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First-Year College Students With ADHD and/or LD.
George J DuPaul1, Trevor D Pinho1, Brittany L Pollack1
11 College of Education, Lehigh University, Bethlehem, PA, USA.
Journal of Learning Disabilities
|December 30, 2015
Summary
First-year college students with attention-deficit/hyperactivity disorder (ADHD) or learning disabilities (LD) face unique challenges. This study reveals key differences in their preparation, engagement, and expectations compared to peers.
Area of Science:
- Educational Psychology
- Neurodevelopmental Disorders
- Higher Education
Background:
- Students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) often encounter significant obstacles during the high school to college transition.
- Understanding these challenges is crucial for developing effective support systems.
Purpose of the Study:
- To investigate differences in engagement, self-evaluation, high school preparation, and college goals among first-year college students with ADHD, LD, ADHD+LD, and their non-disabled peers.
- To identify specific areas where students with disabilities may require tailored support.
Main Methods:
- Analysis of data from the 2010 Cooperative Institutional Research Program Freshman Survey.
- Inclusion of students with ADHD (n=5,511), LD (n=2,626), ADHD+LD (n=1,399), and a comparison group (n=5,737).
- Statistical controls for SAT/ACT scores, family income, and parental education.
Main Results:
- Students with ADHD, LD, or ADHD+LD reported differences in self-perceived abilities and psychosocial functioning compared to peers.
- Disability groups showed variations in high school disengagement, substance use, and emotional difficulties.
- Distinct differences were observed in reasons for attending college and expectations for college activities among the groups.
Conclusions:
- Students with ADHD and/or LD exhibit unique profiles impacting their college transition.
- Findings highlight the need for specialized support services to address the distinct needs of students with disabilities in higher education.
- Further research is recommended to refine interventions and support strategies.
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