Classroom observations of students with and without ADHD: Differences across types of engagement
Journal of School PsychologyPublished 8 February 2006
Rosemary E. Vile Junod, George J. DuPaul, Asha K. Jitendra, Robert J. Volpe, Kristi S. Cleary
Citations152
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Abstract
The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed.
Keywords
PsychologyMedicine
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