The Impact of Idle Time in the Classroom: Differential Effects on Children With ADHD. (January 2016)

• Record Type: Journal Article
• Authors: Imeraj, Lindita; Antrop, Inge; Roeyers, Herbert; Deboutte, Dirk; Deschepper, Ellen; Bal, Sarah; Sonuga-Barke, Edmund
• Is Part Of: Journal of attention disorders. Volume 20:Number 1(2016:Jan.)
• Page Start: 71
• Page End: 81
• Publication Date: 2016-01
• Subjects: ADHD -- disruptive behavior -- classroom -- context -- variability; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054713478464
• Languages: English
• ISSNs: 1087-0547

Abstract

Objective: Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings.Method: This study investigated the differential impact of classroom "idle time"—periods when students are not actively engaged or waiting for a task—on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days.Results: Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates ( p < .05).Conclusion: Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children.