The relation between executive functions and written expression in college students with attention deficit hyperactivity disorder
Abstract
Attention deficit hyperactivity disorder (ADHD) is the second most common
disability affecting college students today. According to the DSM-IV, ADHD symptoms
include a persistent pattern of inattention and/or hyperactivity-impulsivity markedly more
frequent and severe than individuals at a comparable level of development. Moreover,
ADHD symptoms involve impairment in executive function including planning,
organization, inhibition, and integration of cognitive processes.
ADHD has been linked to academic difficulty in children, adolescents, and more
recently, college students. Written expression is especially important in college as
students encounter required courses that involve a major writing component. Because
written expression involves many of the neuropsychological abilities compromised for
those with ADHD, specifically executive functions, it was hypothesized that college
students with ADHD would experience difficulty with educational tasks involving
writing.
The present study examined the relation between executive function and written
expression. Two groups of undergraduate students, aged 19 to 28 years, were recruited.
Group one consisted of 31 students diagnosed with ADHD and group two consisted of 27
controls. Four measures of executive function and a measure of written expression were
administered. The majority of those ADHD participants on medication went off their
medication on the day of the study.
A one-way between-groups multivariate analysis of variance (MANOVA) was
conducted to investigate differences in executive function and written expression abilities
between the ADHD and control groups. No differences were found. A standard multiple
regression model including executive function measures, verbal aptitude, and ADHD
symptoms was not significant for predicting the SATA Writing Quotient. Exploratory
analyses were conducted to examine the individual components of the SATA Writing
Quotient. Results showed that the model was not significant for predicting SATA
Writing Composition; however, the model was significant for predicting SATA Writing
Mechanics. In addition, a measure of inhibition was found to make a statistically
significant contribution to the prediction of SATA Writing Mechanics in this model.
Findings from the study provide important information about the link between specific
executive function abilities and written expression in college students. Limitations of the
study and implications for future research and practice are discussed.
Department
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