Date of Award:
5-2021
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Committee Chair(s)
Maryellen McClain Verdoes
Committee
Maryellen McClain Verdoes
Committee
Renee V. Galliher
Committee
Melanie M. Domenech Rodríguez
Abstract
Due to the impact of attention-deficit/hyperactivity disorder on students' academic, social, and behavioral outcomes, it is important students receive supportive interventions. Federal regulation requires schools identify students with disabilities like ADHD and provide them with accommodations and supports as needed. Unfortunately, the research that supports these interventions does not adequately include students from racially/ethnically minoritized groups. Due to factors like discrimination and stereotyping, racially/ethnically minoritized students may experience ADHD and ADHD services differently. This study included 35 minoritized adolescent students who receive ADHD services. Through an online survey, students reported their symptom experiences, the academic and social effects of ADHD, community and personal perceptions of ADHD, and parent roles. Students also wrote about their role in school services, what services they receive at school, and their assessment experiences. These findings support the need for diversity in ADHD research, student involvement in treatment planning, and increased knowledge and collaboration.
Checksum
572640833b9067b7fb29b01683f963c3
Recommended Citation
Golson, Megan E., "Minoritized Student Experiences with Psychoeducational Service Provision for Attention-Deficit/Hyperactivity Disorder" (2021). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8028.
https://digitalcommons.usu.edu/etd/8028
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .