Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Irv Bialer"'
Publikováno v:
Pediatrics. 53:236-241
This study reports on the comparative effectiveness of dextroamphetamine and methylphenidate for the treatment of severe behavior disorders among children hospitalized for neuropsychiatric conditions. Findings indicate that both drugs attenuate hyper
Publikováno v:
Journal of Child Psychology and Psychiatry. 18:39-52
SUMMARY A controlled investigation was conducted to assess the relative effectiveness of amitriptyline and methylphenidate for treating hyperactive/aggressive behavior in children originally referred to a learning clinic. Behavioral change was measur
Autor:
Irv Bialer
Publikováno v:
The British Journal of Mental Subnormality. 20:93-96
Autor:
Irv. Bialer
Publikováno v:
Journal of Experimental Psychology. 62:395-402
Autor:
Paulette Kendler Zisk, Irv Bialer
Publikováno v:
Journal of Speech and Hearing Disorders. 32:228-241
Publikováno v:
American Journal of Psychiatry. 128:1425-1431
This study assessed the comparative effectiveness of imipramine, placebo, and dextroamphetamine as therapeutic agents for the control of hyperkinetic and aggressive behaviors in children. Behavioral change under the drug conditions was evaluated usin
Publikováno v:
Journal of Learning Disabilities. 6:628-635
Eighteen severely retarded readers in a state hospital school were given six hours of phonic skills instruction in brief, small-group sessions. Nine subjects were taught with a commercially available program. The remaining nine received an experiment
Autor:
Irv Bialer
Publikováno v:
Journal of Personality. 29:303-320
Publikováno v:
American Journal of Psychiatry. 130:210-212
The authors report three cases of children who developed seizures while receiving imipramine treatment for hyperactive-aggressive behavior disorders; all three children had organic brain disease but no previous history of seizures. Two of the childre
Publikováno v:
Journal of abnormal child psychology. 8(1)
An operational definition of "learning disabilities" is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities cruc