The performance of college students with and without adhd: Neuropsychological, academic, and psychosocial functioning
Document Type
Article
Date of Original Version
12-1-2013
Abstract
This study examines differences in neuropsychological, academic, psychological and social functioning between college students with attention-deficit/hyperactivity disorder (ADHD) and non-disordered peers. Participants were college students with and without ADHD, attending two universities in the United States. Participants completed questionnaires regarding: executive functioning, psychopathological symptomatology, academic performance, study/organizational skills, social adjustment, emotional expression, and alcohol/substance use. Measures of attention, impulse control, and memory were also obtained. Statistically significant group differences emerged in the areas of executive functions, attention, internalizing and externalizing disorders, emotional expression, academic performance, study/organizational skills, and social adjustment. Implications and suggestions for future research are discussed. © 2013 Springer Science+Business Media New York.
Publication Title, e.g., Journal
Journal of Psychopathology and Behavioral Assessment
Volume
35
Issue
4
Citation/Publisher Attribution
Weyandt, Lisa, George J. Dupaul, Genevieve Verdi, Joseph S. Rossi, Anthony J. Swentosky, Brigid S. Vilardo, Sean M. O'Dell, and Kristen S. Carson. "The performance of college students with and without adhd: Neuropsychological, academic, and psychosocial functioning." Journal of Psychopathology and Behavioral Assessment 35, 4 (2013): 421-435. doi: 10.1007/s10862-013-9351-8.