Substance Use in College Students With ADHD

Rooney, Mary; Chronis‐Tuscano, Andrea; Yoon, Yesel

doi:10.1177/1087054710392536

Cited by 71 publications

(59 citation statements)

References 77 publications

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“…Thus, as previously been reported [42], higher rates of alcohol and drug use among college students with ADHD may be explained by CD symptoms, and not by ADHD per se. A recent study [43] addressed this concern by examining alcohol and illicit drug use in students with and without ADHD, taking the CD symptoms of students into account and did not find this to be the case. Results indicated that ADHD, independent of CD, was associated with higher overall scores on the alcohol use disorders identification test (AUDIT) [44], and its hazardous drinking scale, as well as greater likelihood of endorsing an item indicative of alcohol dependence or emerging dependence (odds ratio, 3.70) [43].…”

Section: Substance and Alcohol Usementioning

confidence: 99%

“…A recent study [43] addressed this concern by examining alcohol and illicit drug use in students with and without ADHD, taking the CD symptoms of students into account and did not find this to be the case. Results indicated that ADHD, independent of CD, was associated with higher overall scores on the alcohol use disorders identification test (AUDIT) [44], and its hazardous drinking scale, as well as greater likelihood of endorsing an item indicative of alcohol dependence or emerging dependence (odds ratio, 3.70) [43]. Students with ADHD, independent of CD symptoms, were also more than 3 times as likely to have used marijuana or tobacco and more than 4 times as likely to have used other illicit drugs [43].…”

Section: Substance and Alcohol Usementioning

confidence: 99%

“…Results indicated that ADHD, independent of CD, was associated with higher overall scores on the alcohol use disorders identification test (AUDIT) [44], and its hazardous drinking scale, as well as greater likelihood of endorsing an item indicative of alcohol dependence or emerging dependence (odds ratio, 3.70) [43]. Students with ADHD, independent of CD symptoms, were also more than 3 times as likely to have used marijuana or tobacco and more than 4 times as likely to have used other illicit drugs [43]. This study had the additional strength of requiring a thorough diagnostic evaluation to document that participants in the ADHD group met criteria for the disorder [43].…”

Section: Substance and Alcohol Usementioning

confidence: 99%

“…Students with ADHD, independent of CD symptoms, were also more than 3 times as likely to have used marijuana or tobacco and more than 4 times as likely to have used other illicit drugs [43]. This study had the additional strength of requiring a thorough diagnostic evaluation to document that participants in the ADHD group met criteria for the disorder [43].…”

Section: Substance and Alcohol Usementioning

confidence: 99%

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What Do We Really Know about ADHD in College Students?

2012

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Research on ADHD in college students began in the 1990s and has been steadily increasing in recent years. Because young adults with ADHD who attend college have experienced greater academic success during high school than many peers with the disorder, which is likely to be associated with better overall functioning, the degree to which they experience similar patterns of adjustment difficulties was not initially known. Accumulating research suggests that college students with ADHD experience less academic success and greater psychological and emotional difficulties than other students and use alcohol and drugs at higher rates. However, conclusions to be drawn from this research are limited by the use of small samples that may not be representative of the wider population of students with ADHD, and a lack of diagnostic rigor in identifying students with ADHD to be included in such research. Studies of the effectiveness of psychosocial treatments, medication treatment, and academic accommodations are extremely limited or nonexistent. Issues particularly germane to college students include feigning ADHD and the misuse and diversion of stimulant medication. Given that at least 25 % of college students with disabilities are diagnosed with ADHD, methodologically sound investigations are clearly needed in order to better understand the impact of ADHD on college students' adjustment and to develop and implement interventions that can enhance students' success.

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Section: Substance and Alcohol Usementioning

confidence: 99%

Section: Substance and Alcohol Usementioning

confidence: 99%

Section: Substance and Alcohol Usementioning

confidence: 99%

Section: Substance and Alcohol Usementioning

confidence: 99%

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What Do We Really Know about ADHD in College Students?

2012

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“…Still other researchers (e.g., DuPaul et al, 2001) have used symptom counts based on participants' self-reports. It is only recently that more extensive assessments to determine whether students meet full DSM-IV-TR criteria including age of onset, symptom duration, and impairment in multiple settings (APA, 2000) have been employed (Rooney, Chronis-Tuscano & Yoon, 2012;DuPaul et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Prevalence and Correlates of ADHD in College Students: A Comparison of Diagnostic Methods

Green¹,

Rabiner²

2013

JEDP

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Prior research on college students with ADHD has generally employed nonrepresentative samples of students, used different methods to identify students with the disorder, and typically failed to control for comorbid difficulties when examining the psychosocial functioning of identified students. These methodological limitations are likely to have contributed to inconsistent findings across studies. To examine this issue, 197 students rated their experience of ADHD symptoms and their functioning in academic, social, and emotional domains. Participants were classified as having ADHD using four previously used methods: self-reported diagnosis, ADHD symptom counts, symptom scores greater than 1.5 standard deviations above the sample mean, and full DSM-IV-TR criteria. Prevalence of students identified with ADHD varied significantly across methods as did the overlap among students identified by different methods. However, differences in psychosocial functioning between normative peers and students identified by each method were generally consistent; these results were largely unchanged when internalizing and externalizing symptoms were controlled for. Implications of these findings for research on ADHD in college students are discussed.

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