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The Effects of Auditory Stimulation on the Arithmetic Performance of Children with ADHD and Nondisabled Children

Howard Abikoff, PhD, is an associate professor of psychiatry at the Albert Einstein College of Medicine, and director of research in the Division of Child and Adolescent Psychiatry at Schneider Children's Hospital of Long Island Jewish Medical Center. His clinical research has focused on the development and evaluation of treatment interventions for children with ADHD and for youngsters with conduct disorder.

Mary E. Courtney

Mary P. Courtney, PhD, is a clinical psychologist who received her degree from the New School for Social Research. Her research interest centers on the treatment of children with disruptive disorders.

Peter J. Szeibel

Peter J. Szeibel, MD, completed his child psychiatry fellowship at Schneider Children's Hospital of Long Island Jewish Medical Center and is currently in private practive in Fort Dodge, Iowa.

Harold S. Koplewicz

Harold S. Koplewicz, MD, is an associate professor of psychiatry at the Albert Einstein College of Medicine, and chief of the Division of Child and Adolescent Psychiatry at Schneider Children's Hospital of Long Island Jewish Medical Center. Address: Howard Abikoff, Division of Child and Adolescent Psychiatry, Schneider Children's Hospital, Long Island Jewish Medical Center, 269–01 76th Ave., New Hyde Park, NY 11042.

This study evaluated the impact of extra-task stimulation on the academic task performance of children with attention-deficit/hyperactivity disorder (ADHD). Twenty boys with ADHD and 20 nondisabled boys worked on an arithmetic task during high stimulation (music), low stimulation (speech), and no stimulation (silence). The music "distractors' were individualized for each child, and the arithmetic problems were at each child's ability level. A significant Group x Condition interaction was found for number of correct answers. Specifically, the nondisabled youngsters performed similarly under all three auditory conditions. In contrast, the children with ADHD did significantly better under the music condition than speech or silence conditions. However, a significant Group x Order interaction indicated that arithmetic performance was enhanced only for those children with ADHD who received music as the first condition. The facilitative effects of salient auditory stimulation on the arithmetic performance of the children with ADHD provide some support for the underarousal/optimal stimulation theory of ADHD.

Journal of Learning Disabilities, Vol. 29, No. 3, 238-246 (1996)
DOI: 10.1177/002221949602900302


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