School-Based ADHD Services: Perspectives from Racially and Ethnically Minoritized Students

Autor/inn/en	Golson, Megan E.; Roanhorse, Tyus T.; McClain, Maryellen B.; Galliher, Renee V.; Domenech Rodríguez, Melanie M.
Titel	School-Based ADHD Services: Perspectives from Racially and Ethnically Minoritized Students
Quelle	In: Psychology in the Schools, 59 (2022) 4, S.726-743 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golson, Megan E.) ORCID (McClain, Maryellen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22640
Schlagwörter	School Health Services; Attention Deficit Hyperactivity Disorder; Minority Group Students; Disproportionate Representation; Student Attitudes; Student Experience; Phenomenology; Psychological Patterns; Parent Participation; Adolescents; Inclusion; Participative Decision Making + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Schülerverhalten; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Elternmitwirkung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Inklusion
Abstract	Attention-deficit/hyperactivity disorder (ADHD) can impact students' academic, social, and behavioral outcomes. To improve student outcomes, schools regularly identify students with ADHD and develop relevant educational programming. However, the extant research that supports these practices underrepresents racially and ethnically minoritized (REM) students. To address this gap, this study investigates the experiences of REM students (N = 35) receiving school-based ADHD services. The average participant age was 15.8 years, and the majority of participants were male (57.1%). Results from this phenomenological investigation revealed 5 themes and 14 subthemes describing REM students' thoughts, feelings, and experiences of ADHD assessment, intervention, and parent involvement in these processes. These findings suggest REM adolescent students should be informed decision-makers in their school-based services, though they are often left out of the planning process. Additionally, student reports support the involvement of parents and interdisciplinary community professionals in school-based services. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01