What Do We Really Know about ADHD in College Students?

Green, Andrea L.; Rabiner, David L.

doi:10.1007/s13311-012-0127-8

Cited by 131 publications

(116 citation statements)

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“…This means that college students who experience ADHD symptoms tend to present lower physical and psychological well-being, lower skills for establishing friendships, poorer study skills, poorer perception of their competence, and poorer knowledge and appreciation of the university/faculty infrastructure. These findings agree with the results of previous investigations that revealed that college students with ADHD are more likely to have lower social skill levels and low self-esteem, coupled with more depressive symptoms and emotional instability (Blase et al, 2009;Green & Rabiner, 2012;Rabiner et al, 2008;Shaw-Zirt et al, 2005;Weyandt et al, 2013).…”

Section: Discussionsupporting

confidence: 92%

College Adjustment as a Mediator Between Attention Deficit/Hyperactivity Disorder Symptoms and Work Self-Efficacy

Oliveira

Filho

Dias

2016

Paidéia (Ribeirão Preto)

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Abstract:Studies have addressed features of Attention Deficit/Hyperactivity Disorder (ADHD) in higher education, but the potential relationships between ADHD symptoms, dimensions of college adjustment and students' work self-efficacy remain scarcely explored. The aim of this study was to test a theoretical model in which the dimensions of college adjustment mediate the relationship between ADHD symptoms and work self-efficacy. Participants were 509 college students from two Brazilian public universities. Data were collected using questionnaires and analyzed using a path analysis model. The ADHD symptoms affected work self-efficacy exclusively through college adjustment problems. Improving students' well-being, social support networks, study habits, and feelings regarding their majors and the university may reduce the potential disadvantages in work self-efficacy caused by ADHD symptoms. Keywords Adaptación Académica Como Mediadora Entre Síntomas del Trastorno por Déficit de Atención con Hiperactividad y Autoeficacia ProfesionalResumen: Estudios han abordado características del Trastorno por Déficit de Atención con Hiperactividad (TDAH) en el contexto universitario, pero siguen poco exploradas las posibles relaciones entre los síntomas del TDAH, dimensiones de ajuste académico y la autoeficacia profesional de los estudiantes. El objetivo de este estudio fue testar un modelo teórico en que dimensiones de la adaptación académica medían la relación entre síntomas del TDAH y autoeficacia profesional. Participaron del estudio 509 estudiantes universitarios de dos universidades públicas brasileñas. Los datos fueron recolectados a través de cuestionarios y analizados mediante un modelo de path analysis. Los síntomas del TDAH interfirieron en la autoeficacia profesional exclusivamente por medio de problemas de adaptación académica. El aumento del bienestar, la red de apoyo social, los hábitos de estudio y los sentimientos ante la carrera y la universidad de los estudiantes pueden disminuir las potenciales desventajas en la autoeficacia profesional, causadas por los síntomas del TDAH.Palabras clave: trastorno por déficit de atención con hiperactividad, ajuste, autoeficacia

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Section: Discussionsupporting

confidence: 92%

College Adjustment as a Mediator Between Attention Deficit/Hyperactivity Disorder Symptoms and Work Self-Efficacy

Oliveira

Filho

Dias

2016

Paidéia (Ribeirão Preto)

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“…Furthermore, researchers have used different methods to identify their sample of students with ADHD and have rarely identified subjects using full DSM-IV-TR criteria (Green & Rabiner, 2012). Thus, some researchers have identified students with ADHD based on their self-reported diagnostic status (e.g., Blase, Gilbert, Anastopoulos, Costello, Hoyle, Swartzwelder, & Rabiner, 2009); in other research, students reporting ADHD symptoms sufficiently above the sample mean have constituted the ADHD group (e.g., Weyendt, Linterman, & Rice, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…As suggested by Green and Rabiner (2012), using different methods to identify college students with ADHD may select different groups of students. For example, students with a self-reported diagnosis are not likely to be the same students that are identified when normative cut-offs, symptom cut-offs, or full diagnostic criteria are used.…”

Section: Introductionmentioning

confidence: 99%

“…For example, students with a self-reported diagnosis are not likely to be the same students that are identified when normative cut-offs, symptom cut-offs, or full diagnostic criteria are used. This is likely to have affected the prevalence rate and correlates of ADHD that have been reported in different studies and thus contributed to inconsistencies in the literature that have emerged (see Dupaul et al, 2009;Green & Rabiner, 2012, for a review). Because all published studies have used only a single method for identifying participants with ADHD, however, and not compared findings associated with the use of different identification methods, the extent of this problem is unclear.…”

Section: Introductionmentioning

confidence: 99%

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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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“…In contrast to the wealth of data on children, much less is known about ADHD in adults. Green and Rabiner [2] (this issue) contribute a qualitative discussion of the small volume of literature available on ADHD in college students. Among the difficulties with diagnosing and treating ADHD in college students his group noted are the high rates of malingering in order to obtain prescription medication, and the frequency of diversion and misuse of medication.…”

mentioning

confidence: 99%

New Directions for Therapeutics in ADHD

Schweitzer

McBurnett

2012

Neurotherapeutics

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The number of publications on attention deficit hyperactivity disorder (ADHD) has increased sharply over the last 10 years, with more than 700 likely for 2012. Consequently, it is difficult to stay apprised of this literature. This issue of Neurotherapeutics includes 12 comprehensive reviews of topics related to ADHD.ADHD is the most common childhood behavioral disorder and one of the more common adult psychiatric disorders. Traditional therapeutics for ADHD include behavioral therapy and pharmacologic intervention. These approaches have been available for decades; however, therapies have evolved and expanded with better understanding of the disorder. This includes a better understanding of the role of dopamine and norepinephrine and how this new knowledge can guide the development of novel pharmacological agents. Better recognition of subpopulations of the disorder, the presence of co-morbidity (e.g., sleep disturbance and autism spectrum disorders), and need to address the disorder throughout the life span have helped refine the diagnostic process. The search for improved treatments for ADHD continues, as a significant portion of the ADHD population does not respond, or responds sub-optimally, to currently available therapy. Concerns about drug side effects have fostered an interest in identifying new and alternative treatment options.The current issue reviews new approaches that range from preventative interventions that minimize the development of the disorder to the potential for treatment based on electrical brain response. Similarly, the role of environmental impact, such as food and food dyes, on behavior associated with ADHD, is addressed. Also critically reviewed are current conceptualizations of the disorder and potential new targets for treatment. The latter articles include discussion of prevalence of the disorder and subtypes, the role of variability in response times in ADHD, cognitive training approaches for targeting reward-related and cognitive impairments, among others.Willcutt [1] (this issue) report the largest meta-analysis to date on the prevalence of ADHD, along with related analyses of a large population-based sample. Prevalence varied according to diagnostic methodology, but using a bestestimate procedure and strict DSM-IV diagnostic criteria, the overall incidence of ADHD was estimated to be 5.9 %, and similar across countries and regions. Tests of changes proposed for diagnosing ADHD in DSM-V found little effect for relaxing the age of onset criterion or allowing co-morbid psychotic or pervasive developmental disorders. In contrast to the wealth of data on children, much less is known about ADHD in adults. Green and Rabiner [2] (this issue) contribute a qualitative discussion of the small volume of literature available on ADHD in college students. Among the difficulties with diagnosing and treating ADHD in college students his group noted are the high rates of malingering in order to obtain prescription medication, and the frequency of diversion and misuse of medication.Children with ...

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What Do We Really Know about ADHD in College Students?

Cited by 131 publications

References 50 publications

College Adjustment as a Mediator Between Attention Deficit/Hyperactivity Disorder Symptoms and Work Self-Efficacy

College Adjustment as a Mediator Between Attention Deficit/Hyperactivity Disorder Symptoms and Work Self-Efficacy

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

New Directions for Therapeutics in ADHD

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