@article{ref1,
title="Toward an empirical subclassification of "learning disabilities": psychophysiological comparison of "hyperactive" and "nonhyperactive" subgroups",
journal="Journal of abnormal child psychology",
year="1981",
author="Drake, L. and Lahey, Benjamin B. and Delamater, Alan M.",
volume="9",
number="1",
pages="65-77",
abstract="The diagnostic category of learning disabilities is a heterogeneous one, but few empirical attempts have been made to distinguish subgroups. Recent research, however, suggests that it may be meaningful to discriminate between &quot;hyperactive&quot; and &quot;nonhyperactive&quot; learning-disabled children. In the present study, 21 learning-disabled children identified as &quot;hyperactive&quot; through teacher nominations and ratings were compared to 15 learning-disabled children identified as &quot;nonhyperactive&quot; in the same manner. The two groups differed on rated behavior, birth order, amount of prescribed stimulant medication, amount of psychosocial stress, and Verbal, Performance, and Full Scale WISC-R IQ scores. They did not differ, however, on several demographic variables, the number of perinatal complications, reading achievement, and a number of tonic and phasic measures of autonomic activity. These findings support the distinction between &quot;hyperactive&quot; and &quot;nonhyperactive&quot; subgroups of learning-disabled children, but suggest that the two subgroups may have a similar biological substrate.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="",
url="http://dx.doi.org/"
}