Student Scholarship
Document Type
Research Paper
Abstract
The provided document, written in 1971, explores the multifaceted nature of hyperactivity in children, primarily within the framework of minimal brain dysfunction or MBD. The author notes that while these children often appear physically normal, they struggle with a disorganized central nervous system that prevents them from processing environmental stimuli effectively. This neurological impairment manifests as a cluster of symptoms, most notably hyperkinesis, distractibility, impulsiveness, and emotional instability. The text emphasizes that the number of children identified with these disorders is increasing, partly due to medical advances that allow more children to survive difficult births.
Diagnosis and treatment require a multidisciplinary approach involving medical, psychological, and educational professionals. The document details various diagnostic tools, such as the Wechsler Intelligence Scale and EEG evaluations, to differentiate MBD from general mental retardation or purely psychological issues. Treatment strategies highlight the use of medications like Ritalin or tranquilizers to manage activity levels and extend attention spans. However, the author argues that medication is not a cure and must be paired with structured management in the home and school environments.
Effective management relies heavily on creating highly structured, simplified routines to reduce overstimulation. In the home, parents are encouraged to use demonstration and imitation to teach daily habits while maintaining an atmosphere of security to break cycles of frustration. Educationally, the text advocates for specialized classroom settings featuring reduced visual and auditory distractions, such as individual cubicles and simplified lesson plans broken into small, achievable steps. Ultimately, the document suggests that with early intervention and environmental adjustments, hyperactive children can better organize their experiences and eventually integrate into standard social and educational systems.
Research Highlights
The Problem: The researcher addresses the misidentification and lack of adequate educational support for children with minimal brain dysfunction (MBD) and hyperactivity, a population often incorrectly labeled as "spoiled" or "brats".
The Method: This 1971 study utilizes an extensive literature review of over 100 publications and integrates findings from U.S. Public Health Service Task Forces to evaluate diagnostic criteria, medical treatments, and home/classroom management strategies.
Quantitative Finding: Estimates indicate up to 5% of all U.S. school children are affected by minimal brain dysfunction; approximately 10,000,000 children require educational assistance, yet less than 13% receive necessary help; 70% of hyperkinetic children in a specific study responded to amphetamines with a calming effect.
Qualitative Finding: Diagnosis is characterized by ten primary symptoms including hyperkinesis, perceptual-motor impairments, and emotional lability; effective management requires highly structured routines, the reduction of environmental stimuli, and the breaking of the "frustration chain" through personalized educational sequences.
Publication Date
5-1971
Recommended Citation
Luttmann, Pat, "Hyperactivity in Children" (1971). Student Scholarship. 170.
https://digitalcommons.lindenwood.edu/student-research-papers/170
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Faculty Sponsor
Archive