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- Title
The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers.
- Authors
Staff, Anouck I.; Oosterlaan, Jaap; van der Oord, Saskia; van den Hoofdakker, Barbara J.; Luman, Marjolein
- 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.
- Subjects
CHILD behavior; ATTENTION-deficit hyperactivity disorder; CREATIVE activities &; seat work; CLASSROOMS; HYPERKINESIA
- Publication
Journal of Attention Disorders, 2023, Vol 27, Issue 9, p939
- ISSN
1087-0547
- Publication type
Article
- DOI
10.1177/10870547231167522