Scholarlink

<p>Children with elevated traits of ADHD are known to underachieve academically. Based on the state regulation deficit model of ADHD, increased motor activity may have a functional role and improve academic performance by raising the arousal level. In this context, a useful tool could be the bouncy band: a strong elastic band that can be attached to the legs of a chair or table. Building on the promising results of a previous study, the current study examined the effect of bouncy bands on academic functioning in an ecologically valid classroom setting. After a two-week period during which 135 elementary-school children (aged between 7 and 12) could habituate to a bouncy band, they performed a mathematics task and a phonological working memory task, once with and once without a bouncy band. Additionally, activity level during task performance was measured objectively, and parents filled out questionnaires measuring ADHD traits and state regulation difficulties. Results showed that the bouncy band did not affect academic performance, also not when accounting for ADHD traits and activity level. Therefore, we would not recommend implementing the bouncy band as a universal classroom tool aimed at improving academic performance.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Bouncy Bands Do Not Improve Academic Performance: An Ecologically Valid Classroom Study on the Role of ADHD Traits

  • 期刊论文

  • 发表日期：

    2025年4月15日

查看全文
  • Joske Rijmen,
  • Matson Driesen,
  • An-Katrien Hulsbosch,
  • Marina Danckaerts,
  • Saskia Van der Oord,
  • Jan R. Wiersema

摘要

Children with elevated traits of ADHD are known to underachieve academically. Based on the state regulation deficit model of ADHD, increased motor activity may have a functional role and improve academic performance by raising the arousal level. In this context, a useful tool could be the bouncy band: a strong elastic band that can be attached to the legs of a chair or table. Building on the promising results of a previous study, the current study examined the effect of bouncy bands on academic functioning in an ecologically valid classroom setting. After a two-week period during which 135 elementary-school children (aged between 7 and 12) could habituate to a bouncy band, they performed a mathematics task and a phonological working memory task, once with and once without a bouncy band. Additionally, activity level during task performance was measured objectively, and parents filled out questionnaires measuring ADHD traits and state regulation difficulties. Results showed that the bouncy band did not affect academic performance, also not when accounting for ADHD traits and activity level. Therefore, we would not recommend implementing the bouncy band as a universal classroom tool aimed at improving academic performance.