Variability of attention processes in ADHD: observations from the classroom
Mark D Rapport1, Michael J Kofler, R Matt Alderson
1Department of Psychology, University of Central Florida, Orlando, FL 32816, USA. mrapport@pegasus.cc.ucf.edu
Objective:
Classroom- and laboratory-based efforts to study the attentional problems of children with ADHD are incongruent in elucidating attentional deficits; however, none have explored within- or between-minute variability in the classroom attentional processing in children with ADHD.
Method:
High and low attention groups of ADHD children defined via cluster analysis, and 36 typically developing children, were observed while completing academic assignments in their general education classrooms.
Results:
All children oscillated between attentive and inattentive states; however, children in both ADHD groups switched states more frequently and remained attentive for shorter durations relative to typically developing children.
Conclusion:
Overall differences in attention and optimal ability to maintain attention among the groups are consistent with laboratory studies of increased ADHD-related interindividual and intergroup variability but inconsistent with laboratory results of increased intra-individual variability and attention decrements over time.
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