Classroom observations of students with and without ADHD: Differences across types of engagement

被引：93
作者：
Junod, REV [1 ]
DuPaul, GJ [1 ]
Jitendra, AK [1 ]
Volpe, RJ [1 ]
Cleary, KS [1 ]
机构：
[1] Lehigh Univ, Sch Psychol Program, Bethlehem, PA 18015 USA
来源：
JOURNAL OF SCHOOL PSYCHOLOGY | 2006年 / 44卷 / 02期
关键词：
attention-deficit hyperactivity disorder; classroom behavior; behavior observation;
D O I：
10.1016/j.jsp.2005.12.004
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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 graides 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. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码：87 / 104
页数：18
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