APA Sample Term Paper 4
AD(H)D in Adults
Research into AD(H)D among adults is still new (Hallowell & Ratey, 1994). People used to believe that AD(H)D was a childhood disorder that could be outgrown. However, researchers now understand that they were wrong-AD(H)D can continue through college age and the rest of one's life (Latham, 2000). Up to two-thirds of AD(H)D children become AD(H)D adults (Hallowell & Ratey, p. 6).
College students who have AD(H)D may have trouble organizing, prioritizing, and finishing their work on time, doing long assignments, doing tasks that have many steps, writing papers, handling math requirements, interacting with faculty and students in an appropriate way, meeting expectations, and following rules (Latham, 2000). AD(H)D adults in general often feel they are underachievers, are disorganized, procrastinate, do many projects at the same time without finishing anything, can't stand boredom, can't focus, have low tolerance for frustration, are impulsive, worry a lot, and have mood swings. Hyperactive adults are not as hyper as children, but they are often restless and may pace a lot, drum their fingers, or fidget (Hallowell & Ratey, p. 73).
Tips for Working with AD(H)D Students
There is very little literature on how to tutor college students with AD(H)D. However, many authors have shared ideas on how teachers can help children in their classroom who have AD(H)D. Other authors have shared ideas on how people with AD(H)D can help themselves become more organized. Some of these ideas may be useful for tutors who work with college students.
Booth (1998) emphasizes that it is important for teachers (and, one presumes, tutors) to be aware that "no two students with ADD or LD are alike and that there are multiple approaches