Date of Award:
5-2004
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Committee Chair(s)
Gretchen A. Gimpel
Committee
Gretchen A. Gimpel
Abstract
This study evaluated the relationship between noise and academic performance and behavior of children with ADHD (n = 15) and without ADHD (n = 18). Children completed math sheets under four noise conditions: no noise, standard classroom noise, classroom noise with verbalizations, and classroom noise with classical music. There were no differences in math performance between the two groups. Children with ADHD exhibited more problem behaviors than children without ADHD. Group-by-condition interactions were not significant. Significant effects were found for noise condition; children completed more math problems and had fewer inappropriate behaviors in the no-noise condition. However, there were significant order effects with children performing better on the initial task. The no-noise condition was always presented first; other conditions were randomized. Thus, it is impossible to determine if improved performance was due to decreased environmental stimulation or initial performance effects. Implications of these findings are discussed.
Checksum
96563bbf1e89dce54d6129eee795e00e
Recommended Citation
Sneddon, Penny L., "The Effects of Auditory Stimulation on Academic and Behavior Performance in Children With and Without Attention-Deficit/Hyperactivity Disorder" (2004). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6197.
https://digitalcommons.usu.edu/etd/6197
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