Abstract
Young adults with learning disabilities and attention deficit hyperactivity disorder (LD–ADHD) face difficulties managing time in their everyday lives. This qualitative analysis investigates the in-depth experiences of time-related obstacles across contexts and the impacts on mental and physical well-being. Knowledge of challenges and impacts can be used in informing interventions that support the occupational performance of college students with LD–ADHD.
Primary Author and Speaker: Mackenzi Slamka
Additional Authors and Speakers: Rebecca Lord, Raphaela Libunao
Contributing Authors: Jennie Dyer, Melissa Lees
College students with learning disorders (LD) and attention deficit hyperactivity disorder (ADHD) face difficulties managing obstacles related to their disability, which often includes challenges in managing time and activities. Diagnostically related executive functioning deficits impact ability to manage time and in the organization of daily activities. Students with LD/ADHD often seek out and work to create strategies for coping with time and productivity related struggles. The purpose of this study was to investigate, in-depth, time-related obstacles for college students with LD/ADHD and explore how this impacts their overall sense of wellness and mental health. Data used in this analysis was collected as part of a larger four-year study which tested a multifaceted model of campus supports for students with LD/ADHD. Participants were 52 undergraduate students with LD and/or ADHD enrolled in science, technology, engineering, and math fields and registered with the campus disability office. Recruitment for the study was done using flyers, listserv emails, and by word of mouth. Data included transcripts (N = 30) and focused questions from undergraduate group meetings where informational topics were presented followed by facilitated group discussions regarding experiences with the topic presented. Thematic analysis was used to identify preliminary themes related to time-related challenges and impacts on participants' abilities to manage physical and mental wellness. Structural coding was done to first identify text related to time experiences. Axial coding was used to reveal dimensionality of emerging themes. Analytic rigor strengthened by use of multiple coders, regular meeting to gain consensus, presentation of emerging findings at local scientific meetings, and peer debriefing. Preliminary themes emerged for the data that include descriptions of executive functioning challenges, temporal challenges and related solution, and the experience of managing the impacts of temporal struggles. Executive functioning challenges describe the symptomatology related to perceptions and experience of time. Temporal challenges and solutions describe the specific difficulties the students face related to time in the contexts of academics, career planning, social life, and daily life. In addition, this theme sheds light on strategies and supports that students implement or consider in coping with time-related challenges. Managing the impacts of temporal struggles entailed balancing personal and productivity expectations within the constraints of available time as well as coping with the physical and mental impacts of these challenges. Study findings reveal the extent to which time impacts the daily lives of students with LD/ADHD and their ability to successfully participate in their expected roles and desired daily routines. Results expand current knowledge surrounding existing interventions to develop time management strategies that extend beyond use of calendar and organization tools.
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