Educational management of the hyperactive child is primarily directed toward reduction of environmental stimulation. Although social consensus is high regarding the use of this management technique, empirical support is lacking. An alternative theory is presented that is based on the homeostatic assumption that the hyperactive child is actually under-stimulated and hyperactive behaviors function to increase the external stimulation to approach a more optimal level. Empirical support for this homeostatic model is presented, and classroom treatment techniques derived from the theory and based on research are discussed. Suggested treatment is designed to optimize stimulation and thus reduce hyperactive children's needs to produce their own stimulation through activity.
Get full access to this article
View all access options for this article.
References
1.
AlabisoF.Inhibitory functions of attention in reducing hyperactive behavior. American Journal of Mental Deficiency, 1972, 77, 259–282.
2.
AllenE.HenkeL. B.HarrisF.BaerD. M., & ReynoldsJ. J.Control of hyperactivity by social reinforcement of attending behavior. In AndersonR. C.FaustG. W.RoderickM. C.CunninghamD. J. & AndreT. (Eds.), Current research on instruction. Englewood Cliffs NJ: Prentice-Hall, 1969.
3.
AltmanR.The influence of brief social deprivation on activity of mentally retarded children. Training School Bulletin, 1971, 68, 165–169.
4.
BerlyneE.Conflict, arousal and curiosity. New York: McGraw-Hill, 1960.
5.
BlancoR. F.Prescriptions for children with learning and adjustment problems. Springfield IL: Charles C Thomas, 1972.
6.
BrowningR. M.Hypo-responsiveness as a behavioral correlate of brain-damage in children. Psychological Reports, 1967, 20, 251–259.
7.
BurnetteE.Influences of classroom environment on work learning of retarded with high and low activity levels. Unpublished doctoral dissertation, Peabody College, 1962.
8.
CarterJ. L., & DiazA.Effects of visual and auditory background on reading test performance. Exceptional Children, 1971, 38, 43–50.
9.
ClelandC. C.Severe retardation—Program suggestions. Training School Bulletin, 1962, 59, 31–37.
10.
ClementsS. D., & PetersJ. E.Minimal brain dysfunction in the school-age child. Archives of General Psychiatry, 1962, 6, 185–197.
11.
CohenN. J.Psychophysiological concomitants of attention in hyperactive children. Unpublished doctoral dissertation, McGill University, 1970.
12.
CohenN. J., & DouglasV. I.Characteristics of the orienting response in hyperactive and normal children. Psychophysiology, 1972, 9, 238–245.
13.
CohenN. J., & DouglasV. I.Effects of reward on attention in hyperactive children. Unpublished manuscript, McGill University, 1971. (Available from V. I. Douglas, McGill University, Montreal, Canada.)
14.
CromwellR. L.BaumeisterA., & HawkinsW. F.Research in activity level. In EllisN. R. (Ed.), Handbook of mental deficiency. New York: McGraw-Hill, 1963.
15.
CromwellR. L., & FosheeJ. G.Studies in activity level: IV. Effects of visual stimulation during task performance in mental defectives. American Journal of Mental Deficiency, 1960, 65, 248–251.
16.
CruickshankW. M.BentzenF. A.RatzeburgF. H., & TannhauserM. T.A teaching method for brain-injured and hyperactive children: A demonstration pilot study. Syracuse NY: Syracuse University Press, 1961.
17.
CruickshankW. M.JunkalaJ. B., & PaulJ. L.The preparation of teachers of the brain-injured and hyperactive children. Syracuse NY: Syracuse University Press, 1968.
18.
CruseD. B.Effects of distraction upon the performance of brain-injured and familial retarded children. American Journal of Mental Deficiency, 1961, 66, 86–92.
19.
DouglasV. I.Stop, look and listen: The problem of sustained attention and impulse control. Canadian Journal of Behavioral Science, 1972, 4, 259–282.
20.
DouglasV. I.Sustained attention and impulse control: Implications for the handicapped child. In SwetsJ. A. & ElliottL. L. (Eds.), Psychology and the handicapped child. Washington DC: US Government Printing Office, 1974.
21.
DubrosS. G., & DanielsG. J.An experimental approach to the reduction of over-active behavior. Behavior Research and Therapy, 1966, 4, 251–258.
22.
DunnL. M. (Ed.). Exceptional children in the schools. New York: Holt, Rinehart & Winston, 1973.
23.
EllisN. R.HawkinsW. F.PryerM., & JonesR. W.Distraction effects in oddity learning by normal and mentally defective humans. American Journal of Mental Deficiency, 1963, 67, 576–583.
24.
FarraldR. R., & SchamberR. G.A diagnostic and prescriptive technique: Handbook 1: A mainstream approach to identification, assessment and amelioration of learning disabilities. Sioux Falls SD: Adapt Press, Inc., 1973.
25.
ForehandR., & BaumeisterA. A.Effects of variations in auditory and visual stimulation on activity levels of severe mental retardates. American Journal of Mental Deficiency, 1970, 74, 470–474.
26.
FreedmanS. J., & GreenblattM.Studies in human isolation I. Perceptual findings. Armed Forces Medical Journal, 1960, 11, 1330–1348.
27.
FreedmanR.D. Drug effects on learning in children: A selective review of the past thirty years. Journal of Special Education, 1966, 1, 17–44.
28.
FreibergsV., & DouglasV. I.Concept learning in hyperactive and normal children. Journal of Abnormal Psychology, 1969, 74, 388–395.
29.
GardnerW. I.CromwellR. L., & FosheeJ. G.Studies in activity level, II. Effects of distal visual stimulation in organics, familials, hyperactives. American Journal of Mental Deficiency, 1959, 63, 1028–1033.
30.
GortonC. E.The effects of various classroom environments on performance of a mental task by mentally retarded and normal children. Education and Training of the Mentally Retarded, 1972, 7, 32–38.
HaringN. G.Behavior of exceptional children. Columbus OH: Charles E. Merrill, 1974.
33.
HeronW.DoaneB. K., & ScottT. H.Visual disturbances after prolonged perceptual isolation. Canadian Journal of Psychology, 1956, 10, 13–18.
34.
HewettF. M.The emotionally disturbed child in the classroom. Boston: Allyn & Bacon, 1968.
35.
JacobsN. T.A comparison of hyperactive and normal boys in terms of reaction time, motor time, and decision-making time, under conditions of increasing task complexity. Unpublished doctoral dissertation, University of California, 1972.
36.
KaganJ.PearsonL., & WelchL.The modifiability of an impulsive tempo. Journal of Educational Psychology, 1966, 57, 359–365.
37.
KasparJ. C.MillichapJ. G.BackusD. C., & SchulmanJ. L.A study of the relationship between neurological evidence of brain damage in children and activity and distractibility. Journal of Consulting and Clinical Psychology, 1971, 36, 329–337.
LeubaC.Toward some integration of learning theories: The concept of optimal stimulation. Psychological Reports, 1955, 1, 27–33.
41.
LevittH. & KaufmanM. E.Sound induced drive and stereotyped behavior in mental defectives. American Journal of Mental Deficiency, 1965, 69, 729–734.
42.
MeichenbaumD. H., & GoodmanJ.The developmental control of operant motor responding by verbal operants. Journal of Experimental Child Psychology, 1969, 7, 553–565.
43.
MeichenbaumD. H., & GoodmanJ.Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 1971, 77, 115–126.
44.
PalkesH.StewartM., & KahanaB.Porteus maze performance of hyperactive boys after training in self-directed verbals commands. Child Development, 1968, 39, 817–826.
45.
PihlR. O.Conditioning procedures with hyperactive children. Neurology, 1967, 17, 421–423.
46.
PopeL.Motor activity in brain injured children. American Journal of Orthopsychiatry, 1970, 40, 783–793.
47.
QuayJ.SpragueR.WerryJ., & McQueenM.Conditioning visual orientation of conduct problem children in the classroom. Journal of Experimental Child Psychology, 1966, 5, 512–517.
48.
ReardonD. M., & BellG.Effects of sedative and stimulative music on activity levels of severely retarded boys. American Journal of Mental Deficiency, 1970, 75, 156–159.
49.
RitvoE. R.Biochemical research with hyperactive children. In CantwellD. P. (Ed.), The hyperactive child. New York: John Wiley & Sons, 1975.
50.
RostK. J., & CharlesD. C.Academic achievement of brain injured and hyperactive children in isolation. Exceptional Children, 1967, 34, 125–126.
51.
SalesS. M.Need for stimulation as a factor in social behavior. Journal of Personality and Social Psychology, 1971, 19, 124–134.
52.
SantostefanoS., & StaytonS.Training the preschool retarded child in focusing attention: A program for parents. American Journal of Orthopsychiatry, 1967, 37, 732–743.
53.
SatoS. I., & TadaH.Studies of sensory overload: 11. Results of psychological tests: 111. Tohoku Psychological Folica, 1970, 2, 59–64.
54.
SatterfieldH.CantwellD. P., & SatterfieldB. T.Pathophysiology of the hyperactive child syndrome. Archives of General Psychiatry, 1974, 31, 839–844.
55.
ScottT. J.The use of music to reduce hyperactivity in children. American Journal of Orthopsychiatry, 1970, 40, 677–680.
56.
ScottT. H.BextonW. H.HeronW., & DoaneB. K.Cognitive effects of perceptual isolation. Canadian Journal of Psychology, 1954, 13, 200–209.
57.
ShoresR. E., & HaubrichP. A.Effect of cubicles in educating emotionally disturbed children. Exceptional Children, 1969, 36, 21–24.
58.
SomervillJ. W.WarnbergL. S., & BostD. E.Effects of cubicles versus increased stimulation on task performance by first grade males perceived as distractible and nondistractible. The Journal of Special Education, 1973, 7, 169–185.
59.
SpradlinJ. E.CromwellR. L., & FosheeJ. G.Studies in activity level. 111. Effects of auditory stimulation in organics, familials, hyperactives and hypoactives. American Journal of Mental Deficiency, 1959, 64, 754–757.
60.
SteinschneiderA.LiptonE. L., & RichmondJ. B.Auditory sensitivity in the infant: Effect of intensity of cardiac and motor responsivity. Child Development, 1966, 37, 233–252.
ZentallS. S.Optimal stimulation as theoretical basis of hyperactivity. American Journal of Orthopsychiatry, 1975, 45, 549–563.
69.
ZentallS. S., & ZentallT. R.Activity and task performance of hyperactive children as a function of environmental stimulation. Journal of Consulting and Clinical Psychology, 1976, 44, 693–697.
70.
ZentallS. S.ZentallT. R., & BarackR. S.Distraction as a function of within-task stimulation for hyperactive and normal children. Manuscript submitted for publication, 1976. (Available from S. S. Zentall, Eastern Kentucky University. Richmond.)
71.
ZentallS. S.ZentallT. R., & BoothM. E.Within-task stimulation: Effects on activity and spelling performance in hyperactive and normal children. Manuscript submitted for publication, 1976. (Available from S. S. Zentall. Eastern Ken-lucky University, Richmond.)
72.
ZubeckJ. P.Counteracting effects of physical exercises performed during prolonged perceptual deprivation. Science, 1963, 142, 504–506.
73.
ZukG.Over-attention to moving stimuli as a factor in the distractibility of retarded and brain-injured children. Training School Bulletin, 1963, 59, 150–160.
