Environmental Stimulation Model

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Abstract
Educational management of the hyperactive child is primarily directed toward reduction of environmental stimulation. Although social consensus is high regarding the use of this management technique, empirical support is lacking. An alternative theory is presented that is based on the homeostatic assumption that the hyperactive child is actually under-stimulated and hyperactive behaviors function to increase the external stimulation to approach a more optimal level. Empirical support for this homeostatic model is presented, and classroom treatment techniques derived from the theory and based on research are discussed. Suggested treatment is designed to optimize stimulation and thus reduce hyperactive children's needs to produce their own stimulation through activity.

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