An Evaluation of 504 and Individualized Education Programs for High School Students With Attention Deficit Hyperactivity Disorder

Abstract

When adolescents with attention deficit hyperactivity disorder (ADHD) demonstrate impairment in academic performance, school professionals have the option of using strategies that reduce expectations (formally or informally), using interventions that facilitate skill development in the student, or both. Because there are unintended consequences of reducing expectations, it is important to determine how often such approaches are used in schools. The goals of this study were to examine, in a sample of 183 high school students with ADHD, (a) the impairments, goals, and services documented on school-based service plans and (b) the expectations of educators for youth with and without ADHD in their classroom. To achieve these goals, we collected and coded Individualized Education Programs (IEPs) and 504 plans and asked general and special education teachers to complete a survey assessing common classroom expectations and informal adjustments to expectations for students with and without ADHD. Our analyses indicated that when academic deficits were present on service plans, in nearly all cases there were goals to address this deficit. However, this high level of alignment was not found for behavior deficits. Further, teacher expectation data revealed that special education teachers were more likely to reduce student expectations than were general education teachers; however, general education teachers also reported reducing expectations to some degree for students with ADHD relative to typically developing students. We interpret these results in the context of a life course approach to intervention decision making and discuss implications for school professionals.

Keywords:

• ADHD
• Individualized Education Programs
• Section 504 Plans
• teacher expectations

DISCLOSURE

All authors have reviewed and approved this manuscript and have no conflicts of interest to declare.

FUNDING

Table 4. Results of Service Coding and χ²Analyses

Additional information

Funding

This work was supported by the Institute for Education Sciences Grant R305A140356.

Notes on contributors

Chelsea L. Hustus

Chelsea L. Hustus, MS, is a graduate student in Ohio University’s doctoral program in clinical psychology. Her research focuses on understanding facilitators and barriers to the dissemination and implementation of school-based services for at-risk youth.

Steven W. Evans

Steven W. Evans, PhD, is a distinguished professor of psychology at Ohio University and co-director of the Center for Intervention Research in Schools. His research focuses on the development and evaluation of school-based interventions for adolescents with ADHD and related disorders.

Julie Sarno Owens

Julie Sarno Owens, PhD, is a professor of psychology at Ohio University and co-director of the Center for Intervention Research in Schools. Her program of research is focused on (a) evaluating the effectiveness, feasibility, and sustainment of evidence-based interventions in the school setting and (b) developing strategies to address barriers to intervention dissemination and implementation.

Kari Benson

Kari Benson, MS, is a graduate student in Ohio University’s doctoral program in clinical psychology. Her research focuses on evaluation of clinical interventions and factors that impact outcomes for children and families with the goal of identifying mechanisms of action and new targets for treatment.

Allyse A. Hetrick

Allyse A. Hetrick, PhD, is a postdoctoral research associate in the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. Her research focuses on effective services and interventions that reduce behavioral problems and promote academic success and emotional well-being during childhood and adolescence.

Kristen Kipperman

Kristen Kipperman, MEd, is a graduate student in Lehigh University’s doctoral program in school psychology. Her research interests include assessment and school-based intervention for students with ADHD, as well as parent engagement in intervention for children with mental health concerns and co-occurring chronic medical conditions.

George J. DuPaul

George J. Dupaul, PhD, is a professor of school psychology in the Department of Education and Human Services and associate dean for research in the College of Education at Lehigh University. His research interests include school-based assessment and intervention for students with ADHD and related disorders, early intervention for young children at risk for ADHD, and the assessment and treatment of ADHD in college students.