The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning
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The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning Lisa Weyandt & George J. DuPaul & Genevieve Verdi & Joseph S. Rossi & Anthony J. Swentosky & Brigid S. Vilardo & Sean M. O’Dell & Kristen S. Carson
# Springer Science+Business Media New York 2013
Abstract This study examines differences in neuropsychological, academic, psychological and social functioning between college students with attention-deficit/hyperactivity disorder (ADHD) and non-disordered peers. Participants were college students with and without ADHD, attending two universities in the United States. Participants completed questionnaires regarding: executive functioning, psychopathological symptomatology, academic performance, study/organizational skills, social adjustment, emotional expression, and alcohol/substance use. Measures of attention, impulse control, and memory were also obtained. Statistically significant group differences emerged in the areas of executive functions, attention, internalizing and externalizing disorders, emotional expression, academic performance, study/organizational skills, and social adjustment. Implications and suggestions for future research are discussed. Keywords Executive function . ADHD . College students . Academic performance . Substance use Attention-deficit/hyperactivity disorder (ADHD), characterized by a persistent pattern of inattention and impulsivity/ hyperactivity, affects between 3 %–7 % percent of schoolage children (American Psychiatric Association 2000). Follow-up studies have found that in the majority of cases the disorder persists into adolescence and adulthood (for review, see Barkley et al. 2008). Relative to the childhood literature, fewer empirical investigations of ADHD have L. Weyandt (*) : G. Verdi : J. S. Rossi : A. J. Swentosky Department of Psychology, Chafee Social Science Center, University of Rhode Island, Kingston, RI, 02881, USA e-mail: [email protected] G. J. DuPaul : B. S. Vilardo : S. M. O’Dell : K. S. Carson Lehigh University, Iococca Hall, Bethlehem, PA, 18015, USA
been conducted in adolescence and adulthood. What is clear, however, is that increasing numbers of high school students with ADHD are pursuing college (Wolf 2001; Wolf et al. 2009) although the exact rates of ADHD among college students is unknown due to privacy protection for students with disabilities under the Americans with Disabilities Act (1991). Several studies have found, however, that approximately 2% to 4% of college students report clinically significant levels of ADHD symptomatology (DuPaul et al. 2001; Heiligenstein et al. 1998; Janusis and Weyandt 2010; Pope et al. 2007; Weyandt and DuPaul 2006; Weyandt et al. 1995). More recently, 5% of a large, nationally representative sample of first year college students reported having ADHD (Pryor et al. 2010). In addition, it has been estimated that 25% of students who receive disability services on college campuses receive such services for ADHD (Wolf 2001). Given the increasing numbers of stud
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