The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

Anouck I. Staff; Jaap Oosterlaan; Saskia van der Oord; Barbara J. van den Hoofdakker; Marjolein Luman

doi:10.1177/10870547231167522

The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

Anouck I. Staff^*
, Jaap Oosterlaan
, Saskia van der Oord
, Barbara J. van den Hoofdakker
, Marjolein Luman

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

Original language	English
Pages (from-to)	939-950
Number of pages	12
Journal	Journal of attention disorders
Volume	27
Issue number	9
DOIs	https://doi.org/10.1177/10870547231167522
Publication status	Published - Jul 2023

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Netherlands Organization for Health Research and Development (ZonMw), grant number 729300013.

Publisher Copyright:
© ©The Author(s) 2023.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Netherlands Organization for Health Research and Development (ZonMw), grant number 729300013.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

ADHD
classroom observations
classroom setting
transitions

Access to Document

10.1177/10870547231167522

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Cite this

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title = "The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers",

abstract = "Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.",

keywords = "ADHD, classroom observations, classroom setting, transitions",

author = "Staff, \{Anouck I.\} and Jaap Oosterlaan and \{van der Oord\}, Saskia and \{van den Hoofdakker\}, \{Barbara J.\} and Marjolein Luman",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Netherlands Organization for Health Research and Development (ZonMw), grant number 729300013. Publisher Copyright: {\textcopyright} {\textcopyright}The Author(s) 2023.",

year = "2023",

month = jul,

doi = "10.1177/10870547231167522",

language = "English",

volume = "27",

pages = "939--950",

journal = "Journal of attention disorders",

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AU - Staff, Anouck I.

AU - Oosterlaan, Jaap

AU - van der Oord, Saskia

AU - van den Hoofdakker, Barbara J.

AU - Luman, Marjolein

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Netherlands Organization for Health Research and Development (ZonMw), grant number 729300013. Publisher Copyright: © ©The Author(s) 2023.

PY - 2023/7

Y1 - 2023/7

N2 - Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

AB - Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

KW - ADHD

KW - classroom observations

KW - classroom setting

KW - transitions

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The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

Persistent URL (handle)

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Cite this