Lauth G W, Heubeck B G, Mackowiak K
Heilpädagogische Fakultät, University of Cologne, Germany.
Br J Educ Psychol. 2006 Jun;76(Pt 2):385-404. doi: 10.1348/000709905X43797.
Observation studies of students with attention-deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare.
The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on-task behaviours, as well as considering differences between classroom contexts.
DSM-III-R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students.
Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988). Correlations between teacher reports and observation codes were computed, and systematic differences between students with ADHD problems and controls in different classroom contexts were examined using a generalized linear mixed model (GLMM).
Global teacher reports showed moderate to strong correlations with observed student behaviours. Expected on-task behaviour demonstrated the strongest relationship (r>-.70) with teacher reports. As hypothesized, the children with ADHD were more disruptive and inattentive than their matched peers. They were also less often inconspicuous on-task as expected by their teachers. However, their behaviour was assigned to two other on-task categories more often than their peers, and this raised their total on-task behaviour to over 66%. Situational differences were found for all codes as well, which mostly affected all students in a similar way, not just students with ADHD.
ADHD related behaviours are pervasive across the classroom situations coded. Teachers appear to distinguish between desirable and undesirable on-task behaviours. Nevertheless, assisting students with ADHD problems requires shaping both. Future studies need to include more differentiated codes for various types of on-task behaviours and also need to code the lesson context concurrently.
在自然课堂环境中对患有注意力缺陷多动障碍（ADHD）问题的学生进行观察研究成本高昂且相对少见。
该研究探讨教师评分如何基于学生在课堂上的实际行为，以及患有ADHD问题的儿童的行为与他们的同学有何不同。作者试图拓宽通常对破坏性行为和注意力不集中行为的关注，以阐明各种专注于任务行为的作用，并考虑课堂环境之间的差异。
使用《精神疾病诊断与统计手册》第三版修订版（DSM-III-R）标准并结合教师评分量表，从569名小学生中选取了55名患有ADHD问题的学生样本以及55名匹配的对照学生。
使用慕尼黑注意力观察量表（MAI；Helmke，1988）在学生的自然课堂中对他们进行观察。计算教师报告与观察编码之间的相关性，并使用广义线性混合模型（GLMM）检查患有ADHD问题的学生与对照学生在不同课堂环境中的系统差异。
教师的总体报告与观察到的学生行为显示出中度到高度的相关性。预期的专注于任务行为与教师报告的关系最为密切（r>-.70）。正如所假设的，患有ADHD的儿童比他们匹配的同龄人更具破坏性且注意力更不集中。他们也不像老师预期的那样经常在专注于任务时不显眼。然而，他们的行为被归入其他两个专注于任务的类别中的频率比同龄人更高，这使得他们的总体专注于任务行为超过了66%。在所有编码中也发现了情境差异，这些差异大多以类似的方式影响所有学生，而不仅仅是患有ADHD的学生。
与ADHD相关的行为在编码的课堂情境中普遍存在。教师似乎能够区分理想的和不理想的专注于任务行为。然而，帮助患有ADHD问题的学生需要同时塑造这两种行为。未来的研究需要为各种类型的专注于任务行为纳入更细致的编码，并且还需要同时对课程背景进行编码。
