Hostname: page-component-788cddb947-w95db Total loading time: 0 Render date: 2024-10-16T03:19:01.408Z Has data issue: false hasContentIssue false
  • English
  • Français

A Follow up Study of Young Hyperactive Children

Published online by Cambridge University Press:  29 October 2015

Margot Prior  and
Ann Leonard
Margot Prior*
Affiliation:
La Trobe University
Ann Leonard
Affiliation:
La Trobe University
*
Department of Psychology, La Trobe University, Bundoora, Victoria 3083
Get access

Abstract

Hyperactive children first diagnosed as toddlers were followed up into the early school years. When Compared with matched normal children the hyperactives showed clear problems in behaviour temperament, and cognitive development, at the time of first assessment. After two follow-up assessments at 5 and 6 years of age the only differences remaining between the groups were those involving hyperactive and conduct problem behaviour and a difficult temperament profile. Academic progress was normal although this may have been influenced by sample attrition where lower I.Q. children dropped out. Hyperactive children remained at risk for behavioural problems at home and at school.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 4 , Issue 2 , November 1987 , pp. 6 - 12
Copyright
Copyright © Australian Psychological Society 1987

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abikoff, H., Gittelman-Klein, R. & Klein, D.F. (1977). Validation of a classroom observation code for hyperactive children. Journal of Consulting and Clinical Psychology,45, 772–783.CrossRefGoogle ScholarPubMed
Antill, J. & Cotton, S. (1982). Spanier’s Dyadic Adjustment Scale: Some confirmatory analysis. Australian Psychologist, 17(2), 181–190.CrossRefGoogle Scholar
Behar, L. & Stringfield, S. (1974). A behaviour rating scale for the pre-school child. Developmental Psychology, 10(5), 601–610.CrossRefGoogle Scholar
Campbell, S. (1985). Hyperactivity in pre-schoolers: Correlates and prognostic implication. Clinical Psychology Review, 5(5). 405–428.CrossRefGoogle Scholar
Campbell, S., Breaux, A., Ewing, L. & Szumowski, E. (1984). A one-year follow-up of parent-identified “hyperactive” toddlers. Journal of the American Academy of Child Psychiatry, 23, 243–249.CrossRefGoogle Scholar
Cantwell, D. (1975). The hyperactive child — diagnosis, management, current research. New York, Spectrum.Google Scholar
Carey, W.B., McDevitt, S.C. & Baker, D. (1979). Differentiating minimal brain dysfunction and temperament. Developmental Medicine and Child Neurology, 21, 765–772.CrossRefGoogle ScholarPubMed
Conners, C.K. (1973). Ratings scales for use in drug studies with children. Psychopharmacology Bulletin. (Special Issue — Pharmacotherapy with children), 24–84.Google Scholar
Jastak, J. & Jastak, S. (1976). Wide Range Achievement Test. Delaware: Guidance Associates of Delaware Inc.Google Scholar
Lambert, N.M. (1982). Temperament profiles of hyperactive children. American Journal of Orthopsychiatry, 53, 458–467.CrossRefGoogle Scholar
Lambert, N.M. & Hartsough, C.S. (1984). Contribution of predispositional factors to the diagnosis of hyperactivity. American Journal of Orthopsychiatry, 54, 97–109.CrossRefGoogle Scholar
Lambert, N., Hartsough, C. & Bower, E. (1979). A process for the assessment of effective student functioning. Administration and Use Manual. California, Publishers Test Service.Google Scholar
Milich, R., Landau, S., Kilby, G. & Whitten, P. (1982). Pre-school peer perceptions of the behaviour of hyperactive and aggressive children. Journal of Abnormal Child Psychology, 10(4), 497–510.CrossRefGoogle ScholarPubMed
Mouat, W. (1982). Peer relationships of hyperactive children. Unpublished Honours thesis, La Trobe University.Google Scholar
Prior, M., Leonard, A. & Wood, G. (1983). A comparison study of pre-school children diagnosed as hyperactive. Journal of Pediatric Psychology, 8, 191–207.CrossRefGoogle ScholarPubMed
Rapoport, J.L. &Benoit, M. (1975). The relation of direct home observations to the clinic evaluation of hyperactive school age boys. Journal of Child Psychology and Psychiatry, 16, 141–147.CrossRefGoogle Scholar
Richman, N., Stevenson, J. & Graham, P.J. (1982). Preschool to school: A behavioural study. London: Academic Press.Google Scholar
Rutter, M. (1979). Maternal deprivation 1972-1978: New findings, new concepts, new approaches. Child Development, 50, 283–305.CrossRefGoogle ScholarPubMed
Rutter, M., Tizard, J. & Whitmore, K. (Eds.) (1970). Education Health and Behaviour. London: Longmans.Google Scholar
Thomas, A. & Chess, C. (1977). Temperament and development. New York: Brunner/Mazel.Google Scholar
Timm, N.H. (1975). Multivariate analysis with applications in education and psychology. Belmont Calif. Wadsworth Publishing Co.Google Scholar