The effect of activity/environment on emotionally disturbed children

Twenty-four children, from classes of emotionally disturbed children, were observed for behaviors of inattention, distractibility, and impulsivity. Each child was seen in either a distractive room or a distraction-free room while engaging in both a structured and an unstructured activity. The children seen in a distraction-free room displayed significantly less inattention (length of time off task) than those engaging in an unstructured activity. There were no significant results concerning impulsive behaviors. The benefits in controlling environmental stimuli and activity structure to encourage decreased inattention and distractibility were discussed. By evaluating the components of environmental and activity structure, the occupational therapist can design a more effective therapeutic milieu in which to treat ED children.