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

被引：92
|
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
相关论文
共 50 条
  • [1] Differences in Classroom Engagement of Asian American Engineering Students
    Ing, Marsha
    Victorino, Christine
    [J]. JOURNAL OF ENGINEERING EDUCATION, 2016, 105 (03) : 431 - 451
  • [2] The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD
    Martin, Andrew J.
    [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2012, 37 (02) : 91 - 105
  • [3] Work Performance Differences Between College Students With and Without ADHD
    Shifrin, Joshua G.
    Proctor, Briley E.
    Prevatt, Frances F.
    [J]. JOURNAL OF ATTENTION DISORDERS, 2010, 13 (05) : 489 - 496
  • [4] Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains
    Goetz, Thomas
    Luedtke, Oliver
    Nett, Ulrike E.
    Keller, Melanie M.
    Lipnevich, Anastasiya A.
    [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2013, 38 (04) : 383 - 394
  • [5] Psychological functioning differences among college students with confirmed ADHD, ADHD by self-report only, and without ADHD
    Richards, TL
    Rosén, LA
    Ramirez, CA
    [J]. JOURNAL OF COLLEGE STUDENT DEVELOPMENT, 1999, 40 (03) : 299 - 304
  • [6] Individual differences in error-related ERPS in college students with and without ADHD
    Chang, Wen-Pin
    Gavin, William J.
    Davies, Patricia L.
    [J]. PSYCHOPHYSIOLOGY, 2008, 45 : S25 - S25
  • [7] The Effect of Flipped Classroom on Students' Engagement
    Subramaniam, Suwarna Rani
    Muniandy, Balakrishnan
    [J]. TECHNOLOGY KNOWLEDGE AND LEARNING, 2019, 24 (03) : 355 - 372
  • [8] The Effect of Flipped Classroom on Students’ Engagement
    Suwarna Rani Subramaniam
    Balakrishnan Muniandy
    [J]. Technology, Knowledge and Learning, 2019, 24 : 355 - 372
  • [9] BEHAVIORAL INTERVENTIONS FOR THE CLASSROOM - IMPLICATIONS FOR STUDENTS WITH ADHD
    ABRAMOWITZ, AJ
    OLEARY, SG
    [J]. SCHOOL PSYCHOLOGY REVIEW, 1991, 20 (02) : 220 - 234
  • [10] Examine The Presence of ADHD in Families of Students with/without ADHD
    Tajalli, Parisa
    Hooman, H. A.
    Afrooz, G. H. A.
    Ghobaribonab, B.
    [J]. 3RD WORLD CONFERENCE ON PSYCHOLOGY, COUNSELING AND GUIDANCE, WCPCG-2012, 2013, 84 : 346 - 350
12345