Drug and alcohol use in college students with and without ADHD.

Objective: This study examines differences in reported levels of drug and alcohol use between college students with and without ADHD.

Method: The Michigan Alcohol Screening Test (MAST) and several self-report and interview questions, developed by Barkley, were used to examine the drug and alcohol use of college students with and without ADHD.

Results: Between-group differences were found on the MAST and in the endorsement of marijuana use.

Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities.

This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks.

The positive illusory bias: does it explain self-evaluations in college students with ADHD?

Objective: To evaluate whether the positive illusory bias explains the self-evaluations of driving and work behaviors in college students with ADHD.

Method: A total of 103 students with ADHD were compared to a sample of 94 students without ADHD. Both groups completed self-reports of their specific driving and work behaviors and then rated their overall, global performance in each area.

Time estimation abilities of college students with ADHD.

Objective: To evaluate the time estimation abilities of college students with ADHD on a novel, complex task that approximated academically oriented activities.

Method: Totally 20 college students with ADHD were compared to a sample of 20 non-ADHD students. Both groups completed a task, and scores were obtained for time to complete the task, errors made, prospective time estimate, confidence in estimate, and retrospective time estimate.

Work performance differences between college students with and without ADHD.

Objective: This study examines the difference between college students with and without Attention Deficit/ Hyperactivity Disorder (ADHD) in regard to their work performance.

Method: A series of ANOVAs analyzed group differences in symptoms experienced at work. The independent variable was group (i.

Confirming the factor structure of attention-deficit/hyperactivity disorder symptoms in college students using student and parent data.

This study used confirmatory factor analysis to compare one-, two-, and three-factor models of attention-deficit/hyperactivity disorder (ADHD) symptoms to determine which model is the best fit for the data. Participants were 190 clinic-referred college students who had been evaluated for ADHD, 155 of whom had received a diagnosis. Data consisted of both self- and other (e.

The Revised Learning and Study Strategies Inventory: An Evaluation of Competing Models.

Two competing structural models for the revised Learning and Study Strategies Inventory (LASSI) were examined. The test developers promote a model related to three uncorrelated components of strategic learning: skill, will, and self-regulation. Other investigators have shown empirical support for a three-factor correlated model characterized by effort-related activities, goal orientation, and cognitive activities (ER-GO-CA).

Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population.

Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases demonstrates that the issue of whether to compare an individual to the general population or to a smaller referent population has not been adequately clarified.

Agreement among four models used for diagnosing learning disabilities.

We compared the level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability-achievement, and underachievement models. The sample included 170 clinic-referred university students. The simple discrepancy model diagnosed significantly more students with LD than the other three models.