Social Consequences of Hyperactivity in a Children's Treatment Center

Schneider, Barry H.; Ledingham, Jane E.; Byrne, Barbara M.; Oliver, J. M.; Poirier, Carol A.

doi:10.1093/jpepsy/10.4.429

J Pediatr Psychol

1985

DOI: 10.1093/jpepsy/10.4.429

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Social Consequences of Hyperactivity in a Children's Treatment Center

Barry H. Schneider

Jane E. Ledingham

Barbara M. Byrne

et al.

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1988

1989

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Cited by 2 publications

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“…Clinical and sociometric studies have shown that the social consequences of hyperactivity, for example, are considerable. Hyperactive children are seen by peers as being more aggressive, less likable, and more likely to be the targets of aggression (Schneider et al, 1985). The CTRS could serve as an inexpensive screening device for such a disorder if the factor structure proves relatively robust across groups.…”

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confidence: 99%

Factor analysis of the conners teacher rating scale with brain-damaged and learning-disabled children

Moehle

Fitzhugh-Bell

1989

Psychol. Schs.

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Prior studies have indicated a possible lack of stability in the factor structure of the Conners Teacher Rating Scale (CTRS) across populations of children. The current study examined this factor structure in a sample of medically referred brain-damaged and learning-disabled children. Six factors were extracted: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial behavior, and Introversion. Comparison with prior work indicates that factors of conduct disorder, hyperkinesis, and a social behavior factor are fairly common, but that disparities regarding other factors exist. Cross-validation of the factor structure in each new population for which CTRS is to be used is recommended.The need continues for objective methods of evaluating complaints of emotional and behavioral disturbances in children. Cost-effective techniques are needed for purposes of monitoring the impact of various interventions, life events, treatments, and situational elements; e.g., medications, behavioral management strategies, illnesses, surgeries, and changes in home and school, as well as evaluating the complaints of emotional and behavioral disturbance in children referred for neuropsychological examination.The Conners Teacher Rating Scale (CTRS) (Conners, 1969(Conners, , 1973 has played a major role in filling such a need for two decades. The CTRS has been found useful for studying children's attitudes associated with academic achievement (Bruck, 1985), hyperactivity and blood lead levels (

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mentioning

confidence: 99%

Factor analysis of the conners teacher rating scale with brain-damaged and learning-disabled children

Moehle

Fitzhugh-Bell

1989

Psychol. Schs.

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Behaviourally Disordered Children: Current Issues and Future Direction

Cross

She²

1988

Australas. j. spec. educ.

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Children and young persons with severe behavioural disorders are attracting an increasing amount of political attention and publicity due to the disruption which many of them cause in community and educational settings. In this paper the authors examine definitions of behavioural disorders and summarize recent literature in the area. Other issues raised relate to prevalence data, and the apparent growth of the problem of disruption, the stability of behavioural disorders across time into adolescence and adulthood, and the increase in stress in teachers attributable to the presence of children with behavioural disorders in schools. Management approaches are described which hold promise of alleviating the problem for pupils, teachers and the wider community.

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Social Consequences of Hyperactivity in a Children's Treatment Center

Cited by 2 publications

References 8 publications

Factor analysis of the conners teacher rating scale with brain-damaged and learning-disabled children

Factor analysis of the conners teacher rating scale with brain-damaged and learning-disabled children

Behaviourally Disordered Children: Current Issues and Future Direction

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