OBJECTIVE: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. METHOD: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. RESULTS: Most ADHD students took stimulant medication and said the drugs helped them, yet believed they were worse than other students at planning and completing assignments and avoiding distractions. Although most study habits of ADHD students did not differ from controls, their high school and college GPA (grade point average), and ACT scores were significantly lower, and they withdrew from significantly more classes than did control students. Interestingly, preliminary data suggested that good study habits alone, even without stimulants, could overcome the achievement disparity of ADHD students. CONCLUSION: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates.
OBJECTIVE: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. METHOD: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. RESULTS: Most ADHD students took stimulant medication and said the drugs helped them, yet believed they were worse than other students at planning and completing assignments and avoiding distractions. Although most study habits of ADHD students did not differ from controls, their high school and college GPA (grade point average), and ACT scores were significantly lower, and they withdrew from significantly more classes than did control students. Interestingly, preliminary data suggested that good study habits alone, even without stimulants, could overcome the achievement disparity of ADHD students. CONCLUSION: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates.
Authors: Andrea L Howard; Noelle J Strickland; Desiree W Murray; Leanne Tamm; James M Swanson; Stephen P Hinshaw; L Eugene Arnold; Brooke S G Molina Journal: J Abnorm Psychol Date: 2016-02
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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
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