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Related Concept Videos

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Related Experiment Video

Updated: Jun 22, 2026

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Work performance differences between college students with and without ADHD.

Joshua G Shifrin1, Briley E Proctor, Frances F Prevatt

  • 1Florida State University, USA. jgs06d@fsu.edu

Journal of Attention Disorders
|May 29, 2009
PubMed
Summary
This summary is machine-generated.

College students with Attention Deficit/Hyperactivity Disorder (ADHD) face more workplace challenges than their peers. These challenges impact multiple work areas, though symptom severity doesn't correlate with job retention or overall performance ratings.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Psychology
  • Neuroscience
  • Occupational Health

Background:

  • Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder impacting executive functions.
  • Work performance is crucial for college students transitioning into professional roles.
  • Understanding ADHD's impact on work performance is vital for targeted support.

Purpose of the Study:

  • To compare work performance between college students with and without ADHD.
  • To identify specific work-related difficulties experienced by students with ADHD.
  • To explore the relationship between ADHD symptom severity and work performance outcomes.

Main Methods:

  • Analysis of variance (ANOVA) to compare group differences in ADHD symptoms at work.
  • Utilized Barkley's "Work Performance Rating Scale" to assess inattention, hyperactivity, and impulsivity.
  • Correlational analyses examined symptom severity and work performance indicators (e.g., job termination, performance ratings).

Main Results:

  • ADHD significantly impacts college students' work performance across various domains.
  • No significant relationship was found between ADHD symptom severity and the number of times fired or overall work performance ratings.
  • Descriptive analyses identified frequently endorsed ADHD symptoms and affected work areas.

Conclusions:

  • College students with ADHD experience greater on-the-job difficulties compared to non-ADHD peers.
  • Students with ADHD may benefit from additional support for their work-related tasks and challenges.
  • Further research can explore specific interventions to mitigate ADHD's impact on student work performance.