Abstract
The relationship between aggression and hyperactivity is unclear in childhood hyperkinesis. To examine the relationship between the two dimensions, a sample of 109 first-, second-, and third grade children who were rated as hyperactive were evaluated daily by their teachers for 12 consecutive school days on the Daily Behavior Checklist. Daily recordings were made on a total of 22 specific behaviors, 11 physically or verbally aggressive acts, and 11 acts of a restless or hyperactive nature. The Conners hyperactivity score correlated. 47 with daily aggression and .49 with daily hyperactivity. A subgroup of hyperactive children who exhibited both hyperactive and aggressive behaviors at rates greater than 98% of their classmates was selected. These children were rated significantly higher on the Conners scale than an alternate subgroup of hyperactive children who showed high rates of hyperactive but not aggressive behaviors. In view of heavy reliance on teacher ratings with the Conners scale in studies of hyperactivity, careful consideration of the potential confounding of hyperactivity and aggression is recommended. Implications for classification, longitudinal investigation, and evaluation of treatment of hyperactive children were discussed.
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The authors wish to thank the administration, elementary school principals, and first-, second-, and third-grade teachers of Lexington County School District Five, Ballentine, South Carolina, for their invaluable help. James Laughlin deserves special thanks for statistical consultation. Thanks are also due to Lorena Ruple for assisting in the preparation of data, to William Roberts for his comments on an earlier draft, and to Laurie Bouknight and Susan Moore for careful preparation of the manuscript.
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Prinz, R.J., Connor, P.A. & Wilson, C.C. Hyperactive and aggressive behaviors in childhood: Intertwined dimensions. J Abnorm Child Psychol 9, 191–202 (1981). https://doi.org/10.1007/BF00919114
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DOI: https://doi.org/10.1007/BF00919114