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Francis GL, Duke JM, Fujita M. Experiences of college students with disabilities and mental health disorders: Informing college transition and retention. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Grace L. Francis
- Division of Special Education, College of Education and Human Development George Mason University Fairfax Virginia USA
| | - Jodi M. Duke
- Division of Special Education, College of Education and Human Development George Mason University Fairfax Virginia USA
| | - Megan Fujita
- Division of Special Education, College of Education and Human Development George Mason University Fairfax Virginia USA
- Council on Social Work Education Alexandria Virginia USA
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Solanto MV, Scheres A. Feasibility, Acceptability, and Effectiveness of a New Cognitive-Behavioral Intervention for College Students with ADHD. J Atten Disord 2021; 25:2068-2082. [PMID: 32880502 DOI: 10.1177/1087054720951865] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE This purpose of this study was to assess the feasibility, acceptability, and effectiveness of a new group cognitive-behavioral treatment (CBT) to enhance executive function (EF) in college students with ADHD. METHODS Eighteen students meeting rigorous DSM-5 criteria for ADHD were enrolled in two nine-member groups. The treatment targeted time-awareness, distractibility, procrastination, and failure to plan, and included strategies to facilitate academic EF skills. RESULTS Eighty-four percent of students attended nine or more of the 12 weekly sessions. Repeated measures analyses of change from pre- to posttreatment yielded improvement in clinician- and self-ratings of DSM-5 ADHD inattentive symptoms, with robust effect sizes. Also improved were scores on standardized scales of time-management, concentration, and total EF. DISCUSSION Results provide support for the feasibility, acceptability, and effectiveness of a CBT program in reducing inattentive symptoms and enhancing EF in college students with ADHD, and warrant investigation on a larger scale.
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Affiliation(s)
- Mary V Solanto
- Zucker School of Medicine, Hofstra-Northwell, Lake Success, NY, USA
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Eddy LD, Anastopoulos AD, Dvorsky MR, Silvia PJ, Labban JD, Langberg JM. An RCT of a CBT Intervention for Emerging Adults with ADHD Attending College: Functional Outcomes. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2021; 50:844-857. [PMID: 33617367 DOI: 10.1080/15374416.2020.1867989] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Objective: The current study reports functional outcomes from a multi-site randomized trial of a cognitive-behavioral treatment program for college students diagnosed with ADHD.Methods: A sample of emerging adults (N = 250; ages 18 to 30) currently attending college were comprehensively evaluated and diagnosed with ADHD (M age = 19.7; 66% female, 6.8% Latino, 66.3% Caucasian). Participants were randomized to either a two-semester intervention (Accessing Campus Connections and Empowering Student Success (ACCESS)) or a delayed treatment condition. Participants were assessed with measures of academic, daily life, and relationship functioning prior to treatment, at the end of the first semester, and after the second semester of treatment.Results: Multi-group latent growth curve models revealed moderate effect size improvements on self-report measures of study skills and strategies, as well as on self-report measures of time management, daily functioning, and overall well-being for participants in ACCESS. Importantly, treatment effects were maintained or increased in some cases from the end of the first semester to the end of the second semester. Improvements in self-reported interpersonal functioning were not significantly different across condition and neither condition demonstrated significant change over time in educational record outcomes (GPA and number of credits earned).Conclusions: ACCESS appears to promote improvements in self-reported general well-being and functioning, time management, and study skills and strategies. However, improvements in interpersonal relationships and objective academic outcomes such as GPA were not observed. Clinical implications and future directions for treating ADHD on university and college campuses are discussed.
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Affiliation(s)
| | | | - Melissa R Dvorsky
- Center for Translational Research, Children's National Medical Center
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Hartung CM, Canu WH, Serrano JW, Vasko JM, Stevens AE, Abu-Ramadan TM, Bodalski EA, Neger EN, Bridges RM, Gleason LL, Anzalone C, Flory K. A New Organizational and Study Skills Intervention for College Students with ADHD. COGNITIVE AND BEHAVIORAL PRACTICE 2020. [DOI: 10.1016/j.cbpra.2020.09.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Canu WH, Hartung CM, Stevens AE, Lefler EK. Psychometric Properties of the Weiss Functional Impairment Rating Scale: Evidence for Utility in Research, Assessment, and Treatment of ADHD in Emerging Adults. J Atten Disord 2020; 24:1648-1660. [PMID: 27481918 DOI: 10.1177/1087054716661421] [Citation(s) in RCA: 41] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: The current study examines psychometric properties of the Weiss Functional Impairment Rating Scale (WFIRS), a measure of adult ADHD-related impairment. It is a self-report questionnaire that provides a metric of overall life impairment and domain-specific dysfunction. Method: Using data from a large (N = 2,093), multi-institution sample of college students and including a subsample of collateral informants (n = 262), a series of analyses were conducted. Results: The WFIRS demonstrated robust internal reliability, cross-informant agreement on par or superior to other measures of ADHD symptomatology and impairment, and concurrent validity. The WFIRS was not shown to be uniquely associated with ADHD, as internalizing symptoms also associated with the total and domain scores. Conclusion: The use of the WFIRS in identifying ADHD-related impairment in emerging adults appears to be psychometrically supported, and will prove useful to clinicians and researchers.
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Affiliation(s)
- Will H Canu
- Appalachian State University, Boone, NC, USA
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Anastopoulos AD, King KA, Besecker LH, O'Rourke SR, Bray AC, Supple AJ. Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment. J Atten Disord 2020; 24:863-874. [PMID: 29303401 DOI: 10.1177/1087054717749932] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: This study examined the extent to which college students with ADHD continued to benefit from a cognitive-behavioral therapy (CBT) program beyond the active phase of treatment. Method: In successive cohorts over a 4-year period, a total of 88 college students with well-defined ADHD received CBT in an open clinical trial format that included active treatment and maintenance phases delivered across two consecutive semesters. Results: Immediately following active treatment, participants displayed statistically significant reductions in ADHD symptoms, improvements in executive functioning, and declines in anxiety and depression symptoms. Although grade point average did not improve significantly, there were statistically significant increases in the number of credit hours that participants attempted and earned across active treatment. Improvements in symptom severity, executive functioning, and educational functioning remained stable 5 to 7 months after active treatment concluded. Conclusion: Findings from this study support the use of CBT interventions for college students with ADHD.
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Gu Y, Xu G, Zhu Y. A Randomized Controlled Trial of Mindfulness-Based Cognitive Therapy for College Students With ADHD. J Atten Disord 2018; 22:388-399. [PMID: 28038496 DOI: 10.1177/1087054716686183] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Between 2% and 8% of college students meet criteria for ADHD, with increased incidence in recent decades. There are very few clinical trials conducted on the meaningful intervention of ADHD in college. Mindfulness-based cognitive therapy (MBCT) effectively treats college students with ADHD and could be more feasibly applied in college mental health clinics. METHOD Fifty-four undergraduates with ADHD between ages 19 and 24 were randomized to receive either MBCT or wait-list (WL) during a 6-week intervention phase. ADHD symptoms, neuropsychological performance, and related outcomes were assessed at pre-treatment, post-treatment, and 3-month follow-up. RESULTS Participants receiving MBCT group showed greater treatment response rates (57%-71% vs. 23%-31%) and experience less anxiety and depression, and greater levels of mindfulness; MBCT participants show greater improvement on neuropsychological performance. CONCLUSION MBCT may be a useful intervention for college students with ADHD, improving participants' ADHD symptoms, mindfulness, and sustained attention.
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Affiliation(s)
- Yingqi Gu
- 1 East China Normal University, Shanghai, China.,2 Hainan Medical University, Haikou, China
| | | | - Yi Zhu
- 2 Hainan Medical University, Haikou, China
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Shaikh A. Group Therapy for Improving Self-Esteem and Social Functioning of College Students With ADHD. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2017. [DOI: 10.1080/87568225.2017.1388755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Ayesha Shaikh
- Department of Psychological Sciences, Whittier College, Whittier, California, USA
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He JA, Antshel KM. Cognitive Behavioral Therapy for Attention-Deficit/Hyperactivity Disorder in College Students: A Review of the Literature. COGNITIVE AND BEHAVIORAL PRACTICE 2017. [DOI: 10.1016/j.cbpra.2016.03.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Altszuler AR, Page TF, Gnagy EM, Coxe S, Arrieta A, Molina BSG, Pelham WE. Financial Dependence of Young Adults with Childhood ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1217-29. [PMID: 26542688 DOI: 10.1007/s10802-015-0093-9] [Citation(s) in RCA: 57] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
This study used data from the Pittsburgh ADHD Longitudinal Study (PALS) to evaluate financial outcomes of young adults (YA) with ADHD relative to comparisons. Participants for this study included 309 individuals who had been diagnosed with ADHD (DSM-III-R or DSM-IV) in childhood and 208 comparison YA without childhood ADHD diagnoses (total N = 517) who were followed through age 25. Participants were predominately male (88 %) and Caucasian (84 %). Diagnostic interviews were conducted in childhood. Young adults and their parents reported on financial outcomes and a number of predictor variables. Young adults with ADHD experienced greater financial dependence on family members (p < 0.05) and the welfare system (p < 0.01) and had lower earnings (p < 0.05) than comparisons. ADHD diagnostic status, education attainment, and delinquency were significant predictors of financial outcomes. A projection of lifetime earnings indicated that ADHD group participants could expect to earn $543,000-$616,000 less over their lifetimes than comparisons. Due to the propensity of individuals with ADHD to underreport problems, the data are likely to be underestimates. These findings support the need for interventions to improve labor market outcomes as well as the development of interventions that target the management of personal finances for individuals with ADHD in young adulthood.
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Affiliation(s)
- Amy R Altszuler
- Department of Psychology, Center for Children and Families, Florida International University, 11200 SW 8th St AHC1 140, Miami, FL, 33199, USA
| | - Timothy F Page
- Department of Health Policy and Management, Florida International University, 11200 SW 8th St., AHC5 447, Miami, FL, 33199, USA.
| | - Elizabeth M Gnagy
- Department of Psychology, Center for Children and Families, Florida International University, 11200 SW 8th St AHC1 140, Miami, FL, 33199, USA
| | - Stefany Coxe
- Department of Psychology, Center for Children and Families, Florida International University, 11200 SW 8th St AHC1 140, Miami, FL, 33199, USA
| | - Alejandro Arrieta
- Department of Health Policy and Management, Florida International University, 11200 SW 8th St., AHC5 447, Miami, FL, 33199, USA
| | - Brooke S G Molina
- Departments of Psychiatry and Psychology, University of Pittsburgh, 3811 O'Hara St., Pittsburgh, PA, 15213, USA
| | - William E Pelham
- Department of Psychology, Center for Children and Families, Florida International University, 11200 SW 8th St AHC1 140, Miami, FL, 33199, USA
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Prevatt F, Smith SM, Diers S, Marshall D, Coleman J, Valler E, Miller N. ADHD Coaching With College Students: Exploring the Processes Involved in Motivation and Goal Completion. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2017. [DOI: 10.1080/87568225.2016.1240597] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Frances Prevatt
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Shannon M. Smith
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Sarah Diers
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Diana Marshall
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Jennifer Coleman
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Emilee Valler
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Nathan Miller
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
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Knouse LE, Fleming AP. Applying Cognitive-Behavioral Therapy for ADHD to Emerging Adults. COGNITIVE AND BEHAVIORAL PRACTICE 2016. [DOI: 10.1016/j.cbpra.2016.03.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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