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The Role of Academic Failure in Hyperactive BehaviorCharles E. Cunningham received his doctorate in experimental-clinical psychology from the American University in 1976 and completed internship and postdoctoral training at the University of Oregon Health Sciences Center. He is currently an assistant professor of psychiatry at McMaster University and a child psychologist at the Chedoke Child and Family Centre.
Russell A. Barkley received his doctorate in clinical psychology from Bowling Green State University and completed internship training at the University of Oregon Health Sciences Center. He is currently an assistant professor of neurology at the Medical College of Wisconsin and Milwaukee Children's Hospital. Requests for reprints should be sent to Dr. Cunningham, Chedoke Hospitals, MPO Box 590, Hamilton, Ontario L8N 3L6 Canada. Numerous empirical studies have demonstrated that stimulant drugs such as Ritalin do not improve the academic performance of hyperactive youngsters, though short-term manageability may be improved. This interesting article reviews and integrates many of the central research papers. In addition, the authors propose a potentially useful means of conceptualizing how stimulant drugs may act to assist the hyperactive youngster and his teacher. Their conceptualization leads directly to a variety of intervention plans as well as suggesting future research. — G.M.S. The model and supporting research presented here propose that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. These responses can be strengthened and may persist because of the inadverlent social responses of teachers and peers or because of their effectiveness in reducing the frustration and anxiety elicited by failure. Treatment predictions confirmed by outcome research indicate that intervention focusing only on the child's hyperactive behavior will not result in improvements in academic achievement. In contrast, interventions aimed at increasing the child's level of success on academic tasks are likely to result in corresponding reductions in hyperactive behavior while improving the child's academic achievement.
Journal of Learning Disabilities, Vol. 11, No. 5,
274-280 (1978) This article has been cited by other articles:
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