OBJECTIVE: To examine whether preschool children with Attention deficit/hyperactivity disorder (ADHD) utilize more speech and language therapy (ST), occupational therapy (OT), and physical therapy (PT) services and are more likely to be placed in special education (SPED) classrooms as compared to their peers. Corresponding financial consequences were also examined. METHODS: The amount of ST, OT, and PT, as well as SPED placements, was examined in 3- and 4-year-old children with and without ADHD (n = 109 and n = 97, respectively) during the baseline portion of an ongoing, 5-year longitudinal study. Costs for individual services and aggregate cost were determined per child and compared across groups. RESULTS: Preschool children with ADHD were more likely to receive individual and multiple services. Higher rates of service utilization translated into increased costs for each individual service with the exception of PT. CONCLUSIONS: A comprehensive understanding of service utilization in the early years of development is important in addressing the increased service use in the preschool years and assist in guiding allocation of resources.
OBJECTIVE: To examine whether preschool children with Attention deficit/hyperactivity disorder (ADHD) utilize more speech and language therapy (ST), occupational therapy (OT), and physical therapy (PT) services and are more likely to be placed in special education (SPED) classrooms as compared to their peers. Corresponding financial consequences were also examined. METHODS: The amount of ST, OT, and PT, as well as SPED placements, was examined in 3- and 4-year-old children with and without ADHD (n = 109 and n = 97, respectively) during the baseline portion of an ongoing, 5-year longitudinal study. Costs for individual services and aggregate cost were determined per child and compared across groups. RESULTS: Preschool children with ADHD were more likely to receive individual and multiple services. Higher rates of service utilization translated into increased costs for each individual service with the exception of PT. CONCLUSIONS: A comprehensive understanding of service utilization in the early years of development is important in addressing the increased service use in the preschool years and assist in guiding allocation of resources.
Authors: A Chacko; A-C V Bedard; D Marks; G Gopalan; N Feirsen; J Uderman; A Chimiklis; E Heber; M Cornwell; L Anderson; A Zwilling; M Ramon Journal: Child Neuropsychol Date: 2017-02-23 Impact factor: 2.500
Authors: Agnieszka E Mlodnicka; Sarah O'Neill; David J Marks; Khushmand Rajendran; Anne-Claude V Bedard; Robyn L Schneiderman; Bipasha Basu; Jeffrey M Halperin Journal: Child Health Care Date: 2015-03-08
Authors: Xin Zhao; Timothy F Page; Amy R Altszuler; William E Pelham; Heidi Kipp; Elizabeth M Gnagy; Stefany Coxe; Nicole K Schatz; Brittany M Merrill; Fiona L Macphee; William E Pelham Journal: J Abnorm Child Psychol Date: 2019-08
Authors: Khushmand Rajendran; Joey W Trampush; David Rindskopf; David J Marks; Sarah O'Neill; Jeffrey M Halperin Journal: Am J Psychiatry Date: 2013-10 Impact factor: 18.112
Authors: Peter Classi; Denái Milton; Sarah Ward; Khaled Sarsour; Joseph Johnston Journal: Child Adolesc Psychiatry Ment Health Date: 2012-10-04 Impact factor: 3.033