Study: High Schoolers with ADHD Receiving Few Evidence-Based Supports (Education Week):
“A little over half of high school students with attention deficit hyperactivity disorder are receiving some kind of services from their schools, such as additional time on tests or extended time to complete homework assignments, a recent study finds. But those particular supports have no reported effectiveness in improving the academic performance of students with ADHD, according to the study published earlier this year in the journal School Mental Health…
Of particular concern, the report authors said, is that only about a quarter of students reported receiving school services that have been shown to support students with the disorder. For example, helping students with learning strategies or study skills is evidence-based, but only about a third of the students who received supports got that type of help. Another evidence-based support—facilitating postsecondary transition and employment through teaching work-related, self-advocacy and self-management skills—was provided to only about a quarter of the students receiving ADHD-related supports.”
- Abstract: This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8‑year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6 % of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an individualized educational plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5 % of these had 504 plans; 35.5 % attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.