{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/78550"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/78550","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Seatwork Chunking: Evaluation Of The Efficacy Of A Presentation Accommodation For Children With ADHD","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Jerome, Stephanie"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Fabiano, Gregory","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-10-26T02:55:19Z","date_published":"2018-10-26T02:55:19Z","updated_at":"2026-07-27T19:05:12Z","subjects":["educational psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/78550","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fabiano, Gregory","Counseling, School and Educational Psychology"]},{"key":"dc:creator","label":"Author","values":["Jerome, Stephanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-10-26T02:55:19Z","2018","2018-08-02 15:35:32"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/78550"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Children with ADHD encounter difficulties in academic performance and in their ability to succeed in highly-structured environments (e.g., classrooms) where they are expected to behave in developmentally appropriate ways and to produce complete and accurate work. When compared to their same-age peers, children with ADHD seem to produce fewer problems in a fixed amount of time. These differences have been attributed to poor inability to remain on-task and to other distractible behaviors that occur during seatwork (DuPaul & Langberg, 2015). In a review of viable treatment for ADHD in schools, Harrison, Bunford, Evans, and Owens (2013) encouraged the investigation of common accommodations employed in schools to address educational impairments and for which there is currently no evidence of efficacy. The current study attempts to meet this charge by evaluating the efficacy of a presentation accommodation—chunking. Chunking involves presenting small increments of work at a time, instead of presenting the entire assignment at once. Students in first through eighth grade were presented with seatwork in chunked versus standard format during an 8-week Saturday Treatment Program in a cross-over design study. Dependent measures included observations of time on-task and seatwork productivity. Results indicated that chunking seatwork for children with ADHD did not influence their productivity on seatwork. Additionally, rates of rule violations and on-task behavior were not impacted by this presentation accommodation."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Seatwork Chunking: Evaluation Of The Efficacy Of A Presentation Accommodation For Children With ADHD"]}]}],"canonical_facts":{"dc:contributor":["Fabiano, Gregory","Counseling, School and Educational Psychology"],"dc:creator":["Jerome, Stephanie"],"dc:date":["2018-10-26T02:55:19Z","2018","2018-08-02 15:35:32"],"dc:description":["Ph.D.","Children with ADHD encounter difficulties in academic performance and in their ability to succeed in highly-structured environments (e.g., classrooms) where they are expected to behave in developmentally appropriate ways and to produce complete and accurate work. When compared to their same-age peers, children with ADHD seem to produce fewer problems in a fixed amount of time. These differences have been attributed to poor inability to remain on-task and to other distractible behaviors that occur during seatwork (DuPaul & Langberg, 2015). In a review of viable treatment for ADHD in schools, Harrison, Bunford, Evans, and Owens (2013) encouraged the investigation of common accommodations employed in schools to address educational impairments and for which there is currently no evidence of efficacy. The current study attempts to meet this charge by evaluating the efficacy of a presentation accommodation—chunking. Chunking involves presenting small increments of work at a time, instead of presenting the entire assignment at once. Students in first through eighth grade were presented with seatwork in chunked versus standard format during an 8-week Saturday Treatment Program in a cross-over design study. Dependent measures included observations of time on-task and seatwork productivity. Results indicated that chunking seatwork for children with ADHD did not influence their productivity on seatwork. Additionally, rates of rule violations and on-task behavior were not impacted by this presentation accommodation."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/78550"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational psychology"],"dc:title":["Seatwork Chunking: Evaluation Of The Efficacy Of A Presentation Accommodation For Children With ADHD"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:12Z"}