Development and Evaluation of the ADHD Cognitions Scale for Adults

Abstract

The clinical literature on ADHD in adults suggests that “overly positive” or optimistic cognitions may contribute to impairment and failure to use self-regulation skills in this population, yet the research literature on this topic is limited. We developed the ADHD Cognitions Scale (ACS), a brief self-report measure of ADHD-related thoughts, and evaluated its psychometric properties in two large community samples (Ns = 262, 304). The measure demonstrated a one-factor solution that replicated in the second sample. Evidence of good internal consistency and also convergent and divergent validity was obtained in both samples. Scores on the ACS correlated with functional impairment, time management problems, and avoidant coping strategies. With additional study, the ACS may be useful to identify and track maladaptive ADHD-related cognitions during cognitive-behavioral treatment and to further study the role of these thoughts in ADHD-related impairment.

Language of ADHD in Adults on Social Media

“…Existing studies have reported that adults with ADHD endorse significantly more negative or maladaptive thoughts than control groups, both in cases of ADHD with and without comorbid diagnoses (Knouse, Zvorsky, & Safren, 2013; Mitchell, Benson, Knouse, Kimbrel, & Anastopoulous, 2013; Strohmeier, Rosenfield, DiTomasso, & Ramsay, 2016). A recent empirically based adult ADHD cognition scale is comprised of maladaptive positive thoughts about tasks that function as rationalizations for deferring a task, consistent with the observation of hedging themes in the user language in the current study (Knouse, Mitchell, Kimbrel, & Anastopoulos, 2017).…”

The Compensatory ADHD Behaviors Scale (CABS): Development and Initial Validation

“…In addition, a number of validity checks were incorporated to ensure the validity of the responses. The use of MTurk has been shown to be useful in initial scale development (e.g., Knouse, Mitchell, Kimbrel, & Anastopoulos, 2017).…”

“…This led Solanto et al (2008) to suggest that psychopharmacological treatment alone may not be sufficient to improve skill deficits that often facilitate functional impairment (e.g., time management, difficulties planning, disorganization, procrastination, incomplete or inaccurate work). Thus, psychosocial treatments have also been developed as a possible means to reduce functional impairment and symptom expression, with some success (Hesslinger et al, 2002; Knouse et al, 2017; Safren et al, 2005; Solanto et al, 2008; Solanto et al, 2010; Stevenson, Whitmont, Bornholt, Livesey, & Stevenson, 2002; Weinstein, 1994; Wilens et al, 1999).…”

“…There have been substantial gains in the development of effective psychosocial treatment for adults with ADHD (Knouse et al, 2017) and skill-based interventions for college students (LaCount et al, 2015). However, researchers, clinicians, and educators are forced to rely on measures of ADHD symptoms (e.g., Conners’ Adult ADHD Rating Scales; Conners, Erhardt, & Sparrow, 1999), executive functioning (e.g., Barkley Deficits in Executive Functioning Scale for Adults; Barkley, 2011), or functional impairment (e.g., Weiss Functional Impairment Rating Scales; Weiss, 2000) to assess treatment progress and outcome (Knouse et al, 2017). Relatedly, interventions targeting students’ occupational/academic skills (irrespective of ADHD symptomatology) do not have any standardized methods to assess the use of these skills.…”

Efficacy of Group Cognitive Behavior Therapy Targeting Time Management for Adults with Attention Deficit/Hyperactivity Disorder in Japan: A Randomized Control Pilot Trial

“…Regarding executive function skills related to time management, Imura et al (2016) reported that time management in real life is affected by factors such as the estimation of the time required for tasks, utilization of time for setting goals, priorities, planning, and procrastination. Knouse et al (2017) likewise recounted that “overly positive” or optimistic cognitions of ADHD in adults may contribute to impairment of time management. Therefore, to improve time management of adults with ADHD, it was assumed that it would be necessary to learn not only how to supplement time processing problems, but also how to estimate time, utilize time including planning, and prevent procrastination.…”