Approximately one in 10 children in the United States is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.

在美国，大约十分之一的儿童被诊断出患有注意力缺陷多动障碍 (ADHD)，这是一种会对学业成绩产生负面影响的残疾，但接受特殊教育的 ADHD 儿童相对较少。为了更好地了解决定哪些 ADHD 学生接受特殊教育的因素，我们分析了 2010-2011 年幼儿园班幼儿纵向研究中的学生（ECLS-K：2011）。使用逻辑回归，我们查看了在幼儿园测量的社会人口统计学、学业、执行功能和行为技能，显着影响了四年级学生接受多动症特殊教育服务的几率（N= 220）。结果表明，与教师的冲突增加和工作记忆力降低显着增加了这些几率。此外，即使在控制学术和社交技能的情况下，女孩、西班牙裔/拉丁裔和/或住在讲英语以外的语言的家庭中的学生也不太可能接受多动症的特殊教育服务。研究结果表明，早期识别患有多动症和特殊教育需求的学生是可能的，社会人口学特征在决定谁接受多动症特殊教育服务方面发挥着重要作用。