{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1411"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1411","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"The effects of a recess or break and stimulant medication on the classroom behavior of children with ADHD","abstract":"Only two empirical studies of recess have been extended to children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and only one has included a single-case analysis. In addition, no studies have been found that specifically evaluated the effects of a quiet, indoor break on the classroom behavior of children in general, and children with ADHD in particular. The primary purpose of this study was to evaluate the effects of a recess, break, and continuous classroom schedule on the subsequent classroom behavior of children with a diagnosis of ADHD both when participants did and did not receive stimulant medication. Results were most apparent for 1 participant’s disruptive behavior when he did not receive medication. Specifically, when this participant did not receive medication his disruptive behavior was lowest on days when he had a recess and highest on days when he had a continuous classroom schedule. Results of classroom schedule effects for all other participants were more equivocal. Regardless, stimulant medication was the only intervention that resulted in acceptable levels of off-task and disruptive behavior for the participants in this study.","abstract_html":"Only two empirical studies of recess have been extended to children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and only one has included a single-case analysis. In addition, no studies have been found that specifically evaluated the effects of a quiet, indoor break on the classroom behavior of children in general, and children with ADHD in particular. The primary purpose of this study was to evaluate the effects of a recess, break, and continuous classroom schedule on the subsequent classroom behavior of children with a diagnosis of ADHD both when participants did and did not receive stimulant medication. Results were most apparent for 1 participant’s disruptive behavior when he did not receive medication. Specifically, when this participant did not receive medication his disruptive behavior was lowest on days when he had a recess and highest on days when he had a continuous classroom schedule. Results of classroom schedule effects for all other participants were more equivocal. Regardless, stimulant medication was the only intervention that resulted in acceptable levels of off-task and disruptive behavior for the participants in this study.","abstract_has_math":false,"creators":["Ridgway, Andrea"],"institution":"Psychology","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:39Z","subjects":["break","behavioral pharmacology","attention deficit hyperactivity disorder"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-06012004-153913","https://repository.lsu.edu/gradschool_dissertations/412"],"render_values":[{"text":"etd-06012004-153913","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/412","href":"https://repository.lsu.edu/gradschool_dissertations/412","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.412","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ridgway, Andrea"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-05-13"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:08:44Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["break","behavioral pharmacology","attention deficit hyperactivity disorder"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-06012004-153913","10.31390/gradschool_dissertations.412","https://repository.lsu.edu/gradschool_dissertations/412"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Only two empirical studies of recess have been extended to children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and only one has included a single-case analysis. In addition, no studies have been found that specifically evaluated the effects of a quiet, indoor break on the classroom behavior of children in general, and children with ADHD in particular. The primary purpose of this study was to evaluate the effects of a recess, break, and continuous classroom schedule on the subsequent classroom behavior of children with a diagnosis of ADHD both when participants did and did not receive stimulant medication. Results were most apparent for 1 participant’s disruptive behavior when he did not receive medication. Specifically, when this participant did not receive medication his disruptive behavior was lowest on days when he had a recess and highest on days when he had a continuous classroom schedule. Results of classroom schedule effects for all other participants were more equivocal. Regardless, stimulant medication was the only intervention that resulted in acceptable levels of off-task and disruptive behavior for the participants in this study."]},{"key":"dc:title","label":"Title","values":["The effects of a recess or break and stimulant medication on the classroom behavior of children with ADHD"]}]}],"canonical_facts":{"dc:creator":["Ridgway, Andrea"],"dc:date":["2003-05-13"],"dc:date.available":["2022-05-12T23:08:44Z"],"dc:description.abstract":["Only two empirical studies of recess have been extended to children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and only one has included a single-case analysis. In addition, no studies have been found that specifically evaluated the effects of a quiet, indoor break on the classroom behavior of children in general, and children with ADHD in particular. The primary purpose of this study was to evaluate the effects of a recess, break, and continuous classroom schedule on the subsequent classroom behavior of children with a diagnosis of ADHD both when participants did and did not receive stimulant medication. Results were most apparent for 1 participant’s disruptive behavior when he did not receive medication. Specifically, when this participant did not receive medication his disruptive behavior was lowest on days when he had a recess and highest on days when he had a continuous classroom schedule. Results of classroom schedule effects for all other participants were more equivocal. 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