Minoritized Student Experiences with Psychoeducational Service Provision for Attention-Deficit/Hyperactivity Disorder

Due to the impact of attention-deficit/hyperactivity disorder on students\u27 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

Perceptions of Disabilities Among Native Americans Within the State of Utah

Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and amplify the voices of the Native communities. Participants shared how they conceptualize disability, what they thought of current services, and how they thought the needs of Native persons with disabilities should be addressed. Four major themes emerged in the data: a culturally-based conceptualization of disability, barriers to services, belonging, and needed actions. These themes highlight the cultural strengths among Native communities surrounding disabilities and bring attention to systematic change needed to better address the needs of Native Americans with disabilities

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

Attention‐deficit/hyperactivity disorder (ADHD) can impact students\u27 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 de-scribing REM students\u27 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

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

Attention-deficit/hyperactivity disorder (ADHD) can impact students\u27 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\u27 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

Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019

Although meta-analyses are often used to inform practitioners and researchers, the resulting effect sizes can be artificially inflated due to publication bias. There are a number of methods to protect against, detect, and correct for publication bias. Currently, it is unknown to what extent scholars publishing meta-analyses within school psychology journals use these methods to address publication bias and whether more recently published meta-analyses more frequently utilize these methods. A historical review of every meta-analysis published to date within the most prominent school psychology journals (N = 10) revealed that 88 meta-analyses were published from 1980 to early 2019. Exactly half of them included grey literature, and 60% utilized methods to detect and correct for publication bias. The most common methods were visual analysis of a funnel plot, Orwin\u27s failsafe N, Egger\u27s regression, and the trim and fill procedure. None of these methods were used in more than 20% of the studies. About half of the studies incorporated one method, 20% incorporated two methods, 7% incorporated three methods, and none incorporated all four methods. These methods were most evident in studies published recently. Similar to other fields, the true estimates of effects from meta-analyses published in school psychology journals may not be available, and practitioners may be utilizing interventions that are, in fact, not as strong as believed. Practitioners, researchers employing meta-analysis techniques, education programs, and editors and peer reviewers in school psychology should continue to guard against publication bias using these methods