CHILDREN WHO QUALIFY FOR LD AND SED PROGRAMS - DO THEY DIFFER IN LEVEL OF ADHD SYMPTOMS AND COMORBID PSYCHIATRIC CONDITIONS

Questions have been raised about the implications of the use of the ps ychiatric diagnosis of attention deficit hyperactivity disorder (ADHD) in the decision process for serving children in special education pro grams for either learning disabilities (LD) or serious emotional distu rbance (SED). In this two-stage study, children in LD and SED programs were first screened for ADHD risk using parent and teacher ratings. H igh-risk students subsequently underwent a comprehensive follow-up ass essment for ADHD and comorbid conditions, including oppositional defia nt disorder, conduct disorder, depression, anxiety, and low self-estee m, using child self-report measures and a diagnostic interview. A high er proportion of children with SED were under treatment for ADHD compa red to students in LD programs. Based on multiple informants, children at high risk for ADHD did not differ in symptomatology or comorbidity by special education program. Children within both LD and SED program s who met diagnostic criteria for ADHD generally had more severe impai rments than children who met only initial screening criteria for ADHD. Further refinements of pathways to appropriate educational interventi ons for children with ADHD are needed. Policy implications of the find ings are discussed.