Postsecondary Integration and Persistence: A Comparison of Students With Psychiatric Disabilities to Students With Learning Disabilities/Attention Deficit Disorders

2016 ◽  
Vol 30 (3) ◽  
pp. 259-275 ◽  
Author(s):  
Lynn C. Koch ◽  
Ketevan Mamiseishvili ◽  
Melissa J. Wilkins
Keyword(s):  
Learning Disabilities ◽  
Social Integration ◽  
Attention Deficit ◽  
Service Providers ◽  
Demographic Characteristics ◽  
Postsecondary Institutions ◽  
Psychiatric Disabilities ◽  
Attention Deficit Disorders ◽  
Data Set ◽  
Academic And Social Integration

Purpose:The enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise. However, research is lacking in terms of how these students fare in comparison to other students with hidden disabilities (e.g., learning disabilities [LDs], attention deficit disorders [ADDs]) whose enrollment in postsecondary institutions is also on the rise. The objective of this study is to compare demographic characteristics, academic and social integration, and persistence of these two groups.Method:Using the Beginning Postsecondary Longitudinal Study (BPS:04/09) data set, we develop and compare persistence profiles of students with psychiatric disabilities to those of students with LD/ADD. This comparison enabled us to identify characteristics and postsecondary support needs that are shared by both groups as well as those that are unique to students with psychiatric disabilities.Results:Although the demographic characteristics, academic and social integration, and persistence of both groups reveal similar patterns, chi-square analyses reveal that students with psychiatric disabilities are significantly more likely to be male and significantly less likely to use disability-related services.Conclusions:The implications of these findings for vocational rehabilitation counselors, transition service specialists, accommodation service specialists in offices of students with disabilities, and campus mental health service providers are discussed, and future research directions for supporting students with psychiatric disabilities to persist in postsecondary settings are recommended.

Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities

1994 ◽  
Vol 17 (4) ◽  
pp. 311-322 ◽  
Author(s):  
Cynthia A. Riccio ◽  
Jose J. Gonzalez ◽  
George W. Hynd
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Attention Deficit ◽  
Behavioral Functioning ◽  
Future Research ◽  
Cognitive Symptoms ◽  
Attention Deficit Disorders ◽  
Hyperactivity Disorder ◽  
The Relationship

The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavioral functioning makes it difficult to disentangle behavioral from cognitive symptoms in children with learning disabilities. Historically, research on ADHD in children with learning disabilities has been wrought with methodological inconsistencies and is further confounded by the comorbidity of learning disabilities and ADHD. This article reviews the research specific to the relationship between learning disabilities and attention deficit disorders, both historical and current. Implications for future research relative to the increased specificity of the association between these disorders is discussed, with a focus on the need to decrease the heterogeneity of the populations studied by using subtypes of both learning disabilities and ADHD.

The Psychiactric Comorbidity Hypothesis Revisited

1998 ◽  
Vol 21 (3) ◽  
pp. 203-206 ◽  
Author(s):  
Steven R. Forness ◽  
Kenneth A. Kavale ◽  
Stephanie San Miguel Bauman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Attention Deficit ◽  
Psychiatric Disabilities ◽  
Psychiatric Diagnoses ◽  
Critical Factors ◽  
Comorbid Conditions ◽  
Comorbid Depression ◽  
Hyperactivity Disorder ◽  
Comorbid Adhd

In our original article (San Miguel, Forness, & Kavale, 1996), we make the case that children with learning disabilities who have comorbid psychiatric disorders, such as attention deficit hyperactivity disorder (ADHD) or depression, may account for at least some of the differences in social skills observed between LD and non-LD samples. In a response, Wiener (this issue) takes issue with our assumptions about comorbid depression and provides some elaboration on our findings regarding comorbid ADHD. Although depression may not represent a large proportion of comorbidity in LD, the overlap of depression with other comorbid psychiatric disabilities and the possibility of comorbid conditions other than ADHD and depression may prove to be critical factors in the comorbidity hypothesis. Issues in school-identified LD samples and diagnostic criteria for psychiatric diagnoses are also discussed.

Customer-Related Social Stressors

2015 ◽  
Vol 14 (4) ◽  
pp. 165-181 ◽  
Author(s):  
Sarah Dudenhöffer ◽  
Christian Dormann
Keyword(s):  
Service Providers ◽  
Principal Component ◽  
Well Being ◽  
Emotional Dissonance ◽  
Social Stressors ◽  
Data Set ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Service Jobs ◽  
Single Data

Abstract. The purpose of this study was to replicate the dimensions of the customer-related social stressors (CSS) concept across service jobs, to investigate their consequences for service providers’ well-being, and to examine emotional dissonance as mediator. Data of 20 studies comprising of different service jobs (N = 4,199) were integrated into a single data set and meta-analyzed. Confirmatory factor analyses and explorative principal component analysis confirmed four CSS scales: disproportionate expectations, verbal aggression, ambiguous expectations, disliked customers. These CSS scales were associated with burnout and job satisfaction. Most of the effects were partially mediated by emotional dissonance. Further analyses revealed that differences among jobs exist with regard to the factor solution. However, associations between CSS and outcomes are mainly invariant across service jobs.

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