Variations in Attention as a Function of Classroom Task Demands in Learning Handicapped and CA-Matched Nonhandicapped Children

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Abstract
This study was conducted to examine behaviors reflecting attention among learning handicapped and normal youngsters while they worked on tasks that varied in cognitive demand. Children were individually observed while they worked in their classroom. Results indicated that normal youngsters spent about 80% of observed time on-task regardless of task demands. Learning handicapped youngsters varied in their on-task behavior as a function of task demand: They spent least time on-task when cognitive demands were greatest and most time on-task when few cognitive demands were made. Implications of these findings were discussed.

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