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

Purpose: 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. Materials and methods: 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. Results: 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. Conclusions: 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.