Efficacy And Acceptability Of An Online Group Intervention For ADHD In College Students

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Maggie Witherspoon Johnson (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Will Canu

Abstract: Research on Attention-Deficit/Hyperactivity Disorder (ADHD) in adults is growing as the chronic nature of its course and development is more understood. Those with ADHD tend to have deficits in executive functioning (EF), which particularly affects college students who experience academic and life challenges that rely on EF. Relatively little research exists documenting evidence-based treatments of ADHD for this population. Recent research suggests that internet-based interventions (IBI) can generally be beneficial for young adults, but more work is needed to support this claim with regards to ADHD, in particular. The current study examines an IBI adaptation of a recently developed intervention for college students with ADHD that focuses on organizational, time management, and planning (OTMP) skills in a group format. Students with ADHD at three universities (n = 38; 65.8% biologically female; M age 23.64; 78.9% White; 94.7% Not Hispanic or Latino) completed a battery of self-report measures of ADHD symptoms, impairment, and OTMP skills pre- and post-treatment. Most participants reported a previous ADHD diagnosis (n = 28) and all others reported at least five symptoms of inattentive symptoms at pre-treatment (M for all participants = 6.55). The manualized intervention consisted of six group and three individual sessions. Pre-post differences in symptom severity and functional impairment due to ADHD-related symptoms suggest that the intervention has a positive effect, and students endorsed generally high satisfaction with many aspects of their treatment experience. Overall, one-tailed, paired t-tests comparing pre- and post-treatment scores indicated significant improvements in inattentive (IA) and hyperactive- impulsive (Hyp/Imp) ADHD symptoms, family-, school-, life skills-, and self-concept-related impairment, impairment related to self-management to time, self-motivation, and emotional self- regulation, and use of OTMP skills. Additionally, participants generally reported satisfaction with the IBI-adapted intervention. In sum, results suggest that the online adaptation of this intervention had promise to be efficacious; more extensive study of the intervention is needed.

Additional Information

Johnson, M. (2022). Efficacy And Acceptability Of An Online Group Intervention For ADHD In College Students. Unpublished Master’s Thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2022
ADHD, college students, treatment, OTMP, online intervention, IBI

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