McGlannan, Frances; Somervill, John W.; Warnberg, Larry S.; Bost, Diana E.
March 1974
Journal of Learning Disabilities;Mar1974, Vol. 7 Issue 3, p150
Academic Journal
The article focuses on a study which attempted to evaluate the effectiveness of methods most frequently used with brain-injured, retarded or emotionally disturbed children in the public school system. For many years the link between the terms hyper-distractible and hyperactive consistently has implied that higher levels of activity are associated with overresponsiveness to external stimulation. Behaviors such as overactivity, aggressiveness and distractibility, that are similar to those attributed to hyperactive, brain-injured children, are frequently reported by teachers. Treating such behaviors usually involves the reduction of environmental stimuli that are irrelevant to educational tasks. The results of the study, along with results of other studies using cubicles with different populations, suggest that the general acceptance of techniques involving stimulus reduction is unfounded or premature.


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