Special Education (SPED) Services and Children With Attention Deficit Hyperactivity Disorder: An Unfair Advantage?

• In Event: Poster Session 8
  In Poster Session: Diverse Issues in Human Development

Abstract

While federal laws have been created to ensure children's access to education, states vary in their classification of these students as needing Special Education (SPED) services. This study was directed at examining the longitudinal growth in cognitive development of children with Attention Deficit Hyperactive Disorder symptomology receiving SPED services compared to those who are not using data from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K [R]) restricted dataset (n=17,565). Researchers matched and equated two groups of participants within ECLS-K (R) who have been diagnosed with ADHD symptomology and a SPED or non-SPED classification. Cognitive latent growth patterns were examined across groups. The study is still in progress with finalized results expected at the time of conference presentation.

Authors

• Yen M. To, University of Southern Mississippi

• Forrest Lane, Dallas Independent School District