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This analysis demonstrates how recess enhances social skills in students with ADHD, suggesting effective engagement methods.
The social benefits of recess can be vast because of the unique dynamic characteristics of the setting. This setting can be difficult for students with Attention Deficit Hyperactivity Disorder (ADHD) as a result of a variety factors. This manuscript will examine instruction methods to encourage students with ADHD to engage in recess activities with others for the benefit of developing proper social benefits.
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Ryan et al. (2025) studied this question.
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