Theoretically, the hyperactivity is best described in terms of child by situation. Cultural differences are expected to be manifested. Sixty normal children and 76 learning disabled children from regular and special classes in Israel were rated in hyperactivity by their teachers. The similarity of the syndrome features in the different educational systems stressed the notion of a specific syndrome defined in similar terms. The relative stability of the syndrome over ages and cultures calls for a reevaluation of the educational features and their impact over behavior.
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