| Title |
Inattentive Behavior in Boys with ADHD during Classroom Instruction: the Mediating Role of Working Memory Processes
|
|---|---|
| Published in |
Research on Child and Adolescent Psychopathology, August 2017
|
| DOI | 10.1007/s10802-017-0338-x |
| Pubmed ID | |
| Authors |
Sarah A. Orban, Mark D. Rapport, Lauren M. Friedman, Samuel J. Eckrich, Michael J. Kofler |
| Abstract |
Children with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and in other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom instruction. Boys ages 8-12 (M = 9.62, SD = 1.22) with ADHD (n = 32) and typically developing boys (TD; n = 30) completed a counterbalanced series of working memory tests and watched two videos on separate assessment days: an analogue math instructional video, and a non-instructional video selected to match the content and cognitive demands of parent/teacher-described 'preferred' activities. Objective, reliable observations of attentive behavior revealed no between-group differences during the non-instructional video (d = -0.02), and attentive behavior during the non-instructional video was unrelated to all working memory variables (r = -0.11 to 0.19, ns). In contrast, the ADHD group showed disproportionate attentive behavior decrements during analogue classroom instruction (d = -0.71). Bias-corrected, bootstrapped, serial mediation revealed that 59% of this between-group difference was attributable to ADHD-related impairments in central executive working memory, both directly (ER = 41%) and indirectly via its role in coordinating phonological short-term memory (ER = 15%). Between-group attentive behavior differences were no longer detectable after accounting for ADHD-related working memory impairments (d = -0.29, ns). Results confirm anecdotal reports of intact sustained attention during activities that place minimal demands on working memory, and indicate that ADHD children's inattention during analogue classroom instruction is related, in large part, to their underdeveloped working memory abilities. |
X Demographics
The data shown below were collected from the profiles of 1,550 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 350 | 23% |
| United States | 9 | <1% |
| China | 7 | <1% |
| Austria | 5 | <1% |
| Korea, Democratic People's Republic of | 3 | <1% |
| Korea, Republic of | 3 | <1% |
| United Kingdom | 3 | <1% |
| Solomon Islands | 2 | <1% |
| Comoros | 2 | <1% |
| Other | 25 | 2% |
| Unknown | 1141 | 74% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1542 | 99% |
| Scientists | 4 | <1% |
| Practitioners (doctors, other healthcare professionals) | 3 | <1% |
| Science communicators (journalists, bloggers, editors) | 1 | <1% |
Mendeley readers
The data shown below were compiled from readership statistics for 134 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 134 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 19 | 14% |
| Student > Ph. D. Student | 18 | 13% |
| Student > Bachelor | 13 | 10% |
| Researcher | 12 | 9% |
| Student > Postgraduate | 9 | 7% |
| Other | 24 | 18% |
| Unknown | 39 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 44 | 33% |
| Social Sciences | 14 | 10% |
| Medicine and Dentistry | 6 | 4% |
| Neuroscience | 5 | 4% |
| Nursing and Health Professions | 4 | 3% |
| Other | 14 | 10% |
| Unknown | 47 | 35% |
Attention Score in Context
This research output has an Altmetric Attention Score of 349. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 06 March 2024.
All research outputs
#94,580
of 25,738,558 outputs
Outputs from Research on Child and Adolescent Psychopathology
#8
of 2,064 outputs
Outputs of similar age
#2,127
of 328,393 outputs
Outputs of similar age from Research on Child and Adolescent Psychopathology
#1
of 23 outputs
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So far Altmetric has tracked 2,064 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 9.7. This one has done particularly well, scoring higher than 99% of its peers.
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