Academic Journal
View in EDS
Linked Full Text

Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)

Bibliographic Details
Title: Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)
Language: English
Authors: Rhinehart, Laura, Iyer, Sai, Haager, Diane
Source: Journal of Emotional and Behavioral Disorders. Mar 2022 30(1):3-15.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 4
Intermediate Grades
Descriptors: Attention Deficit Hyperactivity Disorder, Special Education, Students with Disabilities, Disproportionate Representation, Kindergarten, Grade 4, Probability, Teacher Student Relationship, Short Term Memory, Academic Ability, Interpersonal Competence, Gender Differences, Racial Differences, Ethnicity, Language Usage, Family Environment, English Language Learners, Student Behavior, Executive Function, Predictor Variables, Behavior Problems, Student Characteristics
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey, Woodcock Johnson Psycho Educational Battery
DOI: 10.1177/10634266211039757
ISSN: 1063-4266
Abstract: Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed that higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1341280
Database: ERIC
FullText Links:
  – Type: other
    Url: https://resolver.ebsco.com:443/public/rma-ftfapi/ejs/direct?AccessToken=41288EED20504606E733&Show=Object
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1341280
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rhinehart%2C+Laura%22">Rhinehart, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Iyer%2C+Sai%22">Iyer, Sai</searchLink><br /><searchLink fieldCode="AR" term="%22Haager%2C+Diane%22">Haager, Diane</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Emotional+and+Behavioral+Disorders%22"><i>Journal of Emotional and Behavioral Disorders</i></searchLink>. Mar 2022 30(1):3-15.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Early+Childhood+Longitudinal+Survey%22">Early Childhood Longitudinal Survey</searchLink><br /><searchLink fieldCode="SU" term="%22Woodcock+Johnson+Psycho+Educational+Battery%22">Woodcock Johnson Psycho Educational Battery</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10634266211039757
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1063-4266
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed that higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1341280
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1341280
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10634266211039757
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 3
    Subjects:
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Early Childhood Longitudinal Survey
        Type: general
      – SubjectFull: Woodcock Johnson Psycho Educational Battery
        Type: general
    Titles:
      – TitleFull: Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rhinehart, Laura
      – PersonEntity:
          Name:
            NameFull: Iyer, Sai
      – PersonEntity:
          Name:
            NameFull: Haager, Diane
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1063-4266
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Emotional and Behavioral Disorders
              Type: main
ResultId 1