Cognitive strategies used by learning disabled children: does hyperactivity always make things worse?
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Attention Deficit Disorder with Hyperactivity↗
Biomedical subjects
C S Weissbrod
Publications and source records attributed to C S Weissbrod.
Effects of modeling on behavior related to hyperactivity.
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Attention Deficit Disorder with Hyperactivity↗
Behavioral correlates of the hyperactivity factor of the Conners Teacher Questionnaire.
The present study assesses whether ratings on the Conners Teacher Questionnaire, Hyperactivity Factor, corresponded to observed behavioral and attitudinal differences in hyperactive and nonhyperactive males. Boys in the present study were rated on the questionnaire and then observed in a free-play situation. The boys' scores on the Teacher Questionnaire were later compared with their activity level, judgments about their behavior, and interview questions about their experience in the study. Several of these measures were found to correlate significantly with the Teacher Questionnaire scores, suggesting that it successfully taps observable dimensions of hyperactivity in novel situations.
Child↗
Differences in attitudes toward sex-typed behavior of nonretarded and retarded children.
The present study was an initial attempt at understanding gender constancy in retarded children. Stories about retarded or nonretarded boys or girls were given to teachers and caretakers of retarded children and teachers of nonretarded children. The stories described children in four sex-stereotyped activities. Respondents rated each child in the stories on scales of typicality and acceptability. Results indicated that, while nonretarded children were rated as typical when engaging in sex-appropriate, desirable play activities, retarded children were rated as typical when engaging in undesirable activities, regardless of sex appropriateness. Different professional groups appeared to use different criteria when judging the children in the stories.
Adult↗