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The impact of idle time in the classroom: differential effects on children with ADHD

The impact of idle time in the classroom: differential effects on children with ADHD
The impact of idle time in the classroom: differential effects on children with ADHD
Objective: Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings.

Method: This study investigated the differential impact of classroom “idle time”—periods when students are not actively engaged or waiting for a task—on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days.

Results: Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates (p < .05).

Conclusion: Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children.
1087-0547
Imeraj, Lindita
5ce0f8c2-08f0-4762-9793-b25f0fcdd42e
Antrop, Inge
74299648-d0ef-495f-a1aa-375e4252bf6a
Roeyers, Herbert
3554b6b3-e364-4a6a-9e8b-64f5188a6d60
Deboutte, Dirk
676ba8d3-176a-478e-b7ea-b455ab9e4283
Deschepper, Ellen
7520bae8-f9b9-466f-97a1-37cfda156a2a
Bal, Sarah
5c9d9aa3-3324-465d-b1e6-7ee78c29ebbb
Sonuga-Barke, Edmund
bc80bf95-6cf9-4c76-a09d-eaaf0b717635
Imeraj, Lindita
5ce0f8c2-08f0-4762-9793-b25f0fcdd42e
Antrop, Inge
74299648-d0ef-495f-a1aa-375e4252bf6a
Roeyers, Herbert
3554b6b3-e364-4a6a-9e8b-64f5188a6d60
Deboutte, Dirk
676ba8d3-176a-478e-b7ea-b455ab9e4283
Deschepper, Ellen
7520bae8-f9b9-466f-97a1-37cfda156a2a
Bal, Sarah
5c9d9aa3-3324-465d-b1e6-7ee78c29ebbb
Sonuga-Barke, Edmund
bc80bf95-6cf9-4c76-a09d-eaaf0b717635

Imeraj, Lindita, Antrop, Inge, Roeyers, Herbert, Deboutte, Dirk, Deschepper, Ellen, Bal, Sarah and Sonuga-Barke, Edmund (2013) The impact of idle time in the classroom: differential effects on children with ADHD. Journal of Attention Disorders. (doi:10.1177/1087054713478464).

Record type: Article

Abstract

Objective: Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings.

Method: This study investigated the differential impact of classroom “idle time”—periods when students are not actively engaged or waiting for a task—on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days.

Results: Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates (p < .05).

Conclusion: Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children.

Full text not available from this repository.

More information

e-pub ahead of print date: 2 April 2013
Organisations: Clinical Neuroscience

Identifiers

Local EPrints ID: 354823
URI: https://eprints.soton.ac.uk/id/eprint/354823
ISSN: 1087-0547
PURE UUID: b6670245-5cad-4556-83dc-c5dff0bd7ef6

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Date deposited: 23 Jul 2013 13:17
Last modified: 16 Jul 2019 21:28

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Contributors

Author: Lindita Imeraj
Author: Inge Antrop
Author: Herbert Roeyers
Author: Dirk Deboutte
Author: Ellen Deschepper
Author: Sarah Bal
Author: Edmund Sonuga-Barke

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