Evaluating the Content of Individualized Education Programs and 504 Plans of Young Adolescents With Attention Deficit/Hyperactivity Disorder.
The purpose of this study was to evaluate the degree with which Individualized Education Programs (LEPs) and 504 Plans prepared for middle school students with attention deficit/ hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined...
| Publicado en: | School Psychology Quarterly Vol. 29; no. 4; pp. 452 - 469 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Psychological Association
Dec2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=100018294&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 100018294 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10453830 10V jtl: School Psychology Quarterly issn: 10453830 maglogo: N pubinfo: dt: Dec2014 vid: 29 iid: 4 pid: 34 pub: American Psychological Association artinfo: ui: 100018294 10.1037/spq0000101 ppf: 452 ppct: 17 formats: tig: atl: Evaluating the Content of Individualized Education Programs and 504 Plans of Young Adolescents With Attention Deficit/Hyperactivity Disorder. aug: au: Spiel, Craig F. Evans, Steven W. Langberg, Joshua M. affil: Ohio University Virginia Commonwealth University su: Individualized education programs Attention-deficit hyperactivity disorder Middle school students Students with disabilities Adolescent psychopathology Academic achievement research sug: subj: Individualized education programs Attention-deficit hyperactivity disorder Middle school students Students with disabilities Adolescent psychopathology Academic achievement research keyword: ADHD individualized education programs section 504 plans ADHD individualized education programs section 504 plans ab: The purpose of this study was to evaluate the degree with which Individualized Education Programs (LEPs) and 504 Plans prepared for middle school students with attention deficit/ hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. 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). In addition, we compared services with lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP, and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but fewer than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting then effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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