Classroom observations of students with and without ADHD: Differences across types of engagement

By R. V. Junod, G. DuPaul, Asha K. Jitendra, R. Volpe, Kristi S. Cleary. 2006

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School-Based Interventions for Students With Attention Deficit Hyperactivity Disorder: Current Status and Future Directions (2007, background): “Rates of on-task behavior are particularly low when passive classroom activities (e.g., listening to teacher instruction and reading silently) are required (Vile Junod et al., 2006).”
Joint trajectories of behavioral, affective, and cognitive engagement in elementary school (2017, background): “Furthermore, their noncompliance also negatively impacts their enthusiasm for school (Finn, 1989; Henricsson & Rydell, 2004; Junod et al., 2006; Ladd, Birch, & Buhs, 1999), as it undermines their capacity to concentrate on a task, self-regulate, and use the appropriate tools to learn and adapt to…”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “Children’s attributes are important in understanding whether they will achieve engagement under different group formats; for example, Vile Junod, DuPaul, and Jitendra (2006) indicate that children with Attention Deficit Hyperactivity Disorder were less likely to be behaviorally engaged (i.e., on t”