Educational Accommodations for Students With Behavioral Challenges

Abstract

Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in the objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither policies nor empirical research provide sufficient guidance for educators to effectively select and implement accommodations. This study reviews the effectiveness of accommodations for students in the special education eligibility category of emotional disturbance and those with diagnoses of attention deficit hyperactivity disorder (ADHD). First, we propose definitions that delineate accommodations from modifications and interventions. Next, we identify strategies that could serve as potential accommodations for this population. Next, we conduct a systematic literature review and calculate effect sizes to evaluate the effectiveness of the included strategies. Finally, we review the evidence to determine whether each included strategy meets the proposed definition of an accommodation. Although several potential strategies are beneficial to youth with ADHD and/ or emotional and behavioral disorders, this review indicates that very few purported accommodations actually meet all the criteria in the definition of accommodations, and there is very little evidence supporting the effectiveness of commonly recommended accommodations for youth with behavioral challenges. Our critique of the state of the science on accommodations highlights several important issues that can be used to inform current research and practice in schools.

Psychosocial Interventions in Attention-Deficit/Hyperactivity Disorder

“…A recent review reported that these services are only minimally beneficial to the students. 83 Although accommodations are the most common service provided to adolescents with ADHD, accommodations are not the most effective intervention for middle and high school students with ADHD. Relative to the literature on interventions for elementary school-aged children with ADHD, the extant literature on interventions for adolescents with ADHD is less vast and has only really begun to develop in the last 15 years.…”

A Randomized Controlled Trial of a School-Implemented School–Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

“…School-Home Treatment for ADHD 3 none of which have empirical evidence to support their use 12 . Beyond these modifications, services may consist of child-centered interventions provided by school mental health providers that emphasize individual or small group counseling, with limited engagement of teachers and parents.…”

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

“…Students may therefore still need individualised changes to be made in the school environment, called 'accommodations', to fully participate. Accommodations are changes in timing, setting, scheduling, response or presentation of the school environment or activity that allow the student to participate in the general educational curriculum (Harrison et al 2013;Sandall, Schwartz, and Gauvreau 2016). Examples of accommodations are modifications of tasks and/or instructions (Raggi and Chronis 2006), Information and Communication Technology (ICT) such as computers and a school's virtual learning environment (Wastiau et al 2013) and special education teachers.…”