This study describes fluctuations in problem solving and classroom behaviors during the school day for nonmedicated pupils who had attention deficits with hyperkinesis. The 43 participating pupils were observed with Stonybrook Observation Code, and tested with Stroop Color-Word Test, Matching Familiar Figures, Porteus Mazes, and Digit Span. Test data were collected in counterbalanced morning and afternoon sessions. Twenty-one pupils were administered the tests in the morning and in the afternoon; the remainder were tested in the afternoon and in the following morning. Equivalent test forms were used. Direct observations were completed for four minutes in the morning and for four minutes in the afternoon once each week over a four-week period. Repeated measures Multivariate ANOVAs were followed by univariate and correlational analyses. On problem-solving tasks except Digit Span, pupils performed better in the morning. In classroom behavior, all pupils exhibited more interference, off-task, noncompliance, and minor motor movement in the afternoon. The results are discussed in terms of scheduling problem-solving tasks in the morning and less structured activities in the afternoon.
Requests for reprints should be sent to Norman D. Bowers, School of Education, Northwestern Univer-'The authors wish to express their gratitude to the staff of North Suburban Special Education District and sity, Evanston, IL 60201.