Access to educational and health care services for school-age children with attention-deficit/hyperactivity disorder

Underwood, Donna

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https://hdl.handle.net/2142/42466 Copy

Description

Title

Access to educational and health care services for school-age children with attention-deficit/hyperactivity disorder

Author(s)

Underwood, Donna

Issue Date

2013-02-03T19:46:33Z

Director of Research (if dissertation) or Advisor (if thesis)

Anderson, Steven G.

Doctoral Committee Chair(s)

Larrison, Christopher R.

Committee Member(s)

• Anderson, Steven G.
• Kitron, Uriel
• Hadley-Ives, Eric

Department of Study

School of Social Work

Discipline

Social Work

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• ADHD service delivery system
• ADHD educational service access
• social science legal research method
• policy supporting ADHD educational services
• ADHD health care service access
• focus group research method
• attention-deficit/hyperactivity disorder (ADHD)

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) use educational services and health care services for ameliorating its symptoms and problems. Both civil rights legislation and special education legislation support educational services for children with ADHD, but a change in special education legislative policy on ADHD occurred in 1997 that was expected to enable their access to these services. This dissertation research used a legal method to investigate access to educational services surrounding this change. In addition, parents were interviewed in focus groups in order to learn about their perspectives on access to both educational and health care services for children with ADHD. Access to services was conceptualized broadly for the study, as common steps within pathways for entering into the ADHD service delivery system. The substantive nature of 121 administrative case complaints is described, using problem categories and specific issues within categories. Decision makers consistently interpreted policy in order to resolve these disputes, and findings lend support to the 1997 policy development and its implementation enabling access to special education services for children with ADHD. However, parents in focus groups yet reported problems in access to educational services for their children with ADHD, particularly with school evaluations for determining children’s eligibility for services. Study implications are discussed, and strategies for stakeholders are aimed at improving service dissemination. Important focus group findings on access to health care services also emerged, and recommendations are made for improved service access in this pathway. Parents reported problems of stigma within both services, but good communication occurred both within and between services once children began using services.

Graduation Semester

2012-12

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http://hdl.handle.net/2142/42466

Copyright and License Information

Copyright 2012 Donna Underwood

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