence Scale, and a global measure of the Life Satisfaction Scale. The teachers rated each child on the Conners Abbreviated Symptom Questionnaire (ASQ), the Aggressive Behavior Scale, and a global evaluation of academic status. The data were analyzesd by multivariate analysis of variance, step-wise multiple regression, and Pearson correlation. The hyperactive children demontrated lower levels of sense of coherence: their environment seemed to them to be less ordered, to less manageable, and to bear less meaning. Study of the pereption of familial interactions highlighted the significance of the father's role for life satisfaction of the hyperactive children, and supportive behavior was perceived as contributing more than disciplinary acts to life satisfaction.     

Relationship among environmental and demographic variables and teacher-rated hyperactivity

This study assessed the role of environmental and demographic factors in the occurrence of teacher-rated hyperactivity. The subject group consisted of 79 hyperactive and 81 nonhyperactive children ranging from 5 to 12 years of age. Parents of the subjects were interviewed to obtain information regarding the environmental and demographic factors of sex, race, birth order, number of siblings, frequency of change of residence, income level, mother's age, father's age, educational level of mother, educational level of father, parents' marital status, and the method of child discipline used in the home. Comparison between the hyperactive and nonhyperactive groups suggested nonsignificant differences with the exception of sex (p<.001), in which the ratio of hyperactive males to hyperactive females was 51.The authors are grateful to Dr. Bruce Dunn for his critical suggestions.     

Problem solving in hyperactive,normal, and reading-disabled boys

Diagnostic problem solving was examined in groups of hyperactive, normal, and nonhyperactive reading disabled boys matched on age and verbal IQ. On the matrix solution task employed (a version of the game of 20 Questions) hyperactives used less efficient questions and strategies than the other two groups, in spite of the task being designed to maximize the performance of the hyperactives. Readingdisabled children were not significantly worse than normal children on the task. The results were interpreted as suggesting that the attentional difficulties of hyperactives retard the development of strategies for solving complex problems. Nonhyperactive reading disabled children may be less affected in this area because of the absence of significant attentional difficulties.This article is based on a doctoral dissertation submitted to the Faculty of Graduate Studies and Research of McGill University by the first author. We are grateful to the students, teachers, and principals of the following schools in the Montreal area: Allancroft, Beacon Hill, Briarwood, Cedar Park, Greendale, Hillcrest, Lakeside Heights, Martinvale, Sunny Dale, Thomas H. Bowes, and Vivian Graham. Special thanks are due Rhonda Amsel, John MacNamara, and Chet Olsen for their help and advice.     

Specific and diversive curiosity and depression in junior high school students of divorced and nondivorced parents.

124 junior high school students (Grades 5 to 8) from a small school district in north central Kansas completed the Beck Depression Scale, the Maze test, and the Which-to-Discuss test. Background information, such as age, sex, grade, and marital status of parents, were also collected. There were no significant differences between boys and girls of divorced and nondivorced parents or across grades for scores on the Which-to-Discuss (specific curiosity) and depression, but boys scored significantly higher on the Maze test (diversive curiosity). No differences were noted between the students of divorced and nondivorced parents or across grades. Scores on Which-to-Discuss test and Maze test were not significantly correlated, but scores on one Maze test and depression correlated positively and significantly. When these students scored as more depressed, although in the normal range, they tended to score higher on diversive curiosity.     

Production deficiencies in free recall: A comparison of hyperactive,learning-disabled,and normal children

Free recall of weakly categorizable words was compared in hyperactive (ADDH), reading-disabled, and normal boys. During a baseline trial, hyperactive boys recalled fewer words and showed less category organization than both reading-disabled and normal boys. Following a manipulation designed to encourage semantic encoding of words, hyperactive boys showed an immediate improvement in item recall and organization so that their free-recall performance was similar to that of reading-disabled and normal children. During later trials of a multiple-trial format, hyperactive boys recalled fewer words than did the reading-disabled and normal boys, despite maintaining equality in category organization. Rather than lacking the skill to use semantic organization as a strategy in free recall, hyperactive boys had difficulty in spontaneously generating the organizational strategy in response to instructions to remember and sustaining sufficient effort to task completion.     

Attention styles and peer relationships of hyperactive and normal boys and girls

Attention skills of hyperactive and normal boys and girls and behavioral ratings by teachers were investigated. Peer perceptions were obtained using a sociometric measure. Results supported previous research that found attentional deficits in hyperactive children. Results also suggested that hyperactive girls, as well as hyperactive boys, have difficulty with peer relationships. Hyperactive boys and girls displayed different patterns of problem behavior, although both groups displayed more problems than normal boys and girls. Specifically, the hyperactive girls displayed more conduct problem behavior than normal girls, but less than hyperactive boys. Because of the disruptive behavior problems they present, hyperactive boys may be identified earlier than are hyperactive girls.Portions of this paper were presented at the 56th annual meeting of the Midwestern Psychological Association, Chicago, 1984. Thanks are expressed to the students and teachers of the Eastwood Local Schools who took part in the study.The author wishes to thank the Department of Psychology and the Faculty Research Committee at Bowling Green State University, Bowling Green, Ohio, for their support of this study.     

Peer popularity and peer communication patterns: Hyperactive versus active but normal boys

Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys, as revealed in two sociometric measures (Bower's Class Play, like-dislike nomination), were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. Peer communication patterns also were assessed. The communicative content, communicative quality, and attention to task instructions of hyperactive boys were compared to those of comparison boys. Limited support was found for the earlier finding that hyperactive boys were less likely than comparison boys to modulate behavior in response to changing external cues and to respond to subtle social learning opportunities. The communication task was found to be highly engaging for both groups of boys, and results suggest that hyperactive children may not lack the interpersonal skills necessary for referential communication, although they may be unable to use them consistently in all settings. The need to continue the study of peer relations of hyperactive children in naturalistic settings is stressed.     

Effects of experimenter and mother presence on the attentional performance and activity of hyperactive boys

The attentional performance, activity, and off-task behavior of hyperactive boys with and without conduct problems and normal boys were compared on a cancellation task under three conditions: when performing the task alone, with mother present, and with experimenter present. Results indicated that both the hyperactive groups achieved poorer attentional scores than normal subjects in the alone and mother present conditions, but improved in the experimenter present condition. The performance of the hyperactive boys with conduct problems was particularly affected by this condition. The activity and off-task behavior scores of both the hyperactive groups were higher than controls in all conditions, although the hyperactive boys with conduct problems decreased in off-task behavior when the experimenter was present. Attention and behavior scores were not significantly correlated. The implications of these findings for assessment of hyperactivity, and the role of noncompliance in the attentional behavior of hyperactive children, are discussed.This study is based in part on the first author's Ph.D. thesis in the Department of Psychology, University of Melbourne.     

Effects of amphetamine on vigilance performance in normal and hyperactive children

Deficient sustained attention is a symptom of hyperactivity that can be improved by stimulant medication. Recently, amphetamine has been shown to increase detections during a vigilance task in both normal and hyperactive boys. The present study applied signal detection analysis to the vigilance performance of 15 hyperactive and 14 normal boys divided into two age groups (6–9 and 10–12). A computerized continuous performance test was administered under amphetamine and placebo. Overall group comparisons indicated that perceptual sensitivity or d was higher for the normal boys and the older groups, and analysis of drug treatments showed that amphetamine significantly increased d. Interactions between drugs and age groups demonstrated that amphetamine affected the younger boys to a significantly greater degree than the older children for both d and response bias or . It is notable that the results were essentially parallel for both normal and hyperactive children.     

Performance of disturbed hyperactive and nonhyperactive children on an objective measure of hyperactivity

Twenty hyperactive emotionally disturbed children (6–11 years) and a matched sample of nonhyperactive emotionally disturbed children were selected from the population of a therapeutic day treatment facility on the basis of teacher ratings. They were administered the Matching Familiar Figures Test-20 and were rated on several scales of impulsivity and/or hyperactivity. Each subject was required to perform on the Delay Task of the Gordon Diagnostic System, which required them to inhibit behavioral responding on a temporally based schedule (DRL-6) in order to win points. Children classified as hyperactive, whether by one or more criteria, were relatively unable to refrain from emitting a high number of nonreinforced responses. Moreover, these performance differences persisted regardless of age or IQ and were stable over the 8 minutes required to complete the test.The authors gratefully acknowledge the efforts of the following members of the Institute of Clinical Psychology, University of Virginia: Richard Abidin, Ann Loper, Ronald Reeve, and Sherry Kraft. Data analyses were conducted using STATMANAGER, Hayden Software Company, copyright 1983.     

Attention styles of hyperactive and normal girls

Behavioral characteristics and cognitive skills of teacher-identified hyperactive (n=24) and normally active (n=24) first- and second-grade girls were investigated. Teachers rated subjects on the Conners Teacher Rating Scale (TRS). Subjects were given several tasks measuring attentional styles and motor skills. Results suggested that hyperactive girls, like hyperactive boys, have short attention spans and poor concentration when compared with normals. Unlike hyperactive boys, hyperactive girls did not show an impulsive response style, and presented few conduct problems to their teachers. TRS profile patterns of the hyperactive girls were similar to those of hyperactive boys, but cutoff scores currently used for males may not be applicable to females. A direct comparison of hyperactive females and males is advocated.This study is based on a doctoral dissertation submitted to the Department of Psychology, Indiana University, by the first author. Thanks are expressed to the students and teachers of the Monroe County Community School Corporation who took part in the study.     

Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels

Sociometrics and teacher ratings of hyperactivity and aggression were obtained on 390 boys in grades 1– 6 to explore the relative contributions of hyperactivity and aggression to children's social adjustment. Both hyperactivity and aggression were correlated with negative sociometric nominations at all grade levels; however, only hyperactivity showed consistent inverse correlations with positive sociometric nominations. In multiple regression analyses, hyperactivity contributed incremental variance to the prediction of problematic sociometric status at all grade levels, while aggression did so only at grades 3– 4. An examination of the core symptoms of hyperactivity revealed that motor hyperactivity, in the absence of impulsivity and inattention, did not predict negative sociometric status at any grade level. Subgroups of boys categorized as hyperactive only, aggressive only, hyperactive/aggressive, and nonhyperactive/nonaggressive controls were compared on teacher ratings and sociometrics. Hyperactive/aggressive boys had higher hyperactivity and aggression ratings than boys in either of the single- problem groups; all three behavior problem groups had more negative social status than controls. Developmental changes in children's normative expectations for social behavior were discussed as possible mechanisms mediating the age- related differences in relations among aggression, hyperactivity, and peer relations.This research is based on a dissertation submitted by the first author in partial fulfillment of the requirements for the Ph.D. degree in clinical psychology at The Pennsylvania State University. The investigation was supported in part by an NIMH postdoctoral training grant No. MH-15151 made to the first author during a fellowship in the Division of Behavioral Pediatrics of Albert Einstein College of Medicine, and a Faculty Scholars in Mental Health of Children award made by The William T. Grant Foundation to the second author.Appreciation is expressed to the fellowing individuals for their assistance in data collecting and scoring: Rosanna D'Alession, John D'Orazio, Chris Doran, Linda Goldstein, Joel Kasper, Lisa Kovacs, Heidi Linz, Kathryn McPherson, Grant Miller, Sue Skalaban, Helene Streitfield. The additional organizational and administrative assistance of Linda Goldstein and Kathryn McPherson is gratefully acknowledged. Finally, we are especially thankful for the cooperation and support of the faculty and students at Linntown Elementary School in the Lewisburg Area School District, the Bellwood-Antis Elementary Schools in the Bellwood-Antis School District, and Lincoln Elementary School in the Tyrone Area School District.