Dissertations and Theses @ UNI


Open Access Thesis


Attention-deficit-disordered children -- Education; Attention-deficit hyperactivity disorder -- Diagnosis;


This study investigated the quality of ADHD assessment, interventions, and progress monitoring practices in a school building. Education personnel were also surveyed (n = 8) to gain further insight into the current school policies and practices for ADHD. Barkley's 1990 model of ADHD assessment and intervention was chosen as the standard of best practice in which current practices were compared. One school was selected for participation in the study. All students on medication for ADHD in kindergarten through twelfth grades served as subjects (n = 13). Data analysis revealed that seven of these student files (54%) did not include documentation that comprehensive ADHD assessment procedures were conducted. All seven cases received a rating of a "1" which is the lowest assessment quality rating. Two student files (15%) documented that an ADHD assessment was conducted by a medical doctor only. School-based, ADHD assessments were conducted for 2 of the 13 subjects (15.4%), one of which was deemed inappropriate due to a previous diagnosis and a current medication regimen. The other student file documenting a school-based assessment was the only case to receive rating of a "5" which is the highest assessment quality rating. Congruence rates between the assessments conducted and the interventions implemented were then determined for each subject with a written plan. Of the 13 subjects, only 7 of them had either written educational plans, or IEPs in their file. Specific interventions were documented in the files of 5 of the 7 subjects with plans. Analysis of assessment/intervention links revealed congruence rates that ranged from 12.5 to 67%, with the exception of a 504 case that achieved a perfect match with best practice recommendations, or 100% congruence. Congruence rates were higher for 504 plans than IEPs. Progress monitoring of the implemented interventions was also evaluated. All students with IEPs (n = 4) had anecdotal evidence that their progress was monitored. Three of the 4 students (75%) with at-risk plans had documentation of progress monitoring in the form of graphs. The survey data indicated that half of the educational personnel surveyed (n = 4) felt that a "moderate" amount of training was needed to better understand the ADHD condition and ADHD assessment procedures. Sixty percent (n = 5) indicated that a "moderate" amount of training was needed to better understand ADHD interventions. The focus of future research should be the assessment training that medical practitioners receive, as well as the degree of collaboration that occurs between the medical field and school support staff in conducting such assessments.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Annette M. Iverson


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