|Pooja Vekaria, Program in Applied Educational Psychology, Lecture Note
Taking in College Students with or without Attention-Deficit/ Hyperactivity
Throughout my graduate-level training, I have had the opportunity to work with many individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD). Whether in school or clinical settings, ADHD or its associated impairments were frequently the primary reason for referral, affecting my clients’ academic and psychological functioning. In light of my clinical work with individuals diagnosed with ADHD, I have directed my research efforts toward acquiring empirical knowledge of the factors affecting the academic performance of college students with ADHD.
The purpose of my dissertation study is to investigate the differences in lecture note taking between college students with and without ADHD in terms of the cognitive variables of attention, verbal working memory, transcription fluency, and listening comprehension in order to explain differences in academic achievement and inform educational interventions. Additionally, this study aims to test the relationship between lecture note taking and test performance in a sample of college students with and without ADHD. My research study is designed to contribute to the empirical knowledge about ADHD in late adolescence and young adulthood and shape more empirically validated academic interventions.