Faigel, H.C. (1995, January). Attention-Deficit Disorder in college students: Facts, fallacies, and treatment. Journal of American College Health, 43(4), 147-155.

OVERVIEW

Attention Deficit Disorder (ADD), with or without hyperactivity, is a common, but frequently misunderstood and underdiagnosed disorder among the college student population. Faigel points out that ADD is better known to pediatricians, neuropsychologists, and child development specialists than to medical specialists for college students and other adults. Although ADD interferes with academic, social, and emotional development, the lack of obvious physical symptoms makes it difficult to identify.

ADD is the second most common physical disability among college students and other young adults. ADD is listed as a psychiatric disorder in the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM III). The disorder is characterized by attention difficulties, short attention spans, impulsiveness, distractibility, and motor restlessness. Patients report difficulties in concentration in the classroom or social conversations, inability to focus in noisy environments, and increased frequency of accidents.

DESIGN

With so much at stake for the ADD/ADHD patient, the medical community needs to work harder to dispel the myths surrounding ADD. This article attempts to present correct information, so that persons with ADD/ADHD can be managed more effectively.

FINDINGS

Several findings emerged through this study:

• The distractibility, impulsiveness, inner drivenness, and problems with concentration tend to persist throughout life in those with ADD and ADHD. The onset of puberty does not lessen the existence of the disorder.
• ADD labeling is not harmful. In fact, patients who are not identified with the disorder are less likely to receive the proper treatments and more likely to encounter scholastic failure, alcohol and drug abuse, delinquency, marital discord and divorce, and other psychiatric disorders.
• Diagnosis of ADD is not an excuse to escape responsibility for behavior. With the consistent help of family, friends, and teachers, ADD patients will not use their disorder as a crutch.
• ADD occurs in 5-9% of children, adolescents, and adults.
• ADD is equally common among men and women.
• Medications used to treat children with ADD are used just as effectively in adults. Dosages of these medications need to monitored and adjusted accordingly.
• Utilizing medications and other types of therapies and support is the most effective means for those with ADD to function successfully in society.
• Symptoms of ADD are manifested not only in the classroom, but in all facets of a person’s life. The ability to maintain focus can have a negative effect on job performance, interpersonal relationships, and behavior if not treated effectively.
• College students who have ADD and who have been treated appropriately can have successful academic careers. With the right support and classroom accommodations, these students are able to accomplish the tasks set before them.
• Diagnosing ADD is regimented and involved. Reports of childhood and family histories, academic reports, and behavioral testing can be used to make a positive diagnosis.
• Some studies suggest ADD has a hereditary component. It is common to find other family members who have the disorder.

Students with ADD display certain characteristics:

• They are often seen as "daydreamers" or "spaceshots."
• They are seen as disorganized and never finish what they begin.
• Because of their impulsiveness, they are more accident prone. Driving can especially hazardous.
• One-third of students with ADD also have another learning disability. Additional conduct disorders and chemical dependencies are common.
• Some students self-medicate with narcotics, alcohol, and other drugs because they claim it decreases frustration associated with the disorder. However, use of these drugs only aggravates other problems such as depression, low self-esteem, and distractibility.

CONCLUSIONS

• Myths surrounding ADD and ADHD need to be addressed more effectively by the medical and educational communities so that patients can manage their disorders more effectively.
• Services to support students with this disorder need to implemented and/or improved. Faculty and staff of colleges and universities need to be more sensitive to the needs of students with ADD and ADHD.
• College students and other young adults with this disorder are amenable to treatment when properly diagnosed. Treatment may include the use of stimulant medications as well as other types of behavioral and cognitive therapies.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. How can the diagnosis of this condition be used as a "crutch"? Do you think ADD and ADHD are over-diagnosed or under-diagnosed? Why?
2. Do you know anyone who has this disorder? What are some characteristics you have seen in a person with ADD? Do you think you could recognize someone in your group who may have this disorder?
3. What services are available within your community for those who have ADD and ADHD? Do you know how to go about referring someone for testing or evaluation?

IMPLICATIONS

ADD and ADHD are common behavior disorders among youth and young adults. With the proper support and treatment of the disorder, these men and women can lead happy, healthy lives. Families, teachers, church leaders, and community supporters can help these young people succeed. Alertness to the characteristics of the disorder is the best defense against misunderstanding and misdiagnosis.