Abstract
Investigated differences in attentional processes between children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and their classroom peers. Models of attention gleaned from laboratory experiments provided a theoretical structure for hypothesizing between-group attentional differences. Seventy-five children with ADHD and 36 normal control children were observed in their regular classrooms over a 1-week time interval. Explication of between-group differences revealed that children with ADHD were approximately 21% less attentive on average. Both groups exhibited an accelerating-decelerating pattern of attention over time, however, children with ADHD cycled at a rate twice that of same-aged peers. Six variables derived from observed attention were examined for diagnostic utility using logistical regression, odds ratios, total predictive value, and receiver operating characteristics. Implications of these findings are discussed.
Notes
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Graduation Date
2005
Semester
Summer
Degree
Master of Science (M.S.)
College
College of Arts and Sciences
Department
Psychology
Format
application/pdf
Identifier
CFE0000686
URL
http://purl.fcla.edu/fcla/etd/CFE0000686
Language
English
Release Date
October 2018
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Timko, Thomas M. Jr., "Classroom Observations Of Attention-Deficit/Hyperactivity Disorder: Patterns And Characteristics Of Attention Over Time" (2005). Electronic Theses and Dissertations. 6112.
https://stars.library.ucf.edu/etd/6112