![]() ![]() The results are discussed in light of current approaches to supporting children with ADHD in schools. All children improved within the context of intensive behavioral intervention. 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). 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. Further, children with and without IEPs were compared on measures of ADHD symptoms, aggressive behaviors, academic achievement, and psychosocial impairment. The content of the IEPs was descriptively reviewed. 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 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. Even when such evidence exists, educational accommodations should only be provided along with evidence-based interventions, or after interventions have failed, as suggested by the “life course” model of managing ADHD.Ĭhildren with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. In the absence of supportive evidence, health professionals should be hesitant to recommend accommodations immediately after a diagnosis. More empirical research is needed to examine the effects of these extremely common supports. Students and those who work with them often express ambivalence and dissatisfaction over the accommodations process. An exception is read-aloud accommodations, which have two randomized experiments finding specific benefits for younger students with ADHD. ![]() However, most accommodations fail to show evidence of benefits that are specific to students with ADHD, and many of the more common accommodations have few or no experimental studies supporting them. The wide range of document types led to a qualitative synthesis.Īccommodations are by far the most common response to ADHD in educational settings, with testing accommodations such as extended time being particularly prevalent. Of the 510 total potentially useful documents, 68 met criteria for topical relevance and age range, to be discussed in the narrative review. Additional searches yielded 13 more documents. ![]() #504 ACCOMMODATIONS FOR ADHD UPDATE#This review aims to summarize and integrate the research literature on accommodations for this specific population.Įlectronic databases in medicine (MEDLINE), psychology (PsycINFO), and education (ERIC) were systematically searched (last update January 13, 2020), with inclusion criteria selecting any document with a focus on accommodations in educational settings or on academic tasks for children or adolescents with ADHD. Children and adolescents with ADHD often receive instruction and take tests using educational accommodations. ![]()
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