OBJECTIVE: To examine college adjustment in students reporting an ADHD diagnosis and the effect of medication treatment on students' adjustment. METHOD: 1,648 first-semester freshmen attending a public and a private university completed a Web-based survey to examine their adjustment to college. RESULTS: Compared with 200 randomly selected control students, 68 students with ADHD reported more academic concerns and depressive symptoms. This was explained by higher rates of inattentive symptoms among students with ADHD and was unrelated to hyperactive-impulsive symptoms. Among students with ADHD, medication treatment was not related to better adjustment or diminished ADHD symptoms. The contribution of inattention to academic concerns and depressive symptoms remained significant when controlling for personality traits. CONCLUSION: Students with ADHD experience greater academic performance concerns and depressive symptoms during the transition to college. Medication treatment did not appear to diminish ADHD symptoms nor enhance students' adjustment.
OBJECTIVE: To examine college adjustment in students reporting an ADHD diagnosis and the effect of medication treatment on students' adjustment. METHOD: 1,648 first-semester freshmen attending a public and a private university completed a Web-based survey to examine their adjustment to college. RESULTS: Compared with 200 randomly selected control students, 68 students with ADHD reported more academic concerns and depressive symptoms. This was explained by higher rates of inattentive symptoms among students with ADHD and was unrelated to hyperactive-impulsive symptoms. Among students with ADHD, medication treatment was not related to better adjustment or diminished ADHD symptoms. The contribution of inattention to academic concerns and depressive symptoms remained significant when controlling for personality traits. CONCLUSION: Students with ADHD experience greater academic performance concerns and depressive symptoms during the transition to college. Medication treatment did not appear to diminish ADHD symptoms nor enhance students' adjustment.
Authors: Arthur D Anastopoulos; George J DuPaul; Lisa L Weyandt; Erin Morrissey-Kane; Jennifer L Sommer; Laura Hennis Rhoads; Kevin R Murphy; Matthew J Gormley; Bergljot Gyda Gudmundsdottir Journal: J Clin Child Adolesc Psychol Date: 2016-02-06
Authors: Lisa L Weyandt; Danielle R Oster; Bergljot Gyda Gudmundsdottir; George J DuPaul; Arthur D Anastopoulos Journal: Neuropsychology Date: 2016-11-10 Impact factor: 3.295
Authors: David L Rabiner; Arthur D Anastopoulos; E Jane Costello; Rick H Hoyle; H Scott Swartzwelder Journal: J Atten Disord Date: 2009-05-22 Impact factor: 3.256