ERIC Number: EJ909521
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 44
Extended Time on Academic Assignments: Does Increased Time Lead to Improved Performance for Children with Attention-Deficit/Hyperactivity Disorder?
Pariseau, Meaghan E.; Fabiano, Gregory A.; Massetti, Greta M.; Hart, Katie C.; Pelham, William E., Jr.
School Psychology Quarterly, v25 n4 p236-248 Dec 2010
Researchers examined the impact of an extended time accommodation on appropriate classroom behavior and rate of work completion for 33 children with attention-deficit/hyperactivity disorder (ADHD). Participants received standard (30 min) or extended (45 min) time to complete seatwork in a within-subject, crossover design study. Appropriate behavior (i.e., rule-following behavior) and rate of problems completed accurately per minute were compared across conditions. Children completed significantly more problems correctly per minute when given standard time compared with extended time; however, no difference in appropriate behavior was found between the two conditions. Appropriate behavior over time was examined by segmenting each condition into time intervals. Analyses indicated that children's appropriate behavior significantly decreased over time in both conditions. The implications of these findings are discussed. (Contains 4 tables.)
Descriptors: Student Behavior, Intervals, Assignments, Attention Deficit Hyperactivity Disorder, Classroom Environment, Time on Task, Academic Accommodations (Disabilities), Academic Achievement, Summer Programs, Special Education, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A