Under the Act, people with learning disabilities would be entitled to more time to write papers and finish tests, special environments, a decrease in the amount of homework they are assigned, and recordings of lectures. The medications used in the treatment process are often misused to help with school performance or used as recreational drugs. Students feign learning disabilities to be entitled to all of these resources. A nationwide increase in the amount of prescriptions given for learning disabilities has been noted; it has also been determined that the measures currently in use to diagnose learning disabilities are easy for students to deceive. As such, the purpose of this study is to create or improve additional measures that would help determine feigners of learning disabilities among the college population. Eighty undergraduate students were chosen for the study from the University of Kentucky. Two groups were picked by means of a psychology screening, with one group not having a history of Attention Deficit Hyperactive Disorder and the second group having a history of the learning disorder. These students needed to have undergone real diagnostic screenings to determine their Attention Deficit Hyperactive Disorder; if students were diagnosed after brief medical visits or a symptoms report, they were dismissed from the study. Of the students, three groups were formed: an honest-responding ADHD group, a normal honest-responding group, and a normal feigning group. Of the eighty students, seven were dismissed for problems that would clash with the study. Various tests and questionnaires were undergone to determine the validity of the answers between each of the three groups. For the normal feigning group, they were instructed to be deceitful on a test that would help diagnose ADHD. The honest-responding ADHD group were instructed to do the questionnaires to the best of their ability after being taken temporarily off of their medication treatment. The normal honest-responding group was split up between the honest-responding ADHD group and the normal feigning group. Various procedures were used throughout the study. Self-report inventories were distributed, giving participants the opportunity to check off symptoms that they felt they displayed in relation to Attention Deficit Hyperactive Disorder. Neuropsychological measures were undergone that detected impulsivity and inattention related to ADHD. A psychiatric feigning measure was undertaken, which was a self-report inventory used to screen for psychiatric symptoms; though it is capable of finding real cases of ADHD, its main purpose was to find feigned mental illnesses. Symptom validity measures were also done with the purpose of differentiating between people with honest mental illnesses and people that were feigning. The findings of the study showed that the self-reports were easily feigned, though the tests were not successful in detecting feigned symptoms in comparison to the honest-responding ADHD group. The neuropsychological tests were better at detecting feigned results, but no significant differences were found between any of the groups with an exception of lower scores being found in the normal honest-responding group. The performance test showed significant results in regard to not detecting the feigning of answers, but the psychiatric feigning and symptom validity testing was sensitive in differentiating b
Detection of Feigned ADHD in College Students Class Title Date “Detection of Feigned ADHD in College Students” Due to the interference that learning disabilities presents to students in postsecondary education, students have been prompted to seek a diagnosis of a potential learning disorder, such as Attention Deficit Hyperactive Disorder…
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