Brief psychiatric hospitalization and its effect on the educational placement of students with attention deficit disorder

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dc.contributor.authorDahle, Karen Bowenen
dc.contributor.committeecochairJones, Philip R.en
dc.contributor.committeecochairNewhoff, Marilynen
dc.contributor.committeememberAlexander, M. Daviden
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.committeememberBillingsley, Bonnie S.en
dc.contributor.departmentAdministration and Supervision of Special Educationen
dc.date.accessioned2014-03-14T21:19:10Zen
dc.date.adate2005-09-20en
dc.date.available2014-03-14T21:19:10Zen
dc.date.issued1992en
dc.date.rdate2005-09-20en
dc.date.sdate2005-09-20en
dc.description.abstractResearch has shown that the effect of psychiatric hospitalization on the educational placement of students is a more restrictive educational placement. In a modification of a previous study, students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were divided into three groups, mild, moderate, or severe, based on the results of the Conners Behavior Rating Scale. Comparisons between pre and post-hospitalization educational placements were made in order to determine if the effect of psychiatric hospitalization was a more restrictive educational placement for the ADHD students. Student subjects were described by age, sex, I.Q., and reading level, as well as by their psychiatric discharge diagnosis and placement on medication. Results of this study indicated that for the mild and moderate ADHD groups, psychiatric hospitalization resulted in either a more restrictive educational placement or an increase in GED, vocational rehabilitation, private school programs, or school dropouts. For the severe ADHD group, none of the students returned to either regular or special education classes; all the students were enrolled in GED, vocational rehabilitation, private school programs, or had dropped out of school. The variables reading level and severity of the Conners Rating Scale were associated with discharge placement, while I.Q. and gender were not related. The drop-out rate was consistent with the special education drop-out rate which has been previously reported in the literature. Results indicated that for this group of ADHD students, psychiatric hospitalization resulted in either more restrictive educational placements or in withdrawal from public schools, including dropping-out. Legal precedents relating to the use of independent evaluations following a student's discharge from a private facility, as well as a comprehensive review of the history and etiology of ADHD are reviewed and discussed with the results. Implications for further research are also presented.en
dc.description.degreeEd. D.en
dc.format.extentx, 120 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-09202005-091016en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09202005-091016/en
dc.identifier.urihttp://hdl.handle.net/10919/39432en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.D345.pdfen
dc.relation.isformatofOCLC# 26176629en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.D345en
dc.subject.lcshAttention-deficit hyperactivity disorderen
dc.titleBrief psychiatric hospitalization and its effect on the educational placement of students with attention deficit disorderen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdministration and Supervision of Special Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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