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.
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 ADHDchildren 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.
Authors: Leanne Tamm; Megan E Narad; Tanya N Antonini; Kathleen M O'Brien; Larry W Hawk; Jeffery N Epstein Journal: Neurotherapeutics Date: 2012-07 Impact factor: 7.620
Authors: Jeffery N Epstein; Joshua M Langberg; Paul J Rosen; Amanda Graham; Megan E Narad; Tanya N Antonini; William B Brinkman; Tanya Froehlich; John O Simon; Mekibib Altaye Journal: Neuropsychology Date: 2011-07 Impact factor: 3.295
Authors: Jeffery N Epstein; William B Brinkman; Tanya Froehlich; Joshua M Langberg; Megan E Narad; Tanya N Antonini; Keri Shiels; John O Simon; Mekibib Altaye Journal: Neuropsychopharmacology Date: 2011-01-19 Impact factor: 7.853