Factors Associated With Educational Support in Young Adolescents With ADHD.
J Atten Disord
; 24(5): 750-757, 2020 03.
Article
en En
| MEDLINE
| ID: mdl-30328744
ABSTRACT
Objective:
This study aimed to examine patterns of use and factors associated with education support use in students with ADHD during early adolescence.Method:
Participants were 130 adolescents (M = 13.7 years, SD = 1.1) with ADHD. Educational support use and the factors associated with use were collected by parent and teacher questionnaires and standardized academic tests during the 2014-2015 school years. Support rates and categories are described. Logistic regression models examine individual, family, and school variables associated with support versus no support.Results:
About two thirds of students with ADHD (60%) had accessed education support in the current school year, which included social support (36%), Individualized Educational Plans (IEPs; 22%), Student Support Groups (SSGs; 18%), counseling (17%), mentoring (15%), and homework support (9%). Academic risk (adjusted odds ratio [OR] = 2.30, 95% confidence interval [CI] = [1.03, 5.14], p = .04), behavioral problems (adjusted OR = 1.47, 95% CI = [1.01, 2.14], p = .047), and attending a Catholic school (adjusted OR = 5.10, 95% CI = [1.59, 16.42], p = .006) were associated with receiving support independent of adolescent age, gender, ADHD medication use, and socioeconomic status.Conclusions:
Future research needs to determine whether education support makes a difference to long-term outcomes for students with ADHD and to determine why some students at academic risk receive no support.Palabras clave
Texto completo:
1
Bases de datos:
MEDLINE
Asunto principal:
Trastorno por Déficit de Atención con Hiperactividad
Tipo de estudio:
Prognostic_studies
/
Risk_factors_studies
Límite:
Adolescent
/
Humans
Idioma:
En
Revista:
J Atten Disord
Asunto de la revista:
PSICOLOGIA
/
PSIQUIATRIA
Año:
2020
Tipo del documento:
Article
País de afiliación:
Australia