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Section 504 School Training 2010-2011
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Evaluating the Content of Individualized Education Programs and 504 Plans of Young Adolescents With Attention Deficit/Hyperactivity Disorder Craig F. Spiel and Steven W. Evans Ohio University Joshua M. Langberg Virginia Commonwealth University The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/ hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of students’ present level of academic achievement and functional performance (PLAAFP) and targeted in the students’ measurable annual goals and objectives (MAGOs). In addition, we compared services with lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP, and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but fewer than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research sup- porting their effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. Keywords: ADHD, individualized education programs, section 504 plans Students with a diagnosis of attention-deficit/ hyperactivity disorder (ADHD) frequently experi- ence significant academic impairment compared to normally developing peers (Barkley, Fischer, Smallish, & Fletcher, 2006; Kent et al., 2011). As a result, students with ADHD are more likely than same-aged peers to receive individualized school- based services (Barkley et al., 2006; Murray et al., 2014). These services, in addition to the costs associated with grade retention and discipline problems common in this population, are expen- sive; with estimates suggesting that educating a student with ADHD costs an annual average of $5,007 more than educating a student without the disorder (Robb et al., 2011). To determine whether costs for services are spent in an efficient and effective manner, it is important to know the extent to which the content on the Individual Ed- ucation Programs (IEPs) and 504 Plans of students with ADHD align with student impairments iden- tified in these documents and are research based. However, little is known about these issues and the information that is available indicates that many of the services that are provided may not be effective (Harrison, Bunford, Evans, & Owens, 2013; Murray et al., 2014). The purposes of this study are to evaluate the degree with which IEPs and 504 Plans prepared for middle school students with ADHD conformed to best practices and i ...
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Section 504 School Training 2010-2011
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Section 504 School
Update Training October 20, 2010
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