ABSTRACT
Hyperactivity refers to an enduring set of behaviours characterized by developmentally inappropriate levels of restlessness, inattention, and impulsiveness (Barkley 1996; Danckaerts and Taylor 1995), while attention deficit hyperactivity disorder (ADHD) represents an extreme expression of hyperactivity (Sonuga-Barke et al. 2005). Children who show these patterns of hyperactive behaviour frequently experience a range of associated problems including disrupted family interactions, difficulties with peers, learning disabilities, academic underachievement, and conduct disordered behaviours such as aggression, lying and stealing (Henker and Whalen 1999; Hinshaw 1994; Taylor 1994). Furthermore, hyperactive behaviour problems and ADHD place children at risk for poor long-term outcomes including impaired social adjustment, the development of later psychiatric and substance use disorders, violence, antisocial behaviours, driving difficulties, and educational failure (Barkley et al. 1990; Fergusson et al. 1997; Mannuzza and Klein 1999; Taylor et al. 1996; Weiss and Hechtman 1993; Woodward et al. 2000). Thus, it is important to identify factors that contribute to the amelioration, as well as the continuation, of hyperactive behaviour problems.
