Predictors of Receipt of School Services in a National Sample of Youth With ADHD

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-...

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Bibliographic Details
Published in:Journal of attention disorders 2019-09, Vol.23 (11), p.1303-1319
Main Authors: DuPaul, George J., Chronis-Tuscano, Andrea, Danielson, Melissa L., Visser, Susanna N.
Format: Article
Language:English
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Summary:Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children with ADHD aged 4 to 17 years from the National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA). Results: The majority (69.3%) of students with ADHD currently receive one or more school services. Educational support (62.3%) was nearly twice as prevalent as classroom behavior management (32.0%). More than 3 times as many students with ADHD had an individualized education program (IEP; 42.9%) as a Section 504 plan (13.6%). Conclusion: At least one in five students with ADHD do not receive school services despite experiencing significant academic and social impairment, a gap that is particularly evident for adolescents and youth from non–English-speaking and/or lower income families.
ISSN:1087-0547
1557-1246
DOI:10.1177/1087054718816169