The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.

Three kids with ADHD were in class. Researchers watched what happened when they acted out.

They tested two things. First, what the teacher did. Second, what the other kids did.

They wanted to see which one made the problem behavior keep going.

Peer attention kept the behavior alive. When classmates laughed or looked, the child kept disrupting.

Teacher attention did not do this. Only the peer reaction mattered for all three kids.

Harris et al. (1973) saw the same thing first. They showed peer attention can fuel disruption in any classroom.

Shih et al. (2011) took a different path. They used a Wii remote to cut hyperactive moves, not peer focus.

Berdeaux et al. (2022) warn that peer noise can wreck your treatment plan. If you run DNRA or DNRO, check the room first.

Before you write a behavior plan, watch the crowd. If peers cheer on the problem, you must teach them new steps. Seat the child away from the audience. Train peers to ignore or praise calm work. A quick peer chat can save weeks of data.