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An Analysis of Attentional Components in Hyperactive and Normal Boys

Ronald T. Brown is an assistant Professor in the Department of Special Education at the University of Illinois-Chicago. He received his PhD degree in Educational Psychology at Georgia State University. Address: Dr. Brown, University of Illinois-Chicago, P.O. Box 4348, Chicago, IL 60611

Martha Ellen Wynne, PhD

Martha Ellen Wynne is at the Loyola University of Chicago, in the School of Education. She received her PhD degree in Educational Psychology atthe University of Michigan. The authors are indebted to the staff at Oak Therapeutic School for their cooperation in this project. Portions of this paper were presented at the 60th annual meeting of the Council of Exceptional Children, Houston, Texas. 1982. This research was supported in part by U.S. Public Health Service Grant No. MH-36-448 and by a research awardgrant from the University of Illinois-Chicago graduate school research board. The collaborative efforts of the authors are equal.

Attentional performance was examined in hyperactive and normal 10 and 14 yearold boys. The children participating in the present study were administered a series of measures hypothesized to test three components of attention: coming to attention, decision making, and sustaining attention to a task over time. Multivariate analyses followed by univariate tests indicated that both age groups of normal children were superior to hyperactive children in attentional performance while hyperactive adolescents demonstrated significant improvement with age only in the area of coming to attention. Findings were interpreted to suggest that while activity levels of hyperactive children may diminish at adolescence, hyperactive adolescents still continue to be impulsive and impaired in attention. Correlational analyses yielded low but statistically significant relationships among the attentional measures, but no significant relationships between IQ and the attention test scores. Findings were consistent with the interpretation that the three hypothesized components of attention are independent of intelligence.

Journal of Learning Disabilities, Vol. 17, No. 3, 162-166 (1984)
DOI: 10.1177/002221948401700307


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