University of Kentucky UKnowledge Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling Early Childhood, Special Education, and Rehabilitation Counseling 2015 Quality of Life Among Adults with Attention Deficit Hyperactivity Disorder (ADHD): Comparative Study Between the Three Presentations of ADHD Amani A. Kettaneh University of Kentucky, aake222@g.uky.edu Click here to let us know how access to this document benefits you. Recommended Citation Kettaneh, Amani A., "Quality of Life Among Adults with Attention Deficit Hyperactivity Disorder (ADHD): Comparative Study Between the Three Presentations of ADHD" (2015). Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling. 21. https://uknowledge.uky.edu/edsrc_etds/21 This Doctoral Dissertation is brought to you for free and open access by the Early Childhood, Special Education, and Rehabilitation Counseling at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling by an authorized administrator of UKnowledge. For more information, please contact UKnowledge@lsv.uky.edu.
STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each thirdparty copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royaltyfree license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Amani A. Kettaneh, Student Dr. Sonja Feist-Price, Major Professor Dr. Ralph Crystal, Director of Graduate Studies
Keywords:
Table 4.1. Definitions of Variables
p t
N p
a priori
N N n nn n nn nn (n n n n
n n Table 5.1. Characteristics of Participants (N = 113) N
n nn Table 5.2. Descriptive Statistics for Interval Level Variables M SD Table 5.3. Frequency Distributions of Ordinal Variables r
Table 5.4. Bivariate correlation matrix (Pearson s r) between Quality of Life, Presentation of ADHD, Employment status, Anxiety, Depression, and Perceived Social Support MSD M M
Figure 5.1. Frequency distribution of scores for QOL Figure 5.2. Mean scores ± 95% CI for QOL vs. Gender
M M M MM Figure 5.3. Mean scores ± 95% CI for QOL vs. Education Figure 5.4. Mean scores ± 95% CI for QOL vs. Employment Status
M M M Figure 5.5. AnxietyMSD DepressionM Perceived Social Support
Figure 5.6. Frequency distribution of scores for Anxiety Figure 5.7. Frequency distribution of scores for Depression
Figure 5.8. Frequency distribution of scores for Perceived Social Support
Table 5.5. Independent Samples t-test Comparison of Means between the Paper-and- Pencil and E-mailed Responses
Table 5.6. Multiple Linear Regression Model to Predict QOL t p p t tp tp tp p p tp tp
Figure 5.9. Relationship between QOL and Presentation of ADHD
Figure 5.10. Relationship between QOL and Employment status
Figure 5.11. Relationship between QOL and Anxiety Figure 5.12. Relationship between QOL and Perceived Social Support
Zp p Figure 5.13. Distribution of standardized residuals vs. predicted QOL
Figure 5.14. Normal distribution of standardized residuals
Table 5.7. Significant Statements Classified in Primary Theme 1: Quality of Life
Table 5.7. Significant Statements Classified in Primary Theme 1: Quality of Life (continued)
Table 5.7. Significant Statements Classified in Primary Theme 1: Quality of Life (continued)
Table 5.8.Significant Statements Classified in Primary Theme 2: Limited Achievement
Table 5.8.Significant Statements Classified in Primary Theme 2:Limited Achievement (continued) Table 5.9.Significant Statements Classified in Primary Theme 3: On the Right Track
Table 5.9.Significant Statements Classified in Primary Theme 3: On the Right Track (continued)
Table 5.10. Significant Statements Classified in Primary Theme 4: Anxiety
Significant Statements Classified in Primary Theme 5: Depression
Table 5.12Significant Statements Classified in Primary Theme 6: Social Support
Table 5.12Significant Statements Classified in Primary Theme 6: Social Support (continued)
Table 5.13. Significant Statements Classified in Primary Theme 7: Relationships
Table 5.14.Significant Statements Classified in Primary Theme 8: Education
Table 5.14.Significant Statements Classified in Primary Theme 8: Education (continued)
Table 5.14.Significant Statements Classified in Primary Theme 8: Education (continued)
Table 5.15.Significant Statements Classified in Primary Theme 9: Employment
Table 5.15.Significant Statements Classified in Primary Theme 9: Employment (continued)
Table 5.16.Significant Statements Classified in Primary Theme 10: Medication
o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o do o o o o
o o o o o o o o o o o o
Not at all A little Somewhat A lot Extremely
Never Rarely Sometimes Often Very Often Not at all A little Somewhat A lot Extremely
Not at all A little Somewhat A lot Extremely Not at all A little Somewhat A lot Extremely Never Rarely Sometimes Often Very Often Not Applicab le Not at all A little Somewhat A lot Extremely
The ADHD Impact Module (AIM-A)
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