This study evaluated the relationship between noise and academic performance and behavior of children with ADHD (n = 15) and without ADHD (n = 18). Children completed math sheets under four noise conditions: no noise, standard classroom noise, classroom noise with verbalizations, and classroom noise with classical music. There were no differences in math performance between the two groups. Children with ADHD exhibited more problem behaviors than children without ADHD. Group-by-condition interactions were not significant. Significant effects were found for noise condition; children completed more math problems and had fewer inappropriate behaviors in the no-noise condition. However, there were significant order effects with children performing better on the initial task. The no-noise condition was always presented first; other conditions were randomized. Thus, it is impossible to determine if improved performance was due to decreased environmental stimulation or initial performance effects. Implications of these findings are discussed
