College Readiness: Differences Between First-Year Undergraduates With and Without ADHD
Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade poi...
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| Veröffentlicht in: | Journal of learning disabilities 2021-11, Vol.54 (6), p.403-411 |
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| container_end_page | 411 |
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| container_issue | 6 |
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| container_title | Journal of learning disabilities |
| container_volume | 54 |
| creator | Canu, Will H. Stevens, Anne E. Ranson, Loren Lefler, Elizabeth K. LaCount, Patrick Serrano, Judah W. Willcutt, Erik Hartung, Cynthia M. |
| description | Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade point averages, take longer to graduate, and have higher dropout rates than individuals without ADHD. Those with ADHD may be inadequately prepared for college. College readiness can be broken into self-determination, academic skills, and daily living skills, all of which are possible areas of deficit for individuals with ADHD, given their common characteristics. In the current study, we examined differences in college readiness in undergraduates with and without ADHD. In general, students with ADHD were found to be less prepared for college than those without ADHD, and specific areas of unpreparedness were identified. The findings support the need for intervention for students with ADHD before or early in their college careers. Further research on specific skill deficits and ameliorative steps is needed. |
| doi_str_mv | 10.1177/0022219420972693 |
| format | Article |
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Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade point averages, take longer to graduate, and have higher dropout rates than individuals without ADHD. Those with ADHD may be inadequately prepared for college. College readiness can be broken into self-determination, academic skills, and daily living skills, all of which are possible areas of deficit for individuals with ADHD, given their common characteristics. In the current study, we examined differences in college readiness in undergraduates with and without ADHD. In general, students with ADHD were found to be less prepared for college than those without ADHD, and specific areas of unpreparedness were identified. The findings support the need for intervention for students with ADHD before or early in their college careers. 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| ispartof | Journal of learning disabilities, 2021-11, Vol.54 (6), p.403-411 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete |
| subjects | Academic Achievement Academic readiness Attention Deficit Hyperactivity Disorder College Freshmen College Readiness College students Daily Living Skills Dropout Rate Dropping out Hyperactivity Individual Differences Learning disabilities Living skills Self Determination Skills Special education Students with Disabilities Undergraduate Students |
| title | College Readiness: Differences Between First-Year Undergraduates With and Without ADHD |
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