Research findings on the attention of learning disabled (LD) and hyperactive students are reviewed, with the focus upon three aspects: alertness, selection, and capacity. The author suggests that the connection between attentional deficits and hyperactivity is stronger than that between attention deficits and LD. (CL)

Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

The National Advisory Committee on Hyperkinesis and Food Additives paper summarized some research findings on the issue of the relationship between food-additive-free diets and hyperkinesis in children. Based on several challenge studies, it is concluded that the evidence generally refutes Dr. B. F. Feingold's claim that artificial colorings in…

The literature review presents an explanation of biofeedback and a critical evaluation of the research pertaining to electroencephalographic (EEG) biofeedback training for the hyperactive and/or learning disabled child. Three hypotheses are examined: whether EEG biofeedback training is efficacious; whether EEG biofeedback training is more…

In response to the issues raised by B. Feingold regarding the possible role of food additives as a cause of hyperactivity and learing disability, the Nutrition Foundation organized a critical review of Feinfold's claims by a group of behavioral and medical scientists. Among the cliams made by Feingold was that, when treated with the salicylate and…

The role of pharmacologic agents in the treatment of learning and behavior disorders in children is discussed with respect to the biological basis of these disorders. Illustrative studies dealing with autonomic reactivity and cortical excitability as reflected in the cortical evoked response are presented. The question of the combined effects of…

The author presents a "working model" approach to use with parents in explaining the nature of their reading/learning disabled child's problem, with particular emphasis on medication intervention. Ten misconceptions regarding attentional deficit disorder (ADD) are addressed: (1) a neurological examination and a brain wave test are essential in…

A review of eight long-term studies on the effects of stimulant drugs on the academic performance of hyperactive and learning disabled children reveals that seven studies confirmed that stimulants do not enhance academic achievement, at least in terms of changing adolescent or adult outcome. (CL)

Research is reviewed regarding the effects of stimulant drugs on academic performance in children who are hyperactive, learning disabled, or both hyperactive and learning disabled. Among conclusions are that, while stimulants may increase, academic test scores are not particularly great, and clincial implications for adults appear minimal.…

The neuropsychological underpinnings of Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability (RD) and their comorbidity may be studied usefully with the double dissociation design. The results of studies using the double dissociation method may be linked to the search for an endophenotype of ADHD and RD and their comorbidity.…

Presents findings from several sources that give results of research in megavitamin nutritional therapy. Examines vitamin therapy in learning disabilities in general, schizophrenia, autism, mental retardation and Down's syndrome, and hyperkinesis. Concludes that holistic approach to treatment is needed and that vitamin therapy, if proven…

The article reviews research on classroom behavior of learning disabled elementary school students. Topics covered include students' attention and hyperactivity, teacher-child interactions, teachers' perceptions, and the relationship between classroom behavior and achievement. Directions for future research are suggested, including research on LD…

The literature on two forms of muscle relaxation training (electro-myographic (EMG) biofeedback and progressive muscle relaxation) with learning disabled and hyperkinetic children is reviewed and the authors' own study is discussed. (Author/PHR)

The column briefly reviews current research and thinking on such topics as a genetic basis for LD (learning disabilities), sleep electroencephalography patterns of hyperactive children, psychological traits of parents of LD children, early intervention for LD students, and external locus of control in LD schools. (CL)

In the present study, a group of children with ADHD performed significantly below prediction in reading, writing, and mathematics skills and demonstrated a greater discrepancy between actual and predicted achievement than did a group of non-ADHD children. Results indicate that the more severe the behavioral symptomatology of children with ADHD is,…