![]() ![]() Relative to peers without ADHD, individuals with ADHD typically experience serious academic impairment including poor grades, failure to complete assignments, and high rates of course failure ( Barkley et al., 2006 Kent et al., 2010). The purposes of this study are to evaluate the degree with which IEPs and 504 Plans prepared for middle school students with ADHD conformed to best practices and included research-based services.ĪDHD is one of the most common disorders in youth affecting 8.8% of the population (Visser et al., 2013). However, little is known about these issues and the information that is available indicates that many of the services that are provided may not be effective ( Harrison, Bunford, Evans & Owens, 2013, Murray et al., 2014). In order to determine whether costs for services are spent in an efficient and effective manner, it is important to know the extent to which the content on the Individual Education Programs (IEPs) and 504 Plans of students with ADHD align with student impairments identified in these documents and are research based. These services, in addition to the costs associated with grade retention and discipline problems common in this population, are expensive with estimates suggesting that educating a student with ADHD costs an annual average of $5,007 more than educating a student without the disorder ( Robb et al., 2011). As a result, students with ADHD are more likely than same-aged peers to receive individualized school-based services ( Barkley et al., 2006 Murray et al., 2014). Students with a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience significant academic impairment compared to normally developing peers ( Barkley, Fischer, Smallish, & Fletcher, 2006 Kent et al., 2010). Implications for special education policy and future directions are discussed. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting their effectiveness. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but less than half had MAGOs targeting these areas of need. Participants were 97 middle school students with ADHD, 61.9% with an IEP and 38.1% with a 504 Plan. Department of Education (ED) and reviews of evidence-based practices. In addition, we compared services to lists of recommended services provided by the U.S. Specifically, we examined the problem areas identified in the statement of students’ present level of academic achievement and functional performance (PLAAFP) and targeted in the students’ measurable annual goals and objectives (MAGOs). The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with Attention Deficit/Hyperactivity Disorder (ADHD) conformed to best practices and included evidence-based services. ![]()
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