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Three groups of boys included 135 of normal IQ, showing normal activity; 6 were hyperactive and of normal IQ, and 6 showed normal activity but low IQ. Their ability to estimate a 30-sec. interval showed only the 6 normally active boys of low IQ had significantly different elapsed and estimated times. Time estimation is not clinically useful for identifying hyperactive boys.

A seven-year follow-up study of 500 children was conducted by teacher questionnaire in the second, fourth, and fifth grades for the presence of behavior problems and learning disabilities. These children represent all the second-graders in a number of rural school districts. The three scores on each child were summed. The 20% of children with the highest scores (i.e., most symptoms or disabilities) showed a rate of behavioral or academic maladjustment in ninth grade of 35%. The 30% of children with the lowest scores (i.e., fewest symptoms or disabilities) did not have a single member functioning poorly in ninth grade. Of the group between the 30th and 70th percentile, 5% were adapting poorly and most of their scores placed them in the upper range. Consistent correlations are also shown when the group is divided according to IQ, grade point average, and school systems.

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