The effect of learning disabilities, attention deficit hyperactivity disorder, and psychiatric disabilities on three-year persistence outcomes at four-year higher education institutions.
BACKGROUND: Increasing numbers of children and youths are being diagnosed with learning disabilities, attention deficit hyperactivity disorder, and psychiatric disabilities. These youths are also enrolling in U.S. colleges and universities at increasing rates. In fact, in combination, they represent...
| Published in: | Journal of Vocational Rehabilitation Vol. 48; no. 3; pp. 359 - 368 |
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| Main Authors: | , , , , , |
| Format: | research tables/charts Journal Article |
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Sage Publications Inc.
2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130338436&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130338436 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2018 vid: 48 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 130338436 130338436 130338436 10.3233/JVR-180944 130338436 ppf: 359 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The effect of learning disabilities, attention deficit hyperactivity disorder, and psychiatric disabilities on three-year persistence outcomes at four-year higher education institutions. aug: au: Koch, Lynn C. Lo, Wen-Juo Mamiseishvili, Ketevan Lee, Donghun Hill, Julie Rumrill, Phillip D. affil: Department of Rehabilitation, Human Resources and Communication Disorders, University of Arkansas, Fayetteville, AR, USA sug: subj: Attention Deficit Hyperactivity Disorder Psychotic Disorders Students, College Intellectual Disability Human Secondary Analysis Multiple Logistic Regression Outcomes of Education ab: BACKGROUND: Increasing numbers of children and youths are being diagnosed with learning disabilities, attention deficit hyperactivity disorder, and psychiatric disabilities. These youths are also enrolling in U.S. colleges and universities at increasing rates. In fact, in combination, they represent the largest group of students with disabilities in higher education. OBJECTIVE: The purpose of this investigation was to (a) summarize the demographic characteristics, in-college experiences, and persistence outcomes of students with and without learning disabilities, attention deficit hyperactivity disorder, and psychiatric disabilities and (b) examine the effect of having one of these disabilities on students’ three-year persistence outcomes at four-year higher education institutions. METHODS: Secondary data analyses were conducted for a sample of 7,750 students who enrolled at four-year institutions utilizing data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Descriptive analyses were used to summarize demographic characteristics, in-college experiences, and persistence outcomes of students with and without learning disabilities, attention deficit hyper activity disorder, and psychiatric disabilities. Univariate and multinomial logistic regression analyses were used to examine the effect of having one of these disabilities on students’ three-year persistence outcomes at four-year higher education institutions. RESULTS: We discovered that students with these disabilities in our sample (a) did not have the background characteristics typically associated with non-persistence and (b) reported being more academically and socially integrated into their institutions than participants without disabilities. However, they still withdrew from college in higher rates both by the end of the first and second years of college. The results from the multinomial logistic regression analysis revealed that when holding students’ demographic and in-college predictors constant, having one of these disabilities still increased the odds of non-persistence. Hierarchical multinomial logistic regression analysis further confirmed that the disability status significantly contributed to the likelihood of non-persistence over and above the combination of both the background characteristics and the in-college experiences factors. CONCLUSION: These findings have several important vocational rehabilitation practice and research implications for better facilitating the academic persistence of these students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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