||School of Human Services and Sciences
Attention Deficit Hyperactivity Disorder (ADHD), which has been found to impair one's social, familial, scholastic, and occupational adjustment. For deaf individuals, language and executive functioning have important implications for cognitive and academic functioning, but it is not clear to what extent those functioning are impacted in deaf individuals with ADHD. There are many areas that need to be explored in relation to ADHD, executive dysfunction, deaf individuals, and language acquisition/secondary language delay. In relation to evaluating and assessing D/HH individual for ADHD, Farber (2019) investigated whether or not the Barkley Adult ADHD Rating Scale-IV (BAARS-IV) demonstrated evidence of validity as a screening measure for ADHD in college-aged deaf students. For this study, we aim to examine whether or not the validity of the BAARS-IV as a screener for discriminating ADHD from non-ADHD among college-aged D/HH students can be replicated and whether additional evidence of concurrent validity is available. Also, this study aims to provide a clearer understanding of the significant role that executive functions play in the overall functioning of deaf and hard-of hearing individuals with ADHD by investigating executive functioning skills in deaf individuals with ADHD and those without ADHD.