Description
Book SynopsisHyperactivity has historically been a major concern of parents and teachers. Over the years, the term has come to mean many things to different persons. For some, the term is synonymous with "brain damage," and the prescribed course of treatment is medical. For others, the term is a catch all, covering almost any behaviors that are found to be obtrusive or disrup tive by the child's caretakers. In recent years, there has been a great outcry by some over the use and abuse of the term as a justification for controlling the child. Others have expressed great concern over the excessive, inappro priate, or poorly monitored use of drug therapy with regard to hyperactivity. The current interest in hyperactive children is reflected in several major books (Cantwell, 1975; Feingold, 1975; Fine, 1977; Ross and Ross, 1976; Wender, 1973; Safer and Allen, 1976; Stewart and Olds, 1973). The num ber of published papers and symposia over the last several years is also voluminous. The main questions posed by practitioners revolve around intervention with the hyperactive child. The growing literature on intervention has identified a variety of approaches with demonstrated utility; including drug therapy, behavior modification, biofeedback, sensory-motor training, cog nitive training, environmental manipulations, and family therapy.
Table of ContentsI Introduction.- 1. The Hyperactive Child.- II Case Studies.- 2. Behavioral Approaches to Hyperactivity.- Case Study #1. The Use of School and Home Management Programs to Diminish the Inappropriate Behavior Emitted by an Eight- Year-Old Hyperactive Student.- Case Study #2. The Use of Activity and Token Reinforces to Increase the Reading Achievement and Appropriate Social Behavior of a Seven-Year-Old Hyperactive Student.- Case Study #3. Cognitive-Behavior Modification in a Case of Impulsivity/Overactivity.- Case Study #4. The Use of Self-Management to Improve Readmg Skills in a Hyperactive Child.- Case Study #5. Effects of Parent Trainmg on Behavioral Tempo in a Preschool-Aged Boy.- Case Study #6. Contingency Contracting With a Hyperactive Boy and His Parents.- 3. Autogenic Training: Learning Body Control.- Case Study #7. The Effects of Biofeedback Training on and Eight-Year-Old Boy.- Case Study #8. The Use of Biofeedback Training on a Nine-Year-Old Child.- Case Study #9. Relaxation Therapy With a Hyperactive Sk-Year-Old Child.- Case Study #10. The Eclectic Use of Biofeedback, Behavior Therapy and Therapeutic Counseling by a Male/Female Team in Effectively Treating Hyperkinesis.- 4. Psychoeducational Intervention.- Case Study #11. Psychoeducational Programming With a Hyperactive Child.- Case Study #12. Use of a Structured Classroom Approach With a Multisensory Instructional Strategy.- 5. Perceptual-Motor Training.- Case Study #13. Perceptual-Motor Training With a Five- Year-Old Boy.- Case Study #14. Perceptual-Motor Training With a Six- Year-Old Girl.- 6. Ecological Considerations.- Case Study #15. An Ecological Perspective of Hyperactivity in a Preschool Child With Developmental Delay.- Case Study #16. Teacher Consultation as an Intervention With a Hyperactive Second-Grade Boy.- 7. Psychotherapeutic Intervention.- Case Study #17. A Therapeutic, Multi-Faceted Intervention Program With a Preschool Hyperactive Boy.- Case Study #18. Structural Family Therapy With the Family of a Hyperactive Child.- 8. Diet Management.- Case Study #19. Diet Management With an Eleven-Year Old Boy.- Case Study #20. Diet Management With a Seven-Year-Old Boy.- Case Study #21. Treatment of Hyperactivity in a Child With Allergies to Foods.- III Measurement, Diagnosis, and Intervention.- 9. A Review and Appraisal of Instruments Assessing Hyperactivity in Children.- 10. Diagnosis and Intervention: A Summing Up.
