Spelling suggestions: "subject:"hyperactivity""
21 |
A process-specific training program in the treatment of attention deficits in children /Williams, Dennis James. January 1989 (has links)
Thesis (Ph. D.)--University of Washington, 1989. / Vita. Includes bibliographical references (leaves 155-168).
|
22 |
The measurement of teacher and parent perceived hyperkinetic impulse disorder /Glow, Roslyn Ann. January 1979 (has links) (PDF)
Thesis (Ph.D.) -- University of Adelaide, Department of Psychology, 1980.
|
23 |
Effect of print size and extraneous noise on reading acquisition for hyperactive and nonhyperactive childrenStein, Steven Robert. January 1977 (has links)
Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 61-75).
|
24 |
A behavioral method for differentiating hyperactive, aggressive, and hyperactive plus aggressive childrenRoberts, Mary Ann. January 1979 (has links)
Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-132).
|
25 |
The effect of amphetamine sulfate upon the behavior and school performance of hyperactive childrenKoret, Sydney January 1956 (has links)
Thesis (Ph.D.)--Boston University / Purpose: It was the purpose of this study to test hypotheses concerning
the effects of amphetamine sulfate on certain areas of behavior and school performance of hyperactive children. The literature inciicated that some children were observed to be less active and less impulsive and to have greater emotional control and a longer attention span when given amphetamine sulfate. No diagnostic criteria had been established to determine with which children this medication was effective, although many observers felt that the predicted effect occurred with children suffering from an organic cerebral dysfunction. A preliminary study by this writer to investigate the hypothesis that the administration of amphetamine sulfate to children suffering from organic cerebral dysfunction produced more efficient behavior, produced inconclusive results. It suggested that hyperactivity was the factor which differentiated between those children who would show the predicted behavioral changes with amphetamine sulfate and those who would not. [TRUNCATED]
|
26 |
The assessment of impulsivity and mediating behaviors in hyperactive and nonhyperactive boys performing on DRL /Gordon, M. January 1977 (has links)
No description available.
|
27 |
Effectiveness of Secondary Reinforcement on the Behavior of a Hyperactive ChildPayton, Tommy I. 05 1900 (has links)
The purpose of this study was to demonstrate the effectiveness of various secondary reinforcers on the behavior of a hyperactive child. A base rate of appropriate behavior was obtained in a first-grade classroom. The operant techniques employed were secondary reinforcers consisting of monetary reinforcement; monetary paired with peer reinforcement; monetary, peer, and verbal reinforcement combined; and verbal reinforcement only.
|
28 |
Arousal and hyperactivity in open and traditional education test of a theory /Koester, Lynne Sanford, January 1976 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 122-132.
|
29 |
Hyperactive childrens’ awareness of their behavior within the classroom setting : an interactionist perspectiveMatiaszow, Gail Suzanne January 1985 (has links)
The purpose of the present study was to investigate hyperactive and control childrens' awareness of their behaviors within the school system. In addition, hyperactive children described how medication affects their behavior and whether they feel it is necessary to control their characteristic behaviors.
The rationale for the present, study was based on the fact that few studies have asked the hyperactive child about his awareness of his behaviors. Current research indicates the importance of self-perception studies. Researchers have intuitively assumed hyperactive children are not able to understand the affect of others so these children act and react inappropriately in social situations. However, this had not been empirically investigated. This research has implications for how significant others may be expected to interact with hyperactive children.
Q-analysis procedures and techniques were used to gather and analyze the data. Three hyperactive children and two control children were requested to describe their classroom behaviors by rank-ordering a comprehensive list of items, each describing one classroom behavior. The items, which were gathered from theory, readings, subjects, and personal observations, were arranged by each subject into a predetermined (pseudo-normal) distribution pattern. The item scores for each subject were correlated and the correlation matrix factor analyzed. Each factor represented a single person. In addition, the difference between z-scores was analyzed which allowed differences between factors to be described. A structured interview was conducted with each subject to obtain further information on the subject's awareness of his classroom behaviors. Hyperactive children described their feelings about their medication regimen.
Results indicated there are two subgroups of hyperactive children: ones who are unaware of their characteristic behaviors as negatively affecting significant others and view themselves as popular within the school environment and ones who view their actions as inappropriate with an accompanying low self-esteem with regard to their schooling. The medication interview indicated that hyperactive children feel drugs have a calming effect and they feel the medication is necessary for controlling their behaviors.
It was concluded that viewing hyperactive children as unique individuals who may or may not be aware of their classroom behaviors must be incorporated into treatment strategies. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
|
30 |
Food additives and hyperactivity in dogs : an animal model of the hyperactive child syndrome /Barcus, Robert Alan January 1978 (has links)
No description available.
|
Page generated in 0.0497 seconds