Variability of attention processes in ADHD: observations from the classroom.
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.


METHODS
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.


CONCLUSIONS
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.
Rapport
Mark D
MD
Department of Psychology, University of Central Florida, Orlando, FL 32816, USA. mrapport@pegasus.cc.ucf.edu
Kofler
Michael J
MJ
Alderson
R Matt
RM
Timko
Thomas M
TM
Dupaul
George J
GJ
D001288:Attention / Q000502:physiology; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis* / Q000523:psychology; D002648:Child; D002652:Child Behavior / Q000523:psychology; D002657:Child Development / Q000502:physiology; D016000:Cluster Analysis; D003072:Cognition Disorders / Q000175:diagnosis* / Q000523:psychology; D005260:Female; D005403:Fixation, Ocular / Q000502:physiology; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests; D012720:Severity of Illness Index; D013334:Students / Q000523:psychology; D011795:Surveys and Questionnaires; D013647:Task Performance and Analysis; D013997:Time Factors