No abstract

This study examined family characteristics of preschoolers with hyperactivity. We assessed child-rearing practices, maternal depression, marital conflict, and social support. Sixty-three preschool boys were placed in a hyperactivity-aggressive, hyperactive, aggressive or comparison group based on behavioral ratings. Parents were given questionnaires, mothers were interviewed, and children were administered the Woodcock-Johnson Psycho-Educational Battery and were observed playing. Compared to preschoolers with hyperactivity, preschoolers with hyperactivity plus aggression had families with (a) more restrictive fathers, (b) siblings who retaliated aggressively, and (c) mothers who reported more physical aggression directed to their partners and more verbal aggression received. Follow-forward aggression ratings were predicted by initial child manageability and maternal depression, perceived support, and low income.

The purpose of this study was to assess the accommodation practices and preferences of general, special, and resource educators for working with students with AD/HD. Participants included 129 teachers representing 10 schools. Findings indicated that full-time special educators tried and succeeded with more accommodations than general educators, who in turn were more successful and less resistant than part-time teachers (e.g., specials). Secondary more than elementary teachers felt successful with techniques related to student independence. We discuss the educational implications of our findings for professionals who provide inservice tiaining.

In this study we sought to examine differences among groups of elementary students with and without disabilities on a measure of time estimation. We assessed the time estimation recall of 51 students with and without emotional handicaps, learning disabilities, and attentional disorders and examined the relationship between time estimation and the self-regulatory skills of planning and organization. Group differences in time estimation recall were documented, but these differences were no longer significant after controlling for IQ. In planning and organization, students who scored higher on time estimation were less likely to use notes and lists for organization. Our findings call into question prior research that has not controlled for group differences in IQ and support the need for a curriculum in which time-estimation skills are taught directly and in a functional manner.

Presents teacher-directed and student study techniques, based on research in spelling and motivation, for optimizing spelling instruction