A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder

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.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

School Psychology

Grantor

Texas Woman's University

Year dc:date.issued

2013

Author dc:creator

• Weed, Valerie

Chair dc:contributor.committeechair

• DeOrnellas, Kathy

Committee members dc:contributor.committeemember

• Scott, Shannon R.
• Waggoner, Cheri

• Psychology
• Education
• ADHD
• Disability support
• Postsecondary students
• Transition services

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/11274/11085

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/11085