Effect of stimulation and degrees of structuredness on hyperactive children

by Ho, Seck-yee

Abstract (Summary)
(Uncorrected OCR) f ABSTRACT OF THESIS ENTITLED < "SFFECT 01'1 ^I.'-TULATION AND BEtJRSES OF STRUCTURELESS DN IfTPZMCTIVE OHndDRSaf11 t 3u Knitted hy no ssci: riE t * fox1 the ils.--ree of least e:r of Social Sciences in Clinical Psychology < t Department of Psychology University of Hang Kong July, 1979 * ii The main purpose of this thesis was to determine the effects of physical stimulation and choice on hyperactive children. The variable of choice was used as the one meinurement of programme jjtructuredness in this research* Baaed, on the theory of Zentall (1975) attfl the contemporary literature on open classroom education, the present Writer put forward an argument supporting the provision of free and stimulating environment for the educational management of 'Hyperactive children as against tho structured and no 11 stimulating environment postulated by Strauss (l9d7) and Cruickshajik: (1961). The adequacy of thin argument was tested in this research. Another purpose of the thesis was to investigate the process of continuing interest in learning of hyperactive children. The writer intended. to find out to what extent the use of stimulation and choice can facilitate the development of continuing interest on tasks outside the immediately observable instructional context. The third purpose was to Understand the relationship between the amount of time that hyperactive children spent on t&5>:,3 and the degree of their activity level. In the present study, forty male hyperactive subjects in special classes, aged nine to tvjelve years, were tested. They were first matched on variables of age, socioeconomic class status, (U& activity level, Bad then assigned to participate in one of the following1 settings; free-choice and stimulating setting, forced-choice and stimulating setting, freehoice and. less stimulating setting, or forced-choice and less atimulating setting. Subjects* activity level, time spent on tasks, and performance on tasks during tha test session and the continuing interest session were recorded and. compared across the four settings. 1X1 Results of the study showed that: (l) Regarding the effect of stimulation, subjects placed ujid^r the {rtdiRUlatiivj settings :;ere found to he not more significantly different from thage placed under the leas stimulating settings with regard to activity level, time spent on tasks, performance on tasks, and continuing interest on tas!:3 (2) Regarding the affect of choice, subjects placed under the foi'ced-chDice setting were found to spend significantly mora time on tasks (p C 0.0>) than the subjects placed under the free-choice setting, but they ysere not more significantly different from the subjects placed under the freehoice setting in terns of activity level and task perfonuance. (3) One main finding of this research is on continuing interest. In thia aspect, in comparison with, subjects plaoed under the forced-choice 3etting, a significantly greater number of subjects (p <"0.G5)- placed under the free-choice setting- returned to the original tasks after the test a^eoion* Th'a greatest number of subjects who returned to original tasks vas found in the combined frae-ohoice and stimulating setting. This number was significantly greater (p<^ 0,05) than those of the other three se"ttin^5. (4) "0 significant relationship between activity level and the time spent on tasks wa^ found in the teat sessicnj but a significant inverse relationship (p Bibliographical Information:


School:The University of Hong Kong

School Location:China - Hong Kong SAR

Source Type:Master's Thesis

Keywords:hyperactive children behavior modification


Date of Publication:01/01/1979

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