Assessing functional cognition in adult students with attention-deficit/hyperactivity disorder using the Daily Living Questionnaire.

Abstract

Adult attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurocognitive disorder that impairs functioning across multiple domains. There is a need for tools that assess how cognitive difficulties in ADHD affect daily functioning. This study evaluates the DLQ as a measure of functional cognition in a sample of university students with ADHD. A cross-sectional study with 64 university students (34 with ADHD, 27 controls; 57% female; mean age = 24.94 ± 3.9). Participants completed self-report measures of ADHD symptoms (ASRS), emotional distress (DASS-21), and functional cognition (DLQ). Group differences were analyzed, and regression models examined the unique contribution of ADHD symptoms and emotional distress to variance in DLQ scores. Adults with ADHD reported significantly greater functional cognitive difficulties across all DLQ subscales. The DLQ distinguished between ADHD and control groups with 75% classification accuracy. ADHD symptoms accounted for 42% of the variance in DLQ scores, while emotional distress was not a significant contributor. The DLQ is a valid and informative tool for assessing functional cognition in adults with ADHD. These findings highlight the importance of addressing functional cognition as a key component in supporting this population. The DLQ may inform assessment and guide targeted interventions to improve functional outcomes.