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Identification of Sluggish Cognitive Tempo Symptoms in Children

Presentation Type

Oral Presentation

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavioral disorder of childhood, and for most individuals these symptoms and associated impairment persist into adolescence and adulthood. Research suggests that young adults with ADHD face additional challenges during the transition to college compared to their non-ADHD peers, including a greater risk for experiencing psychological distress, more difficulty with peer relationships, lower grades, and higher rates of dropout (Weyandt & DuPaul, 2013). The purpose of the current study is to better understand ADHD-related impairment in college students and to explore the impact of self-handicapping and stigma. Participant recruitment was completed in two phases. Participants in the first phase (n=36) all had a documented diagnosis of ADHD, and participants in the second phase (n=40) did not. Participants completed self-rating forms related to ADHD symptoms, functional impairment, self-handicapping, and either internalized stigma or outward ADHD stigma. Several t-tests were conducted to compare impairment across groups. As expected, impairment in all domains was significantly greater for individuals with ADHD. Individuals with ADHD also reported engaging in more self-handicapping behaviors. This may represent an important area that can be specifically targeted in interventions for college students with ADHD.

Start Date

25-4-2015 1:30 PM

End Date

25-4-2015 2:30 PM

Faculty Advisor

Elizabeth K. Lefler

Comments

Moderator: Dr. Cindy Juby, Social Work

Location: Sabin Hall, Room 23

File Format

application/pdf

Electronic copy is not available through UNI ScholarWorks.

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Apr 25th, 1:30 PM Apr 25th, 2:30 PM

Identification of Sluggish Cognitive Tempo Symptoms in Children

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavioral disorder of childhood, and for most individuals these symptoms and associated impairment persist into adolescence and adulthood. Research suggests that young adults with ADHD face additional challenges during the transition to college compared to their non-ADHD peers, including a greater risk for experiencing psychological distress, more difficulty with peer relationships, lower grades, and higher rates of dropout (Weyandt & DuPaul, 2013). The purpose of the current study is to better understand ADHD-related impairment in college students and to explore the impact of self-handicapping and stigma. Participant recruitment was completed in two phases. Participants in the first phase (n=36) all had a documented diagnosis of ADHD, and participants in the second phase (n=40) did not. Participants completed self-rating forms related to ADHD symptoms, functional impairment, self-handicapping, and either internalized stigma or outward ADHD stigma. Several t-tests were conducted to compare impairment across groups. As expected, impairment in all domains was significantly greater for individuals with ADHD. Individuals with ADHD also reported engaging in more self-handicapping behaviors. This may represent an important area that can be specifically targeted in interventions for college students with ADHD.