MATHEMATICAL PERFORMANCE AND BEHAVIOR OF CHILDREN WITH HYPERACTIVITY WITH AND WITHOUT COEXISTING AGGRESSION

An analysis was made of a basic skill deficit and collateral behavior that could differentiate youth with hyperactivity from children with b oth hyperactivity and aggression. A total of 92 boys (with hyperactivi ty, with hyperactivity and aggression, and without disorders) were ass essed for their timed performance and accuracy of computer-generated m ath operations. Response time differences documented between disordere d and nondisordered groups, and between the diagnostic groups, were no t explained by the group differences that were also observed in behavi or or motor response speed (typing). Conclusions derived from these fi ndings, and from prior work, indicated that speed of addition may be a marker of academic and social dysfunction. The overall importance of this assessment is related to the potential sensitivity of math fluenc y data for assessment and treatment monitoring.