Abstract
The publication of the revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III; American Psychiatric Association, 1980) brought about major changes in the perception of a disorder which has been characterized as one of the most diagnosed, discussed, and researched of the childhood behavior disorders (Douglas, 1976), hyperactivity. The most immediately apparent of these changes involves new terminology reflecting a major shift in thinking about the key deficits involved in childhood hyperactivity. In a chapter summarizing the attentional deficits of hyperactive children, Douglas and Peters (1979) cite findings suggesting that measures of activity level are unreliable discriminators of hyperactive from normal children (Cromwell, Baumeister, & Hawkins, 1963; Werry, Sprague, Weiss, & Minde, 1970), whereas the inability of hyperactive children to organize attention and refrain from impulsive responding are qualities which consistently differentiate them from other groups (Douglas, 1972, 1974, 1976). Douglas and Peters (1979) go on to suggest that “hyperactivity” might more appropriately be called “attentional-impulsivity disorder” or “attentional-impulsivity-hyperactivity disorder” to deemphasize the importance of motor hyperactivity in the syndrome. Largely on the basis of the work of Douglas and her colleagues, DSM-III replaced the DSM-II category of hyperkinetic reaction with the term attention deficit disorder (ADD).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Achenbach, T. M. (1982). Developmental psychopathology ( 2nd ed. ). New York: Wiley.
Achenbach, T. M., and Edelbrock, C. S. (1979). The Child Behavior Profile. II. Boys aged 12–16 and girls aged 6–11 and 12–16. Journal of Consulting and Clinical Psychology, 47, 223–233.
American Psychiatric Association (1980). Diagnostic and statistical manual of mental disorders ( 3rd ed. ). Washington, D.C.: American Psychiatric Association.
August, G. J., Stewart, M. A., and Holmes, C. S. (1983). A four-year follow-up of hyperac-
tive boys with and without conduct disorder. British Journal of Psychiatry, 143,192–198.
Barkley, R. A. (1981). Hyperactive children: A handbook for diagnosis and treatment. New York:
Guilford Press.
Barkley, R. A. (1982). Guidelines for defining hyperactivity in children: Attention deficit disorder with hyperactivity. In B. B. Lahey and A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 5, pp. 137–180 ). New York: Plenum Press.
Brumback, R. A., and Weinberg, W. A. (1977). Relationship of hyperactivity and depression in children. Perceptual and Motor Skills, 45, 247–251.
Carlson, G. A., and Cantwell, D. P. (1979). Unmasking masked depression in children and adolescents. American Journal of Psychiatry, 137, 445–449.
Carlson, C. L., Lahey, B. B., and Neeper, R. (in press). Direct assessment of the cognitive correlates of attention deficit disorders withand without hyperactivity. Journal of Behavioral Assessment and Psychopathology.
Conners, C. K. (1969). A teacher rating scale for use in drug studies with children. American Journal of Psychiatry, 126, 885–888.
Cromwell, R., Baumeister, A., and Hawkins, W. (1963). Research on activity level. In N. R. Ellis (Ed.), Handbook of mental deficiency (pp. 632–663 ). New York: McGraw-Hill.
Deutsch, C. K., Swanson, J. M., Bruell, J. H., Cantwell, D. P., Weinberg, F., and Baren, M. (1982). Overrepresentation of adoptees in children with the attention deficit disorder. Behavior Genetics, 12, 231–238.
Douglas, V. I. (1972). Stop, look, and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioral Science, 4, 259–282.
Douglas, V. I. (1974). Sustained attention and impulse control: Implications for the handicapped child. In J. A. Swets and L. L. Elliott (Eds.), Psychology and the handicapped child (pp. 149–168 ). Washington, D.C.: U.S. Office of Education.
Douglas, V. I. (1976). Effects of medication on learning efficiency-Research findings: Review and synthesis. In R. P. Anderson and C. G. Halcomb (Eds.), Learning disability/ minimal brain dysfunction syndrome (pp. 139–148 ). Springfield, IL: Charles C Thomas.
Douglas, V. I., and Peters, K. G. (1979). Toward a clearer definition of the attentional deficit of hyperactive children. In G. A. Hale and M. Lewis (Eds.), Attention and cognitive development (pp. 173–247 ). New York: Plenum Press.
Edelbrock, C., Costello, A. J., and Kessler, M. D. (1984). Empirical corroboration of the attention deficit disorder. Journal of the American Academy of Child Psychiatry, 23, 285290.
Kalverboer, A. F. (1973). Behavioral Observation Inventory for Children in the School and in the Family. Unpublished manuscript, University of Groningen.
Keogh, B. K., and Barkett, C. J. (1980). An educational analysis of hyperactive children’s attention problems. In C. K. Whalen and B. Henker (Eds.), Hyperactive children: The social ecology of identification and treatment (pp. 259–282 ). New York: Academic Press.
King, C., and Young, R. D. (1982). Attentional deficits with and without hyperactivity: Teacher and peer perceptions. Journal of Abnormal Child Psychology, 10, 483–495.
Klein, A. R., and Young, R. D. (1979). Hyperactive boys in their classroom: Assessment of teacher and peer perceptions, interactions, and classroom behaviors. Journal of Abnormal Child Psychology, 7, 425–442.
Kovacs, M., and Beck, A. T. (1977). An empirical-clinical approach toward a definition of childhood depression. In J. G. Schulterbrand and A. Raskin (Eds.), Depression in childhood: Diagnosis, treatment, and conceptual models (pp. 1–25 ). New York: Raven Press.
Lahey, B. B., Schaughency, E. A., Frame, C. L., and Strauss, C. C. (1985). Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorders with and without hyperactivity. Journal of the American Academy of Child Psychiatry, 24, 613–616.
Lahey, B. B., Schaughency, E. A., Strauss, C. C., and Frame, C. L. (1984). Are attention deficit disorders with and without hyperactivity similar or dissimilar disorders? Journal of the American Academy of Child Psychiatry, 23, 302–309.
Lambert, N. M., and Sandoval, J. (1980). The prevalence of learning disabilities in a sample of children considered hyperactive. Journal of Abnormal Child Psychology, 8, 3350.
Loney, J., Kramer, J., and Milich, R. (1981). The hyperkinetic child grows up: Predictors of symptoms, delinquency, and achievement at follow-up. In K. Gadow and J. Loney(Eds.), Psychosocial aspects of drug treatment for hyperactivity (pp. 381–415 ). Boulder, CO: Westview.
Maurer, R. G., and Stewart, M. A. (1980). Attention deficit without hyperactivity in a child psychiatry clinic. Journal of Clinical Psychiatry, 417, 232–233.
McGee, R., Williams, S., and Silva, P. A. (1984). Background characteristics of aggressive, hyperactive, and aggressive-hyperactive boys. Journal of the American Academy of Child Psychiatry, 23, 280–284.
Mendelson, W. B., Johnson, N. E., and Stewart, M. A. (1971). Hyperactive children as teenagers: A follow-up study. Journal of Nervous and Mental Diseases, 153, 273–279.
Neeper, R. (1985). Toward the empirical delineation of learning disability subtypes. Unpublished doctoral dissertation, University of Georgia.
Pekarik, E. G., Prinz, R. J., Liebert, D. E., Weintraub, S., and Neale, J. M. (1976). The Pupil Evaluation Inventory: A sociometric technique for assessing children’s social behavior. Journal of Abnormal Child Psychology, 4, 83–97.
Pelham, W. E. (1980). Peer relationships in hyperactive children: Descriptions and treatment effects. In R. Milich (Chair), Peer relationships among hyperactive children. Symposium presented at the annual meeting of the American Psychological Association, Montreal.
Pelham, W. E., Atkins, M. S., and Murphy, H. A. (1981a, August). Attention Deficit Disorder with and without Hyperactivity: Definitional issues and correlates. In W. Pelham (Chair), DSM-III category of Attention Deficit Disorders: Rationale, operationalization, and correlates. Symposium presented at the annual meeting of the American Psychological Association, Los Angeles, CA.
Pelham, W. E., Atkins, M. S., Murphy, H. A., and White, K. S. (1981b, November). Operationalization and validation of Attention Deficit Disorders. In W. Pelham (Chair), Toward the objective diagnosis of Hyperactivity and Attention Deficit Disorders. Symposium presented at the annual meeting of the Association for the Advancement of Behavior Therapy, Toronto, Canada.
Piers, E. V., and Harris, D. B. (1964). Age and other correlates of self-concept in children. Journal of Educational Psychology, 55, 91–95.
Quay, H. C., and Peterson, D. R. (1975). Manual for the Behavior Problem Checklist. Unpublished manuscript, University of Illinois, Champaign.
Quay, H. C., and Peterson, D. R. (1982). Interim manual for the Revised Behavior Problem Checklist. Coral Gables, FL: University of Miami.
Sandberg, S. T., Wieselberg, M., and Shaffer, D. (1980). Hyperkinetic and conduct problem children in a primary school population: Some epidemiological considerations. Journal of Child Psychology and Psychiatry, 21, 293–311.
Satterfield, J. H., Hoppe, C. M., and Schell, A. M. (1982). A prospective study of delinquency in 110 adolescent boys with attention deficit disorder and 88 normal adolescent boys. American Journal of Psychiatry, 139, 795–798.
Schneider, W., and Shiffrin, R. M. (1977). Controlled and automatic human information
processing—I. Detection, search, and attention. Psychological Review, 84, 1–66.
Sergeant, J. A., and Scholten, C. A. (1985a). On data limitations in hyperactivity. Journal of Child Psychology and Psychiatry, 26, 111–124.
Sergeant, J. A., and Scholten, C. A. (1985b). On resource strategy limitations in hyperactivity: Cognitive impulsivity reconsidered. Journal of Child Psychology and Psychiatry, 26, 97–109.
Shiffrin, R. M., and Schneider, W. (1977). Controlled and automatic human information processing—II. Perceptual and learning, automatic attending, and a general theory. Psychological Review, 84, 127–190.
Stewart, M. A., Cummings, C., Singer, S., and de Blois, C. S. (1981). The overlap between hyperactive and socialized aggressive children. Journal of Child Psychology and Psychiatry, 22, 35–45.
Swanson, J. M., Nolan, W. J., and Pelham, W. E. (1981). A parent-teacher rating scale for operationalizing DSM-III symptoms of Attention Deficit Disorder. Unpublished manuscript, University of California, Irvine.
Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Chilren—Revised. New York: Psychological Corporation.
Werry, J. S., Sprague, L., Weiss, G., and Minde, K. (1970). Some clinical and laboratory studies of psychotropic drugs in children—An overview. In W. L. Smith (Ed.), Drugs and cerebral functions (pp. 134–144). CIBA Symposium.
Whalen, C. K., Henker, B., Collins, B. E., McAuliffe, S., and Vaux, A. (1979). Peer interac- tion in structured communication task: Comparisons of normal and hyperactive boys and of methylphenidate (Ritalin) and placebo effects. Child Development, 50, 388–401.
Wright, G. F. (1982, February). Attention deficit disorder. Journal of School Health, 119–120.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1986 Plenum Press, New York
About this chapter
Cite this chapter
Carlson, C.L. (1986). Attention Deficit Disorder Without Hyperactivity. In: Lahey, B.B., Kazdin, A.E. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 9. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-9823-3_5
Download citation
DOI: https://doi.org/10.1007/978-1-4613-9823-3_5
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-9825-7
Online ISBN: 978-1-4613-9823-3
eBook Packages: Springer Book Archive