Time Estimation Abilities of College Students With ADHD

Prevatt, Frances; Proctor, Briley E.; Baker, Leigh; Garrett, Lori; Yelland, Sherry

doi:10.1177/1087054710370673

Cited by 39 publications

(30 citation statements)

References 22 publications

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“…High school and college students with ADHD have demonstrated lower grades and/or test scores compared with controls (Advokat, Lane, & Luo, 2011;Birchwood & Daley, 2012). College students with ADHD may be more likely to withdraw from class, to have poorer study habits (Advokat et al, 2011), and to experience difficulty estimating time (Prevatt, Proctor, Baker, Garrett, & Yelland, 2011). Additionally, college students with ADHD often have difficulty completing tests on time, require more time to complete assignments, and have the perception that they work harder than their non-ADHD peers (DuPaul, Weyandt, O'Dell, & Varejao, 2009).…”

Section: Impaired Academic Performance and Executive Function In Adhdmentioning

confidence: 99%

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Prevatt

Young

2014

Journal of College Student Psychotherapy

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Section: Impaired Academic Performance and Executive Function In Adhdmentioning

confidence: 99%

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Prevatt

Young

2014

Journal of College Student Psychotherapy

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“…Controlling for IQ did not change the main outcomes. (Prevatt et al, 2011) • Children using the game working memory training showed greater motivation, better training performance, and better working memory (i.e., higher scores on a working memory task) versus the regular working memory training. (Prins et al, 2011) • No statistically significant differences are found between groups on measures of executive function and written expression.…”

Section: Continuedmentioning

confidence: 98%

“…Working memory refers to the ability to temporarily maintain and manipulate information necessary for achieving a certain goal (Gropper, Gotlieb, Kronitz, & Tannock, 2014). The largest group of studies (n = 9) reported on working memory or related to time estimation, explanatory style, or written expression (Sparks, Javorsky, & Philips, 2004;Gropper et al, 2014;Gropper & Tannock, 2009;Lineweaver et al, 2012;Jones, Craver-Lemley, & Barrett, 2008;Prevatt, Proctor, Baker, Garrett, & Yelland, 2011;Prins, Dovis, Ponsioen, ten, & van der Oord, 2011;Semrud-Clikeman & Harder, 2011;Shmulsky & Gobbo, 2007). ADHD students display significant weaknesses in the auditory-verbal working memory tasks compared to controls and were significantly worse in time estimation abilities.…”

Section: Working Memory or A Specific Skillmentioning

confidence: 99%

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Kolk¹,

Agthoven²,

Buitelaar³

et al. 2015

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Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic perfor-* Corresponding author.A. van der Kolk et al. 165mance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.

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“…Finally, the study required students with ADHD to make time estimations, rate their behaviors, and compare themselves to others. Estimating time spent in activities is difficult to do and is prone to error (Bash & Kreiner, 2014), especially for students with ADHD (Prevatt, Proctor, Baker, Garrett, & Yelland, 2011).…”

Section: Limitationsmentioning

confidence: 99%

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

Lindstrom

Nelson

Foels

2019

Psychology in the Schools

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The current study examined study habits of postsecondary students with attention‐deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self‐perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes.

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Time Estimation Abilities of College Students With ADHD

Abstract: College students with ADHD showed retrospective time estimation difficulties that may be related to academic functioning in the college setting.

Cited by 39 publications

References 22 publications

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

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