ADHD in college students: Developmental findings

Abstract

According to the American Psychiatric Association [DSM-IV-TR, 2000], Attention-Deficit Hyperactivity Disorder (ADHD) affects approximately 3-7% of the school aged population and 2-4% of the adult population. Recently, college students with ADHD have begun to receive more attention, largely due to the increase in numbers of high school students with ADHD pursuing higher education, as well as reports of prescription stimulant misuse on college campuses. The purpose of the present article is to summarize major research findings concerning developmental issues facing college students with ADHD. Overall, findings suggest that relative to the general college population, college students with ADHD are at greater risk for academic and psychological difficulties, and misuse of prescription stimulants is indeed a problem on many campuses. Primary treatment strategies include psychostimulant medication, coaching, and educational accommodations; however, very little controlled treatment outcome research has been conducted with this population. These findings are preliminary and are tempered by methodological limitations as well as the small number of studies that have been conducted. Future research using larger sample sizes, rigorous assessment criteria, and employing longitudinal designs is needed to better understand the developmental issues facing college students with ADHD.

Prevalence of attention-deficit/hyperactivity disorder and co-morbid disorders among students of Cumhuriyet University

“…Findings from college samples suggest that in comparison to the general college population, college students with ADHD are at greater risk for academic and psychological difficulties and for misuse of prescribed stimulant treatment 11 . Data from college students have shown that students who self-reported high symptoms of ADHD used significantly fewer academic coping behaviors, were less organized and less methodical, had lesser self-control or self-disciplinary behaviors, and procrastinated significantly more than their low-symptom peers 12 .…”

The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

“…Although ADHD must first manifest in childhood to warrant diagnosis, numerous longitudinal research studies have shown that the symptoms of this disorder rmay continue into adulthood (Barkley, 1998;Shekim, Asarnow, Hess, Zaucha, & Wheeler, 1990). ADHD affects 2% and 11% of the college student population (DuPaul, Weyandt, O'Dell, & Varejao, 2009;Weyandt & DuPaul, 2008), and college students who are diagnosed with ADHD are at increased risk of being placed on academic probation, having a lower grade point average, experiencing more academic problems, and failing repeatedly than are students without this disorder (Blasé et al, 2009;Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999;Norvilitis, Sun, & Zhang, 2010;Norwalk, Norvilitis, & MacLean, 2009). Despite these potential academic difficulties, young adults with ADHD are enrolling in postsecondary education in increasing numbers (Dipeolu, 2011;DuPaul et al, 2009;Weyandt & DuPaul, 2008), and all higher education institutions are mandated by federal law (Section 504 of the Rehabilitation Act, 1977) to provide services and accommodations to ensure success in the academic and career pursuits of these students.…”

“…ADHD affects 2% and 11% of the college student population (DuPaul, Weyandt, O'Dell, & Varejao, 2009;Weyandt & DuPaul, 2008), and college students who are diagnosed with ADHD are at increased risk of being placed on academic probation, having a lower grade point average, experiencing more academic problems, and failing repeatedly than are students without this disorder (Blasé et al, 2009;Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999;Norvilitis, Sun, & Zhang, 2010;Norwalk, Norvilitis, & MacLean, 2009). Despite these potential academic difficulties, young adults with ADHD are enrolling in postsecondary education in increasing numbers (Dipeolu, 2011;DuPaul et al, 2009;Weyandt & DuPaul, 2008), and all higher education institutions are mandated by federal law (Section 504 of the Rehabilitation Act, 1977) to provide services and accommodations to ensure success in the academic and career pursuits of these students. Auditory as well as visual distractions permeate college classrooms, and more knowledge about how distractions impact attention in college students with ADHD on particular types of tasks could contribute to creating classroom environments more conducive to these students' success.…”

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

“…Often, these students require special support in order to adjust academically and socially to college life (Weyandt & DuPaul, 2008). The number of support programs available to college students with LD is expanding, but the services offered vary considerably from institution to institution (Lindstrom, 2007).…”

“…However, research concerning the functioning and adjustment of this sub-group presents an inconsistent picture. Some studies indicated that these students undergo considerable difficulties in the process of adapting to the academic setting (Heiman, 2006a;Turnbull, Turnbull, & Wehmeyer, 2010;Weyandt & DuPaul, 2008), while others showed that many students with LD adjust efficiently and succeed in coping with their difficulties (Shepler & Woosley, 2012). The mere existence of a disability constitutes a risk factor for adjustment, but it cannot be the sole predictor of adjustment.…”