Two groups of learning disabled children, 55 hyperactives and 116 non-hyperactives, were compared in order to obtain a clearer understanding of the emotional and behavioral features of the syndrome. Keeping their intelligence level and educational attainment constant, the groups differed regarding the hyperactives' difficulties of modulating performance to meet external demand (as expressed by lower coding scores), and a greater prevalence of behavior problems. They expressed higher levels of anxiety, especially related to feelings, that they were not in control of what happened to them. The results were discussed in the context of intervention programs.
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