Well-being of university students with ADHD and autism diagnoses and traits.

Background: There has been recent research on the associations between ADHD/autistic traits and well-being. The present study continued this line of inquiry using the Well-being Process approach with a sample of university students, some of whom had received a diagnosis of ADHD or Autism. Methods: Three hundred students completed an online survey, which included the Short-Form Well-being Process Questionnaire, the Short-Form Strengths and Difficulties Scale, the Autism Spectrum Quotient (AQ10) and the ADHD Self-Report Scale (ASRS). One hundred had received a diagnosis of ADHD, 100 had a diagnosis of Autism, and 100 had no diagnosis of either ADHD or Autism. Participants repeated the survey three months later. Results: Analyses compared the three groups while controlling for established predictors of well-being. No differences were found between the groups in terms of well-being outcomes. However, the ADHD and Autism groups had higher levels of hyperactivity than the no diagnosis group. Those with a diagnosis of Autism had more emotional problems than the no diagnosis group. Analyses based on trait scores showed that ADHD and Autistic traits were associated with greater hyperactivity at both time points. Autistic traits were also associated with increased peer problems and decreased prosocial behaviour. Conclusion: The results confirm earlier findings based on measurement of traits rather than diagnoses. Well-being outcomes were not associated with ADHD or Autism, whereas hyperactivity and social problems were. These results were observed with both diagnoses and traits