Lisa L Weyandt1, George DuPaul. 1. Department of Psychology, Central Washington University, Ellensburg, WA 98926, USA. weyandtl@cwu.edu
Abstract
OBJECTIVE: According to the American Psychiatric Association, 3% to 7% of the school-age population has ADHD and many children continue to display significant symptoms throughout adolescences and adulthood. Relative to the childhood literature, less is known about ADHD in adults, especially college students with ADHD. The principle purpose of this review articles is to summarize the major research findings concerning ADHD in the college student population with regard to prevalence of symptoms, neuropsychological and psychological functioning. Overall, findings suggest that college students with ADHD are at greater risk for academic and psychological difficulties, and they perform similar to non-ADHD controls on many neuropsychological tasks. These findings are preliminary, however, and are tempered by the small number of studies that have been conducted as well as the methodological limitations of these studies. CONCLUSION: Future research using larger sample sizes, rigorous assessment criteria, and a longitudinal design is needed to better understand the psychological, academic, and neuropsychological functioning of college students with ADHD. Studies are also needed to elucidate the effects of pharmacological and nonpharmacological effects of treatment on the functioning of college students with this disorder.
OBJECTIVE: According to the American Psychiatric Association, 3% to 7% of the school-age population has ADHD and many children continue to display significant symptoms throughout adolescences and adulthood. Relative to the childhood literature, less is known about ADHD in adults, especially college students with ADHD. The principle purpose of this review articles is to summarize the major research findings concerning ADHD in the college student population with regard to prevalence of symptoms, neuropsychological and psychological functioning. Overall, findings suggest that college students with ADHD are at greater risk for academic and psychological difficulties, and they perform similar to non-ADHD controls on many neuropsychological tasks. These findings are preliminary, however, and are tempered by the small number of studies that have been conducted as well as the methodological limitations of these studies. CONCLUSION: Future research using larger sample sizes, rigorous assessment criteria, and a longitudinal design is needed to better understand the psychological, academic, and neuropsychological functioning of college students with ADHD. Studies are also needed to elucidate the effects of pharmacological and nonpharmacological effects of treatment on the functioning of college students with this disorder.
Authors: Ronald C Kessler; Jennifer Greif Green; Lenard A Adler; Russell A Barkley; Somnath Chatterji; Stephen V Faraone; Matthew Finkelman; Laurence L Greenhill; Michael J Gruber; Mark Jewell; Leo J Russo; Nancy A Sampson; David L Van Brunt Journal: Arch Gen Psychiatry Date: 2010-11
Authors: Ronny Bruffaerts; Philippe Mortier; Glenn Kiekens; Randy P Auerbach; Pim Cuijpers; Koen Demyttenaere; Jennifer G Green; Matthew K Nock; Ronald C Kessler Journal: J Affect Disord Date: 2017-07-25 Impact factor: 4.839
Authors: Amelia M Arria; Laura M Garnier-Dykstra; Kimberly M Caldeira; Kathryn B Vincent; Kevin E O'Grady; Eric D Wish Journal: J Atten Disord Date: 2010-05-19 Impact factor: 3.256
Authors: Brooke S G Molina; Heidi L Kipp; Heather M Joseph; Stacey A Engster; Seth C Harty; Montaya Dawkins; Rachel A Lindstrom; Daniel J Bauer; Srihari S Bangalore Journal: Acad Pediatr Date: 2019-06-08 Impact factor: 3.107
Authors: David A MacQueen; Arpi Minassian; Brook L Henry; Mark A Geyer; Jared W Young; William Perry Journal: J Int Neuropsychol Soc Date: 2017-10-16 Impact factor: 2.892
Authors: Trevor D Pinho; Patricia H Manz; George J DuPaul; Arthur D Anastopoulos; Lisa L Weyandt Journal: J Atten Disord Date: 2017-10-09 Impact factor: 3.256