College students with attention-deficit/hyperactivity disorder

Wolf, Lorraine E.; Simkowitz, Philip; Carlson, Heather R.

doi:10.1007/s11920-009-0062-5

Cited by 56 publications

(51 citation statements)

References 45 publications

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“…For example, Weyandt et al16 conducted the first study assessing ADHD symptomatology among college students and found that approximately 2.5%–8.7% of participants reported significant ADHD symptoms, depending on the criteria employed. More recent estimates are similar to those of Weyandt et al, indicating that approximately 2%–10% of college students have significant ADHD symptoms and that approximately 50% of students who receive disability services do so because of ADHD 15,17–19…”

Section: Introductionsupporting

confidence: 73%

“…However, information is lacking concerning the exact prevalence of ADHD among college students, due to privacy protection for students with disabilities under the Americans with Disabilities Act of 1990 and because many college students who meet diagnostic criteria for ADHD may not have been diagnosed with the disorder 14,15. Therefore, more information is sorely needed regarding the prevalence of the disorder in the college population and its impact on student functioning.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacological interventions for adolescents and adults with ADHD: stimulant and nonstimulant medications and misuse of prescription stimulants

Weyandt

Oster

Marraccini

et al. 2014

PRBM

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that cause functional impairment. Recent research indicates that symptoms persist into adulthood in the majority of cases, with prevalence estimates of approximately 5% in the school age population and 2.5%–4% in the adult population. Although students with ADHD are at greater risk for academic underachievement and psychosocial problems, increasing numbers of students with ADHD are graduating from high school and pursuing higher education. Stimulant medications are considered the first line of pharmacotherapy for individuals with ADHD, including college students. Although preliminary evidence indicates that prescription stimulants are safe and effective for college students with ADHD when used as prescribed, very few controlled studies have been conducted concerning the efficacy of prescription stimulants with college students. In addition, misuse of prescription stimulants has become a serious problem on college campuses across the US and has been recently documented in other countries as well. The purpose of the present systematic review was to investigate the efficacy of prescription stimulants for adolescents and young adults with ADHD and the nonmedical use and misuse of prescription stimulants. Results revealed that both prostimulant and stimulant medications, including lisdexamfetamine dimesylate, methylphenidate, amphetamines, and mixed-amphetamine salts, are effective at reducing ADHD symptoms in adolescents and adults with ADHD. Findings also suggest that individuals with ADHD may have higher rates of stimulant misuse than individuals without the disorder, and characteristics such as sex, race, use of illicit drugs, and academic performance are associated with misuse of stimulant medications. Results also indicate that individuals both with and without ADHD are more likely to misuse short-acting agents than long-acting agents. These findings have implications for intervention, prevention, and future research.

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Section: Introductionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Pharmacological interventions for adolescents and adults with ADHD: stimulant and nonstimulant medications and misuse of prescription stimulants

Weyandt

Oster

Marraccini

et al. 2014

PRBM

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“…Despite this poor prognosis, increasing numbers of students with ADHD are successfully completing high school and pursuing higher education (DuPaul & Weyandt, 2009;Weyandt & DuPaul, 2013). While no definitive information is available regarding the prevalence of ADHD in the college population, given that the privacy of students with disabilities is protected under the Americans with Disabilities Act (1991) and that ADHD may be underdiagnosed among college students (Wolf, Simkowitz, & Carlson, 2009), studies estimate that 2-8% of college students across cultures have significant ADHD symptoms (DuPaul et al, 2001;Eagan et al, 2014;McKee, 2008;Weyandt, Linterman & Rice, 1995), and approximately 18%-50% of students who receive disability accommodations in U.S. colleges do so primarily due to ADHD (Raue & Lewis, 2011;Wolf et al, 2009). Weyandt and DuPaul (2013), leading researchers in the field, emphasized the paucity of information available and stressed the need for studies to explore the prevalence and nature of ADHD among college students as well as their academic and social functioning.…”

Section: Introductionmentioning

confidence: 99%

Prescription Stimulant Misuse and ADHD Symptomatology Among College Students in Iceland

Guðmundsdóttir

Weyandt

Ernudottir³

2016

J Atten Disord

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As growing numbers of students with attention deficit hyperactivity disorder (ADHD) pursue postsecondary education, the availability of psychostimulant medications on college campuses has steadily increased. Although a large body of research has documented that misuse of prescription stimulant medication is a prevalent problem on American college campuses, few studies have been conducted beyond the United States. Iceland, closely followed by the United States, has the highest stimulant medication prescription rates in the world; however, no systematic efforts have been made to investigate to what extent these medications are being misused within the Icelandic college student population. Therefore, the purpose of the present study was to: a) examine the prevalence of prescription stimulant misuse among N=521 college students in Iceland as well as factors that are potentially predictive of stimulant misuse, including ADHD symptomatology, symptoms of depression, anxiety, and stress, self-reported grade-point average (GPA), and student sex; and b) identify the prevalence of significant ADHD symptomatology within this population.Results revealed the prevalence of lifetime stimulant misuse behavior was approximately 13% within the overall sample, 11% among participants without a prescription for stimulant medication, and 42% among participants holding a prescription. The primary reported reason for misuse was academic enhancement, similar to findings from the United States and Europe. Findings also suggested risk factors for prescription stimulant misuse among college students in Iceland included male sex, anxiety symptoms, and a history of ADHD symptoms. Approximately 8% of participants reported persistent, elevated ADHD symptomatology, while approximately 9% reported a previous diagnosis of ADHD.The present findings have implications for public health policy in Iceland, particularly as it relates to the college population. Limitations of the study and suggestions for future research are discussed.iv ACKNOWLEDGEMENTS

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“…To the best of our knowledge, this is the first study to investigate oscillatory power in college students with ADHD. This relatively successful subset, accepted into post-secondary education, continues to manifest cognitive and other functional impairments [9,11]. In addition to computing measures of absolute power and relative power, we also examined eyes-open and eyes-closed conditions as differences in these measures might explain discrepancies seen in the literature.…”

Section: Introductionmentioning

confidence: 99%

Resting state EEG oscillatory power differences in ADHD college students and their peers

et al. 2012

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BackgroundAmong the most robust neural abnormalities differentiating individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) from typically developing controls are elevated levels of slow oscillatory activity (e.g., theta) and reduced fast oscillatory activity (e.g., alpha and beta) during resting-state electroencephalography (EEG). However, studies of resting state EEG in adults with ADHD are scarce and yield inconsistent findings.MethodsEEG profiles, recorded during a resting-state with eyes-open and eyes-closed conditions, were compared for college students with ADHD (n = 18) and a nonclinical comparison group (n = 17).ResultsThe ADHD group showed decreased power for fast frequencies, especially alpha. This group also showed increased power in the slow frequency bands, however, these effects were strongest using relative power computations. Furthermore, the theta/beta ratio measure was reliably higher for the ADHD group. All effects were more pronounced for the eyes-closed compared to the eyes-open condition. Measures of intra-individual variability suggested that brains of the ADHD group were less variable than those of controls.ConclusionsThe findings of this pilot study reveal that college students with ADHD show a distinct neural pattern during resting state, suggesting that oscillatory power, especially alpha, is a useful index for reflecting differences in neural communication of ADHD in early adulthood.

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College students with attention-deficit/hyperactivity disorder

Cited by 56 publications

References 45 publications

Pharmacological interventions for adolescents and adults with ADHD: stimulant and nonstimulant medications and misuse of prescription stimulants

Pharmacological interventions for adolescents and adults with ADHD: stimulant and nonstimulant medications and misuse of prescription stimulants

Prescription Stimulant Misuse and ADHD Symptomatology Among College Students in Iceland

Resting state EEG oscillatory power differences in ADHD college students and their peers

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