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Adjustment to College in Students With ADHD

Duke University, drabiner{at}duke.edu

Arthur D. Anastopoulos

University of North Carolina at Greensboro

Jane Costello

Duke University

Rick H. Hoyle

Duke University

H. Scott Swartzwelder

Duke University

Objective: To examine college adjustment in students reporting an ADHD diagnosis and the effect of medication treatment on students' adjustment. Method: 1,648 first-semester freshmen attending a public and a private university completed a Web-based survey to examine their adjustment to college. Results: Compared with 200 randomly selected control students, 68 students with ADHD reported more academic concerns and depressive symptoms. This was explained by higher rates of inattentive symptoms among students with ADHD and was unrelated to hyperactive-impulsive symptoms. Among students with ADHD, medication treatment was not related to better adjustment or diminished ADHD symptoms. The contribution of inattention to academic concerns and depressive symptoms remained significant when controlling for personality traits. Conclusion: Students with ADHD experience greater academic performance concerns and depressive symptoms during the transition to college. Medication treatment did not appear to diminish ADHD symptoms nor enhance students' adjustment. (J. of Att. Dis. 2008; 11(6) 689-699)

Key Words: ADHD in college students • college adjustment and ADHD • college adjustment

This version was published on May 1, 2008

Journal of Attention Disorders, Vol. 11, No. 6, 689-699 (2008)
DOI: 10.1177/1087054707305106


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