Evaluating the Effects of Behavioral Self- Management on Academic Skills and Performance in Female College Undergraduate Students Diagnosed with Autism Spectrum Disorder (ASD) and Attention- Deficit/Hyperactivity Disorder (ADHD)
Academic Level at Time of Presentation
Senior
Major
Psychology
Minor
Art
List all Project Mentors & Advisor(s)
Becky Nastally
Presentation Format
Oral Presentation
Abstract/Description
There have been numerous studies looking into neurodivergency conditions like Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Many of these studies focus on these conditions in children or adult males with barely any research looking into ASD or ADHD in adult females. There has been an increase in young adults with autism spectrum disorder (ASD) aiming to complete secondary education, but less than 40% actually complete college (Kuder & Accardo, 2018). Many struggle with different aspects of college such as problems with handling the lack of structure and routine, sensory sensitivities that impact the ability of some students to maintain their focus, and executive functioning difficulties such as a lack of organization (Kuder & Accardo, 2018). ASD can affect both sexes, however it is more likely to be diagnosed later in life in women (Seers & Hogg, 2022). This can have substantial consequences since women with late diagnosis of ASD can be ostracized, denied support, and labelled with other diagnoses like learning disorders, personality disorders, depression, anxiety, and eating disorders. On top of that, failure to accurately diagnose and treat ADHD earlier in development may have profound consequences such as potentially contributing to lower self-esteem and relationship difficulties (Babinski & Libsack, 2024). Although symptoms develop in childhood, a significant proportion of women with ADHD are only diagnosed as adults. This gap in diagnosis may be partly explained because the symptoms found in women, such as forgetfulness, disorganization, low self-esteem, and anxiety, are considered less obvious than the disruptive behaviors often exhibited by men (da Silva et al., 2020). The purpose of the current study is to investigate the effect of learning behavioral self-management strategies on study habits in college aged women diagnosed with ASD and/or ADHD. The goal is to increase study behavior in the participants to improve academic performance and decrease behaviors that interrupt or distract from studying. The effectiveness of the teaching package to establish better study habits will be demonstrated using a multiple baseline design across participants.
Fall Scholars Week 2025
Psychology: Projects In-Progress
Evaluating the Effects of Behavioral Self- Management on Academic Skills and Performance in Female College Undergraduate Students Diagnosed with Autism Spectrum Disorder (ASD) and Attention- Deficit/Hyperactivity Disorder (ADHD)
There have been numerous studies looking into neurodivergency conditions like Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Many of these studies focus on these conditions in children or adult males with barely any research looking into ASD or ADHD in adult females. There has been an increase in young adults with autism spectrum disorder (ASD) aiming to complete secondary education, but less than 40% actually complete college (Kuder & Accardo, 2018). Many struggle with different aspects of college such as problems with handling the lack of structure and routine, sensory sensitivities that impact the ability of some students to maintain their focus, and executive functioning difficulties such as a lack of organization (Kuder & Accardo, 2018). ASD can affect both sexes, however it is more likely to be diagnosed later in life in women (Seers & Hogg, 2022). This can have substantial consequences since women with late diagnosis of ASD can be ostracized, denied support, and labelled with other diagnoses like learning disorders, personality disorders, depression, anxiety, and eating disorders. On top of that, failure to accurately diagnose and treat ADHD earlier in development may have profound consequences such as potentially contributing to lower self-esteem and relationship difficulties (Babinski & Libsack, 2024). Although symptoms develop in childhood, a significant proportion of women with ADHD are only diagnosed as adults. This gap in diagnosis may be partly explained because the symptoms found in women, such as forgetfulness, disorganization, low self-esteem, and anxiety, are considered less obvious than the disruptive behaviors often exhibited by men (da Silva et al., 2020). The purpose of the current study is to investigate the effect of learning behavioral self-management strategies on study habits in college aged women diagnosed with ASD and/or ADHD. The goal is to increase study behavior in the participants to improve academic performance and decrease behaviors that interrupt or distract from studying. The effectiveness of the teaching package to establish better study habits will be demonstrated using a multiple baseline design across participants.