Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

Margaret Glenn


Individuals with Attention Deficit Hyperactivity Disorder (ADHD) often experience significant impairment in multiple life domains not only during childhood, but also throughout their adult lives. While there is no single litmus test for identifying ADHD, neuropsychological tests have been proposed as one means of enhancing identification of ADHD in adults. Theories of ADHD have suggested that deficits in executive functioning underlie the symptom appearance for ADHD; however, meta-analyses have suggested that non-executive functioning skills provide nearly equal discriminatory results. Given the increasing proportion of students with ADHD who are pursuing postsecondary education, the need for further research addressing the impact of ADHD on these students is paramount. This study examined the neuropsychological performance of college students with ADHD on measures of attention, response inhibition, cognition, and executive functioning. Data from 101 students at a large university in the mid-Atlantic region who were diagnosed with ADHD or a Learning Disorder following neuropsychological assessment were included in the study. Data analyses revealed that students with ADHD had significantly higher WAIS-III Verbal Comprehension and Perceptual Organization Index scores, comparable WAIS-III Working Memory and Processing Speed Index scores, and significantly lower IVA Full Scale Attention and Response Control Quotient scores when compared with the WAIS-III and IVA standardization samples, respectively. In addition, results indicated that students with ADHD exhibited diffuse deficits on measures of executive functioning, although results across domains were inconsistent. Clinical implications and limitations are discussed as well as suggestions for future research.