ABSTRACT
OBJECTIVE: The present study investigated potential differences between college students with and without disabilities (including ADHD, Asperger's syndrome, executive functioning disorder, and learning, mental health, vision, hearing, and physical/chronic disabilities) regarding self-reported substance use and misuse, perceived stress, and sensation seeking. METHOD: Students responded to a Stimulant Survey Questionnaire (SSQ), Perceived Stress Scale (PSS), Sensation-Seeking Scale (SSS), and items from the National College Health Assessment (NCHA). RESULTS: The hypotheses were part supported as MANOVA results revealed that students with disabilities provided significantly lower ratings on the SSS and also reported lower alcohol and marijuana use. Students with ADHD were more likely to use or misuse prescription stimulant medication but were less likely to use alcohol than did students without ADHD. CONCLUSION: Students with disabilities compared to those without disabilities differed on levels of sensation seeking and alcohol and marijuana use.
Subject(s)
Asperger Syndrome/complications , Attention Deficit Disorder with Hyperactivity/complications , Substance-Related Disorders/complications , Alcohol Drinking/psychology , Asperger Syndrome/psychology , Attention Deficit Disorder with Hyperactivity/drug therapy , Attention Deficit Disorder with Hyperactivity/psychology , Central Nervous System Stimulants/therapeutic use , Executive Function , Female , Health Surveys , Humans , Male , Marijuana Smoking/psychology , Students/psychology , Substance-Related Disorders/psychology , Surveys and Questionnaires , UniversitiesABSTRACT
OBJECTIVE: The present study investigated how teachers rated children's Behavior, IQ, and Personality contingent on the presence or absence of an Attention Deficit Hyperactivity Disorder (ADHD) label. METHOD: Teachers from K-12 read a hypothetical description of either a male or female child with no label, an ADHD label, or an ADHD with stimulant treatment label. Teachers responded to 30, 7-point Likert rating scales anchored with descriptors related to Behavior, IQ, and Personality. RESULTS: Teachers rated the child with an ADHD label and ADHD with stimulant treatment label significantly less favorably than the child with no label. Results partially supported that teachers rated the child with an ADHD label significantly less favorably than the child with an ADHD with stimulant treatment label. CONCLUSION: Teachers rated the children with ADHD and ADHD with stimulant treatment label less favorably than the child with no label. Implications for educators and future research are discussed.
Subject(s)
Attention Deficit Disorder with Hyperactivity/drug therapy , Attention Deficit Disorder with Hyperactivity/psychology , Attitude , Central Nervous System Stimulants/therapeutic use , Child Behavior/psychology , Faculty , Adult , Aged , Child , Female , Humans , Male , Middle Aged , Surveys and QuestionnairesABSTRACT
OBJECTIVE: To further investigate use and potential misuse of prescription stimulants (e.g., Ritalin, Adderall, Concerta) among a sample of college students and to explore the relationship between psychological variables and nonmedical stimulant use. METHOD: The sample consisted of 390 college students (71.6% female, 28.4% male). Participants were asked to complete five questionnaires concerning demographic information, prescription stimulant use, internal restlessness, sensation seeking, and psychological distress. RESULTS: The study findings revealed that, regarding nonprescribed stimulants, 7.5% reported use within the past 30 days; 60% reported knowing students who misused stimulants; and 50% agreed or strongly agreed that prescription stimulants were "easy to get on this campus." Findings further revealed a relationship between stimulant use and degree of psychological distress and internal restlessness. CONCLUSIONS: Continued research regarding psychological variables, specific group membership (e.g., fraternity, sorority, athletics), and stimulant acquisition is suggested. Effective prevention and education efforts are needed to help address the nonmedical use of prescription stimulants on college campuses.
