college students' reflections on the adhd interventions received during high school

64 Pages·2017·0.2 MB·English

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COLLEGE STUDENTS’ REFLECTIONS ON THE ADHD INTERVENTIONS RECEIVED
DURING HIGH SCHOOL: A STANDPOINT ANALYSIS OF BEST PRACTICES

A Thesis

Presented to the faculty of the Department of Sociology
California State University, Sacramento

Submitted in partial satisfaction of
the requirements for the degree of

MASTER of ARTS

in

Sociology

by

Thomas Henderson III

SUMMER
2017
© 2017

Thomas Henderson III
ALL RIGHTS RESERVED
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COLLEGE STUDENTS’ REFLECTIONS ON THE ADHD INTERVENTIONS RECEIVED
DURING HIGH SCHOOL: A STANDPOINT ANALYSIS OF BEST PRACTICES

A Thesis

by

Thomas Henderson III

Approved by:

__________________________________, Committee Chair
Manuel Barajas

__________________________________, Second Reader
Aya Ida

____________________________
Date

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Student: Thomas Henderson III

I certify that this student has met the requirements for format contained in the University format
manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for
the thesis.

__________________________, Graduate Coordinator ___________________
Manuel Barajas, Ph. D. Date

Department of Sociology

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Abstract
of
COLLEGE STUDENTS’ REFLECTIONS ON THE ADHD INTERVENTIONS RECEIVED
DURING HIGH SCHOOL: A STANDPOINT ANALYSIS OF BEST PRACTICES
by
Thomas Henderson III
Using standpoint framework this study explores first-hand experiences and reflections of
university students with ADHD who received accommodations and services for at least
one academic year while in high school. This qualitative research focuses on participant’s
beliefs of whether interventions they received during high school adequately prepared
them to be academically successful for college. Five students (2 females and 3 males)
participated in a 60-minute interview consisting of 24 questions that explore participants’
feelings of academic preparedness for college based on their high school
accommodations. Findings support previous research that college students with ADHD
often struggle academically once they transition into college until they received their
“wake up call”. Even though, participants were satisfied with their accommodations in
high school, they initially felt unprepared and struggled to adjust academically in college.

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Significantly, participants who reported partaking in extracurricular activities and/or
leadership roles in high school felt more confident in their academic skills, reported better
social adjustment, and achieved higher grade point averages in college than their
counterparts who did not participate in such activities and/or roles

_______________________, Committee Chair
Manuel Barajas, Ph. D.

_______________________
Date

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ACKNOWLEDGEMENTS

I would like to first and foremost thank and pay a great deal of respect to my
Father. He has been there for me my entire life challenging me to become a better man
every day and strive for excellence. He has supported me, held me accountable and loved
me unconditionally. His guidance has and will continue to positively impact my life,
which has allowed me the opportunity to do the same for others. Thank you, Dad! I
would also like to acknowledge all my family and friends that support me throughout my
journey in which we call life. I would also like to thank those that may not be a part of
my life anymore, but supported me and taught me so much when they were, they will
also have an everlasting positive impact on me. Personal shout outs; to my sister, who I
Love dearly. Bird, Irv, Bone, Ali, Ranz, Patrick, Quang and Casthyllani blanco all
brothers who I can say I will know the rest of my life. Rosalva who has provided me with
more wisdom and support then I can express, thank you. Also, Mitch, Gina, Mona, Oscar,
Clarence, Grace, Mally, Kayla and Faav thank you.

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TABLE OF CONTENTS
Page
Acknowledgements ................................................................................................................ vii
Chapter
1. INTRODUCTION ……………....……………………………………………………….. 1
Background .................................................................................................................. 1
Problem ....................................................................................................................... 1
Purpose ........................................................................................................................ 3
2. LITERATURE REVIEW ................................................................................................... 5
Diagnosis of ADHD ..................................................................................................... 5
Interventions and Services for Students with ADHD .................................................. 6
Experiences of Students with ADHD in College ....................................................... 10
3. METHODS ....................................................................................................................... 14
Sampling .................................................................................................................... 14
Data Collection .......................................................................................................... 15
Data Analysis Procedures .......................................................................................... 17
4. FINDINGS ....................................................................................................................... 18
Academic Accommodations ...................................................................................... 19
Technology ................................................................................................................ 22
Therapy ...................................................................................................................... 24
Extracurricular Activities ........................................................................................... 26
Reinforcement: Structured Support and Mentoring ................................................... 28
Being “Babied” .......................................................................................................... 31
Know the Diagnosis ................................................................................................... 32
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Time Management ..................................................................................................... 33
5. DISCUSSION .................................................................................................................. 37
In Conclusion ............................................................................................................. 42
Appendix A. Interview Questions ......................................................................................... 44
Appendix B. Ethical Considerations ..................................................................................... 45
Appendix C. Researcher’s Positionality ............................................................................... 47
Works Cited ........................................................................................................................... 48

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1
Chapter 1
INTRODUCTION
Background
Attention Deficit Hyperactivity Disorder (ADHD) is currently the most
commonly diagnosed mental disorder that affects children (American Psychiatric
Association [APA], 2015). ADHD is a neuro-developmental disorder that causes
inattention, hyperactivity and impulsivity (Center for Disease Control and Prevention
[CDC], 2016; APA 2015). ADHD affects approximately 6.4 million (11% of)
adolescents between the ages of 4-17, that’s about 1 in 10 children (Lunau 2014; Pastor
2015; Frances 2014). Between 2003 and 2011there was a 5% average annual increase in
diagnosis of ADHD in adolescents, and in the last 20 years ADHD diagnosis have tripled
(Frances 2014; Akinbami 2011; Patricia 2015). As ADHD diagnosis rise, high schools
experience a great deal of pressure to provide effective services to a growing number of
students that aspire to attend college as the rest of the students (Reaser et. al. 2007). In the
United States, up to8% of the student population in college has an ADHD diagnosis
(Weyandt and DuPaul 2008). This number presents concerns of whether students with
ADHD that aspire to attend college received adequate educational skills while in high
school they may not be prepared to be academically successful in college.
Problem
ADHD symptoms can impede adolescents’ academic learning such as the
following: failing to pay attention to close details, having trouble holding attention to