Academic Impairment Research Articles

Smartphone and social network addiction in early adolescents: The role of self-regulatory self-efficacy in a pilot school-based intervention.

Youths' online problematic behaviors, such as smartphone or social network sites (SNS) addiction, gained increasing attention nowadays, due to their impact on concurrent and later adjustment, such as emotional and/or behavioral problems, academic impairments, or relational issues. This study aims to evaluate the effectiveness of a pilot school-based intervention to contrast online addictive behaviors while fostering adolescents' self-regulative abilities. The intervention started in January 2022 in an Italian junior high school located in Rome, and consisted of four meetings with students. A total sample of 462 15-year-old adolescents (Mage = 15.2; SD = 0.50; 41% females; Ncontrol = 214; Nintervention = 248) was considered. Within the latent difference score framework, we examined short-term changes from the pre-to-the-postintervention levels of SNS and smartphone addiction, and self-regulatory self-efficacy (SRSE) beliefs as a possible booster of the intervention's effectiveness. Results showed a significant decrease in both online addictions (SNS and smartphone addiction), controlling for age, gender, sexual orientation, and socioeconomic status, because of the short-term efficacy of the project. The buffering effect of SRSE beliefs was further supported. These findings emphasized the usefulness of promoting youths' self-regulative beliefs to contrast problematic tendencies, according to a Positive Youth Development perspective which focused on resources rather than only on the prevention of negative outcomes for youths' adjustment.

A Population-Based Study of the Utility of Screening for Tics and the Relative Contribution of Tics and Psychiatric Comorbidity to Academic and Social Impairment in Adolescents

ABSTRACT This study examined the performance of a brief screening tool for tics in adolescents. Academic and social impairment in students by tic screen status and emotional/behavioral problem status were examined. Data were collected as part of an epidemiologic study, the Project to Learn about Youth – Mental Health. Participants were 2,312 secondary school students at the Ohio site (47.4% female; 94.4% non-Hispanic white) and their teachers. Students completed 6 items from the Motor tic, Obsessions and compulsions, Vocal tic Evaluation Survey (MOVES-6) and the Strengths and Difficulties Questionnaire (SDQ). Teachers completed the Proxy Report Questionnaire for tics and SDQ. Based on responses to the MOVES-6, 11.1% of students screened positive for tics. Internal consistency was adequate (α = 0.76); inter-rater consistency between teachers and students was low (0.03). Based on student self-report, those who screened positive for tics self-reported more academic and social impairment than students who screened negative for tics; teacher-report of impairment was similar between those with a positive or negative tic screen. Students who screened positive for tics and reported internalizing difficulties reported more academic and social impairment than students with only a positive tic screen. Teachers perceived those screening positive for tics and externalizing difficulties as the most socially impaired. In conclusion, a positive self-reported tic screen was associated with self-reported academic and social impairment. Findings reveal the independent contribution of tics to impairment, even when internalizing and externalizing problems are present, and the potential utility of a school-based screening for tics in adolescents.

Multi-method examination of cognitive disengagement syndrome and ADHD inattentive symptoms in relation to early adolescents' academic functioning.

Cognitive disengagement syndrome (CDS), previously referred to as sluggish cognitive tempo, is a set of symptoms characterized by excessive daydreaming, mental fogginess, and slowed behavior/thinking. Studies examining the association between CDS and academic functioning have reported mixed findings and have relied upon limited measures of CDS, broad ratings of academic impairment, and/or focused only on elementary-aged children. The current study examined the relationship between CDS and academic functioning in adolescents using a comprehensive, multi-informant, multi-method design. Participants were 302 adolescents (Mage = 13.17years; 44.7% female; 81.8% White; 52% with ADHD) recruited in the fall of their 8th grade. Above and beyond ADHD inattentive symptoms, CDS symptoms were related to poorer homework performance, lower math fluency, and lower daily academic motivation across multiple informants, and teacher-reported CDS symptoms were related to lower grades. Findings were not moderated by ADHD diagnosis, suggesting that associations between CDS and academic outcomes do not differ for adolescents with and without ADHD. Findings demonstrate that CDS symptoms are uniquely associated with daily academic difficulties as well as global indices of academic performance. These findings have implications for assessing and monitoring CDS symptoms in interventions aiming to improve the academic functioning in adolescents with and without ADHD.

Ideological and political teaching based on Morita therapy on relieving anxiety disorder of college students

BackgroundAnxiety disorder is a common psychological problem in college students. Its serious consequences include academic impairment, social disturbance, health problems, life quality decline and employment difficulties.Subjects and Methods 150 college students diagnosed with anxiety disorder were selected to participate in the study and assessed by the Stanford Acute Stress Response Questionnaire and the 3-minute Disorder Assessment Scale. SPSS 23.0 was used for data analysis.ResultsThe results showed that the students who received ideological and political teaching based on Morita therapy made significant progress in the reduction of anxiety symptoms. Before treatment, participants’ anxiety scores averaged 6.4 (s=1.3), which dropped to 3.2 (s=1.1) after treatment. At the same time, scores of anxiety levels were also significantly reduced, with an average score of 25.1 (s=3.9) before treatment and 13.8 (s=2.7) after treatment. In addition to the improvement in anxiety symptoms, the mental health of the participants was significantly improved. Before treatment, participants reported an average mental health score of 58.2 (s=6.5), which improved to 80.6 (s=5.3) after treatment. This shows that it has a significant effect on improving the mental health of college students.Conclusions The study shows that ideological and political teaching based on Morita therapy plays an important role in relieving anxiety disorder in college students. By providing a balanced teaching environment and teaching Vipassana and self-awareness skills, this therapy helps college students effectively cope with anxiety and promote their mental health and overall development.

Study protocol of a randomized trial of STRIPES: a schoolyear, peer-delivered high school intervention for students with ADHD

BackgroundYouth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a peer-delivered intervention (STRIPES) for general education 9th grade students with impairing ADHD symptoms.MethodsA type 1 hybrid effectiveness-implementation design will be used to evaluate the effectiveness of STRIPES and explore the intervention’s implementability. Analyses will test the impact of STRIPES vs. enhanced school services control on target mechanisms and determine whether differences in basic cognitive profiles moderate intervention response. The acceptability and feasibility of STRIPES and treatment moderators will also be examined.DiscussionThis study will generate knowledge about the effectiveness and implementability of STRIPES, which will inform dissemination efforts in the future. A peer-delivered high school intervention for organization, time management, and planning skills can provide accessible and feasible treatment targeting declines in academic motivation, grades, and attendance during the ninth-grade year.Trial registrationThis study is registered on OSF Registries (10.17605/OSF.IO/Q8V6S).

Does Mental Health Literacy Predict Help-Seeking Behaviors Among Depressed Asian International Students?

This study aimed to examine whether Asian international students’ mental health literacy predicts mental health help-seeking behaviors above and beyond known influencing factors. Hierarchical logistic regression was conducted in analyzing a national sample of 460 Asian international students who reported depressive symptomatology. Results indicated that students who identified as female and experienced more days of academic impairment were more likely to seek counseling. Additionally, having more knowledge on mental disorders and treatments and campus mental health services were positively related to help-seeking behavior. However, the ability to recognize the development of mental disorders in others was negatively associated with seeking mental health help. Implications for administrators, college program planners, and mental health providers are discussed.

The student-teacher relationship and ADHD symptomatology: A meta-analysis

Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant academic and social impairments, including problem behaviors in the classroom. Existing research suggests students who present with ADHD symptoms are more likely to have relationships with their teachers that are low in closeness and high in conflict. However, research about the quality of relationships between teachers and students with ADHD symptoms remains quantitatively un-synthesized. The present meta-analysis quantitatively describes the overall quality of student-teacher relationships for children who present with ADHD symptoms according to the relational dimensions of closeness and conflict. Database searches of PsycInfo, ERIC, and ProQuest (theses and dissertations) were conducted to collect a sample of 27 quantitative studies for statistical analyses. A total of 47 effect sizes (N = 17,236) were included in the analyses. Results confirm the trends seen in the literature. Children with symptoms of ADHD tended to have relationships with their teachers that were low in closeness (r = −0.170) and high in conflict (r = 0.414). Additionally, eight moderator analyses were conducted (i.e., grade level, informant types, informant consistency, sample type, reported comorbidity, gender, and ADHD presentation) to assess their effect on the link between ADHD symptoms and student-teacher relationship quality. The results of this meta-analysis provide insight into the quality of relationships that students who exhibit ADHD symptoms form with their teachers also may inform intervention programs that aim to best support students.

The impact of sleep difficulties in children with attention deficit hyperactivity disorder on the family: a thematic analysis.

Attention deficit hyperactivity disorder is a complex but common neurodevelopmental condition characterized by symptoms of inattention, hyperactivity, and impulsivity associated with a significant level of academic, social, and functional impairment. Problems around sleep frequently co-occur with attention deficit hyperactivity disorder and are thought to affect 50% to 80% of children and adults with the condition. Sleep issues typically include trouble falling asleep, bedtime resistance, night-time waking, and early rising. The impact of these problems on families and parents is profound but poorly researched. Semistructured interviews took place with 12 mothers of children with attention deficit hyperactivity disorder who struggle with sleep. Participants were asked about sleeping patterns and issues, methods used to improve sleep, the impact on parents' sleep and wider family life, and involvement with clinical services and support groups. Data were analyzed using thematic analysis. Three themes were identified in the data: a constant battleground; the cumulative effect of lack of sleep: impact on functioning and the wider family; a mixed bag of strategies: the tried, tested, and needed. Long-term sleep issues and challenging behavior at bedtime had substantial negative effects on families. Parents experiencing sleep deprivation experienced functional impairments to daily life and well-being and strain on relationships with children and spouses. Findings revealed parents were consistently and profoundly impacted by their children's sleep problems. Parents sought strategies and support in many different ways but were often unsuccessful. French B, Quain E, Kilgariff J, Lockwood J, Daley D. The impact of sleep difficulties in children with attention deficit hyperactivity disorder on the family: a thematic analysis. J Clin Sleep Med. 2023;19(10):1735-1741.

The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population.

Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neurodevelopmental disorders (ND) and the academic achievement of children and adolescents. The present investigation examined the impact of ADHD and SLD on academic performance in 1,287 Spanish students aged 5-17 from a low-middle (LM)- and a high-income population, when adjusted for comorbidity and demographic factors that may influence educational functioning. Parents completed a questionnaire regarding demographic data along with the Strengths and Difficulties Questionnaire. Additionally, teachers provided information on learning difficulties trough the Protocol for Detection and Management of Dyslexia. Teacher's Version. Academic performance across multiple domains (i.e., first language, foreign language, mathematics) was obtained from school records. ND were determined using standardized diagnostic methods based on the Diagnostic and Statistical Manual of Mental Disorders criteria. To examine the effects of ADHD and SLD on academic achievement and the potential moderating role of SES, a series of ordinal logistic regressions were conducted. Emotional/behavioral problems, learning difficulties, and ND were more frequent among individuals from the LM-income population. After controlling for gender, age, parental divorce/separation, grade retention, frequency of screen use, and daily meals, both ADHD and SLD were associated with worse educational outcomes. Lower SES also increased the risk for academic impairment, although the interactions with ADHD or SLD were not significant. These findings indicate that ADHD and SLD exert a pervasive impact on academic performance across different socioeconomic backgrounds. Therefore, early detection and effective intervention strategies aimed at students with these ND are crucial to improve their educational functioning and mitigate the negative consequences related to academic problems.

Oppositional Defiant Disorder in the DSM-5: Does the Limited Prosocial Emotions Specifier Portend a More Severe Clinical Presentation?

This study investigated whether oppositional defiant disorder (ODD) with the DSM-5 limited prosocial emotions (LPE) specifier marks a more severe clinical presentation than ODD alone. Mothers, fathers, and teachers of 2,142 Spanish children (49.49% girls; ages 8 to 13 years) completed measures of ODD, LPE, ADHD-hyperactivity/impulsivity (HI), ADHD-inattention (IN), cognitive disengagement syndrome (CDS), anxiety, depression, social impairment, academic impairment, and peer rejection (teacher only measure). Scores greater or less than 1.50 SDs above the ODD and LPE means were used to create ODD-only (5.89-7.22% of the sample, depending on informant), LPE-only (7.61-8.25%), ODD + LPE (1.69-2.20%), and comparison groups (82.96-84.68%) for each source. For all three sources, the LPE-only group scored higher than the comparison group on social impairment, peer rejection, and academic impairment but did not differ significantly on anxiety. Although the ODD-only and ODD + LPE groups scored higher than the LPE-only group on all symptom and most impairment dimensions, the ODD + LPE group did not show a consistent pattern of higher scores than the ODD-only group. There were no differences on mother ratings, and higher scores for the ODD + LPE group emerged on only three of seven father-report measures (depression, CDS, and ADHD-IN) and three of eight teacher-report measures (peer rejection, social impairment, and academic impairment). Limited differences between the ODD + LPE and ODD-only groups raise questions about the usefulness of LPE as a severity specifier for ODD among children. Future studies need to address this issue with adolescents and clinical samples.

Impairment’s Role in the Pathway From Externalizing Psychopathology to Depressive Symptoms in Adolescents With ADHD

Objective: This study examined the role of academic, social, and family impairment in the pathway from externalizing psychopathology to depression among young adolescents with ADHD in a multiple mediation model. Method: The sample included adolescents with ADHD enrolled in an intervention trial. Parent ratings of externalizing psychopathology were measured at eligibility assessment, adolescent self-reported depressive symptoms were measured at eligibility and at the end of treatment, and parent-rated impairment was measured in the middle of treatment. A multiple mediation model was used to examine mediating effects of impairment types in the pathway from externalizing psychopathology to depression. Results: Parent-reported family impairment significantly mediated the association between externalizing psychopathology and depressive symptoms. Conclusions: Results suggest family impairment mediates the association between externalizing psychopathology and depressive symptoms beyond academic and social impairment for youth with ADHD. Findings implicate the importance of targeting family functioning during early adolescence to prevent depression.

The impact of excessive Instagram use on students’ academic study: a two-stage SEM and artificial neural network approach

ABSTRACT The use of Instagram is becoming increasingly popular among students. Excessive Instagram use (EIU) has become a growing problem that can impact students’ lives psychosocially. This study applied uses and gratifications theory (UGT) to explore the impact of social gratification, content gratification, and entertainment along with social presence, and escapism in relation to EIU. Data were collected from 285 university students and analyzed in two steps. In the first step, structural equation modeling was employed to identify the important variables that impact excessive Instagram use. In the second step, an artificial neural network (ANN) technique was used for validating the findings in Step 1 and determined the relative importance of each variable in relation to excessive Instagram use. The results showed that social gratification, entertainment, escapism, and social presence were positively related to EIU. ANN analysis showed that escapism was the most important construct in predicting excessive Instagram use followed by entertainment, social presence, and social gratification. Furthermore, EIU was related to academic impairment. The findings of the study contribute to the domain of the dark side of online activities by theoretically investigating the effect of EIU on students’ academic study.

A longitudinal study on the impact of Internet gaming disorder on self-perceived health, academic performance, and social life of first-year college students.

Internet gaming disorder (IGD) is associated with health, social, and academic problems but whether these are consequences of the disorder rather than precursors or correlates is unclear. We aimed to evaluate whether IGD in the 1st year of university predicts health, academic and social problems 1 year later, controlling for baseline health, academicand social problems, demographics, and mental health symptoms. In a prospective cohort study, 1741 university students completed both a baseline online survey in their 1st year and a follow-up survey 1 year later. Log-binomial models examined the strength of prospective associations between baseline predictor variables (IGD, baseline health, academic and social problems, sex, age, and mental health symptoms) and occurrence of health, academic and social problems at follow-up. When extensively adjusted by the corresponding outcome at baseline, any mental disorder symptoms, sex, and age, baseline IGD was associated only with severe school impairment and poor social life (risk ratio [RR] = 1.77; 95% confidence interval [CI] = 1.14-2.75, p = .011; RR = 1.22; 95%CI = 1.07-1.38, p = .002, respectively). University authorities and counselors should consider that incoming 1st-year students that meet criteria for IGD are likely to have increased academic and social impairments during their 1st year for which they may want to intervene. This study adds to the existing literature by longitudinally examining a greater array of negative outcomes of IGD than previously documented.

Factors of College Involvement and Belonging for First-Generation Students of Color

ABSTRACT This study uses data from the Healthy Minds Study national dataset of first-generation college students of color (N = 853) to examine the relationship between students’ sense of belonging and college involvement factors such as extracurricular activities, diversity exposure, residence, and academic impairment. Results from the hierarchical multiple regression (HMR) model predicted 18.9% of the variability in sense of belonging. The model showed a statistically significant association between sense of belonging and the college involvement factors of academic impairment, campus diversity, and extracurricular involvement. Implications for first-generation college students of color and institutions will be discussed.

Wellbeing in the aftermath of floods: Findings from a qualitative study in Bongaigaon District of Assam, India

The study presents key findings on the outcomes of psychological wellbeing in the aftermath of a flood as well as the interplay of social, institutional, and environmental processes that influence psychological wellbeing. Eight focused group discussions and 15 key informant interviews were conducted in five villages in the Bongaigaon District of Assam six months after the devastating floods occurred in August 2021. Four themes are identified that concern the presence or absence of institutions and agencies, social capital, secondary stressors, and the availability of resources. Participants bemoan the institutional inability to support a reliable early warning system and strong structural measures to protect them from flooding. The majorities of residents in the study area make a livelihood out of subsistence farming and have limited resources. Shared helplessness and the inability to mobilise assistance have led to the development of camaraderie. When it comes to sharing insurance information, the displaced people report the envious nature of the community, where members seek the best for themselves before anyone else. The limited resources restrict the scope of the profit accrued from social networks. Relocation to substandard shelters, concern for children's academic impairment, the potential loss of community properties and the burden of repairing them, and visitors coming to see their predicament are the secondary stressors that impair psychological wellbeing. It is also reported that those who were able to migrate have already left; for those remaining in the temporary shelters, migration is too costly an option, and they are seeking institutional intervention.

The Australian and New Zealand brain injury lifespan cohort protocol: Leveraging common data elements to characterise longitudinal outcome and recovery

IntroductionCognitive, behavioural, academic, mental health and social impairments are common following paediatric traumatic brain injury (TBI). However, studies are often reliant on small samples of children drawn from narrow age...

Migraine in university students: A systematic review and meta-analysis.

Migraine is a complex, neurobiological disorder usually presenting as a unilateral, moderate to severe headache accompanied by sensory disturbances. Migraine prevalence has risen globally, affecting 14% of individuals and 16% of students and carries many negative impacts in both cohorts. With no recent meta-analysis of global migraine prevalence or associated factors in students, this systematic review and meta-analysis were conducted. The review was registered with PROSPERO (CRD42020167927). Electronic databases (n=12) were searched for cross-sectional studies (1988 to August 2021, IHS criteria). Ninety-two articles were meta-analysed and 103 were narratively reviewed. The risk of bias was assessed using an established tool. The risk of bias ranged from low to moderate. Migraine pooled prevalence (R-Studio) was demonstrated at 19% (95% CI, 16%-22%, p < 0.001, I^2 98%): females 23% (95% CI, 19%-27%, p < 0.001), males 12% (95% CI, 9%-15%, p < 0.001). Gender (p < 0.0001), geographical region (p= 0.01), migraine types (p= 0.0002) and prevalence timeframes (p= 0.02) may be influencing the substantial heterogeneity. Migraine triggers were primarily behavioural and environmental and treatments were predominantly pharmaceutical. Impacts ranged from academic performance impairment to psychological co-morbidities. This study offers the most comprehensive overview of migraine prevalence and associated factors in university students. Migraine prevalence in university students has increased and has many negative effects. Enhancing migraine recognition and management at university may have positive implications for an improved educational experience, as well as for the burden migraine currently incurs, both in university and beyond. This global systematic review and meta-analysis of 92 studies and narrative review of 103 studies provide the most comprehensive synthesis to date of migraine prevalence and associated factors in university students. Pooled prevalence has increased to 19%. The significant heterogeneity demonstrated is influenced by gender, geographical region, migraine type and prevalence timeframes. Students manage migraines primarily with pharmaceuticals. Further studies conducted in low and middle-income countries, following headache protocols and reporting frequency of treatment-seeking and medication usage are warranted.

Sluggish Cognitive Tempo among Iranian Children and Adolescents: A Validation Study of the Farsi Child and Adolescent Behavior Inventory (CABI)-Parent Version.

Sluggish cognitive tempo (SCT), recently renamed cognitive disengagement syndrome (CDS), is a set of behavioral symptoms that includes excessive daydreaming, mental confusion and fogginess, being lost in one's thoughts, and slowed behavior and thinking. Symptoms of SCT show overlap with a broad range of other symptoms such as attention-deficit/hyperactivity disorder inattention, anxiety, and depression, or oppositional defiant disorder (ODD). To measure SCT, one of the optimal measures is the Child and Adolescent Behavior Inventory (CABI). Here, we report the psychometric properties of the Farsi version of the CABI Parent Version, including the CABI SCT scale and its subscales. The participants were the parents of 209 children and adolescents (53.9% girls; ages 8-19 years; Mage = 14.23, SDage = 2.72). Parents completed the SCT, ADHD inattention (ADHD-IN), ADHD-hyperactivity/impulsivity (ADHD-HI), oppositional defiant disorder (ODD), limited prosocial emotions (callous-unemotional (CU) traits), anxiety, depression, social impairment, and academic impairment scales of the Child and Adolescent Behavior Inventory (CABI). Parents also completed four dimensions of the Strengths and Difficulties Questionnaire (SDQ: emotional problems; conduct problems; peer problems; prosocial behavior), and five dimensions of the Kidscreen questionnaire (physical health; psychological well-being; autonomy and parental well-being; peers and social support; school environment). SCT symptoms demonstrated strong discriminant validity from the ADHD-IN symptoms. SCT showed stronger first-order and unique associations than ADHD-IN with anxiety, depression, and ODD, whereas ADHD-IN showed stronger first-order and unique associations than SCT with ADHD-HI, CU, and social and academic impairment. Further, SCT showed stronger first-order and unique associations than ADHD-IN with more emotional problems, peer problems, and with lower prosocial behavior, as assessed with the SDQ. Higher scores for SCT were associated with lower psychological well-being, autonomy and parental relations, and lower peer and social support, as assessed with the Kidscreen. Higher ADHD-IN scores were associated with lower peer and social support, and a lower school environment. The Farsi version of the CABI-Parent Version has very good psychometric properties for assessing SCT and other dimensions of psychopathology/impairment and replicates the findings from similar studies with children and adolescents from South Korea, Spain, Turkey, and the United States. Accordingly, the present study provides further support of the transcultural validity of the sluggish cognitive tempo construct.

Assessing academic impairment in college students with disabilities: A new measure to promote evidence-based accommodation granting

College students with disabilities may be entitled to academic accommodations such as additional time on exams, testing in a separate setting, or assistance with note-taking. To receive accommodations, students must request services from their college and show that they experience substantial limitations in academic functioning. Without norm-referenced data, it is difficult for college disability support professionals to determine if students’ self-reported academic problems reflect substantial limitations characteristic of a disability, or academic challenges experienced by most other students. The Academic Impairment Measure (AIM) is a brief, multidimensional, norm-referenced rating scale that can help professionals identify college students with significant impairment who need academic support. Exploratory and confirmatory factor analysis indicate that the AIM assesses seven distinct and interpretable domains of academic functioning relevant to postsecondary students. Initial studies also provide evidence of internal and temporal consistency; composite reliability; content, convergent and discriminant validity; and the ability to differentiate students with and without disabilities. Finally, the AIM includes a response validity scale to detect non-credible ratings. Normative data from a large, diverse standardization sample allow professionals to use AIM scores to screen students for significant impairment, tailor accommodations to students’ specific limitations, and monitor the effectiveness of accommodations over time.

23.2 Problematic Alcohol Use in Adulthood As a Function of ADHD in Childhood, Parental Knowledge in Adolescence, and Impairment in Young Adulthood

Children with ADHD are at increased risk for alcohol-related problems in adulthood (Lee et al, 2011). Research examining this risk in adolescence and young adulthood has described mediational pathways through ADHD symptom persistence, delinquency, and social and academic impairment (Molina et al, 2012; 2014), with stronger associations when parents are less well informed about their teen’s daily activities. Whether these processes extend into adulthood is unknown. This study tested whether young adult functioning and ADHD symptom persistence continued to mediate ADHD-related risk for problematic alcohol use at age 30 years and whether parenting in adolescence exerted lasting effects.