College Students with Attention Deficit Hyperactivity Disorder - Coursework Example

College students with Attention Deficit Hyperactivity Disorder (Insert Name) (Institution Affiliation) Attention Deficit Hyperactivity Disorder is a severe disorder that is usually characterized by hyperactivity, impulsivity and lack of ability to sustain attention (Weyandt & DuPaul, 2013). Approximately 1 to 4 percent of college students have been diagnosed with this disorder and apparently, the disorder is more prevalent in male students than in their female counterparts (Culpepper, 2011). Contrary to the common belief that ADHD is a childhood disorder which fades away during adolescence, current longitudinal research findings show that Attention Deficit Hyperactivity Disorder is persistent up to adulthood (Weyandt & DuPaul, 2008). The most common symptoms of the disorder in adults include impulsivity, lack of self-regulation, disorganization and inattention. However, hyperactivity which is often associated with ADHD in childhood is frequently less common in adulthood. This paper examines the prevalence of ADHD among the college students and the increased risk for social, academic and psychological difficulties they are likely to encounter. The students with this disorder seem to be at greater risk of experiencing poor academic coping skills especially in writing and lower achievement scores, problem with social integration, emotional and psychological functioning (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). This paper is divided in to four major parts; the first part examines the academic functioning of college students with ADHD, the second part deals with social functioning while the third part tackles the psychological functioning. The final part of this paper discusses the treatment and intervention of the ADHD condition in college students An increasing number of college students are presenting to counseling programs and health centers with complaints of distractibility, restlessness and lack of the ability to pay attention (MoultonSarkis & A.Barkley, 2008). As knowledge continues to spread among the college students of the potential to improve cognitive performance by using stimulants, some may seek to obtain these un- prescribed medications by reporting the classic symptoms of Attention Deficit Hyperactivity disorder without clear evidence to support their claims. The prevalence of ADHD in college students has increased significantly over the past few years. This has resulted in a greater interest for the researchers who aim at creating awareness in regard to the burden of the disorder to the general population. Students with ADHD are entitled to special educational support services upon entry to the college under the people with disability act. However, upon acceptance to college, students with Attention Deficit Hyperactivity Disorder are not required to declare their disability. Due to this, the actual number of students with ADHD remains unknown and thus it is an uphill task to adjudicate special education services (Weyandt & DuPaul, 2008). Therefore, the prevalence of the students with this disorder in colleges is currently being based on the number receiving services from the disability support services office but do not reflect all the college and university students with ADHD. Development of appropriate social relationship and academic achievements are the two functioning areas that are adversely affected by the symptoms of ADHD. The social and academic impairment experienced by adolescents and school aged children is well documented in various scholarly articles (Barkley, 2006). Colleges that admit or recruits students with ADHD or other learning disabilities have a moral obligation to provide the necessary academic resources and support required for those students to succeed. Given the adverse impact of the Attention Deficit Hyperactivity Disorder on the academic achievement, college students suffering from this disorder may represent a distinct subpopulation since majority of them drop out in high school or even at lower levels (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). Relative to the general population of adults and adolescents with ADHD, college students with the same disorder are likely to have a greater academic success record prior to college, higher cognitive abilities and in most occasions exhibit more adaptive compensatory abilities such as better study skills and good time management (Frazier, Youngstrom, & Glutting, 2007). However, due to the stressful conditions that characterize the college setting, students with ADHD are usually faced with significant challenges to replicate their academic success in the lower education levels and are likely to experience difficulties with social and academic functioning due to the unfriendly environment. Some studies has further showed that a large number of college students who have ADHD tend to experience more academic problems than those without disorders, are more likely to be placed in academic probation and usually report lower GPAs (Culpepper, 2011). These students are also less likely to graduate from college mainly due to inattention (Glutting & Youngstrom, 2005). Students with ADHD are also expected to repeat or fail grades, earn lower grades and take more time to complete a given course. They are also cases in which they report lower self-esteem and increased psychological symptoms which make them lead a lower quality life. The independence level available at the college can at times be terrifying, ultimately exhilarating and overwhelming to the college students with Attention Deficit Hyperactivity Disorder. This may make the student to oscillate between quietly desiring of more parental involvement and resenting such continued involvement (Corkum, McGonnell, & Schachar, 2010). A decrease in parental assistance and intervention makes the college students with ADHD to deteriorate in their academic performance (Corkum, McGonnell, & Schachar, 2010). The preferred accommodation for college students with ADHD include extra time on tests, extension of assignment completion time, standardized tests, testing in quiet and separate environments, assistance in writing of class note, issuance of instructions in writing in order to aid those with inattention problems and giving them a priority in class registration. Although the nature of the link between ADHD and achievement and academic underachievement remains unknown, it is strongly believed that the difficulties in academics are as a result of behavioral manifestation of ADHD which include hyperactivity, inattention and impulsivity (Frazier, Youngstrom, & Glutting, 2007). A range of studies has shown that methylphenidate and some other stimulants improve the neuropsychological and cognitive process which is considered to be of significant importance for learning (Rhodes, Coghill, & Matthews, 2006). Stimulants also enhance the academic productivity, accuracy and the general classroom performance. It is surprising the only a handful of researcher the ADHD college student academic achievement. In fact, according to Frazier et al (2007), a meta-analysis of academic achievement of college students with ADHD showed that there were less than five published academic articles relating to the academic functioning of students with this disorder at college level (Weyandt & DuPaul, 2008). The underlying factors contribution to poor academic performance among college students diagnosed with ADHD is still not clear but may be related to deficits in study skills, impaired organizational skills, limited executive functioning and deficits in cognitive abilities. Over the years, college students who have self-reported high symptoms of Attention Deficit Hyperactivity Disorder are generally less methodological, less organized, demonstrated fewer self-disciplinary and self-control behaviors, had significant procrastination and employed fewer academic coping behaviors (Cuffe, McKeown, Jackson, Addy, Abramson, & Garrison, 2001). According to a research carried out by Reaser et al (2007), college students with learning disabilities and ADHD scored lower than controls on the dimensions of anxiety, motivation, self – testing and information processing (Reaser, Prevatt, Petscher, & al, 2007). Also, college students with ADHD scored low than those with learning disabilities in terms of concentration, testing strategies, time management and selecting main ideas. Students with ADHD thus requires specific skill training which will fit their disorder and compensate for the deficiency in study and learning strategy which include but not limited to coaching on time management strategies. According to a research conducted by Banerjee and parker in examining the learning needs and technology for students with learning disabilities and ADHD at Midwestern University, the students with learning disabilities and/ or ADHD were found to take fewer online courses or coursed that are dependent on technology for delivery ( Brinckerhoff, McGuire & Shaw, 2002). These students also reported their discomfort with internet searches, electronic mail, multitasking activities and e- learning (Parker & Banerjee, 2007). However, college students with ADHD were found to have a greater fluency in multimedia presentation, the basic computer operations and a significant high level of comfort with technology. Furthermore, students with ADHD usually face major obstacles in dealing with new interpersonal relationships, information overload, increased responsibilities and unfamiliar physical environments (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). They also feel frustrated and overwhelmed with the multifarious role attached to college students and the increased independence which comes with increased responsibilities. Most of these difficulties are experience within the first two years whereby these students are more vulnerable to the radical changes that characterize the post high school setting. The attrition rate among college students with ADHD and other learning disabilities is double the dropout rate of college students without disabilities. In addition to the social academic challenges they experience throughout their college life, the students with learning disabilities and ADHD are at greater risk for social interaction problems, substance abuse, social interaction problems, high risk sexual behaviors and low self-esteem. This can lead to a chaotic lifestyle at college and poor decision making which could eventually result in ultimate academic failure, illicit drug abuse, aggressive and health risk behaviours and lower quality of life for a college student with ADHD. Although ADHD is one of the most prominent features that is generally associated with poor academic performance, some students have actually achieved academically and even graduated from universities with this disorder (Vickers, 2010). However, they experience a greater pervasiveness a severity during their college life as they struggle with academic underachievement and end up achieving at levels below what would be expected of their intellectual level. While there is significant evidence that the core symptoms of Attention Deficit Hyperactivity Disorder are improving after proper treatment, the important underlying concept of academic productivity, cognitive processes and accuracy shows limited evidence of the impact of MPH and stimulant medication on achievement in academics (Raggi & Chronis, 2006). However, many medical professionals believe that medication will provide an opportunity for those trying to help college students develop vibrant academic skills especially through improved cognitive processes. Despite various preliminary studies, less is actually known about attention deficit hyperactivity disorder at the college level than with adults or children. There is a reason to believe that the results of surveys conducted from children with the disorder may not at all hold for college students with the same disorder. It is likely that college students with ADHD have a greater academic success in secondary and primary levels for them to be admitted to the college, have higher ability levels, better compensatory skills as compared to a member of the general public with the same disorder and also the college students are in many occasions exposed to different sets stressors and responsibilities. As a result, the college students are forced to adapt to the academic demands and challenges that ensue or accompany college education (Glutting & Youngstrom, 2005). Thus college students with ADHD may constitute a special subset of people with the disorder. To summarize the academic functioning, it is worth noting that students with ADHD who qualify for college admission are usually talented and bright persons who display high level of academic excellence in high school. However, when they are enrolled to college, they are overwhelmed by the experience of the hectic college life, pressure due to short academic deadlines, highly competitive academic environment, time consuming demands of a burgeoning social life and heavier workloads. As a result, the pervasiveness tendency of distraction and short span of attention which is highly associated with ADHD sufficiently impairs their ability to organize and sort information in a meaningful manner. This leaves that students extremely frustrated and confused with the multifaceted role as a college student leading to academic underachievement. Attention Deficit Hyperactivity Disorder is also known to impact the social functioning of both the adults and the college students who have the disorder. Students will ADHD are basically slower in adapting to new environment at the college and have some limitations in self-esteem and social skills with some exhibiting negative social behaviours and much higher sex drive. Research further suggests that families of children with Attention Deficit Hyperactivity Disorder tend to be characterized by a negative emotional climate, higher conflict levels, more punitive child raising techniques, higher levels of stress and lower quality of life. These students also have very poor parent – child relationship which leads to less success in areas concerning personal growth and also has limited involvement and interest in political, physical and material wellbeing. According to various studies, three factors can be used as the primary predictors of the quality of life. These include the student activities and preferences; emotional climate and general organization. However, these factors are only reliable for college students with ADHD whereas they yield incorrect results when administered to individuals without ADHD. This finding leads to the inevitable deduction that family and social variables are more important to the success in academics for persons with Attention Deficit Hyperactivity Disorder than for their counterparts without the disorder. Furthermore, college students with Attention Deficit Hyperactivity Disorder appear at a greater risk for difficulties with adjustment to college life and sustaining healthy social relationships. These difficulties may be associated with family climate factors and individual self esteem. However, in some cases, there is a distinct difference in social functioning across various subtypes of ADHD, especially with respect to interaction with individuals of opposite sex. Although ADHD is absent diagnostically of the prominent effects, it is known to cause negative moods which eventually lead to interpersonal rejection which to some extent resembles that caused by depression (Cuffe, McKeown, Jackson, Addy, Abramson, & Garrison, 2001). College students with ADHD are thus likely to display a co morbid psychopathology which includes anxiety disorders and affective disorders which are portrayed in very high rates. In addition, majority of them are likely to be involved in criminal activities, experience pregnancies at the teenage stage, suffer from depression and sometimes contract sexually transmitted diseases as a result of ADHD. A qualitative study singled out chaos as the key socio - psychological problem facing college students with Attention Deficit hyperactivity disorder (Toner, O’Donoghue, & Houghton, 2006). Most of these students were found to be leading a double life in order to cope with the chaos and turbulent waves in their college lives (Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999). Also the students reported many incidences of time wastage in trying to retrace their steps which rendered them unable to complete their tasks on time and they felt isolated socially which resulted in low self esteem. Most of them fears to be stigmatized by fellow college students and therefore kept the ADHD symptoms a secret, even avoiding asking for assistance or accommodations from the institution. In the recent years, following the increase in university and college students with hidden learning disabilities including ADHD, it has come to light that most of the students suffering from these disabilities usually demonstrate motivational impairment which is basically characterized by their preference of simpler work, less persistence, less enjoyment of learning and other social activities and greater reliance on external rather than internal set standards in judging their social and academic performance (Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999). Apart from that, the college students with ADHD are having a greater difficulty in paying attention to daily activities and are more likely to be distracted during social gatherings and lectures. College students who have cases of learning disabilities such as ADHD are also more likely to experience severe sleep difficulties as compared to their colleagues without the disorder. Persons with ADHD exhibits awkward social behaviours and have particular difficulty with not feeling refreshed upon waking up in the morning and most of them experience insomnia. Still on social functioning, college students who have attention deficit hyperactivity disorder may also experience a difficult time in developing friendship relations with peer groups. This is primarily because of the increased depression symptoms which amount to poor quality of peer relationships. Thus, college students with ADHD condition might be caught in a serious quagmire which aggravates itself and thwart their chances of achieving socially or supporting healthy peer group activities. Joining college is a stressful experience in itself which is highly magnified when the student has an attention deficit Hyperactivity disorder. The reality for a good number of college students with ADHD condition is that they have to maintain a significantly different lifestyle compared to that of the healthy peers. This category of students is required to monitor the sleeping patterns, drug and alcohol consumption, activity level and even the eating habits. This will enable them cope with heightened stress and elevated anxiety that accompany college life and greatly influenced by the impairment associated with their hidden condition. In addition to psychological distress and normal stress brought about by the college demands, leaving the stability and comfort of home is another event that is likely to trigger isolation and vulnerability among college students with ADHD. Many college students with ADHD lack critical coping skills to enable them deal with the social and intellectual challenges that are prevalent in college experience thereby facing a higher risk of academic, social and psychological failure even if they are intellectually and socially gifted. Not only does ADHD affect the academic and social functioning of the college students living with it, but it also have adverse effects on the psychological functioning as well (Rabiner, Anastopolous, & Costello, 2008). College students with ADHD experience high level of depression symptoms which is a core sign of psychological distress. This forces them into substance abuse including abuse of the prescribed medication. Another point worth noting regarding the psychological functioning of college students with ADHD is that they exhibit higher rating on various aspects such as dogmatization, interpersonal sensitivity, obsessive compulsive disorders and also higher levels of anxiety, paranoid ideation, hostility, psychological distress and psychoticism. However, various studies have not substantiated the above findings which call for more research in order to establish the extent in which college students with ADHD are experiencing psychological problems such as depression (Weyandt & DuPaul, 2008). Students with Attention Deficit Hyperactivity Disorder have been found to be fond of endorsing items which suggest that they are less focused on the rules, more prone to aggressive and confrontational behaviours, more independent and less likelihood of being influenced negatively or positively by critical or constructive feedback from peers. In addition, their personality is usually characterized by strive for perfection, entitlement and harshness. Furthermore, according to Kern et al(1999), college students who have attention deficit hyperactivity disorder are more likely to experience higher difficulties in areas of monitoring personal depression or stress, managing time properly and accessing social support from their peers. This has been a psychological road block that has a severe impact on both academic and psychological functioning of college students with ADHD. Several studies have explored specific aspects of psychological functioning in college students with ADHD. These studies have revealed that college students with Attention deficit and hyperactivity disorder usually experience high levels of restlessness than their counterparts without the disorder. Other research has shown that college students who have a history of attention deficit and hyperactivity disorder in their childhood more intrusive, task-unrelated thoughts than control subjects. Based on the psychological functioning, college students with attention deficient and hyperactive disorder might be more optimistic when and usually engage in positive talks and activities when faced with challenges in classes and course work. However, they display less success in personal growth and lags behind when it comes to occupational activities, marital or social relations, sports activity, creative aesthetic behavior and altruistic behavior. Although relatively few researchers have examined the impact of ADHD on the psychological functioning of college students suffering from the disorder, the preliminary findings of research that have been conducted suggests that students with ADHD are at increased risk for psychological distress including but not limited to depression (Advokat, Lane, & Luo, 2011). There are also at greater risk for substance use, especially cigarette smoking, generally they are less concerned with the rule, and more prone to confrontational and aggressive behavior under stressful situations which characterize the modern college setting (Weyandt & DuPaul, 2008). The overall quality of life for college students with ADHD may be compromised compared to college students without the disorder. Finally, college or university is often the first time students with ADHD are subjected to an unstructured setting, with no strict teachers or parents to provide limitations or boundaries and very little external structure and deficient internal structure. Many of these students have difficulties in adjusting to fit in the college environment and overcome the challenges thereof. Majority of students with ADHD found that the transition to college require a reevaluation of self in the context of the college environment (Wolf, 2001). In addition, outside of academics, the social and personal aspects of college for students with ADHD pose additional challenges. Female college students with ADHD are reported to be having better social skills than males with the same disorder. However, ADHD is believed to pose a major problem in social relationships and that they engage in significantly more negative social behaviors than peers without ADHD. Treatment and intervention In order to reduce the risk and difficulties faced by college students with Attention Deficient and Hyperactivity disorder in academic, psychological and social, functioning, timely intervention and treatment of the disorder is crucial. Treatment of this disorder involves both the pharmacological and non – pharmacological interventions (Barkley, 2006). Over the recent years, stimulant medication has been proven to be effective in treatment of the disorder among the adults and children as well. Although there are other forms of treatment that involves use of non- stimulants and antidepressants, the effect of stimulants on alertness, cognition, and general performance have become more generally known (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). The number of students who have tried to obtain these drugs without prescription from a qualified physician has been on the increase over the past few years. These drugs are believed to increase personal productivity and alertness and many students are using them for recreational purposes and performance enhancing. Although many students especially in college and universities resort to medication once they show signs of ADHD, the first step of intervention is education. Students diagnosed with ADHD together with their families should be educated on the proper strategies of copping with the situation (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). The clinicians should then provide them with clear description of the disorder. While the medication can only relieve a considerable number of symptoms such as impulsivity, inattentiveness and restlessness, there is also a need to engage other approaches that are aimed at developing the students’ self care routines, study habits, coping or adaptation skills, stress reduction and strategies of enhancing the cognitive behavior that will enable them handle the life challenges (Zwart & Kallemeyn, 2001). In conclusion, college students with Attention Deficit Hyperactivity Disorder are at an increased risk for academic, social and psychological difficulties. The persistent ADHD symptoms has been in most occasions accompanied by addictive behaviours especially in alcohol and some video games which leads to academic, psychological and social impairment (Gropper & Tannock, 2009). Some of the factors that are known to be of great assistance in helping the college student cope with ADHD includes: use of stimulant medications, being accountable, learning from consequences, removal of distraction and accommodations by the university. The accommodation of these students through extra time on exams and other such provisions is increasing yet it is not widely discussed in public, for a variety of reasons including fear of being seen as anti – disabled. References Advokat, C., Lane, S. M., & Luo, C. (2011). College Students With and Without ADHD Comparison of Self-Report of Medication Usage, Study Habits, and Academic Achievement. Journal of Attention Disorders, 15(8), 656-666. Arria, A. M., Garnier-Dykstra, L. M., Caldeira, K. M., Vincent, K. B., O'Grady, K. E., & Wish, E. D. (2011). Persistent nonmedical use of prescription stimulants among college students: Possible association with ADHD symptoms. Journal of attention disorders, 15(5), 347-356. Barkley, R. (2006). Attention deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford. Booksh, R. L., Pella, R. D., Singh, A. N., & Gouvier, W. D. (2010). Ability of college students to simulate ADHD on objective measures of attention. Journal of Attention Disorders, 13(4), 325-338. Brinckerhoff, L. C., McGuire, J. M., & Shaw, S. F. (2002). Postsecondary education and transition for students with learning disabilities. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897. Corkum, P., McGonnell, M., & Schachar, R. (2010). Factors affecting academic achievement in children with ADHD. Journal of Applied Research on Learning , 3 (9), 1-14. Cuffe, S., McKeown, R., Jackson, K., Addy, C., Abramson, R., & Garrison, C. (2001). Prevalence of attention-deficit/hyperactivity disorder in a community sample of older adolescents. Journal of the American Academy of Child & Adolescent Psychiatry , 40 (1), 1037 - 1044. Culpepper, L. (2011). Prevalence and impact of ADHD in college students. The Journal of Clinical Psychiatry, 72(9), e30. DuPaul, G. J., Weyandt, L. L., Rossi, J. S., Vilardo, B. A., O’Dell, S. M., Carson, K. M., ... & Swentosky, A. (2012). Double-Blind, Placebo-Controlled, Crossover Study of the Efficacy and Safety of Lisdexamfetamine Dimesylate in College Students With ADHD. Journal of Attention Disorders, 16(3), 202-220. DuPaul, G. J., Weyandt, L. L., O'Dell, S. M., & Varejao, M. (2009). College students with ADHD current status and future directions. Journal of Attention Disorders, 13(3), 234-250. Escabi, Y., San Miguel, L., Judd, T., Hertza, J., Nicholson, J., Schiff, W. & Moberg, P. (2010). Grand RoundsDGR1Expressive Language Disorder, Attention-deficit/Hyperactivity Disorder, and Bilingualism: A Case PresentationDGR2Starting From Zero: Competence to Stand Trial in an Oromo (Ethiopian) Man with Unidentified Cognitive LimitationsAGR1Attention Deficits Suspected to be Secondary to Postural Orthostatic Tachycardia Syndrome: Two Cases Involving SistersAGR2Neuropsychological Assessment in Two Cases of Posterior Cortical AtrophyAGR3Neuropsychological Functioning in a 24-Year-Old Male Status .... Archives of Clinical Neuropsychology, 25(6), 475-583. Frazier, Youngstrom, & Glutting. (2007). ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities , 40 (1), 49- 65. Gropper, R. J., & Tannock, R. (2009). A pilot study of working memory and academic achievement in college students with ADHD. Journal of Attention Disorders, 12(6), 574-581. Glutting, J. J., & Youngstrom, E. A. (2005). ADHD and College Students: Exploratory and Confirmatory Factor Structures With Student and Parent Data. Psychological Assessment , 17 (1), 44-55. Heiligenstein, E., Guenther, G., Levy, A., Savino, F., & Fulwiler, J. (1999). Psychological and academic functioning in college students with attention deficit hyperactivity disorder. Journal of American College Health, 47(4), 181-185. MoultonSarkis, S., & A.Barkley, R. (2008). Success for theADHDCollege Student. Journal of Developmental and Behavioral Pediatrics , 16 (5), 1-5. Nelson, J. M., & Gregg, N. (2012). Depression and anxiety among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. Journal of Attention Disorders, 16(3), 244-254. Parker, D. R., & Banerjee, M. (2007). Leveling the digital playing field: Assessing the Learning technology needs of college-bound students with LD and/or ADHD. Assess Effect Intervention , 33 (1), 5-14. Prevatt, F., Dehili, V., Taylor, N., & Marshall, D. (2012). Anxiety in College Students With ADHD: Relationship to Cognitive Functioning. Journal of Attention Disorders. Rabiner, D. L., Anastopoulos, A. D., Costello, E. J., Hoyle, R. H., & Swartzwelder, H. S. (2010). Predictors of nonmedical ADHD medication use by college students. Journal of attention disorders, 13(6), 640-648. Rabiner, D. L., Anastopoulos, A. D., Costello, E. J., Hoyle, R. H., McCabe, S. E., & Swartzwelder, H. S. (2009). The misuse and diversion of prescribed ADHD medications by college students. Journal of Attention Disorders, 13(2), 144-153. Rabiner, D., Anastopolous, A., & Costello. (2008). Adjustment to college in students with ADHD. Journal of Attention Deficit Hyperactivity Disorder , 11 (1), 688 -699. Raggi, V. L., & Chronis, A. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review , 9 (1), 85-111. Reaser, A., Prevatt, F., Petscher, & al, e. (2007). The learning and study strategies of college students with ADHD. Journal of Psychological learning , 44 (1), 627-639. Rhodes, S., Coghill, D. R., & Matthews, K. (2006). Acute neuropsychological effects of methylphenidate in stimulant drug naïve boys with ADHD II – broader executive and non-executive domains. Journal of Child Psychology and Psychiatry , 47 (11), 1184 -1194. Sepúlveda, D. R., Thomas, L. M., McCabe, S. E., Cranford, J. A., Boyd, C. J., & Teter, C. J. (2011). Misuse of Prescribed Stimulant Medication for ADHD and Associated Patterns of Substance Use: Preliminary Analysis Among College Students. Journal of Pharmacy Practice, 24(6), 551-560. Sollman, M. J., Ranseen, J. D., & Berry, D. T. (2010). Detection of feigned ADHD in college students. Psychological assessment, 22(2), 325. Scheffler, R., Brown, T., Fulton, B., Hinshaw, S., Levine, P., & Stone, S. (2009). Positive association between attention-deficit/ hyperactivity disorder medication useand academic achievement during elementary school. Journal of Paediatrics , 123 (5), 1273 - 1279. Shaw-Zirt, B., Popali-Lehane, L., Chaplin, W., & Bergman, A. (2005). Adjustment, social skills, and self-esteem in college students with symptoms of ADHD. Journal of Attention Disorders, 8(3), 109-120. Toner, M., O’Donoghue, T., & Houghton, S. (2006). Living in chaos and striving for control: How adults with attention deficit hyperactivity disorder deal with their disorder. International Journal of Disability, Development and Education , 53 (1), 247 - 261. Vickers, M. Z. (2010). Accommodating College Students withLearning Disabilities: ADD, ADHD, and Dyslexia. POPE CENTER SERIES ON HIGHER EDUCATION , 1-16. Weyandt, L. L. (2013). College Students with ADHD: Current Issues and Future Directions. Springer. Weyandt, L. L., & DuPaul, G. J. (2013). Academic, Social, and Psychological Functioning. In College Students with ADHD (pp. 25-35). Springer New York. Weyandt, L. L., & DuPaul, G. J. (2012). Introduction to Special Series on College Students With ADHD Psychosocial Issues, Comorbidity, and Treatment. Journal of attention disorders, 16(3), 199-201. Weyandt, L. L., & DuPaul, G. J. (2008). ADHD in College Students: Developmental Findings. Developmental Disabilities Research Reviews , 14 (1), 311-319. Weyandt, L. L., & DuPaul, G. (2006). ADHD in college students. Journal of Attention Disorders, 10(1), 9-19. Wilmshurst, L., Peele, M., & Wilmshurst, L. (2011). Resilience and well-being in college students with and without a diagnosis of ADHD. Journal of Attention Disorders, 15(1), 11-17. Wolf, L. E. (2001). College students with ADHD and other hidden disabilities. Annals of the New York Academy of Sciences, 931(1), 385-395. Yen, J. Y., Yen, C. F., Chen, C. S., Tang, T. C., & Ko, C. H. (2009). The association between adult ADHD symptoms and internet addiction among college students: the gender difference. CyberPsychology & Behavior, 12(2), 187-191. Zwart, L. M., & Kallemeyn, L. M. (2001). Peer-Based Coaching for College Students with ADHD and Learning Disabilities. Journal of Postsecondary Education and Disability, 15(1), 1-15. Read More

Students with ADHD are entitled to special educational support services upon entry to the college under the people with disability act. However, upon acceptance to college, students with Attention Deficit Hyperactivity Disorder are not required to declare their disability. Due to this, the actual number of students with ADHD remains unknown and thus it is an uphill task to adjudicate special education services (Weyandt & DuPaul, 2008). Therefore, the prevalence of the students with this disorder in colleges is currently being based on the number receiving services from the disability support services office but do not reflect all the college and university students with ADHD.

Development of appropriate social relationship and academic achievements are the two functioning areas that are adversely affected by the symptoms of ADHD. The social and academic impairment experienced by adolescents and school aged children is well documented in various scholarly articles (Barkley, 2006). Colleges that admit or recruits students with ADHD or other learning disabilities have a moral obligation to provide the necessary academic resources and support required for those students to succeed.

Given the adverse impact of the Attention Deficit Hyperactivity Disorder on the academic achievement, college students suffering from this disorder may represent a distinct subpopulation since majority of them drop out in high school or even at lower levels (Scheffler, Brown, Fulton, Hinshaw, Levine, & Stone, 2009). Relative to the general population of adults and adolescents with ADHD, college students with the same disorder are likely to have a greater academic success record prior to college, higher cognitive abilities and in most occasions exhibit more adaptive compensatory abilities such as better study skills and good time management (Frazier, Youngstrom, & Glutting, 2007).

However, due to the stressful conditions that characterize the college setting, students with ADHD are usually faced with significant challenges to replicate their academic success in the lower education levels and are likely to experience difficulties with social and academic functioning due to the unfriendly environment. Some studies has further showed that a large number of college students who have ADHD tend to experience more academic problems than those without disorders, are more likely to be placed in academic probation and usually report lower GPAs (Culpepper, 2011).

These students are also less likely to graduate from college mainly due to inattention (Glutting & Youngstrom, 2005). Students with ADHD are also expected to repeat or fail grades, earn lower grades and take more time to complete a given course. They are also cases in which they report lower self-esteem and increased psychological symptoms which make them lead a lower quality life. The independence level available at the college can at times be terrifying, ultimately exhilarating and overwhelming to the college students with Attention Deficit Hyperactivity Disorder.

This may make the student to oscillate between quietly desiring of more parental involvement and resenting such continued involvement (Corkum, McGonnell, & Schachar, 2010). A decrease in parental assistance and intervention makes the college students with ADHD to deteriorate in their academic performance (Corkum, McGonnell, & Schachar, 2010). The preferred accommodation for college students with ADHD include extra time on tests, extension of assignment completion time, standardized tests, testing in quiet and separate environments, assistance in writing of class note, issuance of instructions in writing in order to aid those with inattention problems and giving them a priority in class registration.

Although the nature of the link between ADHD and achievement and academic underachievement remains unknown, it is strongly believed that the difficulties in academics are as a result of behavioral manifestation of ADHD which include hyperactivity, inattention and impulsivity (Frazier, Youngstrom, & Glutting, 2007).

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