In general, the existence of and utility of the construct of impulsivity as a symptom of hyperactivity independent of inattention, excessive activity, and conduct problems have not been demonstrated. In research, hyperactive children with and without associated learning problems should be examined separately in order to insure that findings regarding cognitive and physiological correlates are a function of hyperactivity per se rather than associated learning disabilities. In clinical practice, information regarding learning difficulties should be obtained because treatment must include a focus on learning problems, if present, as well as problem social behaviors. The maximum negative outcome remains to be demonstrated, and the exact nature of the relationship between childhood hyperactivity and adult outcome will not be clear until studies have followed target individuals until they are past the risk periods for onset of major forms of psychopathology and other adjustment difficulties.
