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

doi:10.1016/j.jsp.2005.12.004

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

Educational Psychology

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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.

Original language	English (US)
Pages (from-to)	87-104
Number of pages	18
Journal	Journal of school psychology
Volume	44
Issue number	2
DOIs	https://doi.org/10.1016/j.jsp.2005.12.004
State	Published - Apr 2006

Bibliographical note

Funding Information:
The preparation of this manuscript was supported by NIMH Grant R01-MH62941.

Keywords

Attention-deficit hyperactivity disorder
Behavior observation
Classroom behavior

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10.1016/j.jsp.2005.12.004

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title = "Classroom observations of students with and without ADHD: Differences across types of engagement",

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.",

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AU - Vile Junod, Rosemary E.

AU - DuPaul, George J.

AU - Jitendra, Asha K.

AU - Volpe, Robert J.

AU - Cleary, Kristi S.

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N2 - 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.

AB - 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.

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

Abstract

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