Strategies for ensuring positive transition for individuals with attention-deficit/hyperactivity disorder

Frank J. Sansosti, Robert E. Cimera, Lynn C. Koch, Phillip Rumrill

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


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.

Original languageEnglish
Pages (from-to)149-157
Number of pages9
JournalJournal of Vocational Rehabilitation
Issue number2
StatePublished - 2017

Bibliographical note

Publisher Copyright:
© 2017 - IOS Press and the authors. All rights reserved.


  • Attention Deficit Hyperactivity Disorder
  • Vocational Rehabilitation
  • intervention
  • transition

ASJC Scopus subject areas

  • Rehabilitation
  • Occupational Therapy


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