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Volume 12, Issue 2 (1983)

Comparison of the Treatment Effects of an Operant Strategy, A Cognitive Strategy, and a Combined Approach With a Hyperactive Boy

pp. 199—204

The practicing school psychologist is frequently asked to become involved with children who are described by their parents and teachers as hyperactive or as impulsive, restless, having a short attention span, and being unable to focus on or carry out the assigned group and individual activities of the typical elementary school classroom. As has been emphasized recently in the professional literature, differential diagnosis and classification of disabled children continues to be a difficulty for the entire field of children’s behavior disorders(Balow, 1979) and specifically for the area of hyperactivity (O’Leary, 1980). In view of these problems of definition, it is not surprising that a debate continues concerning the most effective means of dealing with children with such problems. This debate has largely focused around the efficacy of drug treatment through the use of stimulant medications vs. the use of various forms of behavioral interventions (e.g.,Ayllon, Layman & Kandel, 1975; Barkley,1979; Doubros & Daniels, 1966; Gittelman-Klein, Klein, Abikoff, Katz, Gloisten & Kates,1976; Hastings & Barkley, 1978; O’Leary,1980; Patterson, Jones, Whittier, 8~ Wright,1965; Rosenbaum, O’Leary & Jacob, 1975).

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