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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...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2023
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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 |
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author | Staff, Anouck I. Oosterlaan, Jaap van der Oord, Saskia van den Hoofdakker, Barbara J. Luman, Marjolein |
author_facet | Staff, Anouck I. Oosterlaan, Jaap van der Oord, Saskia van den Hoofdakker, Barbara J. Luman, Marjolein |
author_sort | Staff, Anouck I. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-10291114 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-102911142023-06-27 The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers Staff, Anouck I. Oosterlaan, Jaap van der Oord, Saskia van den Hoofdakker, Barbara J. Luman, Marjolein J Atten Disord Articles 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. SAGE Publications 2023-04-11 2023-07 /pmc/articles/PMC10291114/ /pubmed/37039105 http://dx.doi.org/10.1177/10870547231167522 Text en ©The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Articles Staff, Anouck I. Oosterlaan, Jaap van der Oord, Saskia van den Hoofdakker, Barbara J. Luman, Marjolein The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title | The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title_full | The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title_fullStr | The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title_full_unstemmed | The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title_short | The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers |
title_sort | relation between classroom setting and adhd behavior in children with adhd compared to typically developing peers |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10291114/ https://www.ncbi.nlm.nih.gov/pubmed/37039105 http://dx.doi.org/10.1177/10870547231167522 |
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