The Hyperactive Child

  • Marvin I. Gottlieb


During the past quarter-century, there has been an unprecedented public/professional/legislative advocacy for children with learning disabilities. The generic designation of learning disabled generally encompasses a broad spectrum of problems that result in varying degrees of academic underachievement. The heterogeneous population of underachieves includes children with hyperactivity, dyslexia, perceptual motor disorders, attention-deficit disorders, and other nonspecific learning disorders—problems that may occur singly or in combinations. Not infrequently, hyperactivity and learning disabilities are used as interchangeable terms. Regardless of the etiology of the child’s impaired learning skills, the bottom-line effects are generally similar: (1) a progressive disparity between intelligence and educational accomplishments (failure to perform at the expected achievement level); (2) a significant risk for developing poor self-concept and lack of self- confidence (often manifested in acting-out behaviors); (3) disruptions in family dynamics, engendered by the associated psychological/social/financial tensions and stresses; and (4) a need for improved communications and coordinated efforts among parents, school professionals, and physicians. The severity of complications frequently associated with learning disabilities has mandated increased professional responsibilities in providing early identification, prompt initiation of remedial strategies, and psychosocial supports for child and family.


Antisocial Behavior Stimulant Medication Deviant Behavior Attention Deficit Disorder Stimulant Treatment 
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Copyright information

© Plenum Publishing Corporation 1987

Authors and Affiliations

  • Marvin I. Gottlieb
    • 1
    • 2
  1. 1.Institute for Child DevelopmentHackensack Medical CenterHackensackUSA
  2. 2.Department of PediatricsUniversity of Medicine and Dentistry of New Jersey-New Jersey Medical SchoolHackensackUSA

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