Neuropsychological correlates of written expression in college students with ADHD.

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.