The behavioral symptoms of hyperkinetic children who successfully responded to stimulant drug treatment.

Ullman, Douglas G.; Barkley, Russell A.; Brown, Harley

doi:10.1111/j.1939-0025.1978.tb01332.x

Cited by 36 publications

(16 citation statements)

References 21 publications

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“…Observational studies that compared hyperactives with controls indeed confirmed the greater degree of activity in hyperactives with respect to locomotion (Ullman et al, 1978;Abikoff^/ al, 1977), standing up (Abikoff et al, 1977; but only trends in Zentall, 1980) and toy changes (Ullman et al, 1978). Motility while seated was found to be more in hyperactives by Abikoff et al (1977) and Ullman et al (1978) but not Zentall (1980). We also did not find a difference.…”

Section: Activitysupporting

confidence: 82%

“…The definitions of motility, however, differ among these four studies. All kinds of motility must give rise to many actometer counts; these were indeed found to be more in hyperactives by Ullman et al (1978) and Porrino, Rapoport, Behar, Sceery, Ismond and Bunney (1983). Verbal activity may be subdivided into initiatives and durations.…”

Section: Activitymentioning

confidence: 95%

“…Differences between hyperactive and normal children have been reported m a number of observational studies, such as those by Ullman, Barkley and Brown (1978) Abikoff, Gittelman- Klein and Klein (1977), Zentall (1980) and Homatidis and Konstantareas (1981). These differences might be suitable as criteria.…”

mentioning

confidence: 95%

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Quantitative Criteria for Attention and Activity in Child Psychiatric Patients

Dienske

Jonge

Sanders‐Woudstra

1985

Child Psychology Psychiatry

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The aim was to find empirically justified criteria for attention and activity. Patients with various disorders and controls were observed during psychiatric examinations. Measures of attention increased with age, were lower in patients than controls, were correlated with each other and related to the quality of task performance. Activity measures decreased with age, were higher in patients, were correlated among each other and concerned motility as well as talking initiatives. Criteria from other studies and the DSM-III were critically examined. Inattention was not associated with hyperactivity, except in mentally retarded children. Inattention was common in many diagnostic categories.

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Section: Activitysupporting

confidence: 82%

Section: Activitymentioning

confidence: 95%

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Quantitative Criteria for Attention and Activity in Child Psychiatric Patients

Dienske

Jonge

Sanders‐Woudstra

1985

Child Psychology Psychiatry

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“…Autistic, anxious, and withdrawn children are further characterized by their stance on the periphery of an area and by their failure to move toward the center or toward other children (Richer, 1976). In contrast, young hyperactive children often display excessive locomotor activity (Routh & Schroeder, 1976;Routh, Schroeder, & O'Tauma, 1974;Ullman, Barkley, & Brown, 1978). Another bipolar characteristic of both hyperactive and autistic children is the quantity of spontaneous verbalizations.…”

Section: Summary and Implicationsmentioning

confidence: 95%

Assessment of Emotionally Disturbed Preschoolers

Zentall

1986

Diagnostique

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Addressed in this article are the identification and treatment evaluation of emotionally dist cific disorders and differentiating behavior broad normative context to provide for gene ment data to other professionals and (b) w for a determination of severity and for treatment. Conclusions were th disorders in order to assume of disorder. Early treat disorders because or, the more intracWith an increase in the number of preschools and day-care facilities, the opportunities for early identification and treatment of emotional disorders have also increased. Assessment of emotionally disordered children involves a collection and evaluation of information for the purpose of (a) identification, (b) classification of identified children into diagnostic categories and determination of severity, (c) selection of behavior to be targeted for intervention, and (d) the evaluation of intervention. Despite the relative simplicity, reliability, and validity of many of the procedures and devices used in this process, systematic data are rarely collected on emotionally disturbed children. This may be because it has not been clear in the past how to accomplish this in a cost-effective way, make normative comparisons in the absence of behavioral norms, and identify behavior that is amenable to treatment.

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“…Observation procedures in playroom settings are reported in the literature (Barkley, 1977;Barkley & Jackson, 1977;Cunningham & Barkley, 1978;Ellis, Witt, Reynolds, & Sprague, 1974;Hutt, Hutt, & Ounsted, 1965;Kalverboer, 1975;Roberts, Ray, & Roberts, 1984;Routh & Schroeder, 1976;Routh et al, 1974;Touwen & Kalverboer, 1973;Ullman, Barkley, & Brown, 1978;Willoughby, 1980). However, these systems are generally too complicated and impractical for routine clinical use.…”

Section: Playroom Observationsmentioning

confidence: 99%

Assessment of Preschool Hyperactivity

Mayes

1987

Topics in Early Childhood Special Education

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Diagnostically, there is a need to combine commonly used hyperactivity rating scales with a more objective determination of Attention Deficit Disorder with Hyperactivity (ADDH). The rationale for this recommendation is presented through an analysis of the strengths and weaknesses of the various assessment methods. Preliminary validity data for a clinically feasible, objective observation system for preschool children in a controlled playroom setting are reported. Mean interobserver agreement for the observation categories was 97%. Hyperactive and normal children were identified with 97.5% accuracy using a discriminant equation based on the observation scores.Several assessment techniques have been developed for the evaluation of an attention deficit disorder with hyperactivity (ADDH). These include behavior rating scales, observation systems, performance measures (e.g., vigilance and reaction time tests), and mechanical devices that record activity level (e.g., wrist and ankle actometers). Currently, only the rating scales and observation systems provide an analysis of all three symptoms of ADDH: attention deficit, impulsivity, and overactivity. The advantages and disadvantages of these two evaluation methods are described in the following sections. This critical analysis provides a rationale for combining the rating scale and observation techniques in order to capitalize on the strengths and compensate for the limitations of each. Specific instruments are recommended, and directions for future research and instrument development that would make TECSE 6(4), 49-61 (1987)

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The behavioral symptoms of hyperkinetic children who successfully responded to stimulant drug treatment.

Cited by 36 publications

References 21 publications

Quantitative Criteria for Attention and Activity in Child Psychiatric Patients

Quantitative Criteria for Attention and Activity in Child Psychiatric Patients

Assessment of Emotionally Disturbed Preschoolers

Assessment of Preschool Hyperactivity

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