Children who Qualify for LD and SED Programs: Do They Differ in Level of ADHD Symptoms and Comorbid Psychiatric Conditions?

Bussing, Regina; Zima, Bonnie T.; Belin, Thomas R.; Forness, Steven R.

doi:10.1177/019874299802300201

Cited by 23 publications

(16 citation statements)

References 50 publications

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“…There were 28% of students with LD and 65% of students with ED who were reportedly diagnosed with ADHD. These proportions were similar to what Lopez et al (1996) and Schnoes et al (2006) reported, but higher than the rate found by Biederman et al (1996), Bussing et al (1998), Duncan et al (1995), andMcConaughy et al (1994). The high prevalence of ADHD among students with LD or ED might be because many of the symptoms of ADHD resemble those of other disorders, such as LD or ED (Rowland, Lesesne, & Abramowitz, 2002).…”

Section: Discussionsupporting

confidence: 87%

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Wei

Shaver

2014

Exceptional Children

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Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children with LD or ED comorbid with or without ADHD in a nationally representative sample of students receiving special education. We found that children with LD and ADHD had lower letter word identification scores, teacher-rated reading levels, and parent-reported social skills than children with LD alone. The differences between the two groups remained similar over time. Children with ED and ADHD had lower social skills and more classroom behavior problems and suspensions in schools than children with ED alone. Children with ED and ADHD also had slower growth in math calculation skills than children with ED alone over time. Implications for the education of children with comorbidity are discussed.

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Section: Discussionsupporting

confidence: 87%

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Wei

Shaver

2014

Exceptional Children

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“…Conversely, among children with LD, prevalence estimates of ADHD range from a low of 16% (Bussing, Zima, Belin, & Forness, 1998) to a high of 31% (Lopez, Forness, MacMillan, Bocian, & Gresham, 1996), with others at around 25% (Barkley, 2006;McConaughy, Mattison, & Peterson, 1994).…”

mentioning

confidence: 99%

Academic Outcome Trajectories of Students With ADHD

Bussing

Porter

Zima

et al. 2010

Journal of Emotional and Behavioral Disorders

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Attention-deficit/hyperactivity disorder (ADHD) has been associated with poor academic performance, but little is known about learning trajectories and risk factors for poor academic outcomes. This study investigates the relationship between ADHD and academic performance in students with ADHD (n = 87), students with subclinical ADHD (n = 23), and matched comparisons (n = 112), accounting for exceptional student education (ESE) status. Academic outcomes included reading and math scores on a state-mandated achievement test, the Florida Comprehensive Assessment Test (FCAT), grade point averages, retention, and graduation. Cross-sectional and longitudinal analyses were conducted, adjusting for sociodemographic characteristics and ESE, to test ADHD status as an independent outcome predictor. Students with ADHD received more special education services (53%) than subclinical (26%) and comparison (10%) students (p < .01). ADHD was associated with poorer academic performance on all outcome measures, but only when ESE status was not accounted for. In the longitudinal analysis students with ADHD and special education needs consistently achieved lower FCAT scores than peers in the comparison group but showed comparable learning gains, or slopes, over time. Students without special education needs and gifted students with ADHD had comparable achievement and learning gains as comparison students of the same ESE status. Results suggest that special education status is a driving factor in underachievement among students with ADHD.

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“…The prevalence of ODD is nearly identical to that of ADHD (Bussing, Zima, Belin, & Forness, 1998), but, unlike ADHD, it has not been specifically listed as a qualifying condition under a different eligibility category (ADHD has been listed as a condition that may constitute eligibility under the "Other Health Impaired" category). As well, recent trends in service provision indicate tiple regression equations to determine whether participant characteristics systematically predicted respondent decisions.…”

Section: Methods Instrumentationmentioning

confidence: 99%

The Effect of a Psychiatric Diagnosis on School Psychologists' Special Education Eligibility Decisions Regarding Emotional Disturbance

Toffalo

Pedersen²

2005

Journal of Emotional and Behavioral Disorders

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In this analogue investigation, 215 practicing Pennsylvania school psychologists reviewed hypothetical referral forms and related data (vignettes). Vignettes represented children who met eligibility criteria for special education as well as children who did not. Participants were most likely to recommend,as eligible due to emotional disturbance,children who met eligibility criteria and carried a psychiatric diagnosis; they were least likely to recommend children who neither met criteria nor carried a diagnosis. Participants were just as likely to consider children eligible by virtue of emotional disturbance when they carried a diagnosis but did not meet eligibility criteria, as when they met criteria but had no diagnosis.These results suggest that school psychologists may allow the presence of a psychiatric diagnosis in referral information to inappropriately influence their recommendations regarding eligibility under the special education category of emotional disturbance.

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Children who Qualify for LD and SED Programs: Do They Differ in Level of ADHD Symptoms and Comorbid Psychiatric Conditions?

Cited by 23 publications

References 50 publications

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Academic Outcome Trajectories of Students With ADHD

The Effect of a Psychiatric Diagnosis on School Psychologists' Special Education Eligibility Decisions Regarding Emotional Disturbance

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