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 | |
| 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
Fingerprint
Dive into the research topics of 'Classroom observations of students with and without ADHD: Differences across types of engagement'. Together they form a unique fingerprint.Cite this
- APA
- Standard
- Harvard
- Vancouver
- Author
- BIBTEX
- RIS