The effect of time of day on problem solving and classroom behavior

Abstract

This study describes fluctuations in problem solving and classroom behaviors during the school day for nonmedicated pupils who had attention deficits with hyperkinesis. The 43 participating pupils were observed with Stonybrook Observation Code, and tested with Stroop Color-Word Test, Matching Familiar Figures, Porteus Mazes, and Digit Span. Test data were collected in counterbalanced morning and afternoon sessions. Twenty-one pupils were administered the tests in the morning and in the afternoon; the remainder were tested in the afternoon and in the following morning. Equivalent test forms were used. Direct observations were completed for four minutes in the morning and for four minutes in the afternoon once each week over a four-week period. Repeated measures Multivariate ANOVAs were followed by univariate and correlational analyses. On problem-solving tasks except Digit Span, pupils performed better in the morning. In classroom behavior, all pupils exhibited more interference, off-task, noncompliance, and minor motor movement in the afternoon. The results are discussed in terms of scheduling problem-solving tasks in the morning and less structured activities in the afternoon.This study was undertaken to describe fluctuations of problem solving and classroom behavior during the school day (morning and afternoon) for a sample of pupils who had attention-deficits with hyperkinesis, and to relate these fluctuations to teaching and classroom organizational variables. Performance fluctuations have not been studied for pupils with special characteristics. The assumption has been that pupils with special characteristics are different from pupils with no diagnosed learning difficulties. Previous studies have shown that normal children and adults have fluctuations of problem solving during the day that are independent of fatigue and boredom (Colquhoun, 1971; Johnson, et al., 1981; Mackenberg, et al., 1974).Of all the childhood disorders, attention-deficits with hyperkinesis has generated the greatest amount of interest and controversy (Whalen & Henker, 1980). Estimates of prevalence range from 1 to 20% for all school-age children (Renshaw, 1974). The definition and diagnosis of attention-deficits with hyperkinesis includes a constellation of symptoms extending along various behavioral, perceptual-cognitive, and socialenvironmental dimensions. The primary symptoms consist of excessive activity, short attention span, poor scholastic performance despite normal intelligence, impulsivity, excitability, and distractibility (DSM-111). In addition, several secondary signs often are present such as aggressiveness, low frustration, and poor self-esteem (Clements, 1966; Whalen & Henker, 1980). Two approaches to defining attention-deficits with hyperkinesis in children are educational performance and activity-arousal models. The educational models describe problems in efficient task strategies. Torgensen (1977) suggests that learning failure in these children does not necessarily indicate a specific psychological process deficit i...

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