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Variability of Attention Processes in ADHD

Observations From the Classroom

University of Central Florida, mrapport@ pegasus.cc.ucf.edu

Michael J. Kofler

University of Central Florida

R. Matt Alderson

Oklahoma State University

Thomas M. Timko, jr

University of Central Florida

George J. DuPaul

Lehigh University

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. (J. of Att. Dis. 2009; 12(6) 563-573)

Key Words: ADHD • vigilance • attention • variability • on task

This version was published on May 1, 2009

Journal of Attention Disorders, Vol. 12, No. 6, 563-573 (2009)
DOI: 10.1177/1087054708322990


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