Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

School of Music

First Advisor

Scott Price

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in the United States. According to the DSM-5-TR, ADHD is characterized by inappropriate levels of inattention, hyperactivity, and impulsivity. It is widely considered a disorder for children and adolescents, however, there is a growing number of adults receiving an ADHD diagnosis in adulthood. Because of this later diagnosis, it is unlikely that adults with ADHD have developed effective coping strategies for management of daily responsibilities. While ADHD symptoms create challenges for individuals with ADHD, deficits in Executive Functioning (EF) are one of the foremost contributors to issues with personal, social, and academic life. EF is defined as self-directed actions which are necessary for choosing goals and creating, enacting, and sustaining actions toward those goals, and is not included in the diagnostic criteria for ADHD. Understanding deficits in EF are imperative to both the institution and the faculty in higher education as they directly affect working memory, time perception, behavioral inhibition, organization, planning, problem solving, spatial awareness, emotional regulation, and self-motivation. Additionally, there are specific ways that deficits in EF create challenges in piano study.

This study consisted of interviews with graduate pianists with ADHD who were diagnosed with ADHD in adulthood (≥18 years old). Because the interviewed pianists were at the graduate level in higher education, they had achieved a high level of academic achievement despite challenges related to ADHD and deficits in EF. Respondents were asked about general demographic information, treatment, and their experiences, reactions, feelings toward their ADHD diagnosis. They also offered their experiences with university academic accommodations and faculty-provided accommodations in their applied piano study, as well as issues with EF in music learning and piano practice. The purpose of this study is to highlight the perspectives of some graduate pianists with ADHD and provide piano educators with a resource for teaching these pianists with ADHD. In addition, this document explores challenges with music learning and piano practicing for graduate pianists with ADHD and includes practical adaptive strategies to address these challenges.

Some proposed music learning strategies for teachers include delivering detailed instructional sequences in individual steps, addressing rhythmic challenges with various methods (e.g. movement, audiation, and chanting), and establishing consistent expectations with incorporation of variety to maintain student interest. Strategies for piano practice include creating multiple deadlines to establish structure, promoting motivation by incorporating external rewards (e.g. performance opportunities, improvisation, composition, and/or ensemble repertoire), and encouraging unbiased accurate self-assessment. It is the intention of the study author that this document will contribute to the literature in a way that will create equitable access to graduate study and promote self-advocacy for pianists with ADHD.

Rights

© 2026, Molly Alyse Thomas

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