Imeraj Lindita, Antrop Inge, Roeyers Herbert, Deboutte Dirk, Deschepper Ellen, Bal Sarah, Sonuga-Barke Edmund
Ghent University, Belgium Ghent University Hospital, Belgium
Ghent University, Belgium Ghent University Hospital, Belgium.
J Atten Disord. 2016 Jan;20(1):71-81. doi: 10.1177/1087054713478464. Epub 2013 Apr 2.
Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings.
This study investigated the differential impact of classroom "idle time"--periods when students are not actively engaged or waiting for a task--on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days.
Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates (p < .05).
Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children.
研究已确定在特定实验室条件下多动症缺陷会加剧。对于此类情境因素在自然环境中日常功能方面的意义，人们了解较少。
本研究调查了课堂“空闲时间”（即学生未积极参与或等待任务的时间段）对31名多动症儿童（25名男孩和6名女孩；年龄6 - 12岁）以及31名性别和年龄匹配的发育正常的同班同学行为的不同影响，在两个上学日期间对他们在正常课堂上进行同步观察。
两组经历的空闲时间量相同（占总时间的12%）。然而，在空闲时间里，多动症儿童的多动和吵闹程度比他们的同班同学显著增加更多（p < .05）。
研究结果突出了多动症儿童对课堂空闲时间的不同易感性。课堂干预可能需要特别针对这些时间段，以减少这些儿童的破坏性行为。
