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The Journal of Special Education
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WHO ARE THE CHILDREN WITH ATTENTION DEFICIT-HYPERACTIVITY DISORDER? A SCHOOL-BASED SURVEY

Robert Reid

University of Nebraska–Lincoln

John W. Maag

University of Nebraska–Lincoln

Stanley F. Vasa

University of Nebraska–Lincoln

Gregg Wright

University of Nebraska–Lincoln

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.

The Journal of Special Education, Vol. 28, No. 2, 117-137 (1994)
DOI: 10.1177/002246699402800201
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Home page
 Journal of Emotional and Behavioral DisordersHome page
R. Reid, C. D. Casat, H. J. Norton, A. D. Anastopoulos, and E. P. Temple
Using Behavior Rating Scales forADHD Across Ethnic Groups: The IOWA Conners
Journal of Emotional and Behavioral Disorders, January 1, 2001; 9(4): 210 - 218.
[Abstract] [PDF]