Strategies for Coping with Time-Related and Productivity Challenges of Young People with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder

Abstract

Learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are characterized by neurological differences that result in difficulties meeting learning and productivity expectations. Young people with LD and ADHD experience difficulties in self-managing academic, social, daily living, and health/wellness demands. Students with LD/ADHD must work longer and harder than peers, which makes managing time and productivity a critical skill for school success. This study examined the strategies that college students with LD/ADHD used to overcome obstacles related to time and productivity within their everyday life contexts. A qualitative phenomenological design was used to examine the phenomenon of coping and productive-task performance through strategy use among 52 college students with LD/ADHD. Strategies classified as habit and routine use, reframing, and symptom-specific strategies were identified. Strategy use for addressing time-related and productivity challenges are multidimensional and entailed a mix of cognitive, behavioral, psychological, and socio-environmental strategies. Effective strategy use across life’s contexts was critical to self-managing as a young person with a chronic developmental condition within a college context. The findings provide a much-needed understanding of the multi-faceted challenges and solutions within young adult contexts that are important for guiding the development of interventions for young people with LD/ADHD.

The role of Magnetic Resonance Images (MRIs) in coping for patients with brain tumours and their parents: a qualitative study

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Is There an App for That? Apps for Post-Secondary Students With Attention Hyperactivity Disorder (ADHD)

“…Given the symptoms and academic challenges that students with ADHD often face (Budd et al, 2016;Kreider et al, 2019;Mayo Clinic, 2019) it is not surprising that the most frequently noted apps related to schoolwork. However, as mentioned earlier (Ahrens et al, 2019;CHADD, 2018), students with ADHD also have daily life demands that must be addressed in order to succeed in school.…”

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Perspectives of Students With Disabilities and Their Parents on Influences and Barriers to Joining and Staying in Extracurricular STEM Activities

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