Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Summer 2018
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Ashton Trice
Deborah Kipps-Vaughan
Timothy Schulte
Abstract
In recent years, there has been an increase in students with Attention Deficit/Hyperactivity Disorder (ADHD) enrolled four-year institutions in the United States. Current but inconclusive estimates state that between 2% and 8% of college students report clinically significant levels of ADHD (DuPaul Weyandt, O'Dell, & Varejao, 2009). The nature of the disorder and demands of higher education put these students at risk for several academic and mental health issues while in college. The purpose of the current research was to obtain information from current college students with ADHD about their college transition and adjustment experiences and use their perspectives in developing transition plans for future college student with ADHD. Study participants were primarily sophomore or second-semester freshman students at James Madison University and consisted of 12 females and 6 males. Participants participated in individual interviews and completed a demographic questionnaire. Overall, independence was a fundamental theme in participant responses and none of the respondents aware of a school psychologist presence in their high school. Further results and implications for school psychology are discussed.
Recommended Citation
Moss, Arsenio, "Developing college transition supports using student perceptions: Students with Attention-Deficit/Hyperactivity Disorder" (2018). Educational Specialist, 2009-2019. 141.
https://commons.lib.jmu.edu/edspec201019/141
