The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

Abstract

Two studies addressed how young adult college students with attention deficit hyperactivity disorder (ADHD) (n = 44) compare to their nonaffected peers (n = 42) on tests of auditory and visual–spatial working memory (WM), are vulnerable to auditory and visual distractions, and are affected by a simple intervention. Students with ADHD demonstrated worse auditory WM than did controls. A near significant trend indicated that auditory distractions interfered with the visual WM of both groups and that, whereas controls were also vulnerable to visual distractions, visual distractions improved visual WM in the ADHD group. The intervention was ineffective. Limited correlations emerged between self-reported ADHD symptoms and objective test performances; students with ADHD who perceived themselves as more symptomatic often had better WM and were less vulnerable to distractions than their ADHD peers.

Keywords:

• Attention deficit hyperactivity disorder
• College student
• Working memory
• Distractions
• Intervention

Acknowledgments

This project was supported by a Faculty Research grant from the Holcolm Awards Committee at Butler University. Nicole O'Keeffe is now in the Neuropsychology Department at Alexian Neuroscience Institute; Kathleen O'Brien is now in the Department of Psychology at University of Cincinnati; Eric Massey is now in the School of Law at Valparaiso University; Samantha Campbell is now a registered nurse at Indiana University Health; Jenna Pierce is now in the Psychology Department at the University of Indianapolis.