Dissertation Proposal Announcement Ph.D. Program: Gabriella Bussanich “Teacher, Parent, and Student Perspectives of Social Strengths: Developing the ADHD Social Strengths Empowerment Tool (ASSET)”

Existing Attention-Deficit/Hyperactivity Disorder (ADHD) assessment tools primarily emphasize deficits, often overlooking the social strengths demonstrated by individuals with ADHD, such as creativity, empathy, and adaptability. This deficit-focused approach not only reinforces stigma but also limits educators’ and clinicians’ ability to develop interventions that build on students’ strengths rather than solely addressing their challenges. Moreover, students with ADHD are rarely asked about their own perspectives on their strengths in research, leaving a critical gap in understanding how they perceive and experience their social abilities. As a result, there is a pressing need for an assessment tool that systematically identifies and measures the social strengths of students with ADHD, providing a more balanced and supportive framework for educational and clinical practices. To address this gap, this dissertation introduces the ADHD Social Strengths Empowerment Tool (ASSET), a preliminary instrument designed to assess social strengths in students with ADHD, incorporating input from students, parents, and teachers. I will follow a structured questionnaire development process, employing a sequential mixed-methods design that integrates both qualitative and quantitative approaches. This involves semi-structured interviews with key stakeholders to identify meaningful social strengths, with thematic analysis guiding the initial development of questionnaire items. An expert panel will then assess content validity, followed by preliminary pilot testing to evaluate face validity, item performance, and internal consistency for reliability. Grounded in positive psychology and resilience theory, this dissertation shifts ADHD assessment from a deficit-based to a strengths-based framework. By introducing a validated preliminary tool that highlights students’ capabilities, ASSET may have significant implications for educators, clinicians, and policymakers, fostering inclusive assessment and intervention practices that support the social and emotional development of students with ADHD.