{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/11085"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/11085","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder","abstract":"The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Attention Deficit/Hyperactivity Disorder (ADHD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the survey with 60.4% from public and 39.5% from private institutions, and 66.8% from four-year and 33.2% from 2-year institutions. This study attempted to determine the availability of mental health services, social skills services, academic supports, and activities of daily living services for students with ADHD. Comparisons were made between public versus private institutions, 2-year versus four-year institutions, and across the regions of the United States (e.g., Northeast, West, Midwest, and South). Significantly more four-year and public institutions conducted mental health services at a counseling center. More four-year institutions were likely to provide social skills services. Private institutions were more likely to provide job coaching and peer-mentorship services as social skills services. There were no significant differences between the overall numbers of social skills, academic, and activities of daily living services offered between the various regions in the United States. These results provide information regarding the perceptions of ADHD by DSS personnel and the availability of services for students with ADHD in colleges and universities across the United States.","abstract_html":"The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Attention Deficit/Hyperactivity Disorder (ADHD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the survey with 60.4% from public and 39.5% from private institutions, and 66.8% from four-year and 33.2% from 2-year institutions. This study attempted to determine the availability of mental health services, social skills services, academic supports, and activities of daily living services for students with ADHD. Comparisons were made between public versus private institutions, 2-year versus four-year institutions, and across the regions of the United States (e.g., Northeast, West, Midwest, and South). Significantly more four-year and public institutions conducted mental health services at a counseling center. More four-year institutions were likely to provide social skills services. Private institutions were more likely to provide job coaching and peer-mentorship services as social skills services. There were no significant differences between the overall numbers of social skills, academic, and activities of daily living services offered between the various regions in the United States. These results provide information regarding the perceptions of ADHD by DSS personnel and the availability of services for students with ADHD in colleges and universities across the United States.","abstract_has_math":false,"creators":["Weed, Valerie"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["DeOrnellas, Kathy"],"committee_members":["Scott, Shannon R.","Waggoner, Cheri"],"year":2013,"date_issued":"2013-05","date_published":"2013-05","updated_at":"2026-07-24T05:05:03Z","subjects":["Psychology","Education","ADHD","Disability support","Postsecondary students","Transition services"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/11085","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["DeOrnellas, Kathy"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Scott, Shannon R.","Waggoner, Cheri"]},{"key":"dc:creator","label":"Author","values":["Weed, Valerie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-03-07T16:55:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-03-07T16:55:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Education","ADHD","Disability support","Postsecondary students","Transition services"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/11085"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Attention Deficit/Hyperactivity Disorder (ADHD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the survey with 60.4% from public and 39.5% from private institutions, and 66.8% from four-year and 33.2% from 2-year institutions. This study attempted to determine the availability of mental health services, social skills services, academic supports, and activities of daily living services for students with ADHD. Comparisons were made between public versus private institutions, 2-year versus four-year institutions, and across the regions of the United States (e.g., Northeast, West, Midwest, and South). Significantly more four-year and public institutions conducted mental health services at a counseling center. More four-year institutions were likely to provide social skills services. Private institutions were more likely to provide job coaching and peer-mentorship services as social skills services. There were no significant differences between the overall numbers of social skills, academic, and activities of daily living services offered between the various regions in the United States. These results provide information regarding the perceptions of ADHD by DSS personnel and the availability of services for students with ADHD in colleges and universities across the United States."]},{"key":"dc:title","label":"Title","values":["A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder"]}]}],"canonical_facts":{"dc:contributor.committeechair":["DeOrnellas, Kathy"],"dc:contributor.committeemember":["Scott, Shannon R.","Waggoner, Cheri"],"dc:creator":["Weed, Valerie"],"dc:date.accessioned":["2019-03-07T16:55:48Z"],"dc:date.available":["2019-03-07T16:55:48Z"],"dc:date.issued":["2013-05"],"dc:description.abstract":["The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for students with Attention Deficit/Hyperactivity Disorder (ADHD) from secondary to postsecondary institutions. Participants from 408 postsecondary institutions completed the survey with 60.4% from public and 39.5% from private institutions, and 66.8% from four-year and 33.2% from 2-year institutions. This study attempted to determine the availability of mental health services, social skills services, academic supports, and activities of daily living services for students with ADHD. Comparisons were made between public versus private institutions, 2-year versus four-year institutions, and across the regions of the United States (e.g., Northeast, West, Midwest, and South). Significantly more four-year and public institutions conducted mental health services at a counseling center. More four-year institutions were likely to provide social skills services. Private institutions were more likely to provide job coaching and peer-mentorship services as social skills services. There were no significant differences between the overall numbers of social skills, academic, and activities of daily living services offered between the various regions in the United States. These results provide information regarding the perceptions of ADHD by DSS personnel and the availability of services for students with ADHD in colleges and universities across the United States."],"dc:identifier.uri":["https://hdl.handle.net/11274/11085"],"dc:language.iso":["en_US"],"dc:subject":["Psychology","Education","ADHD","Disability support","Postsecondary students","Transition services"],"dc:title":["A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder"],"dc:type":["Dissertation"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:03Z"}