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The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

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 trans...

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Detalles Bibliográficos
Autores principales: Staff, Anouck I., Oosterlaan, Jaap, van der Oord, Saskia, van den Hoofdakker, Barbara J., Luman, Marjolein
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10291114/
https://www.ncbi.nlm.nih.gov/pubmed/37039105
http://dx.doi.org/10.1177/10870547231167522
Descripción
Sumario: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.