An Evaluation of 504 and Individualized Education Programs for High School Students With Attention Deficit Hyperactivity Disorder

Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled Trial

“…Similarly, unstructured breaks are also frequently found on IEPs of students with ADHD, ranging from 31.75% of IEPs reviewed by Hustus et al (2020) to 58.33% reviewed by Spiel et al (2014). Breaks involve pauses in academic tasks, in which students can engage in preferred activities, such as walking around the classroom or playing a brief game.…”

“…Pritchard et al (2016) reviewed the IEPs of third to eighth grade students with ADHD and found that plans included an average of five accommodations with a range of zero to 13 per student with ADHD. Similarly, Hustus et al (2020) evaluated the IEPs of high school students with ADHD and found the most common services provided to high school students were three strategies typically considered accommodations (i.e., small group instruction, extended time, prompting), but they do not meet the definition above.…”

“…Prompting is a historically recommended and implemented accommodation found on approximately 75% of IEPs of students with ADHD reviewed by Hustus et al (2020) and Spiel et al (2014). Prompting is defined as cues from a teacher intended to redirect a student to focus on a task being completed (Martin & Pear, 2007).…”

“…Unfortunately, there is little research available to guide the team’s decisions and help these individuals select evidence-based practices. In fact, studies have found that most IEPs for students with ADHD and emotional and behavioral disorders (EBD) include very few evidence-based practices (Hustus et al, 2020; Kern et al, 2019; Spiel et al, 2014). Instead, a majority of supports are accommodations that are not intended to enhance student skills, but instead designed to remove barriers created by construct irrelevant task expectations (Fuchs & Fuchs, 2001).…”

Educational Accommodations for Students With Disabilities: Two Equity-Related Concerns

“…Recommendations for interventions were substantially rarer. Finally, Hustus et al (2020) reviewed special education and disability accommodation plans for 183 secondary school students with ADHD, and also found that accommodations were among the most common services provided. Specifically, these investigators expressed concern that many students with behavior problems (a common issue in ADHD) were not given special education goals related to improving behavior, as accommodations were apparently viewed as more acceptable.…”