Abstract
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.
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Reference notes
Zentall, S. S., & Leib, S.Structured tasks: Effects on activity and performance of hyperactive and normal children. Manuscript submitted for publication.
Zentall, S. S., & Shaw, J. H.Classroom noise effects on math performance and activity of hyperactive and normally active second grade children. Manuscript submitted for publication.
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This research was funded by a research grant from Eastern Kentucky University, in cooperation with Model School in Richmond, Kentucky; Stephen Traw, the director; JoAnn Walker, the elementary guidance counselor; and the teachers. The author is grateful to Marlene White, Billie Nunn, Rebekah Streshley, and Diane Dreschler for their assistance in data collection. Thanks are also extended to Steven Falkenberg and Bruce Lewis for their consultations on data analysis and computer processing. The author would like to acknowledge Sharon Walton and Martha Marcum for their help in typing this manuscript.
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Zentall, S.S. Behavioral comparisons of hyperactive and normally active children in natural settings. J Abnorm Child Psychol 8, 93–109 (1980). https://doi.org/10.1007/BF00918164
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DOI: https://doi.org/10.1007/BF00918164