Content Analysis of Individualized Education Programs for Children with Attention-Deficit/Hyperactivity Disorder

The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and interventions included, and there is a dearth of research examining the alignment of these programs with the student’s specific areas of functional deficit. This current mixed-method study analyzes IEPs of 209 students with ADHD in kindergarten through seventh grade, revealing strong alignment in goals and support for academic areas. However, significant gaps existed in addressing social, emotional, and behavioral difficulties, with fewer than half of the students having measurable goals for these areas. Regional and grade level differences in IEP content underscore the need for standardized approaches. Impact Statement This study sheds light on the content and alignment of IEPs for students with ADHD, revealing strengths in academic goal alignment but gaps in addressing social, emotional, and behavioral needs. It calls for improved alignment between present levels of performance and annual goals/supportive accommodations and interventions for students with ADHD. These findings underscore the need for comprehensive support systems to address the diverse needs of students with ADHD and promote their long-term success.