Teacher Ratings of Hyperactivity in Learning-Disabled, Emotionally Disturbed, and Mentally Retarded Children

Abstract

Teachers of LD, ED, MR, and nonhandicapped pupils rated their pupils on the Abbreviated Teacher Rating Scale, a measure used to assess hyperactivity. The prevalence, distribution, and pattern of hyperactivity within and among these groups were analyzed. Age and sex differences were also studied. The findings are discussed in relation to cross-cultural research on hyperactivity and are integrated into research on the behavioral characteristics of mildly handicapped pupils.