Presenter Information

Nicole HaganFollow

Academic Level at Time of Presentation

Senior

Major

Psychology

Minor

Criminal Justice

List all Project Mentors & Advisor(s)

Dr. Laura Liljequist

Presentation Format

Poster Presentation

Abstract/Description

Attention deficit hyperactivity disorder (ADHD) is a common mental health disorder that can be recognized by its symptoms of hyperactivity, inattention, and impulsivity (Anderson, 2012). While having these symptoms is not desirable to most, presenting them in a psychological evaluation can be advantageous to some. College students diagnosed with ADHD can receive special benefits, such as prescription medication that can be misused for recreational purposes or to enhance academic and/or athletic performance (Sansone & Sansone, 2011). The current research project looked at feigned ADHD and how one responds to an ADHD measure when instructed to feign, either with or without information about the disorder. To do this, we have four groups of participants taking the same measure with two groups being instructed to respond honestly and two groups being instructed to feign symptoms of ADHD. These instructions will be crossed with information about ADHD, with one honest and one feigned group watching an informational video about ADHD, and the other two groups viewing an informational video about waste before they take the measure. It is hypothesized that participants who watch an informational video about ADHD before taking an ADHD measure will feel that the symptoms are applicable to themselves and will respond in such a manner. Participants who watch the ADHD informational video and are instructed to feign symptoms of ADHD on the measure are expected to overreport symptoms of ADHD significantly more than the other group of feigned responders who will simply be watching an informational video about waste.

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Assessing Attention

Attention deficit hyperactivity disorder (ADHD) is a common mental health disorder that can be recognized by its symptoms of hyperactivity, inattention, and impulsivity (Anderson, 2012). While having these symptoms is not desirable to most, presenting them in a psychological evaluation can be advantageous to some. College students diagnosed with ADHD can receive special benefits, such as prescription medication that can be misused for recreational purposes or to enhance academic and/or athletic performance (Sansone & Sansone, 2011). The current research project looked at feigned ADHD and how one responds to an ADHD measure when instructed to feign, either with or without information about the disorder. To do this, we have four groups of participants taking the same measure with two groups being instructed to respond honestly and two groups being instructed to feign symptoms of ADHD. These instructions will be crossed with information about ADHD, with one honest and one feigned group watching an informational video about ADHD, and the other two groups viewing an informational video about waste before they take the measure. It is hypothesized that participants who watch an informational video about ADHD before taking an ADHD measure will feel that the symptoms are applicable to themselves and will respond in such a manner. Participants who watch the ADHD informational video and are instructed to feign symptoms of ADHD on the measure are expected to overreport symptoms of ADHD significantly more than the other group of feigned responders who will simply be watching an informational video about waste.

 

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