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 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.

Jaar van publicatie:2023

Toegankelijkheid:Open