TY - JOUR
T1 - Special Education for Children with ADHD
T2 - Services Received and a Comparison to Children with ADHD in General Education
AU - Fabiano, Gregory A.
AU - Naylor, Justin
AU - Pelham, William E.
AU - Gnagy, Elizabeth M.
AU - Burrows-MacLean, Lisa
AU - Coles, Erika
AU - Chacko, Anil
AU - Wymbs, Brian T.
AU - Walker, Kathryn S.
AU - Wymbs, Frances
AU - Garefino, Allison
AU - Mazzant, Jessica Robb
AU - Sastry, Amber L.
AU - Tresco, Katy E.
AU - Waschbusch, Daniel A.
AU - Massetti, Greta M.
AU - Waxmonsky, James
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2022/12
Y1 - 2022/12
N2 - Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD who did not have IEPs. Two-hundred one children with ADHD participating in a summer treatment program (STP) were grouped by whether they had an IEP (N = 50 children) or not (N = 151). The content of the IEPs was descriptively reviewed. Further, children with and without IEPs were compared on measures of ADHD symptoms, aggressive behaviors, academic achievement, and psychosocial impairment. Groups were also compared on functioning in the STP setting on behavioral measures of rule-following, negative behaviors, and academic productivity in situations where intensive behavior modification procedures were and were not employed. The results indicated no significant differences between the two groups on any ratings or behavioral measures, with the exception of academic achievement scores (children in special education scored lower, on average). All children improved within the context of intensive behavioral intervention. The results are discussed in light of current approaches to supporting children with ADHD in schools.
AB - Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD who did not have IEPs. Two-hundred one children with ADHD participating in a summer treatment program (STP) were grouped by whether they had an IEP (N = 50 children) or not (N = 151). The content of the IEPs was descriptively reviewed. Further, children with and without IEPs were compared on measures of ADHD symptoms, aggressive behaviors, academic achievement, and psychosocial impairment. Groups were also compared on functioning in the STP setting on behavioral measures of rule-following, negative behaviors, and academic productivity in situations where intensive behavior modification procedures were and were not employed. The results indicated no significant differences between the two groups on any ratings or behavioral measures, with the exception of academic achievement scores (children in special education scored lower, on average). All children improved within the context of intensive behavioral intervention. The results are discussed in light of current approaches to supporting children with ADHD in schools.
KW - ADHD
KW - Behavioral intervention
KW - Individualized education program
KW - Special education
UR - http://www.scopus.com/inward/record.url?scp=85126905760&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85126905760&partnerID=8YFLogxK
U2 - 10.1007/s12310-022-09514-5
DO - 10.1007/s12310-022-09514-5
M3 - Article
AN - SCOPUS:85126905760
SN - 1866-2625
VL - 14
SP - 818
EP - 830
JO - School Mental Health
JF - School Mental Health
IS - 4
ER -