Twice-Exceptional Postsecondary Students With ADHD, a Phenomenological Study (PO396)

  • PMD: 4,6
  • Skill Level: Introduction
  • Session 2: Promoting Social and Emotional Development
  • Live Chat:
    Tuesday, February 23, 2021
    2:45 PM–3:45 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. understand how twice-exceptional students with ADHD experience stress in postsecondary settings.
  2. learn tools to teach students to help aid in positive stress management.
  3. explore how academic self-efficacy, grit, and perceived social support, impact stress levels of postsecondary students.

Description

Individuals identified as intellectually gifted with attention deficit hyperactivity disorder (ADHD) have drawn little attention in educational research and programming beyond diagnostic reliability and validity. This study will explore the outcomes and experiences of a collection of postsecondary twice-exceptional students with ADHD and provide a more current account of these unique learners upon entering higher education settings. Participants will learn differences in how twice-exceptional students with ADHD experience stress and tools to aid student stress management.

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Presenter(s)

Rebecca J. Tipton, Baylor University
Ryan T. Coleman, Baylor University

Letter to Supervisor

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Preliminary Brochure

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