eprintid: 10145498
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/14/54/98
datestamp: 2022-03-22 11:25:01
lastmod: 2022-03-22 11:25:01
status_changed: 2022-03-22 11:25:01
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Wilde, Eva Margaret
creators_name: Welch, Graham Frederick
title: Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context
ispublished: inpress
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: ADHD, attention deficit hyperactivity disorder, music education, context, special educational needs
note: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
abstract: Recent estimates indicate that attention deficit hyperactivity disorder (ADHD) is prevalent in about 2.5% of adults and 5.9% of young people. Negative impacts of ADHD are often reported in academic performance, emotional and cognitive functioning, and peer relationships, but little is known about ADHD and music. Using a detailed case study approach, structured observations in contrasting settings over a period of several school terms were made of one Primary and one Secondary school-aged boy, each with a formal assessment of ADHD. Analyses of video-based observations every 30 s ( n = 5,961 in total) were related to (1) the particular core ADHD symptoms attributed to inattention, hyperactivity and impulsivity, together with their observed severity; and (2) tutors’ and pupils’ actions during their focus music sessions. These quantitative data enriched the qualitative analyses. The research findings indicate that, notwithstanding their ADHD-related symptoms, the affected individuals could engage successfully in music and acquire musical skills. ADHD was not a static condition, but variable according to pedagogical and musical context. Habitual ADHD symptoms were either reduced or entirely absent when participants were engaged in playing and performing music. Analyses suggest that an effective, context-sensitive and inclusive pedagogy can integrate pupils into successful individual and collective music making.
date: 2022-03-16
date_type: published
publisher: SAGE Publications
official_url: https://doi.org/10.1177/03057356221081163
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1945503
doi: 10.1177/03057356221081163
lyricists_name: Welch, Graham
lyricists_id: GFWEL02
actors_name: Welch, Graham
actors_id: GFWEL02
actors_role: owner
full_text_status: public
publication: Psychology of Music
citation:        Wilde, Eva Margaret;    Welch, Graham Frederick;      (2022)    Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context.                   Psychology of Music        10.1177/03057356221081163 <https://doi.org/10.1177/03057356221081163>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10145498/1/Wilde%20%26%20Welch%202022.pdf