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Ability of College Students to Simulate ADHD on Objective Measures of Attention
Randee Lee Booksh, Ph.D.,
Russell D. Pella, M.S.,
Ashvind N. Singh, Ph.D.,
and
William Drew Gouvier, Ph.D.*
* To whom correspondence should be addressed. E-mail: wgouvie{at}lsu.edu.
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Abstract |
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Objective: The authors examined the ability of college students to simulate ADHD symptoms on objective and self-report measures and the relationship between knowledge of ADHD and ability to simulate ADHD. Method: Undergraduate students were assigned to a control or a simulated ADHD malingering condition and compared with a clinical AD/HD group. The authors used several clinical attentional measures and symptom validity tests to differentiate experimental groups via a series of multivariate procedures. Results: Simulators successfully feigned ADHD symptoms on a retrospective self-report measure. Moreover, knowledge of ADHD was unrelated to objective attentional measure performance. Overall, participants who simulated ADHD on some objective measures (i.e., specific Wechsler Adult Intelligence Scale–III [WAIS-III] subtests) showed similar performance to the clinical ADHD comparison sample. Conclusion: The implications of these findings highlight the importance of relying on multiple vectors of information, be it objective, observational, self-report, or reports by others, when diagnosing ADHD and assessing factors related to potential secondary gain. (J. of Att. Dis. XXXX; XX(X) XX-XX)
First published on May 13, 2009
Journal of Attention Disorders 2009, doi:10.1177/1087054708329927
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