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Type of Document Dissertation Author Ridgway, Andrea Author's Email Address aridgwa@lsu.edu URN etd-06012004-153913 Title The Effects of a Recess or Break and Stimulant Medication on the Classroom Behavior of Children with ADHD Degree Doctor of Philosophy (Ph.D.) Department Psychology Advisory Committee
Advisor Name Title John Northup Committee Chair Dorothea Lerman Committee Member George Noell Committee Member Mary Lou Kelley Committee Member Jan Hondzinski Dean's Representative Keywords
- break
- behavioral pharmacology
- attention deficit hyperactivity disorder
Date of Defense 2003-05-13 Availability unrestricted Abstract Only two empirical studies of recess have been extended to children with a diagnosis ofattention deficit hyperactivity disorder (ADHD) and only one has included a single-case analysis.
In addition, no studies have been found that specifically evaluated the effects of a quiet, indoor break on the classroom behavior of children in general, and children with ADHD in particular. The primary purpose of this study was to evaluate the effects of a recess, break, and continuous classroom schedule on the subsequent classroom behavior of children with a diagnosis of ADHD both when participants did and did not receive stimulant medication. Results were most apparent for 1 participant’s disruptive behavior when he did not receive medication. Specifically, when this participant did not receive medication his disruptive behavior was lowest on days when he
had a recess and highest on days when he had a continuous classroom schedule. Results of
classroom schedule effects for all other participants were more equivocal. Regardless, stimulant medication was the only intervention that resulted in acceptable levels of off-task and disruptive behavior for the participants in this study.
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