ADHD/ ADD

Incidence:

Meerman et al. (2017:2) describe ADHD as 'a behavioural description...[with] no measurable biological markers or tests'

Fayyad et al. (2017), using WHO World Metal Health Surveys (WMH) estimated that the global incidence of ADHD in adults is 2.8%. They found significant comorbidity of ADHD with mood, anxiety, behaviour and substance abuse disorders.

Pope et al. (2007) state that the early diagnosis of both dyslexia and ADHD are increasing in the UK. This combined with the improving provision of learning support for such pupils has led to an increasing number of students with these conditions entering HE. Weyandt (1995) using to rating scales found evidence that between seven and 8% of college students had ADHD like symptoms and between 0.05% and 3.8% had symptoms significantly associated with ADHD.

Using self-administered questionnaires, Pope et al. (2007) suggested that diagnosis rates for both dyslexia and ADHD in their UK undergraduate sample might be considerably lower than the true rate of incidence of both impairments. None of their sample of 1,182 students studying across four UK universities had a diagnosis of ADHD while the results of the questionnaire suggested 82 students may have ADHD. 30 students have a prior diagnosis of dyslexia while 144 displayed behaviours indicative of dyslexia on the questionnaire.

Characteristics:

According to Anker et al (2018) the main characteristics of ADHD are ‘inattention, hyperactivity and impulsivity’ and that diagnoses of ADHD are ranked by the severity of symptoms. Anker et al (2018) also found a higher prevalence of depression amongst individuals with ADHD than would be expected in the general population. The results of Pope et al. (2007) indicated that 9.31% of students in their sample showed both dyslexic tendencies and at least one of the ADHD characteristics.

The ADHD Foundation's ADHD and Comorbid Conditions document can be found here.

Impact on teaching and learning:

Weyandt (1995) stated that “Adolescents with ADHD, for example, have been found to be at greater risk for low academic achievement, grade retention, substance abuse, peer rejection, social skill deficits and antisocial behaviour” .

Meerman et al. (2017) summarise literature that details some of the consequences of ADHD; these include ‘low expectations, low self-esteem, [and] stigmatisation’.

Brand et al. (2002) found in a study of school pupils that high-school age pupils with ADHD learn in a variety of ways, but that there was a preference for learning in the afternoon in a structured environment.

Connor (2012) says that students with LD, ADD/ ADHD are likely to be more anxious than non-impaired students about talking to an academic member of staff, with the author actually advising students to choose classes based upon the receptiveness of the staff member towards students with implements as well as the mode of delivery.

Impact on assessment:

Pope et al. (2007) found that students with ADHD had a significantly lower GPA than their peers and with those who appeared to have the strongest indications of ADHD performed worse than those students will lest severe indications of ADHD.

In addition, when the form of assessment was examined there was a significant negative correlation between the severity of the ADHD symptoms and the grade achieved in MCQ tests.

 

 

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References