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This study examines differences in neuropsychological, academic, psychological and social functioning between college students with attention-deficit/hyperactivity disorder (ADHD) and non-disordered peers. Participants were college students with and without ADHD, attending two universities in the United States. Participants completed questionnaires regarding: executive functioning, psychopathological symptomatology, academic performance, study/organizational skills, social adjustment, emotional expression, and alcohol/substance use. Measures of attention, impulse control, and memory were also obtained. Statistically significant group differences emerged in the areas of executive functions, attention, internalizing and externalizing disorders, emotional expression, academic performance, study/organizational skills, and social adjustment. Implications and suggestions for future research are discussed.
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- The Performance of College Students with and without ADHD: Neuropsychological, Academic, and Psychosocial Functioning
George J. DuPaul
Joseph S. Rossi
Anthony J. Swentosky
Brigid S. Vilardo
Sean M. O’Dell
Kristen S. Carson
- Springer US
Journal of Psychopathology and Behavioral Assessment
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505