Redefining ADHD Using an Adult Population: Should Inattention be Viewed as a Separate Dimension From Cognitive and Physiological Activity Level?

The purpose of this study was to reexamine the latent structure of ADHD and sluggish cognitive tempo (SCT) due to issues with construct validity. Two proposed changes to the construct include viewing hyperactivity and sluggishness (hypoactivity) as a single continuum of activity level, and viewing inattention as a separate dimension from activity level. Data were collected from 1,398 adults using Amazon's MTurk.

Coaching for College Students with ADHD.

Evidence suggests that ADHD can impair academic achievement in college students and throughout the life span. College students with ADHD are an at-risk population who might benefit from interventions. An offshoot of CBT-oriented therapy that has grown significantly and gained popularity in recent years is ADHD coaching.

An Analysis of the Barkley Deficits in Executive Functioning Scale in a College Population: Does It Predict Symptoms of ADHD Better Than a Visual-Search Task?

Objective: Executive functioning (EF) deficits have been associated with ADHD. However, disagreement exists concerning the extent to which cognitive tests of EF accurately reflect a diagnosis of ADHD. Barkley developed the Barkley Deficits in Executive Functioning Scale (BDEFS) by categorizing the meta-construct of EF into five subdomains.

An Empirical Evaluation of ADHD Coaching in College Students.

Objective: This study evaluated a program for ADHD coaching in a sample of college students.

Method: ADHD coaching was conducted with 148 college students over a 5-year period. The theoretical orientation combined cognitive-behavioral therapy with psychoeducational techniques.

Anxiety in college students With ADHD: relationship to cognitive functioning.

Objective: This study sought to explore how anxiety impacts college students with ADHD, especially with regard to cognitive functioning.

Method: 473 college students with ADHD and a control group of 200 college students without ADHD completed self-report measures of anxiety, ADHD symptomatology and tests of cognitive functioning.

Results: Students with ADHD reported significantly more anxiety than students without ADHD.

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.

Deaf and hard of hearing children and adolescents in China: their fears and anxieties.

The study examined the fears and anxieties of Chinese deaf and hard of hearing children and adolescents, and the ability of parents and teachers to report the presence of these fears and anxieties. Chinese deaf youth are at risk due to a lack of trained teachers, an overemphasis on oral education in schools, negative stereotypes, and parental overprotectiveness. The deaf children and adolescents in the study reported significantly higher levels of total fears, total anxieties, fear of the unknown, fear of injury and small animals, fear of medical procedures, and concentration anxiety than their hearing counterparts.

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.

The use of between session assignments in ADHD coaching with college students.

Objective: To provide an analysis of the use of between session assignments (BSA) in ADHD coaching with college students. The article provides a description of the structure and process of using BSA in an academic setting.

Method: A brief survey of ADHD coaches is used to evaluate 13 coaching clients engaged in an 8-week structured program.

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.

Variables predicting the mental health status of Chinese college students.

The purpose of this study was to examine variables that affected the mental health of Chinese college students. The variables were ethnicity, gender, age, place of origin, and level of satisfaction with major. Mental health status was classified into Groups A, B, and C, as measured by the University Personality Inventory.

Differentiating psychotic patients from nonpsychotic patients with the MMPI-2 and Rorschach.

The goal of this study was to examine the incremental validity and the clinical utility of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2; (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and Rorschach (Rorschach, 1942) with regard to differential diagnosis in a sample of adult inpatients with a primary psychotic disorder or a primary mood disorder without psychotic features. Diagnostic efficiency statistics have suggested that the Rorschach Perceptual Thinking Index (PTI; Exner, 2000a, 2000b) was better than MMPI-2 scales in discriminating psychotic patients from nonpsychotic patients. We compared the 84% overall correct classification rate (OCC) for the PTI to an OCC of 70% for the MMPI-2 scales.

Fears and related anxieties across three age groups of Mexican American and White children with disabilities.

The authors compared levels and types of fears and anxieties in a sample of Mexican American children and adolescents with disabilities to a group of White children and adolescents with similar disabilities. Students (N = 238), parents, and teachers completed the Fear Survey Schedule for Children-Revised (T. H.

The association between bullying dynamics and psychological distress.

This study examined the association between past experience of victimization (PEV), perceived risk of victimization (PRV), and nonspecific psychological distress (NSPD). Repeated measures-analysis of variance and hierarchical regression analyses were conducted on 186 seventh grade middle school students from an urban university-research-affiliated school. Results indicated that gender, PEV, and PRV significantly predicted NSPD.

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).

A psychometric evaluation of the Rorschach comprehensive system's perceptual thinking index.

In this study, we investigated evidence for reliability and validity of the Perceptual Thinking Index (PTI; Exner, 2000a, 2000b) among an adult inpatient population. We conducted reliability and validity analyses on 107 patients who met the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; American Psychiatric Association, 2000) criteria for a schizophrenia-spectrum disorder (SSD) or mood disorder with no psychotic features (MD).

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.