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Author: Carly Green Publisher: ISBN: Category : Attention-deficit disorder in adults Languages : en Pages : 152
Book Description
Abstract: Attention-Deficit/Hyperactivity Disorder, once believed to be a childhood disorder, is now known to persist into adulthood, with 30 to 70% of children diagnosed with ADHD experiencing symptoms of ADHD as adults. Negative outcomes of adult ADHD seen in the literature include: deficits in career or academic performance, interpersonal relations, and increased engagement in risk behaviors such as impulsive spending, smoking, alcohol, and other substance use. The current study used a survey assessment method to examine the effects of ADHD in a sample comprised primarily of first year college undergraduates. Approximately 16% (47) of the 300 students surveyed were included in the ADHD group based on symptoms endorsed on Barkley's Adult ADHD Screening instrument and self-reported diagnosis of ADHD. Results indicate that students who endorse ADHD symptoms perceive themselves as less socially competent than their peers and as having less social support. However, the students reported significantly lower GPA's as compared to their peers as well as significantly lower college adjustment. The students in the ADHD group endorsed significantly greater substance use and associated risk behaviors. Specifically, students in the ADHD group reported greater tobacoo, alcohol, marijuana, methamphetamine, and amphetamine use. Students in the ADHD group reported engaging in a significantly greater number of rish behaviors associated with substance abuse across all areas surveyed excluding sexual risk behaviors. Finally, ADHD symptom endorsement, social behavior, academic performance, substance use and risk behaviors were found to be significant predictors of college adjustment.
Author: Carly Green Publisher: ISBN: Category : Attention-deficit disorder in adults Languages : en Pages : 152
Book Description
Abstract: Attention-Deficit/Hyperactivity Disorder, once believed to be a childhood disorder, is now known to persist into adulthood, with 30 to 70% of children diagnosed with ADHD experiencing symptoms of ADHD as adults. Negative outcomes of adult ADHD seen in the literature include: deficits in career or academic performance, interpersonal relations, and increased engagement in risk behaviors such as impulsive spending, smoking, alcohol, and other substance use. The current study used a survey assessment method to examine the effects of ADHD in a sample comprised primarily of first year college undergraduates. Approximately 16% (47) of the 300 students surveyed were included in the ADHD group based on symptoms endorsed on Barkley's Adult ADHD Screening instrument and self-reported diagnosis of ADHD. Results indicate that students who endorse ADHD symptoms perceive themselves as less socially competent than their peers and as having less social support. However, the students reported significantly lower GPA's as compared to their peers as well as significantly lower college adjustment. The students in the ADHD group endorsed significantly greater substance use and associated risk behaviors. Specifically, students in the ADHD group reported greater tobacoo, alcohol, marijuana, methamphetamine, and amphetamine use. Students in the ADHD group reported engaging in a significantly greater number of rish behaviors associated with substance abuse across all areas surveyed excluding sexual risk behaviors. Finally, ADHD symptom endorsement, social behavior, academic performance, substance use and risk behaviors were found to be significant predictors of college adjustment.
Author: Lisa L. Weyandt Publisher: Springer Science & Business Media ISBN: 1461453453 Category : Psychology Languages : en Pages : 134
Book Description
Not long ago, conventional wisdom held that ADHD was a disorder of childhood only—that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge. College Students with ADHD is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions. Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured: - Background information, from current statistics to diagnostic issues. - ADHD in high school adolescents. - ADHD in college students: behavioral, academic, and psychosocial functioning. - Assessment of ADHD in college students. - Psychosocial/educational treatment of ADHD in college students. - Pharmacotherapy for college students with ADHD. - Future directions for practice and research. The comprehensive information in College Students with ADHD provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers.
Author: Kirk Dillon Mochrie Publisher: ISBN: Category : Attention-deficit-disordered youth Languages : en Pages : 403
Book Description
Background: Recent research has demonstrated that ADHD college students are at a higher risk for substance use, academic problems, and psychosocial difficulties compared to non-ADHD students. Less is known about the role of ADHD specific factors on substance use and psychosocial/academic adjustment as well as the possible interaction of substance use and ADHD factors on college adjustment. Purpose: The current research sought to understand predictors of substance use and possible relations between ADHD factors, substance use, and psychosocial/academic adjustment among ADHD college students. Methods: Sixty-six ADHD undergraduates were asked to complete a series of online self-report inventories related to ADHD, substance use, and college adjustment. Participants also completed a semi-structured interview for current ADHD diagnosis, an objective behavioral assessment of ADHD impairment, and answered qualitative questions about ADHD college student functioning. Results: General factors (i.e., substance use history, history of conduct problems, positive expectancies, and peer influence) were good predictors of current substance use and consequences. ADHD specific factors (i.e., severity of ADHD symptoms, impulsivity, emotion dysregulation, and executive functioning deficits) were not predictive of substance use, although several ADHD specific factors significantly predicted substance use consequences. Participants with higher emotion dysregulation as well as executive functioning deficits struggled with more psychosocial/academic difficulties. Higher severity of ADHD symptoms predicted more current symptoms of depression/anxiety and more academic adjustment difficulties. Of note, substance use was not a good predictor of psychosocial/academic outcomes in this sample. However, interactions of alcohol and particularly marijuana with various ADHD specific factors significantly predicted GPA. Discussion: ADHD College students with higher scores on general substance use predictors were more likely to engage in more frequent and heavy substance use with increased negative consequences. Although the ADHD factors did not predict substance use, ADHD students with greater symptoms, higher impulsivity, higher emotion dysregulation, and higher executive functioning deficits were more likely to experience substance-related problems. Overall, severity of ADHD specific factors most increased an individual's risk for college adjustment difficulties. Targeted prevention and intervention strategies for incoming students with ADHD should be aimed at increasing awareness and coping skills for ADHD as well as incorporate psychoeducation about substance abuse risk.
Author: Elizabeth B. Weller Publisher: American Psychiatric Pub ISBN: 9780880488471 Category : Medical Languages : en Pages : 38
Book Description
(Reusable interview administration booklet) Based on strict DSM-IV criteria and validated in 12 years of studies, ChIPS and P-ChIPS -- the parent version of the interview -- are brief and simple to administer. Questions are succinct, simply worded, and easily understood by children and adolescents. Practitioners in clinical and research settings alike have already found ChIPS indispensable in screening for conditions such as attention-deficit/hyperactivity disorder, conduct disorder, substance abuse, phobias, anxiety disorders, stress disorders, eating disorders, mood disorders, elimination disorders, and schizophrenia. The Parent Version of the ChIPS essentially consists of the same interview text altered from second to third person to address the parent rather than the child (e.g., "Have you ever" is changed to "Has your child ever').
Author: Mary N. Lee Publisher: ISBN: Category : Academic achievement Languages : en Pages : 92
Book Description
Attention deficit hyperactivity disorder (ADHD) is a prevalent childhood disorder that is associated with academic and social difficulties. Previous studies suggest that, among children with ADHD, academic and social functioning are inter-related and academic enablers (i.e. skills, attitudes and behaviors that allow the student to benefit from academic instruction) and peer status may both predict academic achievement. The goal of the current study was to examine the relationship between ADHD symptoms, peer-rated peer status, teacher-reported academic enablers, and academic performance using a year-long temporal design. Method: Participants were 745 elementary students (51.3% male; 45.5% White). Measures were collected from teachers (ADHD symptoms and academic enablers), peers (sociometric procedure to determine facets of peer status), and grade reports (grade point average) over the course of the academic year. Results: In the best-fitting model, peer status partially mediated the relationship between ADHD symptoms and academic enablers. Additionally, there was a small indirect effect from ADHD symptoms to peer status to academic enablers to grades. Therefore, more severe ADHD symptomatology was related to both lower academic enablers and lower peer status, which was also related to lower academic enablers. Lower academic enablers were then related to lower spring GPA. Conclusion: In a sample of elementary students with a wide range of ADHD symptom severity, peer status and academic enablers were both important factors explaining the relationship between ADHD and academic achievement.
Author: Will Canu Publisher: Taylor & Francis ISBN: 1000911772 Category : Psychology Languages : en Pages : 223
Book Description
Thriving in College with ADHD uses cognitive-behavioral and psychoeducational techniques to address ADHD and related impairment in a way that is tailored to the needs of college students. This manual distills the expertise of four psychologists with extensive experience helping students with ADHD. The treatment is designed to be effective, flexible, and feasible. Modules address organization, time management, planning, and academic skills, adaptive thinking, healthy lifestyles, relationships, and other life skills. They can be used with individuals or groups and as an abbreviated or comprehensive treatment, tailored to client needs. The accompanying student workbook will increase the treatment’s impact and keep college students engaged in learning new skills. Any mental health professional working with college students with ADHD can benefit their clients by adding this approach to their toolbox.
Author: Lisa L. Weyandt Publisher: Springer ISBN: 9781461453468 Category : Psychology Languages : en Pages : 122
Book Description
Not long ago, conventional wisdom held that ADHD was a disorder of childhood only—that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge. College Students with ADHD is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions. Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured: - Background information, from current statistics to diagnostic issues. - ADHD in high school adolescents. - ADHD in college students: behavioral, academic, and psychosocial functioning. - Assessment of ADHD in college students. - Psychosocial/educational treatment of ADHD in college students. - Pharmacotherapy for college students with ADHD. - Future directions for practice and research. The comprehensive information in College Students with ADHD provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers.
Author: Orion Amadeus Mosko Publisher: ISBN: Category : Academic achievement Languages : en Pages : 400
Book Description
Current findings indicate that the symptom clusters of inattention and hyperactivity-impulsivity, the primary behavioral characteristics of AttentionDeficit/Hyperactivity Disorder (ADHD), serve as risk factors for reduced academic performance in postsecondary educational settings. The proposed investigation is designed to clarify the extent and mechanisms through which these associated symptoms clusters predict reduced academic performance in an undergraduate sample. This investigation tests four hypotheses: (a) ADHD symptoms predict inversely undergraduates' academic performance; (b) deficiencies in academic coping partially mediate the relationship between undergraduates' ADHD symptoms and academic performance; (c) deficiencies in undergraduates' executive functioning partially mediate the association between students' ADHD symptoms and their academic coping; and (d) the predictive association between students' ADHD symptoms and academic performance is more fully explained by their level of academic coping and executive functioning. To achieve these goals, 111 undergraduates from The University of Texas with variable levels of ADHD symptoms were recruited for participation in this study. Participants' academic performance (i.e., concurrent and cumulative semester grade point average, number of problem credit hours, and number of completed credit hours) will be compared to their level of self-reported ADHD symptoms (i.e., current and childhood ADHD symptoms). The hypothesized mediating effect of academic coping on this relationship was evaluated using two questionnaires of academic coping that separately assess students' general academic coping strategies and more specific academic coping behaviors. Further, the anticipated mediating effect of executive functioning on the relation between ADHD symptoms and academic coping was investigated using two neuropsychological tests of attentional control and planful problem solving. Results did not support the proposed model although several study hypotheses received partial support. A data-derived alternative explanatory model is presented and clinical implications are discussed.
Author: Stephen P. Hinshaw Publisher: Oxford University Press ISBN: 0190223812 Category : Psychology Languages : en Pages : 217
Book Description
Rates of diagnosis of attention-deficit/hyperactivity disorder (ADHD) are skyrocketing, throughout America and the rest of the world. U.S. rates of youth diagnosis have increased 40% from just a decade ago. Adults with ADHD are now the fastest-growing segment of the population receiving diagnosis and medication. The disorder is painful and sometimes disabling for individuals and tremendously costly for society; yet, widespread misinformation, skepticism, and unanswered questions have jeopardized effective diagnosis and treatment. Researched and written by Stephen Hinshaw, an international expert on ADHD, and Katherine Ellison, a Pulitzer-Prize winning journalist and author, ADHD: What Everyone Needs to Know® is the go-to book for authoritative, current, accurate, and compelling information about the global ADHD epidemic. This book addresses questions such as: · Is ADHD a genuine medical condition or a means of pathologizing active and exploratory behavior? · Do medications for ADHD serve as needed treatments, or are they attempts at social control, designed to bolster profits of pharmaceutical firms? · Has the ADHD label become a ruse by which parents can game the educational system for accommodations? · How do symptoms and impairments related to ADHD differ between girls and women and boys and men? · Why are ADHD medications often used as performance enhancers by college and high-school students? ADHD: What Everyone Needs to Know® clears the air of the most polarizing and misleading information that abounds, providing straight talk and sound guidelines for educators, policymakers, health professionals, parents, and the general public. It shows the reality of ADHD but does not ignore the forces that have pushed up rates of diagnosis to alarmingly high levels.
Author: Stephanie Sarkis Publisher: New Harbinger Publications ISBN: 1572245549 Category : Education Languages : en Pages : 250
Book Description
From the author of the successful 10 Simple Solutions to Adult ADD, Stephanie Moulton Sarkis, Making the Grade with ADD offers college students tips they can use to succeed in all aspects of college life, including academics, money management, health issues, relationships with friends and intimates, and planning for the future.
Author: Carly Green
Author: Carly Green
Author: Lisa L. Weyandt
Author: Kirk Dillon Mochrie
Author: Elizabeth B. Weller
Author: Mary N. Lee
Author: Will Canu
Author: Lisa L. Weyandt
Author: Orion Amadeus Mosko
Author: Stephen P. Hinshaw
Author: Stephanie Sarkis