Neuropsychological correlates of written expression in college students with ADHD

Margaret Semrud-Clikeman, Lana Harder

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Objective: To examine written expression and the executive function skills (working memory, verbal fluency, and planning and organization) involved in written expression in college-aged students with ADHD. Method: Two groups of undergraduate students, aged 19 to 28 years, (ADHD, n = 31; control, n = 27) are evaluated on selected measures of executive function and a measure of written expression. Results: No statistically significant differences are found between groups on measures of executive function and written expression. A standard multiple regression model is significant for predicting writing mechanics, with a measure of behavioral inhibition making a statistically significant contribution. Conclusion: Findings from the study provide important information about the link between specific executive function abilities and written expression, particularly for fundamentals in writing in college students. (J. of Att. Dis. 2011; 15(3) 215-223).

Original languageEnglish (US)
Pages (from-to)215-223
Number of pages9
JournalJournal of Attention Disorders
Volume15
Issue number3
DOIs
StatePublished - Apr 1 2011

Keywords

  • ADHD
  • college students with disabilities
  • executive function
  • written expression

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology

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