Title page for ETD etd-06012004-153913

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
  • break
  • behavioral pharmacology
  • attention deficit hyperactivity disorder
Date of Defense 2003-05-13
Availability unrestricted
Only two empirical studies of recess have been extended to children with a diagnosis of

attention 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 participantís 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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