Initial Identification of Students With ADHD Symptoms in Urban Schools

2012 ◽  
Author(s):  
Michael R. Capawana ◽  
Mary E. Walsh ◽  
Evan B. Michel ◽  
Sarah Backe ◽  
Amy C. Orecchia
Keyword(s):  
Urban Schools ◽  
Adhd Symptoms ◽  
Initial Identification ◽  
Students With Adhd

scholarly journals Subclinical ADHD-Symptoms Are Associated with Executive-Functioning and Externalizing Problems in College Students without ADHD-Diagnoses

2016 ◽  
Vol 6 (1) ◽  
pp. 204 ◽  
Author(s):  
Allen J. Brown ◽  
Beth M. Casey
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Problem Behaviors ◽  
Risk Taking ◽  
Behavioral Problems ◽  
Clinical Sample ◽  
Adhd Symptoms ◽  
Oppositional Defiant ◽  
Students With Adhd ◽  
Inattentive Type

<p>This study investigated whether problem behaviors,<strong> </strong>typically associated with a clinical diagnosis of ADHD, would also be associated with subclinical ADHD symptoms within a non-clinical college sample. These are symptoms characteristic of ADHD, which are insufficient to warrant a DSM-IV diagnosis of ADHD. Self-ratings of behaviors known to be comorbid with ADHD (Oppositional-Defiant Disorder (ODD) behaviors, risk-taking, and Executive-Functioning (EF) problems) were examined as predictors of self-ratings of ADHD symptoms. Measures of ODD symptoms, risk-taking, and EF behavioral problems (related to poor management of time) significantly predicted ADHD symptoms, as measured by Barkley’s ADHD Combined Subscale. These predictors accounted for 26% of the variance. The same measures predicted symptoms of ADHD, Inattentive type, as measured by Barkley’s Inattentiveness (IA) Subscale, and accounted for 30% of the variance. For the Hyperactivity-Impulsivity Subscale (HI), the ODD measure significantly entered the equation, while the other two measures were borderline significant, accounting altogether for 10% of the variance. As hypothesized, the EF measure was the strongest predictor for IA, and the ODD measure was the strongest predictor for HI. In conclusion, problem behaviors comorbid with a formal clinical ADHD diagnosis were found to be significantly associated with subclinical ADHD symptoms within a non-clinical sample of college students, as indicated by the substantial proportion of the variance they accounted for in predicting the Barkley’s’ Combined and Inattentiveness Subscales, and to a lessor extent for the Hyperactivity/Impulsivity Subscale. This indicates that college students with ADHD symptoms may have substantial problems not only with their ADHD symptoms, but also with executive functioning and externalizing behaviors associated with these symptoms.</p>

A Randomized Controlled Trial of Mindfulness-Based Cognitive Therapy for College Students With ADHD

2016 ◽  
Vol 22 (4) ◽  
pp. 388-399 ◽  
Author(s):  
Yingqi Gu ◽  
Guangxing Xu ◽  
Yi Zhu
Keyword(s):  
College Students ◽  
Cognitive Therapy ◽  
Controlled Trial ◽  
Neuropsychological Performance ◽  
Adhd Symptoms ◽  
Mental Health Clinics ◽  
Health Clinics ◽  
Pre Treatment ◽  
Students With Adhd

Objective: Between 2% and 8% of college students meet criteria for ADHD, with increased incidence in recent decades. There are very few clinical trials conducted on the meaningful intervention of ADHD in college. Mindfulness-based cognitive therapy (MBCT) effectively treats college students with ADHD and could be more feasibly applied in college mental health clinics. Method: Fifty-four undergraduates with ADHD between ages 19 and 24 were randomized to receive either MBCT or wait-list (WL) during a 6-week intervention phase. ADHD symptoms, neuropsychological performance, and related outcomes were assessed at pre-treatment, post-treatment, and 3-month follow-up. Results: Participants receiving MBCT group showed greater treatment response rates (57%-71% vs. 23%-31%) and experience less anxiety and depression, and greater levels of mindfulness; MBCT participants show greater improvement on neuropsychological performance. Conclusion: MBCT may be a useful intervention for college students with ADHD, improving participants’ ADHD symptoms, mindfulness, and sustained attention.

Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD

2015 ◽  
Vol 22 (4) ◽  
pp. 323-333 ◽  
Author(s):  
Laura D. Eddy ◽  
Melissa R. Dvorsky ◽  
Stephen J. Molitor ◽  
Elizaveta Bourchtein ◽  
Zoe Smith ◽  
...  
Keyword(s):  
College Students ◽  
Internalizing Symptoms ◽  
Behavioral Model ◽  
Cognitive Behavioral ◽  
Self Concept ◽  
Adhd Symptoms ◽  
Symptoms Of Depression ◽  
School Year ◽  
Students With Adhd ◽  
Cognitive Behavioral Model

Objective: The primary aim of this study was to evaluate longitudinal pathways to impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59 college students diagnosed with ADHD. Method: Serial mediation models were used to test whether underachievement, defined as prior year GPA, would longitudinally predict self-reported impairment at the end of the next school year, through negative self-concept and associated changes in symptoms of anxiety and depression, while controlling for baseline impairment and changes in ADHD symptoms. Results: Findings supported the cognitive-behavioral model of ADHD. The association between prior year GPA and overall impairment at the end of the year was fully mediated through self-concept and symptoms of depression. Conclusion: These results help explain why impairment often persists even when ADHD symptoms remit and suggests that internalizing symptoms may be an important target for intervention in college students with ADHD.

Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial

2015 ◽  
Vol 23 (3) ◽  
pp. 257-269 ◽  
Author(s):  
Penny Corkum ◽  
Nezihe Elik ◽  
Pamela A. C. Blotnicky-Gallant ◽  
Melissa McGonnell ◽  
Patrick McGrath
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Discussion Board ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Web Based ◽  
Randomized Controlled ◽  
Adhd Treatment ◽  
Students With Adhd ◽  
High Level

Objective: To test the acceptability, satisfaction, and effectiveness of a web-based intervention for teachers of elementary school–aged children with ADHD. Method: Elementary classroom teachers (N = 58), along with their students with ADHD, participated in a randomized controlled trial. The program consisted of six sessions that included evidence-based intervention strategies for reducing ADHD symptoms and impairment in the classroom setting. Teachers also had access to a moderated Discussion Board and an online ADHD coach. Questionnaire data were electronically collected from teachers and parents pre-intervention, post-intervention (6 weeks), and after an additional 6-week follow-up. Results: Intent-to-treat analyses found significant improvements based on teacher (but not parent) reports of core ADHD symptoms and impairment for the Teacher Help for ADHD treatment group. Teachers reported a high level of acceptability and satisfaction. Conclusion: Web-based ADHD interventions have the potential to reduce the barriers to treatment utilization and implementation that are common problems for school-based ADHD interventions.

Use of Polynomial Regression to Investigate Biased Self-Perceptions and ADHD Symptoms in Young Adolescents

2015 ◽  
Vol 22 (12) ◽  
pp. 1113-1122 ◽  
Author(s):  
Sarah A. Fefer ◽  
Julia A. Ogg ◽  
Robert F. Dedrick
Keyword(s):  
Social Competence ◽  
Response Surface ◽  
Polynomial Regression ◽  
Multiple Informants ◽  
Adhd Symptoms ◽  
Young Adolescents ◽  
School Students ◽  
Self Perceptions ◽  
Students With Adhd ◽  
The Relationship

Objective: This study investigated biased self-perceptions of academic and social competence among young adolescents with a range of ADHD symptoms. The goal was to better understand how to measure agreement and disagreement between competence ratings from multiple informants. Method: The commonly used discrepancy methodology was used along with polynomial regression/response surface analyses to explore the relationship between biased self-perceptions and ADHD symptoms. Participants were 164 middle school students and their homeroom teachers. Students and teachers completed measures about academic and social competence, and teachers rated ADHD symptoms. Results: Discrepancy score and polynomial regression/response surface analyses both supported the relationship between student overestimation of competence and ADHD symptoms. Response surface analyses also suggest that some students with ADHD symptoms accurately perceive their impairments, particularly in the academic domain. Conclusion: Findings demonstrate the importance of using more advanced methods to understand the relationship between both accurate and discrepant perceptions of competence and ADHD symptoms.

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