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Does behavior therapy normalize the classroom behavior of hyperactive children?

H Abikoff, R Gittelman

Archives of General Psychiatry

|May 1, 1984

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Intensive behavioral treatment for attention deficit disorder with hyperactivity (ADDH) normalized aggression but not core hyperactive behaviors. The treatment showed minimal clinical effectiveness for normalizing classroom conduct in children with ADDH.

Area of Science:

Child Psychology
Behavioral Therapy
Neurodevelopmental Disorders

Background:

Attention deficit disorder with hyperactivity (ADDH) presents significant classroom challenges.
Effective behavioral interventions are crucial for managing ADDH symptoms.

Purpose of the Study:

To evaluate the efficacy of an eight-week intensive behavioral treatment program.
To assess the normalization of classroom behavior in children with ADDH.

Main Methods:

A study involving 28 children diagnosed with ADDH.
Blind classroom observations were used to measure treatment effectiveness.
Outcomes assessed included full normalization, partial normalization, and comparison to normative groups.

Main Results:

Related Experiment Videos

The treatment did not significantly change the overall percentage of children classified as normal.
While some normalization gains were observed mid-treatment, they were not sustained.
Core ADDH features (attention, activity, impulsivity) remained unaddressed.
Aggression was consistently and fully normalized by the treatment.

Conclusions:

Intensive behavioral treatment effectively normalized aggression in children with ADDH.
The normalization of aggression did not translate to improvements in hyperactive behaviors.
The overall clinical meaningfulness of the treatment for ADDH classroom conduct was minimal.