Affiliations: [a] Kent State University, School of Lifespan Development and Educational Sciences, Kent, OH, USA
| [b]
University of Arkansas, Fayetteville, AR, USA
Correspondence:
[*]
Address for correspondence: Frank J. Sansosti, Ph.D., NCSP, Lifespan Development and Educational Sciences, College of Education, Health, and Human Services, Kent State University, 405 White Hall, Kent, OH 44242, USA. Tel.: +1 330 672 0059; Fax: +1 330 672 2512; E-mail: [email protected].
Abstract: BACKGROUND:Numerous studies have determined the prevalence of attention-deficit/hyperactivity disorder (ADHD) to range from 5% to 12% of school-age children and adolescents. Moreover, symptoms of ADHD, such as inattentiveness, impulsivity, and distractibility, continue well into adulthood, negatively impacting the individual’s social, educational, and vocational development. Specifically, compared to their peers without ADHD, young adults with ADHD are more likely to drop out of school and fail to pursue post-secondary education, cultivate social relationships, and obtain and maintain competitive employment. OBJECTIVE:This article focuses on the transition-related needs of youth with ADHD. CONCLUSION:The authors make the point that transition services should (a) be coordinated between school-based (e.g., special educators) and community-based (e.g., vocational rehabilitation counselors) professionals and (b) focus upon the unique skills of each student.
