Assessing sustained attention of children with ADHD in a class flow video task


Yıldırım Demirdöğen E., Esin İ. S. , Turan B., Dursun O. B.

NORDIC JOURNAL OF PSYCHIATRY, pp.1-10, 2022 (SCI-Expanded) identifier identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/08039488.2022.2064545
  • Journal Name: NORDIC JOURNAL OF PSYCHIATRY
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, EMBASE, MEDLINE, Psycinfo
  • Page Numbers: pp.1-10
  • Keywords: ADHD, sustained attention, distractor, eye tracking, learning, DEFICIT/HYPERACTIVITY DISORDER, INDIVIDUAL-DIFFERENCES, EYE-MOVEMENTS, DEFICITS, PERFORMANCE, VARIABILITY, CHILDHOOD, FIXATION, TRACKING, PICTURES
  • Karadeniz Technical University Affiliated: Yes

Abstract

Objective The aim of the study was to evaluate sustained attention performance of children with ADHD and effect of distractors on sustained attention through an eye-tracking during a class-flow video task. Method Data were collected using an eye-tracking during a class-flow task conducted with 60 children (ADHD and control groups). Two areas of interest were determined in the task, these are relevant (teacher and whiteboard) and irrelevant (any regions outside the relevant area) areas. The task also included distractors in relevant and irrelevant areas, comprising a brief conversation and dropping of a pencil, respectively. Proportion of total fixation duration on areas of interest (PFDAOI) was used to assess sustained attention. Results Children with ADHD had lower PFDAOI in the relevant area during the whole class than children in the control group. After the relevant area distractor, PFDAOI increased in relevant area in ADHD group, indicating these children may have better attention after the distractor. However, children with ADHD also showed increased PFDAOI in the irrelevant area following the irrelevant area distractor, indicating that it negatively affected them. There was no significant change in the control group following the distractors. Conclusion These findings indicate that children with ADHD have poor sustained attention performance during the whole class. Moreover, distractors in distinct areas could affect children with ADHD differently. Thus, students with ADHD could benefit from increased stimuli in the relevant area and this can be a guide for classroom arrangements to improve the academic functionality of these children.