Intervention Effectiveness For Postsecondary Students With
Attention Deficit Hyperactivity Disorder
Open Access
Author:
Spicer, Elizabeth Windley
Graduate Program:
Special Education
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
January 30, 2009
Committee Members:
David Lee, Thesis Advisor/Co-Advisor David Lee, Thesis Advisor/Co-Advisor
Keywords:
postsecondary students Intervention effectiveness ADHD
Abstract:
This literature review was conducted to investigate the effects of interventions and accommodations on the academic achievement of post-secondary students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). An increasing number of students diagnosed with Attention Deficit Hyperactivity Disorder are enrolling in university settings. Surveys of students with ADHD have shown an increasing need for academic support at the higher education level. Higher education poses a unique and different environment for all students, but for those with ADHD who struggle with structure, organization, and time management, this setting heightens weaknesses which can lead to academic struggles. Therefore, it is important for researchers to analyze academic interventions at the post-secondary level in order to help this at-risk population achieve academic success. A literature review was employed to investigate the empirical research available on ADHD students in post-secondary educational settings. Studies were evaluated for intervention, implementation, utilization, and effectiveness. Results suggest that academic use of interventions and accommodations are effective in increasing end-of-term grades. Recommendations for practice and future research are discussed.
