A THREE‐YEAR FOLLOW‐UP OF HYPERACTIVE PRESCHOOLERS INTO ELEMENTARY SCHOOL

Abstract

Summary Hyperactive and control children, originally observed in a research nursery at age 4 and then followed‐up at 6 1/2, were observed in their elementary school classrooms at 7 1/2. Hyperactive children received more negative feedback from teachers, engaged in more disruptive behaviour, were rated by their teachers as more hyperactive, and expressed somewhat lower self‐esteem than controls. However, comparisons between classrooms with hyperactive and control children suggested that the presence of a hyperactive child may influence interaction patterns between the teacher and the class as a whole. Moreover, observer presence influenced teachers' positive behaviours toward the child being observed.