Variability of Attention Processes in ADHD

This is the authors' abstract. We don't add key points for this paper.

OBJECTIVE: Classroom- and laboratory-based efforts to study the attentional problems of children with ADHD are incongruent in elucidating attentional deficits; however, none have explored within- or between-minute variability in the classroom attentional processing in children with ADHD. METHOD: High and low attention groups of ADHD children defined via cluster analysis, and 36 typically developing children, were observed while completing academic assignments in their general education classrooms. RESULTS: All children oscillated between attentive and inattentive states; however, children in both ADHD groups switched states more frequently and remained attentive for shorter durations relative to typically developing children. CONCLUSION: Overall differences in attention and optimal ability to maintain attention among the groups are consistent with laboratory studies of increased ADHD-related interindividual and intergroup variability but inconsistent with laboratory results of increased intra-individual variability and attention decrements over time.