{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:ohiou1362750593"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:ohiou1362750593","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"School-Based Services for Adolescents with ADHD: What is given and to whom?","abstract":"This study examined differences between students with Attention-Deficit/Hyperactivity Disorder (ADHD) who receive school-based services under the Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) and students with ADHD who do not receive any individual services through the school. Findings indicated that the group of students eligible for services under IDEIA had significantly lower estimated IQ scores and achievement scores compared to students with ADHD who received services under Section 504 or students with ADHD who did not receive any additional services. Additionally, this study investigated the types of needs identified for students with ADHD receiving services under IDIEA and the degree to which the services provided to this population address those needs. Whereas the majority of Individual Education Programs (IEPs) of students with ADHD identified needs associated with ADHD, less than half contained any goals targeting these areas of need. Further, services listed on IEP and Section 504 plans, and the research-base of these services, were analyzed. Many of the most common services had little to no supporting research, and services with a supporting research-base were scarcely used. Implications for special education policy and future directions are discussed.","abstract_html":"This study examined differences between students with Attention-Deficit/Hyperactivity Disorder (ADHD) who receive school-based services under the Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) and students with ADHD who do not receive any individual services through the school. Findings indicated that the group of students eligible for services under IDEIA had significantly lower estimated IQ scores and achievement scores compared to students with ADHD who received services under Section 504 or students with ADHD who did not receive any additional services. Additionally, this study investigated the types of needs identified for students with ADHD receiving services under IDIEA and the degree to which the services provided to this population address those needs. Whereas the majority of Individual Education Programs (IEPs) of students with ADHD identified needs associated with ADHD, less than half contained any goals targeting these areas of need. Further, services listed on IEP and Section 504 plans, and the research-base of these services, were analyzed. Many of the most common services had little to no supporting research, and services with a supporting research-base were scarcely used. Implications for special education policy and future directions are discussed.","abstract_has_math":false,"creators":["Spiel, Craig F."],"institution":"Ohio University","degree_name":"Master of Science (MS)","degree_level":"masters","degree_discipline":"Clinical Psychology (Arts and Sciences)","degree_department":null,"school":null,"contributors":["Evans, Steven"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-13","date_published":"2013-06-13","updated_at":"2026-07-24T03:36:39Z","subjects":["Psychology","ADHD","Special Education","Evidence Based","IDEIA","Section 504"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362750593","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evans, Steven"]},{"key":"dc:creator","label":"Author","values":["Spiel, Craig F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-06-13"]},{"key":"dc:publisher","label":"Institution","values":["Ohio University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Clinical Psychology (Arts and Sciences)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Ohio University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","ADHD","Special Education","Evidence Based","IDEIA","Section 504"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362750593"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined differences between students with Attention-Deficit/Hyperactivity Disorder (ADHD) who receive school-based services under the Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) and students with ADHD who do not receive any individual services through the school. Findings indicated that the group of students eligible for services under IDEIA had significantly lower estimated IQ scores and achievement scores compared to students with ADHD who received services under Section 504 or students with ADHD who did not receive any additional services. Additionally, this study investigated the types of needs identified for students with ADHD receiving services under IDIEA and the degree to which the services provided to this population address those needs. Whereas the majority of Individual Education Programs (IEPs) of students with ADHD identified needs associated with ADHD, less than half contained any goals targeting these areas of need. Further, services listed on IEP and Section 504 plans, and the research-base of these services, were analyzed. Many of the most common services had little to no supporting research, and services with a supporting research-base were scarcely used. Implications for special education policy and future directions are discussed."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.84","985.4 KB"]},{"key":"dc:title","label":"Title","values":["School-Based Services for Adolescents with ADHD: What is given and to whom?"]}]}],"canonical_facts":{"dc:contributor":["Evans, Steven"],"dc:creator":["Spiel, Craig F."],"dc:date":["2013-06-13"],"dc:description":["This study examined differences between students with Attention-Deficit/Hyperactivity Disorder (ADHD) who receive school-based services under the Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) and students with ADHD who do not receive any individual services through the school. Findings indicated that the group of students eligible for services under IDEIA had significantly lower estimated IQ scores and achievement scores compared to students with ADHD who received services under Section 504 or students with ADHD who did not receive any additional services. Additionally, this study investigated the types of needs identified for students with ADHD receiving services under IDIEA and the degree to which the services provided to this population address those needs. Whereas the majority of Individual Education Programs (IEPs) of students with ADHD identified needs associated with ADHD, less than half contained any goals targeting these areas of need. Further, services listed on IEP and Section 504 plans, and the research-base of these services, were analyzed. Many of the most common services had little to no supporting research, and services with a supporting research-base were scarcely used. Implications for special education policy and future directions are discussed."],"dc:format":["application/pdf","p.84","985.4 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362750593"],"dc:language":["English"],"dc:publisher":["Ohio University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Psychology","ADHD","Special Education","Evidence Based","IDEIA","Section 504"],"dc:title":["School-Based Services for Adolescents with ADHD: What is given and to whom?"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Clinical Psychology (Arts and Sciences)"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science (MS)"],"thesis:institution_name":["Ohio University"]},"updated_at":"2026-07-24T03:36:39Z"}