Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not be Considered as a Unified Group For Research or Practice

Abstract

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n=42), LD (n=72), or comorbid ADHD and LD (n=42), completed an online questionnaire which evaluated grades, parental education, course and social self-efficacy, and personal and school related obstacles and facilitators. Results: Students with ADHD (with or without comorbidity) reported the worst grades, personal situations (e.g., study habits, personal motivation), and course-related self-efficacy (e.g., time management, keeping up-to-date with school work). The single exception was that students with ADHD had more confidence in understanding textbooks than students with LD. Comorbid ADHD and LD sometimes led to worse outcomes than LD or ADHD alone. Conclusion: The common practice of combining all three groups, "LD and/or ADHD", should be avoided. Suggestions are made about what could be done to help students with ADHD.

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

“…In addition, we did not distinguish between students with specific learning disabilities and those with attention deficit hyperactivity disorder. Even though there is substantial comorbidity between these disorders, it is essential to study these samples separately (Budd, Fichten, Jorgensen, Havel, & Flanagan, 2016). In future investigations, research should be carried out at several comparable schools, perhaps in the context of institutional research in which results are not affected by volunteer or self-selection effects.…”

Attitudes and Knowledge About Learning Disabilities: A Comparison Between Arabic- and Hebrew-Speaking University Students

“…Another 25% of the responses included attentional difficulties as part of the SLD definition. Although there is comorbidity between SLD and ADHD (e.g., Budd, Fichten, & Jorgensen, 2016; DuPaul et al., 2017), they are not the same disorder, and each has its unique characteristics.…”

Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

“…We previously conducted an empirical study to test and revise the existing conceptual model of self-advocacy, based on the experiences of STEM majors with attention-deficit/hyperactivity disorder (ADHD) and/or specific learning disorders (SLD), also referred to as specific learning disabilities (Pfeifer et al, 2020). We decided to study self-advocacy in this group of students, because ADHD and SLD are two examples of a non-apparent disabilities, they are both common in college students, they often co-occur, and they share many similar features, although they are distinct disability types (Wolf, 2001;Raue and Lewis, 2011;DuPaul et al, 2013;Pham and Riviere, 2015;Budd et al, 2016). ADHD is divided into two major subtypes, predominantly inattentive and predominantly hyperactive/impulsive (American Psychiatric Association, 2013).…”