Towards Meaningful and Representative Groups: Can LD, ADHD, and Comorbid LD & ADHD Be Construed As One Unified Group? Jillian Budd, Catherine Fichten, Mary Jorgensen, Alice Havel, Tara Flanagan Adaptech Research Network, McGill University, Dawson College, Jewish General Hospital, CRIR Montreal Title Contact: jillian.budd@mail.mcgill.ca Items Abstract Attention deficit hyperactivity disorder (ADHD) and learning disorders (LD) frequently co-occur (comorbidity rate of 45%, DuPaul et al., 2013). Due to the high comorbidity and shared characteristics of the disorders, research and interventions often classify them as one group “LD and/or ADHD” (Parker & Banerjee, 2007). Using a single category (LD and/or ADHD) may mask important group differences and produce inappropriate interventions. We compared aspects related to academic performance among postsecondary students with LD, ADHD, and comorbid LD and ADHD. The findings suggest that the common practice of “LD and/or ADHD” should be avoided. Method Participants 156 postsecondary students attending 45 different Canadian colleges and universities M age = 25, SD = 5.29, Measures Online survey College Experience Questionnaire (CEQ) - Examines facilitators or barriers to academic success (Fichten et al., 2006) Self-Efficacy Questionnaire (SEQ) - Examines confidence that one could successfully perform specific academic behaviors (Solberg et al., 1998) Campus Climate Social Alienation – Measures feelings of social alienation on campus (Wiseman et al., 1988) Results Students with LD had significantly more facilitating personal situations than students with ADHD and students with comorbid LD & ADHD. Scores of students with ADHD and with LD & ADHD did not significantly differ. Conclusions Students with ADHD had worse personal situations and lower confidence in their ability to complete course related tasks than students with LD. Comorbid LD and ADHD sometimes led to worse outcomes than either disability alone. The common practice of combining students with LD and those with ADHD should be avoided. References DuPaul et al., (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46, 43-51. Fichten et al., (2006). College students with disabilities: Their future and success. Retrieved from ERIC database. Parker, D. R., & Banerjee, M. (2007). Leveling the digital playing field: Assessing the learning technology needs of college-bound students with LD and/or ADHD. Assessment for Effective Intervention, 33, 5-14 Solberg et al., (1998). The adaptive success identity plan (ASIP): A career intervention for college students. The Career Development Quarterly, 47, 48-95. Wiseman et al., (1988). Predicting academic success for disabled students in higher education. Research in Higher Education, 28, 255 - 269. Students with LD were significantly more confident in their ability to carry out course related tasks than students with LD & ADHD. Scores of students with ADHD were not significantly different from either group. Students with LD had significantly more confidence in effective time management and keeping up to date with school work than those with ADHD and LD & ADHD. Students with ADHD were significantly more confident than students with LD & ADHD in being able to understand their textbooks. Students with LD had significantly more facilitating study habits than those with ADHD and LD & ADHD. No significant differences were found on Social Self-Efficacy, CEQ School Environment, and Social Alienation LD LD & ADHD Male Female 27% 38% 46% 27% ADHD Presentation at the Canadian Psychological Association Convention, June 2015, Ottawa