Identifier

etd-06012004-153913

Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

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 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.

Date

2004

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

John Northup

DOI

10.31390/gradschool_dissertations.412

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