title: Explanatory style and college students with ADHD and LD.
abstract: OBJECTIVE
  This study uses the Attribution Style Questionnaire (ASQ) to measure the causal thinking of 42 college students with diagnosed language-based learning disabilities (LD), ADHD, or co-occurring ADHD and LD. Attribution style, or explanatory style, is a term used to describe the tendencies of individuals to think that the causes of meaningful events are internal or external, global or specific, and stable or unstable.
  
  
  METHODS
  No significant differences in explanatory styles are found among the three subgroups. The study also investigates whether there is a relationship between explanatory style and grades.
  
  
  RESULTS
  Significant positive correlations are found between ASQ scores and grade point averages for the subgroup with co-occurring ADHD and LD and for the three subgroups combined.
  
  
  CONCLUSIONS
  These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders.
authors.affiliation: Department of Psychology, Landmark College, Putney, VT 05346, USA. sshmulsky@landmark.edu
authors.forename: Solvegi
authors.initials: S
authors.lastname: Shmulsky
authors.forename: Ken
authors.initials: K
authors.lastname: Gobbo
mesh_terms: D000293:Adolescent; D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D015897:Comorbidity; D003866:Depressive Disorder / Q000175:diagnosis / Q000523:psychology; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology; D004522:Educational Status; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007805:Language Development Disorders / Q000175:diagnosis / Q000523:psychology; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology*; D008297:Male; D012649:Self Concept; D012917:Social Adjustment; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D014956:Writing