The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

Abstract

Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms

“…Within the technique of «academic instruction», most articles (41.18%) prioritize using «lessons» as a primary strategy for bettering academic performance in children with ADHD (Galkiene &Monkeviciene, 2021;Hornstra et al, 2022;Jornevald et al, 2023;Lozano-Álvarez et al, 2023;McDougal et al (2022);Mezzanotte, 2020;Staff et al, 2023). This suggests a significant focus on the content and delivery of instructional material to support learning outcomes.…”

“…This approach may lead to improved academic performance and the maintenance and enhancement of students' engagement and participation. Similarly, Staff et al (2023), express that lessons should emphasize teaching methods and instruction techniques that are novel; in this way, commitment and participation in the classroom could be maximized. Hornstra (2022), agrees on innovative teaching approaches so that they address the amalgam of learning needs of students with ADHD; a core point that Hornstra (2022),…”

“…Based on Mezzanotte (2020), the teacher should break down the tasks into smaller, easier--to-solve tasks so that the student feels comfortable and less overwhelmed. As indicated by Staff et al (2023), the use of teaching materials plays a fundamental role in studying, especially underlining key points and writing them down on a sheet to help in the process of concentration; on the other hand, the elimination or reduction of scheduled tests would contribute to the reduction of anxiety problems before an exam. Alternative evaluation methods should be chosen to encourage teamwork to achieve mutual support, and the implementation of assistive technology tools, such as PDAs and projectors, can encourage students to participate actively (Lozano-Álvarez et al, 2023).…”