Hyperactive and Learning Disabled Children: Who Gets Help?

Abstract

Although not all hyperactive children are learning disabled, many are. This investigation sought to establish if those hyperactive children with learning disabilities are more likely to receive educational assistance than control children, and to learn what additional pupil characteristics are associated with receiving special educational services. The results indicated that hyperactive children are more likely to be served by special education than control children. Those hyperactive children served tended to have lower reading scores, have parents who acknowledged their problems, be poorly adapted to classroom learning demands, and have poorer intrapersonal adjustment. They also were characterized by aggressive behavior and lower verbal IQs. Nonhyperactive children served had the same characteristics save aggressive behavior. But they did have significantly higher rated hyperactive behavior during testing. Hyperactive behavior, either attributed to the child or observed, is important in determining who gets help for learning disabilities.