504 accommodations for adhd12/31/2023 ![]() For instance, we could not locate a single study directly investigating private room testing accommodations specifically in children or adolescents with and without ADHD. Contrast this with a well-developed body of empirical literature supporting usage of certain interventions.Ī third, related conclusion is that many of the most common accommodations have few or no experimental studies directly investigating their efficacy. ![]() Certainly, given the high prevalence of accommodations, and the lengthy lists of accommodations recommended in guidance documents and articles for teachers, it is surprising how the evidence base for accommodations’ efficacy is comparatively thin. Read-aloud accommodations for younger students with ADHD emerged as the exception here, with multiple experiments suggesting that the accommodation meets the stringent standard of having benefits specific to students with a disability. ![]() Second, experimental studies of accommodations often fail to find any efficacy in the sense of improving students’ performance, and it is even rarer that they are found to have benefits that are specific to students with ADHD (as opposed to raising all students’ performance, potentially lowering standards). Supported by 3 separate laws at the federal level alone, they are provided to the vast majority of students with ADHD when schools recognize the condition. First, educational accommodations are extremely common, the primary response to ADHD in schools. It is difficult to summarize such a broad and diverse body of documents on the topic, but 4 key conclusions were evident. To reduce risk of bias during evidence synthesis, we included unpublished as well as published work (to address possible publication bias), and we examined results ourselves (and in some cases performed independent calculations) rather than relying solely on researchers’ own conclusions (to address possible interpretive biases).Ĭhild and adolescent psychiatrists and related health care professionals, while not based in school settings, often provide diagnostic documentation and management recommendations for students with ADHD that are presented to school staff as authoritative, and so it is critical for such professionals to understand educational accommodations well. Given this breadth of literature, we were careful to identify what evidence on which each document based its claims. This exploratory approach led us to develop categories of documents as we reviewed the literature, rather than starting from a priori categories. Methodologically, we considered large-scale experimental and nonexperimental studies, case studies, legal analyses, and conceptual papers, among other documents, and we included dissertations and reports from government bodies and advocacy groups as well as peer-reviewed journal articles. Topically, the principal inclusion criteria were that a document was required (a) to have a significant focus on the topic of ADHD, (b) to specifically concern children or adolescents, and (c) to concern accommodations (or have clear, explicit implications for accommodations) in school settings or on academic tasks (including testing). We cast a wide net, both topically and methodologically, with regard to which documents were included.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |