Spelling suggestions: "subject:"hyperactivity children""
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Feasibility study for an Enhanced Group Triple P-Positive Parenting Program including families with a child aged 5-9 years with disruptive behaviour and attentional problems /Hoath, Fiona E. January 2001 (has links) (PDF)
Thesis (M. Psych. Ed.)--University of Queensland, 2002. / Includes bibliographical references.
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THE EFFECTS OF DIFFERENTIAL FEEDBACK ON THE PERFORMANCE OF MULTIPLE CUE PROBABILITY LEARNING TASKS BY HYPERKINETIC CHILDRENNicholson, Elaine Ruthe January 1978 (has links)
No description available.
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Perceptions of self-as-parent in mothers with hyperactive childrenChan, Shuk-fong, Ide January 1992 (has links)
published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences
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The management of learners diagnosed with attention deficit hyperactivity disorder in special schools.Tonkinson, Felicity Jane. January 2001 (has links)
The purpose of this study is to investigate how educators at schools for learners
with special needs manage learners diagnosed with Attention Deficit
Hyperactivity Disorder. Two major themes were investigated, namely, the
organisational structure in these schools and the interventions utilised to
manage these children. This study has focused on educators in these special
schools who teach learners diagnosed with this disorder. A questionnaire was
administered to 31 class educators from Grade One to Grade Seven in two of
these special schools in the North Durban area. Survey data indicated that
educators at these two schools for learners with special needs organised their
learning environment so as to facilitate the efficient management of ADHD
learners. Educators utilised a range of interventions both inside and outside the
classroom. The implications of these findings are for those who teach learners
diagnosed with this disorder, as well as those who are involved in designing
learning environments and curricula, especially in the South African context. / Thesis (M.Ed.)-University of Durban-Westville, 2001.
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Verbal and non-verbal memory in hyperactive, reading disabled and normal childrenBenezra, Esther. January 1980 (has links)
Retention of verbal and non-verbal information was assessed in groups of hyperactive, normal and nonhyperactive reading disabled boys matched on age, verbal IQ and socio-economic status. The experimental tasks consisted of a series of verbal and a series of non-verbal measures that were analogous in design. Hyperactive children were comparable to normals in short-term and long-term retention of both verbal and non-verbal stimuli. However, their performance was significantly below that of normal children on tasks requiring effortful mental processing and organization. In contrast, reading disabled children were significantly worse than normals on the experimental tasks of verbal memory. This finding was interpreted as suggesting verbal encoding deficiences in nonhyperactive reading disabled children.
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The effects of stimulus novelty on viewing time and processing efficiency in hyperactive children /Ain, Marilyn Esther. January 1980 (has links)
Four studies were designed to examine the effects of stimulus novelty on looking time, preference, and processing efficiency in hyperactive children. Two control groups were selected; normal children and nonhyperactive poor readers. According to underarousal theories of hyperactivity, the hyperactives should show a unique, heightened attraction to novel stimuli. / Novelty was defined in two ways, as incongruity and as unfamiliarity. The responses of all three groups varied systematically as a function of the changes in novelty. There was limited evidence that the hyperactives were unusually attracted to the novel materials. Although they initially spent more time viewing the incongruous stimuli, this heightened interest was short-lived. Furthermore, this attraction was not apparent in their preference judgments, or in their looking time for unfamiliar stimuli. Tests of recognition and speeded matching indicated that the hyperactives needed more time than normals to process both ordinary and novel stimuli. However, they did not take this extra time unless they were motivated by the presentation of incongruous stimuli or were guided by the experimenter. Poor readers, in contrast, showed no special attraction to novelty. They tended to adopt a slower free-viewing pace than normals, possibly due to difficulty processing complex materials. However, they did not differ from normal children in speed or accuracy of matching simple stimuli.
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Selective attention and distractibility in hyperative and normal childrenPeters, Kenneth G., 1944- January 1977 (has links)
No description available.
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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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