Spelling suggestions: "subject:"hyperactivity""
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A cognitive-behavior modification approach to control hyperactivity /Regner, Meg Ann. January 1980 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 42-46).
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The young adult outcome of hyperactive children and psychiatric controls : a 12-year follow-up study /Ho, Ting-pong. January 1994 (has links)
Thesis (M.D.)--University of Hong Kong, 1995. / "July 1994." Includes bibliographical references (leave 215-228).
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Effects of methylphenidate and thioridazine upon attention, arousal, and activity in mentally retarded youngsters.Tate, Douglas Lloyd. Carleton University. Dissertation. Psychology. January 1975 (has links)
Thesis (Ph. D.)--Carleton University, 1975. / Also available in electronic format on the Internet.
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The experiences of mothers whose children take Ritalin for the treatment of ADHD (Attention Deficit Hyperactivity Disorder)Burke, Christine. January 2004 (has links)
Thesis (M.A.(Counselling psychology)--University of Pretoria, 2004. / Includes bibliographical references.
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The young adult outcome of hyperactive children and psychiatric controls a 12-year follow-up study /Ho, Ting-pong. January 1994 (has links)
Thesis (M.D.)--University of Hong Kong, 1995. / "July 1994". Includes bibliographical references (leave 215-228). Also available in print.
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The impact of Attention Deficit Hyperactivity Disorder (ADHD) on families the perceptions of families with an ADHD child /Whaley, Patrick. January 2004 (has links)
Theses (M.A .)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 21 pages. Bibliography: p. 18-21.
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A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)Hollis, Alaina L. January 2006 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.
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Hyperactive behavior in relation to children’s perceptions of teacher’s classroom behaviorPeter, Dennis Wayne January 1981 (has links)
This study sought to investigate the relationship between
hyperactive behavior and children's perceptions of teachers. Particular attention was paid to two aspects of teacher behavior — acceptance and demand.
An extensive literature review supported the position of viewing hyperactive behavior from an interactional perspective. In this study the context was the teacher-child interaction within the classroom as viewed by the child. The literature also indicated that children's behavior is affected by their perceptions of adult behavior. This study sought to examine this view in greater detail.
The sample consisted of 4 7 grade four boys and 45 grade five boys from eight regular classrooms in two schools, located in a major urban center in the interior of British Columbia. Children's perceptions of acceptance and demand of their teacher's behavior were measured by administering a partial form of the Teacher Behavior Questionnaire to classroom groups. Observed levels of hyperactive behavior were measured by having subjects' teachers complete the Conner's Abbreviated Questionnaire
for each boy.
Using correlational analyses, hyperactive behavior was found to be significantly related to both variables in the directions of less perceived acceptance and greater perceived demand. Hyperactive behavior ratings allowed for a retrospectively
identified teacher-rated hyperactive group and a teacher-
rated non-hyperactive group. On group comparison measures, hyperactive boys perceived significantly less acceptance and greater demand than their non-hyperactive peers.
In conclusion, hyperactive children perceive teacher behavior
as less accepting and more demanding than their non-hyperactive peers. The variable of perceived acceptance appears more critical to pdsitive teacher-child interaction than the demand variable. Individual teacher differences and cultural factors also appeared operative. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Self-instruction as a treatment for hyperactivity : an assessment of response generalizationThinesen, Paul J. 01 January 1982 (has links)
Three hyperactive boys were treated with a self-instruction treatment package utilizing a case study design with a 2 week follow-up. Generalization measures were made to the participants' classroom using the modified Stony Brook observation code. Adjunct measures included three rating scales (completed by the participants' teachers and mothers) and participant performance on the Matching Familiar Figures Test. Treatment session measures and social validity measures were also taken. Following treatment, all participants' level of appropriate behavior increased over baseline levels and was maintained during a 2 week follow-up. These results indicate that self-instruction training resulted in response generaliztion, a significant addition to self-instruction research. However, results from the rating scales and MFFT showed no change in behavior after treatment and in some cases indicated that the participants' behavior worsened. Participants' grades also did not improve. These contradictory results are discussed and suggestions for further research are made.
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Verbal and non-verbal memory in hyperactive, reading disabled and normal childrenBenezra, Esther. January 1980 (has links)
No description available.
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