The effects of visual stimulation on the mathematics performance of children with attention deficit/hyperactivity disorder

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.