Hyperactive children have been characterized as being unable to inhibit extraneous activity in structured task contexts, ft has not been determined, however, whether it is the task or the structure that contributes to differences. In this study visual-motor performance was assessed for 15 hyperactive and 16 non hyperactive regular classroom children in a repeated-measures crossover design under structured conditions with appropriate responses specified and nonstructnred free-response conditions. Decreased activity was observed for both hyperactive children and controls in the structured prescribed-response condition, suggesting that structure is useful in decreasing activity level.
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Susan L. Leib (1985) studied this question.
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