Variability of Attention Processes in ADHD Observations From the Classroom
Abbreviated Journal Title
J. Atten. Disord.
ADHD; vigilance; attention; variability; on task; DEFICIT HYPERACTIVITY DISORDER; CONTINUOUS PERFORMANCE-TEST; DEFICIT/HYPERACTIVITY DISORDER; SUSTAINED ATTENTION; DSM-IV; VIGILANCE; TASK; LATENT CLASS; CHILDREN; POPULATION; BEHAVIOR; Psychology, Developmental; Psychiatry
Objective: Classroom- and laboratory-based efforts to study the attentional problems of children with ADHD are incongruent in elucidating attentional deficits; however, none have explored within-or between-minute variability in the classroom attentional processing in children with ADHD. Method: High and low attention groups of ADHD children defined via cluster analysis, and 36 typically developing children, were observed while completing academic assignments in their general education classrooms. Results: All children oscillated between attentive and inattentive states; however, children in both ADHD groups switched states more frequently and remained attentive for shorter durations relative to typically developing children. Conclusion: Overall differences in attention and optimal ability to maintain attention among the groups are consistent with laboratory studies of increased ADHD-related interindividual and intergroup variability but inconsistent with laboratory results of increased intra-individual variability and attention decrements over time. (J. of Att. Dis. 2009; 12(6) 563-573)
Journal of Attention Disorders
"Variability of Attention Processes in ADHD Observations From the Classroom" (2009). Faculty Bibliography 2000s. 2039.