Effects of Recess on the Classroom Behavior of Children With and Without Attention-Deficit Hyperactivity Disorder.

Ridgway, Andrea; Northup, John; Pellegrin, Angie; LaRue, Robert; Hightsoe, Anne

doi:10.1521/scpq.18.3.253.22578

Cited by 42 publications

(31 citation statements)

References 9 publications

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“…Attention to classroom tasks has been used in many studies of proximal effects of recess on cognitive performance (e.g., Jarrett et al, 1998;Ridgway et al, 2003). Attention is a direct and relatively easy-tomeasure index of children's motivation for, and engagement in, their school work (e.g., Toppino et al, 1991).…”

Section: The Role Of Recess In Cognitive Performance: Proximal Measuresmentioning

confidence: 99%

The Role of Recess in Children's Cognitive Performance and School Adjustment

Pellegrini

Bohn

2005

Educational Researcher

183

141

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The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors' position is embedded in the larger debate about school accountability; they argue that school policy should be based on the best theory and empirical evidence available. They support their argument for the importance of recess with theory and with experimental and longitudinal data showing how recess breaks maximize children's cognitive performance and adjustment to school.

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Section: The Role Of Recess In Cognitive Performance: Proximal Measuresmentioning

confidence: 99%

The Role of Recess in Children's Cognitive Performance and School Adjustment

Pellegrini

Bohn

2005

Educational Researcher

183

141

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“…The interventions that were included in this category (see Table 1) focused on the application of behavior modification techniques (Fabiano & Pelham, 2003;Northup et al, 1999;Van Lier, Muthen, Van der Sar, & Crijnen, 2004), cognitive-behavioral techniques (Ardoin & Martens, 2004;DuPaul & Hoff, 1998;Mathes & Bender, 1997), or environmental changes that involve modifications in the usual classroom dynamics (Powell & Nelson, 1997;Ridgway, Northup, Pellegrin, LaRue, & Hightsoe, 2003). Decrease disruptive behavior and increase "on-task" behavior.…”

Section: Simple Interventionsmentioning

confidence: 99%

Interventions in School Settings for Students With ADHD

Miranda

Jarque²,

Tárraga³

2006

Exceptionality

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This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the MTA-a study designed to compare the efficacy of behavioral treatment (BT), medical management (MM), combined treatment (BT and MM), and a routine community care control group-are discussed. The MTA findings suggest that the most effective treatment for ADHD is a multimodal intervention that frequently includes concurrent medication in addition to parent training, school interventions, and child intervention.The notable increase in the number of children diagnosed with attention deficit hyperactivity disorder (ADHD) in the past few years has had important repercussions on the educational system. In fact, in the United States, additional expenditures by public schools on behalf of students with ADHD amounted to over $3.2 billion in 1995 (Forness, 1998). Consequently, in addition to becoming a public health issue, ADHD has also become a relevant educational issue. Furthermore, after decades of research, there is no doubt that ADHD has a chronic nature. It shows up in early childhood and continues to a troubling degree throughout childhood and adolescence and into adulthood. The symptoms of this disorder cause alterations in school and family functioning and in relationships with classmates, and they carry with them a poor long-term psychiatric, social, and academic adjustment (Biederman et al., 2004).Given the high prevalence of ADHD, its long-term repercussions, and its chronicity, the search for effective treatments to manage it has been a constant concern for the last EXCEPTIONALITY, 14(1), [35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52]

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“…In a thesis on children with attention deficit disorder and hyperactivity disorder, Yılmaz investigated another dimension of the topic and reached the conclusion that the children with attention deficit disorder and hyperactivity disorder socialized in a positive way during free time activities [61]. In a study on ADHD students, Ridgway et al [62] compared the days when children had recess and when they did not. They concluded that the children showed more inappropriate behavior in the days when they did not have recess.…”

Section: Discussionmentioning

confidence: 99%

“Recess” in the Eyes of Primary School Students: Cyprus Case

Ayda

Güneyli

2018

Sustainability

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This study aims to describe what recess is like in the eyes of primary school children. At the basis of the literature of the study, the focus was on the notion of free time, and free time notion was explained based on the Planned Behavior Theory. A mixed research approach is used in the study, from both qualitative and quantitative aspects. In the qualitative dimension, students were asked to express what they understood from recess through using metaphors. In the quantitative dimension, "Leisure Satisfaction Scale", developed by Beard and Ragheb, and adapted to Turkish in 2001, was used. Responses given by students to this scale were analyzed and their level of satisfaction during recess periods was identified. This research was performed at a primary school of the North Cyprus Ministry of National Education during the 2016-2017 academic year, selected in accordance with purposive sampling. A total of 190 students attending the 5th grade in this school constituted the study group of the research. Students consider recess as more of a time for enjoyment, game, and fun, but think it ends too soon. On the other hand, they stated that they achieved satisfaction socially, especially during recess, but, on the contrary, it was observed that their psychological satisfaction stayed at a lower level. A conclusion was also reached that certain variables (having a monitoring teacher, especially during recess periods) affected level of satisfaction of students during recess. In conclusion, based on the findings of this research, it should be stated that both teachers and school administrators have responsibility in enhancing the psychological satisfaction level of students especially during recess periods. It can be said that it will be possible to raise other satisfaction levels (physical, aesthetic, social, etc.) of students by enhancing their psychological satisfaction levels during recess.

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Effects of Recess on the Classroom Behavior of Children With and Without Attention-Deficit Hyperactivity Disorder.

Cited by 42 publications

References 9 publications

The Role of Recess in Children's Cognitive Performance and School Adjustment

The Role of Recess in Children's Cognitive Performance and School Adjustment

Interventions in School Settings for Students With ADHD

“Recess” in the Eyes of Primary School Students: Cyprus Case

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