Attentional focus of students with hyperactivity during a word-search task.

Mirrors have been used to focus attention to aspects of the self (e.g., to known strategies, standards). We hypothesized that this could be important for students with hyperactivity/inattention, who typically direct attention outward to external novelty. In this study, we administered a partially solvable word puzzle to 43 middle school students, with and without hyperactivity/inattention, in the presence and absence of a mirror, counterbalanced for condition and form order. Differences between students with hyperactivity/inattention and comparisons in accuracy were found only in the no mirror condition. Furthermore, the beneficial effect of the mirror for children with hyperactivity/inattention was most pronounced for those who looked at the mirror. Findings were interpreted in terms of their potential to remedy the production deficits of these children.

The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/ hyperactivity disorder.

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

Omega-3 fatty acids in boys with behavior, learning, and health problems.

The purpose of the study reported here was to compare behavior, learning, and health problems in boys ages 6 to 12 with lower plasma phospholipid total omega-3 or total omega-6 fatty acid levels with those boys with higher levels of these fatty acids. A greater frequency of symptoms indicative of essential fatty acid deficiency was reported by the parents of subjects with lower plasma omega-3 or omega-6 fatty acid concentrations than those with higher levels. A greater number of behavior problems, assessed by the Conners' Rating Scale, temper tantrums, and sleep problems were reported in subjects with lower total omega-3 fatty acid concentrations. Additionally, more learning and health problems were found in subjects with lower total omega-3 fatty acid concentrations. (Only more colds and more antibiotic use were reported by those subjects with lower total omega-6 fatty acids). These findings are discussed in relation to recent findings for omega-3 experimentally deprived animals.

Essential fatty acid metabolism in boys with attention-deficit hyperactivity disorder.

Attention-deficit hyperactivity disorder (ADHD) is the term used to describe children who are inattentive, impulsive, and hyperactive. The cause is unknown and is thought to be multifactorial. Based on the work of others, we hypothesized that some children with ADHD have altered fatty acid metabolism. The present study found that 53 subjects with ADHD had significantly lower concentrations of key fatty acids in the plasma polar lipids (20:4n-6, 20:5n-3, and 22:6n-3) and in red blood cell total lipids (20:4n-6 and 22:4n-6) than did the 43 control subjects. Also, a subgroup of 21 subjects with ADHD exhibiting many symptoms of essential fatty acid (EFA) deficiency had significantly lower plasma concentrations of 20:4n-6 and 22:6n-3 than did 32 subjects with ADHD with few EFA-deficiency symptoms. The data are discussed with respect to cause, but the precise reason for lower fatty acid concentrations in some children with ADHD is not clear.

Contributing factors in the manifestation of aggression in preschoolers with hyperactivity.

This study examined family characteristics of preschoolers with hyperactivity. We assessed child-rearing practices, maternal depression, marital conflict, and social support. Sixty-three preschool boys were placed in a hyperactivity-aggressive, hyperactive, aggressive or comparison group based on behavioral ratings. Parents were given questionnaires, mothers were interviewed, and children were administered the Woodcock-Johnson Psycho-Educational Battery and were observed playing. Compared to preschoolers with hyperactivity, preschoolers with hyperactivity plus aggression had families with (a) more restrictive fathers, (b) siblings who retaliated aggressively, and (c) mothers who reported more physical aggression directed to their partners and more verbal aggression received. Follow-forward aggression ratings were predicted by initial child manageability and maternal depression, perceived support, and low income.

Mathematical outcomes of attention-deficit hyperactivity disorder.

We assessed the academic performance and behavior of 121 nondisabled elementary boys and 107 boys with attention-deficit hyperactivity disorder (ADHD), ages 7.4 through 14.5 years. Students completed computer-generated tasks of reading, computation, and math problem solving, and we recorded two performance measures (accuracy and speed) and three behavioral measures (vocalizations, head movements, and bottom movements). Our purpose was to determine the effects of ADHD on conceptual and computational math. For greater precision than has been available in past math research, we held reading and problem structure constant, while recording speed of processing, number recognition, and motor response. Our analysis yielded significantly lower problem-solving scores in specific math concepts and slower computational performance for the boys with ADHD. These findings demonstrated the educational implications of attention deficit disorders for mathematical skill and the need for interventions that are geared more specifically to these deficits, and that also provide accommodations for reading complexity and length, visual-motor skill, feedback, and self-pacing.

Mathematical performance and behavior of children with hyperactivity with and without coexisting aggression.

An analysis was made of a basic skill deficit and collateral behavior that could differentiate youth with hyperactivity from children with both hyperactivity and aggression. A total of 92 boys (with hyperactivity, with hyperactivity and aggression, and without disorders) were assessed for their timed performance and accuracy of computer-generated math operations. Response time differences documented between disordered and nondisordered groups, and between the diagnostic groups, were not explained by the group differences that were also observed in behavior or motor response speed (typing). Conclusions derived from these findings, and from prior work, indicated that speed of addition may be a marker of academic and social dysfunction. The overall importance of this assessment is related to the potential sensitivity of math fluency data for assessment and treatment monitoring.

Behavioral comparisons of liked and disliked hyperactive children in play contexts and the behavioral accommodations by their classmates.

This study examined the behavioral differences among liked and disliked hyperactive children and their normal peers during joint activities. 25 hyperactive children and 39 normal control subjects were selected and observed in high- and low-structured play settings (counterbalanced for order) in one of 3 dyadic groupings (10 liked hyperactive children, each with a control; 15 disliked hyperactive children, each with a control; and 7 control-control pairs). For the most part, the differences observed did not depend on setting or gender comparisons. Hyperactive children were more active, talkative, and physically off-task than their peers, but they made fewer positive social statements. Disliked hyperactive children made more negative statements with accompanying negative physical interactions. Specifically, in response to disliked hyperactive children, normal partners became more negative and active, were less talkative and cooperative, and engaged in more solitary play than when playing with other normal children.

Production deficiencies in elicited language but not in the spontaneous verbalizations of hyperactive children.

Setting and task conditions were assessed for their effects on the language of hyperactive children. Verbal data were recorded for 22 hyperactive children and 22 elementary-age controls during four storytelling tasks and transitions, and under two conditions of a nonverbal performance task in a counterbalanced order. Findings were that hyperactive children were more spontaneously talkative than their classmates during transitions and nonverbal tasks (nonelicited conditions) but were less talkative when they were asked to tell stories (elicited conditions). These findings and those attributable to the story comparisons were interpreted in line with the optimal stimulation theory, which suggests that minimal stimulus input (delays and nonelicited conditions) precipitate excessive verbal activity from hyperactive children. Production deficiencies, on the other hand, were specific to type of stimulus input to be processed. Stories requiring organization and planning without the external structure or salience of visual cues (a sequence of word cards or pictures) produced production deficiencies.

Self-regulation of stimulation for ADD-H children during reading and vigilance task performance.

The present study examines the hypothesis that motor responses added into rote tasks would modulate the sensation-seeking activity and impulsive errors of hyperactive (ADD-H) children. To this purpose 22 ADD-H and 25 comparison children were administered two repetitive tasks (word decoding and an auditory vigilance task) under both an active response and a passive response condition. Findings were that the impulsive errors, talking/noisemaking, and activity of ADD-H children was normalized (i.e., did not differ from comparison children) only in the high stimulation active response conditions. Behavioral improvements for ADD-H children were documented in both tasks in the active condition, but performance gains were found only in the vigilance task. The findings supported predictions derived from the optimal stimulation theory that the excessive activity and attraction to novel stimuli of ADD-H children can be channeled into appropriate instrumental motor and attention responses.

Effects of color stimulation and information on the copying performance of attention-problem adolescents.

The optimal stimulation theory proposes that hyperactive children are less tolerant of lower levels of arousal than nonhyperactive children and should thus derive greater gains from stimulation added to repetitive copying tasks than do comparisons. To test this hypothesis, 16 adolescents, rating high on attention and behavior problems, were matched on the basis of age and poor handwriting performance to 16 controls. Matched pairs were randomly assigned to treatment order (high-stimulation colored letters followed in 2 weeks by low-stimulation black letters or the reverse order) and to level of information (color added to difficult letter parts or added to randomly selected letters), counterbalanced for treatment order and level of information within each order. Errors and activity were subjected to a mixed-design analysis of covariance, with IQ the covariate. The major findings indicated that attention-problem adolescents performed better with high-stimulation task stimuli than with low, relative to the opposite performance pattern of controls. Different responding was significant for experimental but not for control children.

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.

Behavioral comparisons of hyperactive and normally active children in natural settings.

Matched pairs of hyperactive and normally active children were observed in six natural classroom settings and a number of specific behaviors continuously recorded. Both groups of children showed differences in behavior as a function of settings (selected to vary in amount of external stimulation and structure), but only certain settings differentiated hyperactive from control children. Hyperactive children displayed significantly more noise-vocalization and more disruptive and off-task behavior in the most frequently observed (low stimulation) classroom settings (e.g., seat work). Type of off-task behavior (out-of-seat or visually off-task) depended upon amount of classroom structure (i.e., teacher- vs. self-directed). Results were discussed in terms of their implications for identification and treatment of hyperactive children through the modification of the antecedent conditions of stimulation and structure.

Rating scales for hyperactivity: concurrent validity, reliability, and decisions to label for the Conners and Davids Abbreviated Scales.

Rating scales have become the instrument of choice in labeling and assessing change in behavior of hyperactive children. However, several criticisms have recently have levied against their use. The present investigation examined the concurrent validity, and inter- and intrarater reliability for the Abbreviated Teacer Questionnaire (ATQ, Conners, 1973) and the Rating Scales for Hyperkinesis (Davids, 1971). Sixteen teachers from two special and two regular schools (grades 1-4) rated 211 normal and 49 special children using both scales. High correlations were found suggesting excellent predictability between scales and considerable stability across time and rater. Lower scores on a subsequent rating relative to an initial rating were demonstrated, dependent on time between ratings but independent of (a) teacher expectation of treatment gains, (b) bias produced by rating selected children, and (c) whether children were hyperactive or normal. Use of initial and infrequent rating scores versus subsequent, closely spaced ratings was related to the rater's objective (e.g., diagnosis, treatment, or assessment).