A Randomized Controlled Trial Examining CBT for College Students with ADHD

Autor/inn/en	Anastopoulos, Arthur D.; Langberg, Joshua M.; Eddy, Laura D.; Silvia, Paul J.; Labban, Jeffrey D.
Titel	A Randomized Controlled Trial Examining CBT for College Students with ADHD
Quelle	89 (2021) 1, S.21-33 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Anastopoulos, Arthur D.) ORCID (Eddy, Laura D.) ORCID (Labban, Jeffrey D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
Schlagwörter	Randomized Controlled Trials; Behavior Modification; Cognitive Restructuring; College Students; Attention Deficit Hyperactivity Disorder; Program Effectiveness; Therapy; Outcomes of Treatment; Intervention; Depression (Psychology); Measures (Individuals); Anxiety; Beck Depression Inventory; Beck Anxiety Inventory + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Collegestudent; Therapie; Messdaten; Angst
Abstract	Objective: College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for numerous educational and psychosocial difficulties. This study reports findings from a large, multisite randomized controlled trial examining the efficacy of a treatment for this population, known as ACCESS -- Accessing Campus Connections and Empowering Student Success. Method: ACCESS is a cognitive--behavioral therapy program delivered via group treatment and individual mentoring across two semesters. A total of 250 students (18-30 years of age, 66% female, 6.8% Latino, 66.3% Caucasian) with rigorously defined ADHD and comorbidity status were recruited from two public universities and randomly assigned to receive ACCESS immediately or on a 1-year delayed basis. Treatment response was assessed on three occasions, addressing primary (i.e., ADHD, executive functioning, depression, anxiety) and secondary (i.e., clinical change mechanisms, service utilization) outcomes. Results: Latent growth curve modeling (LGCM) revealed significantly greater improvements among immediate ACCESS participants in terms of ADHD symptoms, executive functioning, clinical change mechanisms, and use of disability accommodations, representing medium to large effects (Cohen's d, 0.39 - 1.21). Across these same outcomes, clinical significance analyses using reliable change indices (RCI; Jacobson & Truax, 1992) revealed significantly higher percentages of ACCESS participants showing improvement. Although treatment-induced improvements in depression and anxiety were not evident from LGCM, RCI analyses indicated that immediate ACCESS participants were less likely to report a worsening in depression/anxiety symptoms. Conclusions: Findings from this RCT provide strong evidence in support of the efficacy and feasibility of ACCESS as a treatment for young adults with ADHD attending college. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01