Who Are the Children With Attention Deficit-Hyperactivity Disorder? A School-Based Survey

Abstract

Attention Deficit-Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed and thoroughly researched disorders of childhood; however, little is known about ADHD in the school setting. We examined demographic data, disability categories, placement, academic achievement, and educational treatment of children clinically diagnosed as having ADHD among a group of 14,229 students in a public school district. Of 136 students with ADHD, over half ( n = 77) were receiving special education services: Forty were identified as behaviorally disordered, 22 as learning disabled, 7 as mildly mentally retarded, 1 as other health impaired, and 1 as orthopedically handicapped. The most common special education placement for students with ADHD was the general education classroom plus resource support ( n = 50). Mathematics and reading achievement scores varied greatly. Over 90% of the students with ADHD were taking medication. Behavior modification, consultation, one-to-one instruction, and modified assignment format were used significantly more often with students with ADHD who were receiving special education services than students with ADHD who were not receiving special education services. Implications for research and practice are presented.

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

“…Furthermore, as children with ADHD who do receive special education services spend the majority of their day in general education classrooms (Reid et al, 1994), the burden of meeting their educational needs falls on the shoulders of general education teachers (Reid and Maag, 1998), who often express difficulty managing the needs of these children (Reid et al, 1994). Teachers and other school personnel may collaboratively develop and implement academic accommodations based on policy guidelines (i.e., Individuals with Disabilities Education Act Amendments, 1997 (IDEA)), which may not match with our current knowledge base of what works (Nelson et al, 1999), and may or may not be appropriate for an individual child.…”

Psychosocial Treatments for Children with Attention Deficit/Hyperactivity Disorder

“…Research suggests that teachers widely implement behavioral classroom interventions that target ADHD symptoms and associated functional difficulties, such as complying with classroom rules, engaging in appropriate interactions with classmates, displaying disruptive behavior, and complying with teacher commands. Reid, Maag, Vasa, and Wright (1994) found that nearly three quarters of teachers surveyed reported the use of behavioral interventions with students classified with ADHD. In a recently completed survey, 81% of teachers reported the use of behavioral modification techniques in the classroom .…”

Helping Students with ADHD in the Age of Digital Distraction

“…Because of the substantial impact of the disorder on educational performance, over 50% of students with ADHD qualify for special education services under IDEA, most frequently under the Other Health Impairment (OHI) category and as a disability under Section 504 (Reid, 1999). Moreover, a substantial number of students with ADHD qualify for services under learning or emotional disabilities (Reid, Maag, Vasa, & Wright, 1994). Children who qualify for services under IDEA are provided with an Individualized Education Program (IEP).…”

“…The IEP describes the impact of the disorder on the student's performance, the specific learning problems manifested, and how these will be addressed through specially designed instruction and supplementary aids and services to increase access to the general education curriculum (Friend, 2011). Nonetheless, it is important to emphasize that ADHD is not an exclusively special education issue; in fact, most students with ADHD will be educated in the general education setting, making the collaborative involvement of both special and general educators critical (Reid et al, 1994).…”