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Students with ADHD are less likely to enroll in a 4-year college than their neurotypical peers. Persons with Attention Deficit Hyperactive Disorder (ADHD) are characterized not only by executive function challenges but social-emotional and coping struggles. These deficits can lower resilience and cause maladaptive traits to form that lower chances of success in school. This study aimed to examine the commonalities in the personal histories of six adults with ADHD who have attained the level of post-secondary education at a four-year university. Using Seidman's three-part interview, six successful college attendees diagnosed with ADHD in childhood were interviewed. All participants described themselves as currently thriving. The major themes that emerged from this study were Recovery from Major Life Stumble, Offbeat Pathfinding, Positive Experiences with Authority Figures/Mentors, Thriving in Leadership Positions, Advocating for Those More Vulnerable Than Themselves, and Professional Purpose & Passion. Implications are given for how findings might help educators and other professionals foster resilience and success in students with ADHD.

Six interprofessional (IP) poverty simulations were conducted at a mid-sized university from 2017 through 2019. Fifteen participants from five majors were interviewed to explore experiences, emotions, thoughts, attitudes, and applications to practice after the simulations. Themes related to poverty included empathy, thinking differently about poverty, demonstrating humility/respect, knowing/teaching resources, and profession-specific applications to practice. Interprofessional-related themes included the importance of the IP team, communication, and roles and responsibilities. The study found reflection with classroom and clinical content integration was critical to the participants' learning and transformation process. [ABSTRACT FROM AUTHOR]

This article discusses the main purposes of reading comprehension assessment and identifies the key features of good assessment. The article also identifies pitfalls that clinicians and educators should avoid to conduct valid assessments of reading comprehension, such as the degree to which the measure taps the constructive and integrative processes of reading comprehension, the effects of socioeconomic and cultural-linguistic differences on student performance, and sampling variation. Lastly, it discusses recent technological innovations to the assessment of reading comprehension, including 2 specific computer-supported tools, Measures of Academic Progress and Independent Comprehensive Adaptive Reading Evaluation.

This paper presents the case study of an 11-year-old girl with a deficit in phonological awareness without difficulties in naming speed. It describes a successful phonologically based remedial program as well as the collaboration and involvement of the child's mother, who provided daily practice sessions. Follow-up 7 months after therapy indicates achievement of another grade level in reading. (Contains references.) (DB)

Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained more in time-limited word reading. Lower level readers benefited more than higher level readers. (Author/KB)

Examined impact of phonological-awareness training with or without explicit attention to articulation and with or without manipulation of sounds. Subjects were 7- to 11-year olds with reading difficulties. Found that children in all training conditions outperformed controls on all tests except math. Individual differences in response related to initial phonological awareness, naming speed, IQ, and grade. (Author/KB)

This observational, longitudinal study's purpose was to investigate whether social network integration has a moderating effect on smoking initiation among those with attention deficit hyperactivity disorder (ADHD). Data were drawn from the National Longitudinal Study of Adolescent to Adult Health, a nationally representative longitudinal dataset. Social network and smoking data were collected in schools, with a 6-year follow-up that included ADHD symptoms and reported smoking. Social integration was measured as peer friendship nominations (degree) and the influence of an individual on the entire social network (centrality). Multilevel logistic regression found a main effect for ADHD symptoms and low numbers of friendship nominations on smoking initiation, but social network measures were not significant moderators of the relationship between ADHD symptoms and smoking initiation among adolescents. Further investigation of the drivers of smoking initiation among those with ADHD is warranted. [ABSTRACT FROM AUTHOR]

Reports results from one- and two-year follow-up tests for children with reading problems who had previously received 25 hours of training in one of two computer-based remediation programs. Finds children initially trained in phonological skills made greater gains in phonological awareness, phonological decoding, and untimed word recognition at the end of training. Finds no significant group differences in word recognition after two years. (RS)

Elementary students (n=105) with problems in word recognition were given computer-assisted instruction involving either only reading words in context, or reading words in context and completing exercises involving individual words (to increase their phonological awareness). The latter group showed significant gains on tests of phoneme awareness and rapid word recognition. (Author/DB)

This paper describes studies at the University of Colorado, where children with reading problems read stories/books on talking computers using DECtalk. Supported by accurate word feedback, the children's word recognition and phonological decoding have improved. Projects using computer speech programs in a spelling program, home-based reading study, and phonemic awareness training are also described. (Author/JDD)

First and second graders studied words by means of a talking computer system that highlighted and pronounced orthographic units in words that were touched with a light pen. Results suggest that presenting words as wholes is at least as helpful for short-term learning as presenting them segmented. (LB)

Three experiments with 20 first grade students concerned possible benefits of onset-rime segmentation for reading instruction of children. In all experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of single words composed of 4 letters representing 3 and 4 phonemes. (RH)

Objective. It has been suggested that urinary tract infections (UTIs) early in life predispose to dysfunctional elimination syndrome (DES). This study evaluated the relationship between early UTI, vesicoureteral reflux (VUR), and DES by comparing two cohorts of school-aged children. Methods. The UTI cohort (n = 123) included children previously enrolled in a prospective treatment trial conducted between 1992 and 1997. All were diagnosed with a febrile UTI before 2 years of age. The comparison cohort (n = 125) included children who were evaluated for fever in the emergency department between 1992 and 1997, whose urine culture was negative. Dysfunctional elimination symptoms were compared in the two cohorts by having families complete a revised version of the Dysfunctional Voiding Scoring System. Results. Completed questionnaires were received from 248 children. There were no significant differences in selected demographic or clinical characteristics between the two cohorts. DES was present in 22% and 21% of children with and without a history of early UTI, respectively. Among children with UTIs, 18% of those with VUR and 25% of those without VUR had DES. Conclusions. Dysfunctional elimination is common in a general pediatric population. Neither UTI nor VUR diagnosed before 2 years of age was associated with DES in school-aged children. Pediatrics 2003;112:1134-1137; dysfunctional elimination, voiding dysfunction, dysfunctional voiding, vesicoureteral reflux, urinary tract infection., ABBREVIATIONS DES, dysfunctional elimination syndrome; UTI, urinary tract infection; VUR, vesicoureteral reflux; CI, confidence interval; OR, odds ratio. Dysfunctional elimination syndrome (DES) refers to an abnormal pattern of elimination of [...]