Hostname: page-component-8448b6f56d-42gr6 Total loading time: 0 Render date: 2024-04-18T11:14:56.029Z Has data issue: false hasContentIssue false
  • English
  • Français

University students with attention deficit hyperactivity disorder (ADHD): a literature review

Published online by Cambridge University Press:  10 July 2017

J. A. Sedgwick
J. A. Sedgwick*
Affiliation:
Florence Nightingale Faculty of Nursing and Midwifery; Social, Genetic and Developmental Psychiatry Centre – Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King’s College London, London, UK
*
*Address for correspondence: J. A. Sedgwick, Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King’s College London, De Crespigny Park, Denmark Hill, London SE5 8AF, UK. (Email: jane.sedgwick@kcl.ac.uk)
Get access Rights & Permissions [Opens in a new window]

Abstract

Objectives

To review existing literature about university students with Attention Deficit Hyperactivity Disorder (ADHD).

Methods

A framework for scoping studies and content analysis were used to source and review selected publications from PubMed, ScienceDirect, Google Scholar and relevant bibliographies.

Results

Seventy-four publications were reviewed and key findings were categorised under six core themes that represent the issues germane to university students with ADHD. These themes are: academic, social and psychological functioning, giftedness, new media technologies, treatment, substance misuse and the non-medical use of prescription stimulants, and malingering.

Conclusion

In Ireland and the United Kingdom (UK) young people with ADHD are unlikely to enrol into further education, and of those who do go to university, few will graduate at the same time as their non-ADHD peers. ADHD is associated with poor educational outcomes and it may be a hidden disability within institutions of higher education (e.g. universities). Surprisingly, in this topic area, there is a paucity of research in Ireland and the UK. Most studies originate from North America were research activity in the field has been ongoing since the 1990s. These studies however, tend to use relatively small samples of college (university) students recruited at a single institution. It is difficult to generalise the findings of these studies to student populations in North America, let alone in Ireland and the UK. At the very least, these North American studies provide insights into key areas of concern. This topic area straddles education and psychiatry. This means an inter-disciplinary approach is required to examine, better understand and address the impact of ADHD on the educational outcomes of university students. The philosophies of difference, equity and self-realisation can offer a conceptual framework for conducting further research and/or developing services to deliver more personalised learning support for university students with ADHD.

Keywords

Academic functioningADDADHDcollege studentseducational outcomeshigher educationuniversity students
Type
Review Articles
Information
Irish Journal of Psychological Medicine , Volume 35 , Special Issue 3: Attention Deficit Hyperactivity Disorder , September 2018 , pp. 221 - 235
Copyright
© College of Psychiatrists of Ireland 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Advokat, C, Lane, SM, 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, 656–666.Google Scholar
Association for Higher Education Access and Disability (2016). Numbers of Students With Disabilities Studying in Higher Education in Ireland 2014/15. AHEAD Educational Press: Dublin.Google Scholar
Arksey, H, O’Malley, L (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology 8, 19–32.Google Scholar
Arnold, LE, Hodgkins, P, Kahle, J, Madhoo, M, Kewley, G (2015). Long-term outcomes of ADHD: academic achievement and performance. Journal of Attention Disorders, 1–13. DOI: 10.1177/1087054714566076.Google Scholar
Arria, AM, Wilcox, HC, Caldeira, KM, Vincent, KB, Garnier-Dykstra, LM, O’Grady, KE (2013). Dispelling the myth of ‘smart drugs’: cannabis and alcohol use problems predict non-medical use of prescription stimulants for studying. Addictive Behaviours 38, 1643–1650.Google Scholar
Asherson, P, Buitelaar, J, Faraone, SV, Rohde, LA (2016). Adult attention-deficit hyperactivity disorder: key conceptual issues. The Lancet Psychiatry 3, 568–578.Google Scholar
Baker, L, Prevatt, F, Proctor, B (2012). Drug and alcohol use in college students with and without ADHD. Journal of Attention Disorders 16, 255–263.Google Scholar
Barberis, E, Buchowicz, I (2015). Creating accessibility to education: the role of school staff’s discretionary practices. European Education 47, 61–76.Google Scholar
Baum, SM, Olenchak, FR, Owen, SV (1998). Gifted students with attention deficits: fact and/or fiction? or, can we see the forest for the trees? Gifted Child Quarterly 12, 96–104.Google Scholar
Beljan, P, Webb, JT, Amend, ER, Web, NE, Goerss, J, Olenchak, FR (2006). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression, and other disorders. Gifted and Talented International 21, 83–86.Google Scholar
Bentham, J (1948). An Introduction to the Principles of Morals and Legislation. Hafner: New York.Google Scholar
Biederman, J, Faraone, SV, Spencer, TJ, Mick, E, Monuteaux, MC, Aleardi, M (2006). Functional impairments in adults with self-reports of diagnosed ADHD: a controlled study of 1001 adults in the community. Journal of Clinical Psychiatry 67, 524–540.Google Scholar
Biederman, J, Fried, R, Petty, CR, Henin, A, Wozniak, J, Corkum, L, Claudat, K, Faraone, SV (2012). Examining the association between stimulant treatment and cognitive outcomes across the life cycle of adults with attention-deficit/hyperactivity disorder: a controlled cross-sectional study. Journal of Nervous and Mental Disorders 200, 69–75.Google Scholar
Birchwood, J, Daley, D (2012). Brief report: the impact of attention deficit hyperactivity disorder (ADHD) symptoms on academic performance in an adolescent community sample. Journal of Adolescence 35, 225–231.Google Scholar
Blase, SL, Glibert, AN, Anastopoulos, AD, Costello, EJ, Hoyle, RH, Swartzwelder, HS, Rabiner, DL (2009). Self-reported ADHD and adjustment in college: cross-sectional and longitudinal findings. Journal of Attention Disorders 13, 297–309.Google Scholar
Bobbitt, FJ (1912). The elimination of waste in education. The Elementary School Teacher 12, 259–271.Google Scholar
Bolea-Alamañac, B, Nutt, DJ, Adamou, M, Asherson, P, Bazire, S, Coghill, D, Heal, D, Müller, U, Nash, J, Santosh, P, Sayal, K, Sonuga-Barke, E, Young, SJ (2014). Evidence-based guidelines for the pharmacological management of attention deficit hyperactivity disorder: update on recommendations from the British Association for Psychopharmacology. Journal of Psychopharmacology 28, 179–203.Google Scholar
Booksh, RL, Pella, RD, Singh, AN, Gouvier, WD (2010). Ability of college students to simulate ADHD on objective measures of attention. Journal of Attention Disorders 13, 325–338.Google Scholar
Breyer, JL, Botzet, AM, Winters, KC, Stinchfield, RD, August, G, Realmuto, G (2009). Young adult gambling behaviours and their relationship with persistent ADHD. Journal of Gambling Studies 25, 227–238.Google Scholar
British Broadcasting Corporation (BBC) News (1999). Alan Turin: Father of the computer, at: (http://news.bbc.co.uk/1/hi/uk/330480.stm). Accessed June 3, 2017.Google Scholar
Brody, LE, Mills, CJ (1997). Gifted children with learning disabilities: a review of the issues. Journal of Learning Disabilities 30, 282–296.Google Scholar
Canu, WH, Carlson, GL (2003). Differences in heterosocial behaviour and outcomes of ADHD-symptomatic subtypes in a college sample. Journal of Attention Disorders 6, 123–133.Google Scholar
Carter, M (2005). Memorandum Submitted to the Select Committee of Education and Skills in Parliament at: (http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478we59.htm). Accessed January 30, 2017.Google Scholar
Castaldi, S, Gelatti, U, Orizio, G, Hatmung, U, Moreno-Londono, AM, Nobile, M, Schulz, PJ (2012). Use of cognitive enhancement medication among Northern Italian University students. Journal of Addiction Medicine 6, 112–117.Google Scholar
Clark, B (2002). Growing Up Gifted, 5th edn. Charles E. Merrill: Columbus, OH.Google Scholar
Conners, CK (1995). Conners Continuous Performance Test. MultiHealth Systems: Ottawa, ON.Google Scholar
Cramond, B (2011). Attention-deficit hyperactivity disorder and creativity – What is the connection? The Journal of Creative Behavior 28, 193–210.Google Scholar
Curtis, DF, Chapman, S, Dempsey, J, Mire, S (2013). Classroom changes in ADHD symptoms following clinic-based behavior therapy. Journal of Clinical Psychology in Medical Settings 20, 114–122.Google Scholar
Dalbudak, E, Eren, C (2014). The relationship of internet addiction severity with attention deficit hyperactivity disorder symptoms in Turkish University students, impact of personality traits, depression and anxiety. Comprehensive Psychiatry 55, 497–503.Google Scholar
Daley, D, Birchwood, J (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development 36, 455–464.Google Scholar
Dare, L, Nowicki, EA (2015). Twice-exceptionality: parents’ perspectives on 2e identification. Roeper Review 37, 208–218.Google Scholar
Davis, GA, Rimm, SB, Siegle, D (2011). Education of the Gifted and Talented, 6th edn. Upper Saddle River, New Jersey: Pearson.Google Scholar
Den Heijer, AE, Groen, Y, Tucha, L, Fuermaier, ABM, Koerts, J, Lange, KW, Thome, J, Tucha, O (2017). Sweat it out? The effects of physical exercise on cognition and behavior in children and adults with ADHD: a systematic literature review. Journal of Neural Transmission 124 (Suppl. 1): 3–26.Google Scholar
Department for Business, Innovation and Skills (BiS) (2015). Disabled students’ allowance consultation: equality analysis, London (www.gov.uk/bis).Google Scholar
DeSaints, AD, Webb, EM, Noar, SM (2008). Illicit use of prescription ADHD medications on a college campus: a multimethodological approach. Journal of American College Health 75, 315–323.Google Scholar
Dewey, J (1893). Self-realization as the moral ideal. The Philosophical Review 2, 652–664.Google Scholar
DuPaul, GJ, Gormley, MJ, Laracy, SD (2013). Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities 46, 43–51.Google Scholar
DuPaul, GJ, Weyandt, LL, Rossi, JS, Vilardo, BA, O’Dell, SM, Carson, KM, Verdi, G, Swentosky, A (2012). Double-bind, placebo-controlled, crossover study of the efficacy and safety of lisdexamfetamine dimesylate in college students with ADHD. Journal of Attention Disorders 16, 202–220.Google Scholar
Faraone, SV, Asherson, P, Banaschewski, T, Biederman, J, Buitelaar, JK, Ramos-Quiroga, JA, Rohde, LA, Sonuga-Barke, EJ, Tannock, R, Franke, B (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers 1, 15–20.Google Scholar
Fevre, ML, Kolt, GS, Matheny, J (2006). Eustress, distress and their interpretation in primary and secondary occupational stress management interventions: which way first? Journal of Managerial Psychology 21, 547–565.Google Scholar
Field, S, Parker, DS, Sawilowsky, S, Rolands, L (2013). Assessing the Impact of ADHD Coaching Services on University Students’ Learning Skills, Self-Regulation and Well-Being, Journal of Postsecondary Education and Disability 26, 67–81.Google Scholar
Germanò, E, Gagliano, A, Curatolo, P (2010). Comorbidity of ADHD and dyslexia. Developmental Neuropsychology 35, 475–493.Google Scholar
Greely, H, Sanakian, B, Harris, J, Kessler, RC, Gazzaniga, M, Campbell, P, Farah, MJ (2008). Towards responsible use of cognitive-enhancing drugs by the healthy. Nature 456, 702–705.Google Scholar
Hacker, HK, Marcus, J (2015). The rich-poor divide on America’s college campuses is getting wider, fast: the Hechinger report, 17 December (http://hechingerreport.org/the-socioeconomic-divide-on-americas-college-campuses-is-getting-wider-fast/). Accessed 8 February 2017.Google Scholar
Harrison, AG, Edwards, MJ, Parker, KCH (2007). Identifying students faking ADHD: preliminary findings and strategies for detection. Archive of Clinical Neuropsychology 22, 577–588.Google Scholar
Higher Education Authority (2014/2015). Full-Time, Part-Time and Remote Enrolments in Universities in the Academic Year 2014/2015. HEA: Dublin, Ireland.Google Scholar
Higher Education Statistical Agency (2014/2015). 1st Year Undergraduate and Postgraduate Domiciled Students in Higher Education With and Without a known Disability. HESA: London.Google Scholar
Hinshaw, SP, Owens, EB, Zalecki, C, Huggins, SP, Montenegro-Nevado, AJ, Schrodek, E, Swanson, EN (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology 80, 1041–1051.Google Scholar
Hodder, I (1994). The interpretation of documents and material culture. In Handbook of Qualitative Research ((ed. NK Denzin and YS Lincoln), pp. 393–402. Sage Publications: Thousand Oaks, CA.Google Scholar
Holloway, K, Bennett, T (2012). Prescription drug misuse among university staff and students: a survey of motives, nature and extent. Drugs: Education, Prevention and Policy 19, 137–144.Google Scholar
Independent Commission on Fees (2015). Final Report, The Sutton Trust at: (http://www.suttontrust.com/wp-content/uploads/2015/07/ICOF-REPORT-2015.pdf). Accessed January 30, 2017.Google Scholar
Jasinski, LJ, Harp, JP, Berry, DT, Shandera-Ochsner, AL, Mason, LH, Ranseem, JD (2011). Using symptom validity tests to detect malingered ADHD in college students. Clinical Neuropsychology 25, 1415–1428.Google Scholar
Kaminski, PL, Turnock, PM, Rosén, LA, Laster, SA (2006). Predictors of academic success among college students with attention disorders. Journal of College Counselling 9, 60–71.Google Scholar
Kessler, RC, Adler, L, Barley, R, Biederman, J, Conners, C, Demler, O, Zaslavsky, AM (2006). The prevalence and correlates of adult ADHD in the United States: results from the National Comorbidity Survey Replication. The American Journal of Psychiatry 163, 716–723.Google Scholar
Khong, B (2014). The Lifetime Costs of Attention Deficit Hyperactivity Disorder (ADHD). Centre for Mental Health: London.Google Scholar
Kooji, SJJ, Bejerot, S, Blackwell, A, Caci, H, Casas-Brugué, M, Carpentier, PJ, Edvinsson, D, Fayaad, J, Foeken, K, Fitzgerald, M, Gaillac, V, Ginsberg, Y, Henry, C, Krause, J, Lensing, MB, Manor, I, Niederhofer, H, Nunes-Filipe, C, Ohlmeier, MD, Oswald, P, Pallanti, S, Pehlivanidis, A, Ramos-Quiroga, JA, Rastam, M, Ryffel-Rawak, D, Stes, S, Asherson, P (2010). European consensus statement on diagnosis and treatment of adult ADHD: the European Network Adult ADHD. BMC Psychiatry 10, 1–24.Google Scholar
Kooji, SJJ, Boonstra, AM, Swinkels, SHN, Bekker, EM, de Noord, I, Buitelaar, JK (2008). Reliability, validity, and utility of instruments for self-report and informant report concerning symptoms of ADHD in adult patients. Journal of Attention Disorders 11, 445–458.Google Scholar
Lahey, BB, Pelham, WE, Schaughency, EA, Atkins, MS, Murphy, HA, Hynd, G, Russo, M, Hartdagen, S, Lorys-Vernon, A (1988). Dimensions and types of attention deficit disorder. Journal of the American Academy of Child and Adolescent Psychiatry 27, 330–335.Google Scholar
Lakhan, SE, Kirchgessner, A (2012). Prescription stimulants with and without attention deficit hyperactivity disorder: misuse, cognitive impact and adverse effects. Brain and Behaviour 2, 661–677. DOI: 10.1002/brb3.78.Google Scholar
Larson, K, Russ, SA, Kahn, RS, Halfon, N (2011). Patterns of comorbidity, functioning and service use for US children with ADHD, 2007. Paediatrics 127, 462–470.Google Scholar
Lee, KM, Olenchak, R (2015). Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis: identification, performance, outcomes, and interventions. Gifted Education International 31, 185–199.Google Scholar
Leucht, S, Hierl, S, Kissling, W, Dold, M, Davis, JM (2012). Putting the efficacy of psychiatric and general medicine medication into perspective: review of meta-analyses. The British Journal of Psychiatry 200, 97–106.Google Scholar
Macey, KD (2003). Conners’ Adult ADHD Rating Scales (CAARS). Archives of Clinical Neuropsychology 18, 431–437.Google Scholar
Mackenzie, R, Watts, J (2011). Is our legal, health care and social support infrastructure neurodiverse enough? How far are the aims of the neurodiversity movement fulfilled for those diagnosed with cognitive disability and learning disability? Tizard Learning Disability Review 16, 30–37.Google Scholar
Maier, LJ, Liechti, ME, Herzig, F, Schaub, MP (2013). To dope or not to dope: neuroenhancement with prescription drugs and drugs of abuse among Swiss University students. PLoS One 8, 1–10.Google Scholar
Mays, N, Roberts, E, Popay, J (2001). Synthesising research evidence. In Studying the Organisation and Delivery of Health Services: Research Methods ((ed. N Fulop, P Allen, A Clarke and N Black), pp. 188–220. Routledge: London.Google Scholar
McCabe, S, Knight, JR, Teter, CR, Wechsler, H (2005). Non-medical use of prescription stimulants among US college students: prevalence and correlates from a national survey. Addiction 100, 96–106.Google Scholar
McCabe, S, Teter, C, Boyd, C (2006). Medical use, illicit use, and diversion of abusable prescription drugs. Journal of American College Health 54 (5): 269–278.Google Scholar
MIT (Massachusetts Institute of Technology) (2003). Understanding Our Gifted and Complex Minds: Intelligence, Asperger’s Syndrome, and Learning Disabilities at MIT, What Matters, Cambridge: MA at: (https://alum.mit.edu/news/WhatMatters/Archive/200308). Accessed January 25, 2017.Google Scholar
Moncrieff, J, Rapley, M, Timimi, S (2011). The construction of psychiatric diagnoses: the case of adult ADHD. Journal of Critical Psychology Counselling and Psychotherapy 11, 16–29.Google Scholar
Musso, MW, Gouvier, WD (2014). “Why is this so hard?” A review of detection of malingered ADHD in college students. Journal of Attention Disorders 18, 186–201.Google Scholar
National Education Association (2006). The twice-exceptional dilemma, (http://www.nea.org/assets/docs/twiceexceptional.pdf). Accessed June 3, 2017.Google Scholar
Neihart, M, Reis, S, Robinson, N, Moon, S (2015). (editors) The Social and Emotional Development of Gifted Children: What Do We Know. Prufrock Press: Waco, TX.Google Scholar
Nikkelen, SWC, Vossen, HGM, Valkenburg, PM, Velders, FP, Windhorst, DA, Jaddoe, VWV, Hofman, A, Verhulst, FC, Tiemeier, H (2014). Media violence and children’s ADHD-related behaviors: a genetic susceptibility perspective. Journal of Communication 64, 42–60.Google Scholar
Oliver, M (2013). The social model of disability: thirty years on. Disability and Society 28, 1024–1026.Google Scholar
Ott, R, Biller-Andorno, N (2014). Neuroenhancement among Swiss students – a comparison of users and non-users. Pharmacopsychiatry 47, 22–28.Google Scholar
Parker, DR, Hoffman, SF, Sawilowsky, S, Rolands, L (2011). An examination of the effects of ADHD coaching on university students executive functioning. Journal of Postsecondary Education and Disability 24, 115–132.Google Scholar
Parker, DR, Hoffman, SF, Sawilowsky, S, Rolands, L (2013). Self-control in postsecondary settings: students’ perceptions of ADHD college coaching. Journal of Attention Disorders 17, 215–232.Google Scholar
Passmore, J (2016). (editor) Excellence in Coaching: The Industry Guide, 3rd edn. Kogan Press: London and Philadelphia, PA, p. 3.Google Scholar
Pettersson, R, Söderström, S, Edlund-Söderström, K, Nilsson, KW (2017). Internet-based cognitive behavioral therapy for adults with ADHD in outpatient psychiatry care: a randomised trial. Journal of Attention Disorders 21, 508–552.Google Scholar
Pope, D (2010). The impact of inattention, hyperactivity and impulsivity on academic achievement in UK university students. Journal of Further and Higher Education 34, 335–345.Google Scholar
Prevatt, F, Lampropoulos, GK, Bowles, V, Garrett, L (2011). The use of between session adjustments in ADHD coaching with college students. Journal of Attention Disorders 15, 18–27.Google Scholar
Pringsheim, T, Hirsch, L, Gardner, D, Gorman, DA (2015). The pharmacological management of oppositional behaviour, conduct problems, and aggression in children and adolescents with attention-deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder: a systematic review and meta-analysis. The Canadian Journal of Psychiatry 60, 42–51.Google Scholar
Quinn, CA (2003). Detection of malingering in assessment of adult ADHD. Archives of Clinical Neuropsychology 18, 379–395.Google Scholar
Rabiner, DL, Anastopoulos, AD, Costello, EJ, Hoyle, RH, McCabe, SE, Swartzwelder, HS (2009 a). Motives and perceived consequences of nonmedical ADHD medication use by college students: are students treating themselves for attention problems. Journal of Attention Disorders 13, 259–270.Google Scholar
Rabiner, DL, Anastopoulos, AD, Costello, EJ, Hoyle, RH, McCabe, SE, Swartzwelder, HS (2009 b). The misuse and diversion of prescribed ADHD medications by college students. Journal of Attention Disorders 13, 144–153.Google Scholar
Rabiner, DL, Anastopoulos, AD, Costello, EJ, Hoyle, RH, Swartzwelder, HS (2008). Adjustment to college in students with ADHD. The Journal of Attention Disorders 11, 689–699.Google Scholar
Ramsay, JR, Rostain, AL (2006). Cognitive behavior therapy for college students with attention deficit/hyperactivity disorder. Journal of College Student Psychotherapy 21, 3–20.Google Scholar
Rice, KG, Richardson, CME, Clark, D (2012). Perfectionism, procrastination, and psychological distress. Journal of Counseling Psychology 59, 288–302.Google Scholar
Richards, TL, Rosen, LA, Ramirez, CA (1999). Psychological functioning differences among college students with confirmed ADHD, ADHD by self-report only, and without ADHD. Journal of College Student Development 40, 299–304.Google Scholar
Rideout, VJ, Foehr, UG, Roberts, DF (2010). Generation M2: Media in the Lives of 8-18 Year-Olds. Kaiser Family Foundation: Menlo Park, CA.Google Scholar
Rodger, J, Wilson, P, Roberts, H, Roulstone, A, Campbell, T (2015). Report to HEFCE: Support for Higher Education Students with Specific Learning Difficulties. York Consulting LLP: Leeds.Google Scholar
Rooney, M, Chronis-Tuscano, A, Yoon, Y (2012). Substance use in college students with ADHD. Journal of Attention Disorders 16, 221–234.Google Scholar
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, 109–120.Google Scholar
Silverman, LK (1994). The oral sensitivity of gifted children and the evolution of society. Roeper Review 1, 110–116.Google Scholar
Singh, I, Bard, I, Jackson, J (2014). Robust resilience and substantial interest: a survey of pharmacological cognitive enhancement among university students in the UK and Ireland. PLoS One 9, 1–12.Google Scholar
Slee, R (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education 17, 895–907.Google Scholar
Snedden, D (1921). Sociological Determination of Objective in Education. Lippincott: Philadelphia, PA.Google Scholar
Sollman, MJ, Ranseen, JD, Berry, DT (2010). Detection of feigned ADHD in college students. Psychological Assessment 22, 325–335.Google Scholar
Swartz, SL, Prevatt, F, Proctor, BE (2005). A coaching intervention for college students with attention deficit/hyperactivity disorder. Psychology in Schools 42, 647–656.Google Scholar
Terman, LM (1906). Genius and stupidity: a study of some of the intellectual processes of seven ‘bright’ and seven ‘stupid’ boys. Pedagogical Seminary 13, 307–373.Google Scholar
Therialt, SW, Homberg, D (2001). Impulsive, but not violent? Are components of the attention deficit-hyperactivity syndrome associated with aggression in relationships? Violence Against Women 7, 1464–1489.Google Scholar
Thorell, IB (2007). Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry 48, 1061–1070.Google Scholar
Webb, JT (1993). Nurturing social-emotional development of gifted children. In International Handbook of Research and Development of Giftedness and Talent (ed. KA Heller, FJ Monks and AH Passow), pp. 525–538. Pergamon Press: Oxford.Google Scholar
Webb, JT (2001). Mis-diagnosis and dual diagnosis of gifted children: gifted and LD, ADHD, OCD, oppositional defiant disorder. In Perspectives in Gifted Education: Twice Exceptional Children (ed. N Hanfenstein and F Rainey), pp. 23–31. Ricks Centre for Gifted Children, University of Denver: Denver.Google Scholar
Weiss, M, Safren, SA, Solanto, MV, Hechtman, L, Rostain, AL, Ramsay, JR, Murray, C (2008). Research forum on psychological treatment of adults with ADHD. Journal of Attention Disorders 11, 642–651.Google Scholar
Weyandt, LL, DuPaul, GJ (2008). ADHD in college students: developmental findings. Developmental Disabilities Research Reviews 14, 311–319.Google Scholar
White, H, Shaw, P (2011). Creative style and achievement in adults with attention-deficit/hyperactivity disorder. Personality and Individual Differences 50, 673–677.Google Scholar
Wilens, TE, Adler, LA, Adams, J, Sgambati, S, Rotrosen, J, Sawtelle, R, Utzinger, L, Fusillo, S (2008). Misuse and diversion of stimulants prescribed for ADHD: a systematic review of the literature. Journal of the American Academy of Child and Adolescent Psychiatry 47, 21–31.Google Scholar
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, 11–17.Google Scholar
Yen, J, Ko, C, Yen, C, Wu, H, Yang, M (2007). The comorbid psychiatric symptoms of internet addiction: attention deficit and hyperactivity disorder (ADHD), depression, social phobia and hostility. Journal of Adolescent Health 41, 93–98.Google Scholar
Young, S, Bramham, J (2012). Cognitive Behavioural Therapy for ADHD Adolescents and Adults: A Psychological Guide to Practice, 2nd edn. John Wiley & Sons: Chichester.Google Scholar
Young, S, Fitzgerald, M, Postma, MJ (2013). ADHD: making the invisible visible, An Expert White Paper on attention-deficit hyperactivity disorder (ADHD): policy solutions to address the societal impact, costs and long-term outcomes, in support of affected individuals, at: (http://www.russellbarkley.org/factsheets/ADHD_MakingTheInvisibleVisible.pdf). Accessed June 3, 2017.Google Scholar
Zabelina, DL, Condon, D, Beeman, M (2014). Do dimensional psychopathology relate to creative achievement or divergent thinking. Frontiers in Psychology 5, 1–11.Google Scholar