Abstract
Two studies evaluated the effects of within-task and competing visual stimulation on the mathematics performance and behavior of 17 children, ages 8 to 14, with attention deficit hyperactivity disorder (ADHD). In the first study, students with ADHD were exposed to both high and low within-task stimulation during a simple mathematics task. Results showed that participants completed more problems, completed more problems correctly, and were less active in the high within-task stimulation condition. In the second study, participants were exposed to both high and low levels of competing stimulation during the same high within-task stimulation condition that resulted in better performance in the first study. Results showed that participants completed fewer problems in the high-competing stimulation condition than in the low. The results of these studies provided additional support for a more contextual view of ADHD that more fully accounts for within-task and competing stimulation effects.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 272-288 |
| Number of pages | 17 |
| Journal | Behavioral Disorders |
| Volume | 27 |
| Issue number | 3 |
| State | Published - May 2002 |
All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
- Clinical Psychology