Nineteen boys aged 8 to 14 with a diagnosis of ADHD and 16 age-matched controls were compared in a virtual reality (VR) classroom version of a continuous performance task (CPT), with a second standard CPT presentation using the same projection display dome system. The Virtual Classroom included simulated "real-world" auditory and visual distracters. Parent ratings of attention, hyperactivity, internalizing problems, and adaptive skills on the Behavior Assessment System for Children (BASC) Monitor for ADHD confirmed that the ADHD children had more problems in these areas than controls. The difference between the ADHD group (who performed worse) and the control group approached significance (p = .05; adjusted p = .02) in the Virtual Classroom presentation, and the classification rate of the Virtual Classroom was better than when the standard CPT was used (87.5% versus 68.8%). Children with ADHD were more affected by distractions in the VR classroom than those without ADHD. Results are discussed in relation to distractibility in ADHD.

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The purpose of this study was to investigate the unexpected adjustments to marriage of contemporary couples. Twenty‐one couples were interviewed. The criteria were as follows: all of the couples were childless, in their first marriage, and the couples had been married less than a year. Qualitative analysis based on a phenomenological approach was used in the investigation. Six themes emerged regarding unexpected adjustments. The themes were as follows: The little things, competing loyalties, letdowns, serious responsibility, relationship roles, and sex. In some cases, gender of the spouse and premarital cohabitation appeared to relevant to distinct types of adjustments. Implications for conceptualizing the transition to marriage and for further research and application toward premarital education are discussed.

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