Thomas J. Kenny

Characteristics of children referred because of hyperactivity

Data are presented on 100 children who were referred to an interdisciplinary diagnostic and evaluation clinic because of “hyperactivity”. each child received a thorough medical and psychologic examination; electroencephalograms were done on 78 of the children. A total of 299 independent observations of behavior were made (average 3 per child), and in only 75 (25 per cent) of these was the child being examined judged to be excessively active. Of the 100 children, 13 were rated as hyperactive by all observers and 58 were judged not to be overly active by any of the staff. It is concluded that hyperactivity is an ill-defined and inconstant phenomenon commonly associated with organic and/or developmental defects coupled with unfavorable environmental influences. An evaluation of the data reveals no significant relationship among the neurological examination, electroencephalogram, and final diagnosis. Extensive medical evaluations of children referred because of “hyperactivity” are relatively unrewarding.

Medical and psychological correlates in children with learning disabilities

Data are presented on 100 children with learning and/or behavioral problems whowere referred to a diagnostic and evaluation clinic because of suspected “minimal brain dysfunction”. Each child received through medical and psychological examinations. Electroencephalograms were done on 88 of the children. A chi square interaction analysis was set up comparing the results of the neurologic examination, electroencephalogram, and final dignosis. There was no significant relationship among any of these factors, nor was there any combined or additive effect. The results indicate that the final diagnosis is more contigent upon symptomatology and psychological findings than upon any specific medical, neurologic, or electroencephalographic findings. In view of the poor correlation of the neurologic examination and the electroencephalogram with the final diagnosis, there appears to be minimal utility in referring such children routinely for these procedures.

The hospitalized child.

Today the pediatrician must know the course of the emotional response to hospitalization just as he must know the usual course of a disease process to maximize the response to treatment. This article describes the reactions of children of various ages to hospitalization and offers suggestions for making the experience less traumatic.

Parent-child life events: relation to treatment in asthma.

Children and adolescents with asthma were divided into groups of responders (N = 22) and nonresponders (N=22) on the basis of their response to medical management. The mothers and children from both groups were given scales to measure life events and perceptions of behavior style. The effects of life event stresses and parent-child relations on the response to medical treatment were evaluated for each patient. Comparisons were made on the basis of response-nonresponse, sex, and age. Several patterns of relationship to treatment outcome were identified. The implications of these findings are discussed in terms of coping skills, psychological defenses, and the availability of social support systems. A conceptual scheme for treatment approaches is presented.

Clinical Correlates of Learning Disabilities, Minimal Brain Dysfunction and Hyperactivity

* Professor of Pediatrics. ** Assistant Professor of Pediatric Psychology. Department of Pediatrics, University of Maryland, School of Medicine, Baltimore, Maryland 21201, THE clinical phenomena to which the terms learning disability, minimal brain dysfunction and hyperactivity have been applied represent vaguely defined and imperfectly understood conditions which range from the markedly abnormal to subtle variations which may well represent extremes of individual differences. Since one of the problems involved in understanding these atypical children is semantic, we

Children's response to their true and distorted mirror images.

In order to study the development of body image, 16 children aged 2 months to 8 years were tested to determine their levels of cognitive development on the basis of Piagets theory, and their responses to their true and distorted mirror images. The study indicates a definite characteristic response by children according to their levels of cognitive development. This corresponds to infantile anxieties appropriate to the psychoanalytic theory of object relationships. The theoretical and clinical implications of the study are discussed.

Prevention of Emotional Problems in Childhood: A Philosophy for Child Rearing

* Professor of Pediatrics, and Associate Clinical Professor of Psychiatry, Department of Pediatrics, School of Medicine, University of Maryland, Baltimore. ** Associate Professor of Pediatrics (Psychology) and Assistant Professor of Psychiatry, Department of Pediatrics, School of Medicine, University of Maryland, Baltimore. All correspondence to Raymond L. Clemmens M.D., University of Maryland Hospital, 22 South Greene Street, Baltimore, Maryland 21201. (3 ROWING UP is associated with stresses ~e4 ROWI