Interventions to Improve Self-Regulated Learning in College Students with Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-Deficit/Hyperactivity Disorder(ADHD) is a neurodevelopmental disorder marked by significant executive function deficits that are manifested in cognitive and behavioral self-regulation problems, such as the inability to sustain attention, poor planning and organization skills, and impulsivity, all of which are significant predictors of college success. Although psychotherapy and stimulants are empirically shown to be efficacious in treating ADHD, adults with ADHD still experience work and interpersonal problems (Steven et al., 2009; Knouse et al., 2008), suggesting the need for psychosocial interventions.

This pilot experimental study was conducted to examine the effectiveness of performance feedback on the use of test-enhanced learning during self-regulated learning in college students with Attention-Deficit/Hyperactivity Disorder (ADHD).

Thompson, M., Viranda, T., Abrash, R., Szumel, N., Patel, V., Mais, L., Knouse., L. (2019, April). Perception versus reality: Changes in study habits across a semester. Poster presented at the 2019 University of Richmond Arts and Sciences Student Symposium, Richmond, Virginia.