A 2-year follow-up of 72 hyperactive boys. Classroom behavior and peer acceptance.

Prosocial behavior in hyperactive boys: effects of stimulant medication and comparison with normal boys.

Classroom behavior and family climate in students with learning disabilities and hyperactive behavior.

Effects of positive and negative feedback on behavior control in hyperactive and normal boys.

Methylphenidate in aggressive-hyperactive boys: I. Effects on peer aggression in public school settings.

Sequential withdrawal of stimulant drugs and use of behavior therapy with two hyperactive boys.

A psychosocial study of hyperactive and learning-disabled boys.

Validation of a classroom observation code for hyperactive children.

Anomalies of motor development in hyperactive boys.

Muller-Lyer illusion in hyperactive boys.

Classroom behavioral styles of learning disabled boys.

Urinary catecholamines and amphetamine excretion in hyperactive and normal boys.

Peer status and classroom seating arrangements: a social relations analysis.

Norepinephrine metabolism and clinical response to dextroamphetamine in hyperactive boys.

Peer harassment and risky behavior among sexual minority girls and boys.

Attention and distractibility during reading in hyperactive boys.

Peer facilitation of generalization in a preschool classroom.

Using peer educators for a classroom-based AIDS program.

Forms of aggression, peer relationships, and relational victimization among Chinese adolescent girls and boys: roles of prosocial behavior.

Relationships between neurological findings and classroom behavior.

Classroom behavior during reading instruction.

Followup study of possible HIV seropositivity among abusers of parenteral drugs in 1971-72.

Fluorescent lighting: a purported source of hyperactive behavior.

Hair-aluminum concentrations and children's classroom behavior.

Multimodality treatment. A one-year follow-up of 84 hyperactive boys.

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Prosocial behavior in hyperactive boys: effects of stimulant medication and comparison with normal boys.

Classroom behavior and family climate in students with learning disabilities and hyperactive behavior.

Effects of positive and negative feedback on behavior control in hyperactive and normal boys.

Methylphenidate in aggressive-hyperactive boys: I. Effects on peer aggression in public school settings.

Sequential withdrawal of stimulant drugs and use of behavior therapy with two hyperactive boys.

A psychosocial study of hyperactive and learning-disabled boys.

Validation of a classroom observation code for hyperactive children.

Anomalies of motor development in hyperactive boys.

Muller-Lyer illusion in hyperactive boys.

Classroom behavioral styles of learning disabled boys.

Urinary catecholamines and amphetamine excretion in hyperactive and normal boys.

Peer status and classroom seating arrangements: a social relations analysis.

Norepinephrine metabolism and clinical response to dextroamphetamine in hyperactive boys.

Peer harassment and risky behavior among sexual minority girls and boys.

Attention and distractibility during reading in hyperactive boys.

Peer facilitation of generalization in a preschool classroom.

Using peer educators for a classroom-based AIDS program.

Forms of aggression, peer relationships, and relational victimization among Chinese adolescent girls and boys: roles of prosocial behavior.

Relationships between neurological findings and classroom behavior.

Classroom behavior during reading instruction.

Followup study of possible HIV seropositivity among abusers of parenteral drugs in 1971-72.

Fluorescent lighting: a purported source of hyperactive behavior.

Hair-aluminum concentrations and children's classroom behavior.

Multimodality treatment. A one-year follow-up of 84 hyperactive boys.

A 2-year follow-up of 72 hyperactive boys. Classroom behavior and peer acceptance.

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