Author:

Keywords:

Social Sciences, Science & Technology, Life Sciences & Biomedicine, Psychology, Developmental, Psychiatry, Psychology, ADHD, classroom observations, classroom setting, transitions, DEFICIT HYPERACTIVITY DISORDER, ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, ON-TASK BEHAVIOR, DIFFICULTIES QUESTIONNAIRE, INSTRUCTIONAL CONTEXT, OBSERVATION CODE, TEACHER RATINGS, DELAY AVERSION, STUDENTS, STIMULATION, Humans, Child, Attention Deficit Disorder with Hyperactivity, Schools, Peer Group, ADHDynamisch, 1701 Psychology, Developmental & Child Psychology, 5201 Applied and developmental psychology, 5202 Biological psychology, 5203 Clinical and health psychology

Abstract:

OBJECTIVE: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. METHOD: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6-12 years) during classroom transitions, group lessons, and individual seatwork. RESULTS: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. CONCLUSIONS: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.