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

Anouck I. Staff*, Jaap Oosterlaan, Saskia van der Oord, Barbara J. van den Hoofdakker, Marjolein Luman

*Bijbehorende auteur voor dit werk

    OnderzoeksoutputAcademicpeer review

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    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.

    Originele taal-2English
    Pagina's (van-tot)939-950
    Aantal pagina's12
    TijdschriftJournal of Attention Disorders
    Volume27
    Nummer van het tijdschrift9
    DOI's
    StatusPublished - jul.-2023

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