Keeping Pace: Investigating Children With Attention Deficit Hyperactivity Disorder's Receipt of Special Education Services and Reading Achievement Across Time

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-8 - Division E: Human Development Session 3

Abstract

Federal laws were created to ensure children with disabilities have access to education, yet states vary in their classification of which students need services. This study investigates the longitudinal growth in reading achievement of children with ADHD receiving SPED services compared to those who do not using the ECLS-K (R) dataset, (n=17,565). Propensity Score Matching was used to equate two groups of participants diagnosed with ADHD and a SPED or non-SPED classification. Growth patterns will be examined across these two groups. The results from this study have implications for SPED classification as well as the use of research findings to drive policy change. The study is still in progress with finalized results expected at the time of presentation.

Authors

• Yen M. To, Missouri Western State University

• Forrest Lane, Sam Houston State University

• Ravic Ringlaben, University of Southern Mississippi