Key result
Review outlines empirical solutions and screening effect sizes to guide ADHD diagnosis in college students.
Why the study?
ADHD is underdiagnosed and misdiagnosed among college students, complicated by child-oriented criteria, multiple differential diagnoses, and lack of definitive tests.
This review provides empirical solutions and effect size data to improve the accuracy of ADHD evaluation and screening in college students.
May guide instrument selection in college ADHD evaluations; leaves open prospective validation before routine clinical use.
Attention-deficit/hyperactivity disorder (ADHD) is both an underdiagnosed and a misdiagnosed problem on college campuses, leading to pronounced academic and psychosocial difficulties. Counselors encounter diagnostic criteria that are child oriented, long lists of differential diagnoses, high rates of coexisting disorders, and no definitive tests for ADHD. This article reviews research findings concerning adults with ADHD, outlines empirical solutions for meeting diagnostic challenges, and provides new effect size data for selecting screening instruments.
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Sean P. Reilley (2005) conducted a review in Attention-deficit/hyperactivity disorder (ADHD). ADHD screening instruments was evaluated. This review outlines empirical solutions for meeting diagnostic challenges of ADHD in college students and provides effect size data for selecting screening instruments.
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