Test-Taking Skills in College Students With and Without ADHD

2012 ◽  
Vol 31 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Lawrence Lewandowski ◽  
Rebecca A. Gathje ◽  
Benjamin J. Lovett ◽  
Michael Gordon
Keyword(s):  
College Students ◽  
Time Management ◽  
Reading Tests ◽  
High Stakes ◽  
Test Taking ◽  
Time Utilization ◽  
Students With Adhd ◽  
High Stakes Exams ◽  
Reading Decoding ◽  
Decoding Speed

College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical peers on measures of reading decoding, speed, vocabulary, comprehension, test strategies, time management, and test anxiety. Results indicated no differences between students with and without ADHD on various reading (decoding, speed, vocabulary, and comprehension) and test-taking variables (time utilization, navigation style, or strategy use), yet significant differences were present regarding their perceptions of, and anxiety during, test taking. It appears that students with ADHD perform similarly to peers on timed reading tests, although they think they perform less well and worry more about their performance.

Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties

2015 ◽  
Vol 22 (4) ◽  
pp. 356-367 ◽  
Author(s):  
Patrick A. LaCount ◽  
Cynthia M. Hartung ◽  
Christopher R. Shelton ◽  
Anne E. Stevens
Keyword(s):  
College Students ◽  
Time Management ◽  
Group Intervention ◽  
Treatment Effectiveness ◽  
Intervention Group ◽  
Skills Training ◽  
Organizational Skills ◽  
Academic Impairment ◽  
Students With Adhd ◽  
Adhd Symptomatology

Objective: We sought to elucidate the effects of an organization, time management, and planning (OTMP) skills training intervention for college students reporting elevated levels of ADHD symptomatology and academic impairment. Method: Undergraduate participants enrolled in either the intervention ( n = 22) or comparison ( n = 15) condition in exchange for psychology course credit. Those in the intervention condition attended three weekly group meetings designed to improve organizational skills. Treatment effectiveness was evaluated by comparing pre- and postmeasurements of academic impairment, inattention, hyperactivity/impulsivity, and OTMP skills utilization. Results: Intervention group participants improved significantly on ratings of inattention, hyperactivity/impulsivity, and academic impairment, relative to the comparison group. Intervention group participants also improved in their use of OTMP skills, relative to their baseline ratings. Conclusion: This study suggests an organizational skills intervention has the potential to ameliorating ADHD symptomatology and academic impairment among college students.

Feasibility, Acceptability, and Effectiveness of a New Cognitive-Behavioral Intervention for College Students with ADHD

2020 ◽  
pp. 108705472095186
Author(s):  
Mary V. Solanto ◽  
Anouk Scheres
Keyword(s):  
College Students ◽  
Time Management ◽  
Repeated Measures ◽  
Behavioral Treatment ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment ◽  
Cognitive Behavioral Intervention ◽  
Dsm 5 ◽  
Students With Adhd ◽  
Time Awareness

Objective This purpose of this study was to assess the feasibility, acceptability, and effectiveness of a new group cognitive-behavioral treatment (CBT) to enhance executive function (EF) in college students with ADHD. Methods Eighteen students meeting rigorous DSM-5 criteria for ADHD were enrolled in two nine-member groups. The treatment targeted time-awareness, distractibility, procrastination, and failure to plan, and included strategies to facilitate academic EF skills. Results Eighty-four percent of students attended nine or more of the 12 weekly sessions. Repeated measures analyses of change from pre- to posttreatment yielded improvement in clinician- and self-ratings of DSM-5 ADHD inattentive symptoms, with robust effect sizes. Also improved were scores on standardized scales of time-management, concentration, and total EF. Discussion Results provide support for the feasibility, acceptability, and effectiveness of a CBT program in reducing inattentive symptoms and enhancing EF in college students with ADHD, and warrant investigation on a larger scale.

Effects of Lisdexamfetamine on the Functioning of College Students With ADHD

2011 ◽  
Author(s):  
George J. Dupaul ◽  
Lisa Weyandt ◽  
Brigid A. Vilardo ◽  
Sean M. O'Dell ◽  
Anthony J. Swentosky ◽  
...  
Keyword(s):  
College Students ◽  
Students With Adhd

scholarly journals Predictors and Moderators of Quality of Life Among College Students With ADHD

2017 ◽  
Vol 23 (14) ◽  
pp. 1736-1745 ◽  
Author(s):  
Trevor D. Pinho ◽  
Patricia H. Manz ◽  
George J. DuPaul ◽  
Arthur D. Anastopoulos ◽  
Lisa L Weyandt
Keyword(s):  
Quality Of Life ◽  
College Students ◽  
Drug Use ◽  
Psychosocial Treatment ◽  
Psychopharmacological Treatment ◽  
Study Results ◽  
Students With Adhd ◽  
The Relationship ◽  
Total Impact

Objective: The current study examines (a) whether ADHD among college students is associated with differences in perceptions of quality of life (QoL); (b) the moderating roles of comorbidity, drug use, psychopharmacological treatment, and psychosocial treatment; and (c) the total impact of these variables on QoL. Method: Participants were college students with and without ADHD ( N = 372) in a longitudinal study. Results: College students with ADHD were more likely to assert negative global QoL evaluations relative to non-ADHD peers. The relationship between ADHD and QoL was not altered as a function of medication treatment, comorbid psychopathology, psychosocial treatment, or drug use. Conclusion: College students with ADHD behave similarly to other adults with ADHD in that they make lower subjective global evaluations of their QoL relative to their non-ADHD agemates. Other factors associated with ADHD and QoL do not appear to moderate this relationship.

scholarly journals Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0143616 ◽  
Author(s):  
Anja J. Boevé ◽  
Rob R. Meijer ◽  
Casper J. Albers ◽  
Yta Beetsma ◽  
Roel J. Bosker
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
High Stakes ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Stakes Exams
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