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CLASSROOM OBSERVATIONS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: PATTERNS AND CHARACTERISTICS OF ATTENTION OVER TIME

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Date Issued:
2005
Abstract/Description:
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.
Title: CLASSROOM OBSERVATIONS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: PATTERNS AND CHARACTERISTICS OF ATTENTION OVER TIME.
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Name(s): Timko Jr, Thomas, Author
Rapport, Mark, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFE0000686 (IID), ucf:46485 (fedora)
Note(s): 2005-08-01
M.S.
Arts and Sciences, Department of Psychology
Masters
This record was generated from author submitted information.
Subject(s): ADHD
Classroom observations
direct observations
attention problems
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000686
Restrictions on Access: private 2025-01-31
Host Institution: UCF

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