238 Psychology in the Schools, April, lQW, Vol. 14, Yo. 2.

SAFER, D. J., and ALLEN, It. P. Hyperactive Children: Diagnosis and Manage- ment. Baltimore, IUD: University Park Press, 1976, 239 pp., $9.75.

VALETT, R. E. The Psychoeducational Treatment of Hyperactive Childre?, . Bel- mont, CA: Fcaron, 1974, 113 pp., $3.75 (paper). Professional interest in the etiology and treatment of hyperactivity has arisen

quite recently (the great bulk of the work has been done since the late sixties), and theories and approaches have swirled about us like hailstones. Is hyperactivity a neurological or a psychogenic problem? Are hyperactive children really normal children who are victims of overcontrolled schools? Does drug treatment work, or is it overused? Does the hyperactive child become a hyperactive adult? Why are most hyperactive children boys?

These questions lead to many others. Of course, the core difficulty in answering them is that hyperactivity (HA) remains a symptom, a “persistent pattern of excessive activity in situations requiring motor inhibition,” as Safer and Allen describe it in Hyperactive Children. Technically, one cannot explain a learning problem by saying the child is HA, for the latter is not itself a disorder but only a description of behavior. Hyperactivity is a statistical artifact; HA children will always be with us because there will always be children who are “excessively” active in relation to the mean. HA cannot even claim the status of a syndrome, for there are no specific learning or perceptual problems related to it. Because of the conceptual messiness, the professional must use the HA label with care. A more active child can be pathologized into a hyperactive child. Why not also in- troduce “hypertalkative” or “hyperindependent” as well? Are ethnic and social class differences being considered? A study by Gottlieb (1964) found that black children were described by white teachers as “restless” and by black teachers as “energetic.”

Clearly, further delimitation of HA is necessary to safeguard the interests of the child. A central question is whether HA is hindering the child’s personal and intellectual growth. If the evidence is not present, we must think twice before administering drugs or behavior therapy. Also, we need a criterion-referenced definition of HA.

Safer and Allen admit these shortcomings in research and theory about HA, but unfortunately go little beyond acknowledging their presence. In later chapters, they discuss medical and behavioral ways of treating HA, though i t is unclear what is being treated, when is the proper time to do it, or how treatment affects the rest of the child’s thinking and personality. Followup studies of HA children in later life are scarce. Thus the book could tempt some professionals to begin intervention prematurely. Make no mistake; the treatment techniques for HA are powerful indeed. The authors document the fact that 80% of the children decrease their HA behavior with drug treatment (principally the stimulant drugs Ritalin, Dexedrine, and Cylert), and 35-50% show dramatic change. The main educational tool the authors describe is behavior modification, which also effectively reduces HA, though the long-term effects are undocumented.

For the HA “technician,” the book is unexcelled. It is exhaustively referenced (nearly 600 sources are quoted), written clearly and practically, and filled with unexpected nuggests of information in the footnotes. An early chapter on the

Book Reviews 239

general dimensions of HA is an excellent summary of the major features associated with it, the developmental correlates, and medical diagnostic procedures. The following chapter on pharmacological management explains the effects of drug treatment fully and without medical jargon. Then a chapter on educational and psychological measures sensitive to HA gives helpful advice. The authors include a number of parent and teacher observational checklists that will be useful to the school professional. The remaining chapters discuss behavioral management of the HA child in home and school. Though there are no surprises here, this section could serve as a model for a clear, up-to-date presentation of the topic.

Valett’s Psychoeducational Treatment of Hyperactive Children is a quite dif- ferent book. The author admits that unrealistic developmental expectations and an overcontrolled educational or home environment create many artificial cases of HA, and that these outnumber the ones resulting from neurological dysfunction. (Safer and Allen mention that teachers typically rate 1/3 of their children as rest- less and overactive.) The teacher and parent faced with an inattentive, fidgety child must first examine the expectations and demands they place on him. If these are realistic, then they can try to modify the child’s behavior. Valett sees the HA ciiild as one who lacks self-control or muscular inhibition, and suggests that the best educational strategy is to explicitly teach these motor and cognitive skills. The imaginative list of activities given in this small book are exercises in developing will, attention, concentration, and muscle control. For instance, one exercise has the child sitting quietly in a rocking chair and controlling how slowly it moves. Others involve bodily relaxation exercise, meditation and yoga, co- ordination, and short-term memory. The exercises seem to be fun and interesting for children. Rather than merely controlling behavior, they teach the child specific kinesthetic and muscular skills. They are unlikely to harm a child misdiagnosed, and indeed would be useful for all children in developing greater mastery over their thinking and body movement. Valett’s approach is relatively new, and validating data are scarce. Recent studies of the effects of relaxation and meditative practice, however, indicate that lessened anxiety and higher concentration are two common effects.

For the practicing school psychologist, both of these books would be valuable- and counterbalancing.

REFERENCE GOTTLIEB, D. Teaching and st,udents: The views of Negro and whit.e t.eac:heys. Sociolog?] of Educu-

t i o i t , 1964, 37, 345-363.

JOSEPH MORRIS California State University, Northridge

ARIDIN, R. R. Parenting Skills: Trainers’ Manual and Workbook. New York: Human Sciences Press, 1976, 125 pp. and 123 pp., $11.95 (manual), $3.50 (workbook) $12.95 (both). These two books are publicized as a set of modules for conducting parent

training groups. Written by the head of the school psychology program a t the University of Virginia, each module spells out objectives and the specific parenting