Classroom observations of students with and without ADHD: Differences across types of engagement

Rosemary E. Vile Junod, George J. DuPaul, Asha K. Jitendra, Robert J. Volpe, Kristi S. Cleary

Research output: Contribution to journalArticlepeer-review

81 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)87-104
Number of pages18
JournalJournal of School Psychology
Volume44
Issue number2
DOIs
StatePublished - Apr 1 2006

Keywords

  • Attention-deficit hyperactivity disorder
  • Behavior observation
  • Classroom behavior

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