Doctor of Philosophy (PhD)
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.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Ridgway, Andrea, "The effects of a recess or break and stimulant medication on the classroom behavior of children with ADHD" (2004). LSU Doctoral Dissertations. 412.