Dataset Information

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

ABSTRACT:

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.

SUBMITTER: Staff AI

PROVIDER: S-EPMC10291114 | biostudies-literature | 2023 Jul

REPOSITORIES: biostudies-literature

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Publications

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

Staff Anouck I AI Oosterlaan Jaap J van der Oord Saskia S van den Hoofdakker Barbara J BJ Luman Marjolein M

Journal of attention disorders 20230411 9

<h4>Objective</h4>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.<h4>Method</h4>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.<h4>Results</h4>Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared ...[more]

PMID: 37039105

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Project description:PurposeAmplitude modulations (AMs) are important for speech intelligibility, and deficits in speech intelligibility are a leading source of impairment in childhood listening difficulties (LiD). The present study aimed to explore the relationships between AM perception and speech-in-noise (SiN) comprehension in children and to determine whether deficits in AM processing contribute to childhood LiD. Evoked responses were used to parse the neural origins of AM processing.MethodForty-one children with LiD and 44 typically developing children, ages 8-16 years, participated in the study. Behavioral AM depth thresholds were measured at 4 and 40 Hz. SiN tasks included the Listening in Spatialized Noise-Sentences Test (LiSN-S) and a coordinate response measure (CRM)-based task. Evoked responses were obtained during an AM change detection task using alternations between 4 and 40 Hz, including the N1 of the acoustic change complex, auditory steady-state response (ASSR), P300, and a late positive response (late potential [LP]). Maturational effects were explored via age correlations.ResultsAge correlated with 4-Hz AM thresholds, CRM separated talker scores, and N1 amplitude. Age-normed LiSN-S scores obtained without spatial or talker cues correlated with age-corrected 4-Hz AM thresholds and area under the LP curve. CRM separated talker scores correlated with AM thresholds and area under the LP curve. Most behavioral measures of AM perception correlated with the signal-to-noise ratio and phase coherence of the 40-Hz ASSR. AM change response time also correlated with area under the LP curve. Children with LiD exhibited deficits with respect to 4-Hz thresholds, AM change accuracy, and area under the LP curve.ConclusionsThe observed relationships between AM perception and SiN performance extend the evidence that modulation perception is important for understanding SiN in childhood. In line with this finding, children with LiD demonstrated poorer performance on some measures of AM perception, but their evoked responses implicated a primarily cognitive deficit.Supplemental materialhttps://doi.org/10.23641/asha.25009103.

Dataset Information

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

Objective

Method

Results

Conclusions

Publications

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

Similar Datasets

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