1 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 ii 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 iii 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 iv 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. v 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 vi 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. vii 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 viii 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 ix 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