An Evaluation of Occupational Behavior in Individuals with and without Attention Deficit/Hyperactivity Disorder

Predicting Occupational Outcomes for Individuals with ADHD: The Role of Hyperactivity/Impulsivity and Executive Functioning

PURPOSE

The present study adds to the literature by evaluating the differential risk of ADHD symptom dimensions and executive functioning (EF; time management, organization, motivation) to key occupational outcomes.

METHODS

Participants were adults (N = 100; 51% male) with ADHD working full-time between the ages of 19-30 (M = 26.61, SD = 2.28). Participants reported on their ADHD symptoms and EF as well as on five areas of occupational functioning (income, written warnings, boredom at work, satisfaction with coworkers and supervisors).

RESULTS

Over and above medication status, sex, and age, path analyses revealed hyperactivity/impulsivity and time management were the most consistent predictors of outcomes. Higher levels of each predictor were associated with lower income, more written warnings, greater boredom at work, as well as lower satisfaction with coworkers and supervisors. Executive function difficulties with organization and motivation were risk factors for all evaluated outcomes, except written warnings. Higher levels of inattention symptoms were associated with more written warnings and lower satisfaction with coworkers.

CONCLUSION

The present study is one of the first to document the differential risks of ADHD symptoms and EF to a comprehensive set of occupational functioning outcomes. Future research is needed to replicate the present findings and expand this line of work to identify factors that may protect against these ADHD-related risks on workplace success.

Interview skills training for people with neurodevelopmental disorders receiving vocational services: A pilot study

BACKGROUND: People with neurodevelopmental disorders often face significant challenges to finding and keeping employment including engaging in a job interview. Successfully navigating a job interview is a complex and essential stage to finding employment and requires skillful behaviors. OBJECTIVE: The study aimed to determine the feasibility of the Presenting Qualifications intervention for people with neurodevelopmental disorders. METHODS: Direct skills teaching (DST) is a researched method that can be utilized to help people learn a new skill. The current study implemented a multi-session, group based work-related soft skills intervention (“Presenting Qualifications”) for 76 people with various neurodevelopmental disorders via a DST approach. RESULTS: Participants reported increased perceived interview preparedness from pre to post intervention. Participants also reported satisfaction with the intervention. CONCLUSIONS: This suggests soft skills interventions delivered in group settings can be successfully implemented among people with neurodevelopmental disabilities. Implications of the findings and future research directions are discussed.

An Observational Study of the Morning and Evening Behavior of Individuals With and Without Attention-Deficit/Hyperactivity Disorder

Evidence of ADHD symptoms and impairments were documented in the morning and evening hours for individuals diagnosed with ADHD. These results illustrate additional areas in need of attention in the refinement of treatments for adults with ADHD.

Interpersonal Problems of Young Adults With and Without Attention-Deficit/Hyperactivity Disorder

Objective:Interpersonal functioning is a core area of impairment for young adults with Attention-Deficit/Hyperactivity Disorder (ADHD), yet the assessment of their interpersonal problems has not been approached using a comprehensive model of interpersonal behaviors. Method: Interpersonal problems of young adults with ADHD (n = 24) were compared to non-ADHD peers (n = 26) by self- and collateral-report using the Inventory of Interpersonal Problems-Circumplex-Item Response Theory (IIP-C-IRT). Results: Both self- and collateral-reports yielded significantly higher scores across interpersonal problem domains, except for self-reported Hostile-Dominant (HD) interpersonal problems. Discrepancy scores between self- and collateral-report supported larger differences in the ADHD versus non-ADHD groups for HD problems. Large correlations between collateral-reported family relationship impairments and HD problems were found only for the ADHD group. Conclusion: Young adults with ADHD have higher levels of interpersonal problems relative to their non-ADHD peers, but also appear to underreport HD interpersonal problems relative to non-ADHD peers, suggesting the presence of a bias. (J. of Att. Dis. XXXX; XX[X] XX-XX).

The Transition of Youth with ADHD into the Workforce: Review and Future Directions

Previous research suggests that a majority of children with attention-deficit/hyperactivity disorder (ADHD) continue to experience increased impairment across multiple life domains into adulthood. A systematic review of the occupational impairments, and associated educational and financial difficulties, faced by individuals with childhood ADHD was conducted. Systematic searches from PsycINFO and PubMed databases and other sources (i.e., books and consultants with experts) yielded 35 relevant articles that described 19 longitudinal studies on adults with a history of ADHD or related symptoms. Multiple studies indicated that those with a history of ADHD had more educational impairment and were less likely to graduate from high school and college than their peers without a history of ADHD. Subsequently, they faced lower occupational attainment, had more job instability, and demonstrated more impaired job performance, and these outcomes were largely consistent regardless of sex, medication history, or symptom persistence. Similar results were found in clinical and representative national studies in both U.S. and abroad, although older studies tended to indicate less occupational impairment. In addition, ADHD was associated with a number of financial challenges, including lower annual income, more reliance on public aid, and increased risk for homelessness. Future research should use more varied informant sources and utilize innovative measures of occupational impairment at both a macro- and micro-level of analyses. In addition, studies of effective supports and interventions in occupational settings for individuals with ADHD are needed.