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Children in special education programs: Attention deficit hyperactivity disorder, use of services, and unmet needs

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  • Bussing, R.
  • Zima, B.T.
  • Perwien, A.R.
  • Belin, T.R.
  • Widawski, M.

Abstract

Objectives. Attention deficit hyperactivity disorder (ADHD) a common psychiatric condition may impair child ability to learn and to form social relationships tasks critical to healthy development. This study described the prevalence of the disorder among children in special education programs and identifies the extent and predictors of unmet service needs. Methods. A 2- stage screening protocol of a county wide population of second- through fourth grader students in special education was conducted to (1) screen for ADHD employing standardized parents and teacher questionnaires, and determine health services use (n = 499) and (2) perform diagnostic assessment of ADHD (n = 318). Results. Almost half of the children qualified for a diagnosis of ADHD yet only half of those were reportedly receiving care for the condition mainly in the general health care sector. Girls were more than 3 times as likely as boys to have unmet service needs; minority status, low income and health maintenance organization coverage also emerged as possible risk factors for unmet service needs. Conclusions. ADHD is a commonly yet often untreated condition among children in special education. Mental health services for children with this disorders should be integrated with general health care and special education programs.

Suggested Citation

  • Bussing, R. & Zima, B.T. & Perwien, A.R. & Belin, T.R. & Widawski, M., 1998. "Children in special education programs: Attention deficit hyperactivity disorder, use of services, and unmet needs," American Journal of Public Health, American Public Health Association, vol. 88(6), pages 880-886.
    • Handle: RePEc:aph:ajpbhl:1998:88:6:880-886_0
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    Cited by:

    1. Ramey, David M. & Freelin, Brittany N., 2023. "Exploring the relationships between school suspension, ADHD diagnoses, and delinquency across different school punitive and special education climates," Children and Youth Services Review, Elsevier, vol. 148(C).

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