Objective: To examine written expression and the executive function skills (working memory, verbal fluency, and planning and organization) involved in written expression in college-aged students with ADHD. Method: Two groups of undergraduate students, aged 19 to 28 years, (ADHD, n = 31; control, n = 27) are evaluated on selected measures of executive function and a measure of written expression. Results: No statistically significant differences are found between groups on measures of executive function and written expression. A standard multiple regression model is significant for predicting writing mechanics, with a measure of behavioral inhibition making a statistically significant contribution. Conclusion: Findings from the study provide important information about the link between specific executive function abilities and written expression, particularly for fundamentals in writing in college students. (J. of Att. Dis. 2011; 15(3) 215-223).
- college students with disabilities
- executive function
- written expression