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Journal of Attention Disorders, Vol. 10, No. 3, 299-305 (2007)
DOI: 10.1177/1087054706292103

Explanatory Style and College Students With ADHD and LD

Solvegi Shmulsky

Landmark College, sshmulsky{at}landmark.edu

Ken Gobbo

Landmark College

Objective: This study uses the Attribution Style Questionnaire (ASQ) to measure the causal thinking of 42 college students with diagnosed language-based learning disabilities (LD), ADHD, or co-occurring ADHD and LD. Attribution style, or explanatory style, is a term used to describe the tendencies of individuals to think that the causes of meaningful events are internal or external, global or specific, and stable or unstable.

Method: No significant differences in explanatory styles are found among the three subgroups. The study also investigates whether there is a relationship between explanatory style and grades.

Results: Significant positive correlations are found between ASQ scores and grade point averages for the subgroup with co-occurring ADHD and LD and for the three subgroups combined.

Conclusion: These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders.

Key Words: ADHD • college students • language


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