Feasibility, Acceptability, and Effectiveness of a New Cognitive-Behavioral Intervention for College Students with ADHD. Issue 14 (December 2021)

• Record Type: Journal Article
• Authors: Solanto, Mary V.; Scheres, Anouk
• Is Part Of: Journal of attention disorders. Volume 25:Issue 14(2021)
• Page Start: 2068
• Page End: 2082
• Publication Date: 2021-12
• Subjects: ADD/ADHD -- cognitive behavioral therapy -- college students -- executive function; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054720951865
• Languages: English
• ISSNs: 1087-0547

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.