Cognitive-Behavioral Treatment of Attention Deficit Hyperactivity Disorder (ADHD) in College Students - Study 1
Study Details
Study Description
Brief Summary
College students with ADHD have significant difficulty effectively managing their time, organizing, planning, and completing their academic work. As a result, they typically have lower grade-point averages, more course failures and withdrawals, are more likely to be placed on academic probation and are less likely to graduate from college than students without ADHD. The purpose of this project is to refine and test a psychological intervention on campus to help students with ADHD develop these self-management skills so that they can be more successful in college and avoid these negative outcomes.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: Cognitive Behavioral Therapy delivered in a group format Participating students will be assessed before and after the 12-week group Cognitive-Behavioral intervention to ascertain their response to the treatment. |
Behavioral: Cognitive-Behavioral Therapy Targeting Executive Dysfunction in College Students with ADHD
The intervention is 12 weeks long, made up of one 2- hour session each week. These sessions are designed to help the participants develop strategies to improve their executive functioning skills including self- care, time management and organizational skills. These skills will also be applied to specific academic tasks such as note-taking during reading and lectures, organizing and conducting research, and writing papers.
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Outcome Measures
Primary Outcome Measures
- Change from Baseline Adult Investigator Symptom Rating Scale (AISRS) at six months [Change from Baseline AISRS at six months]
The AISRS is a structured diagnostic Interview, administered by one of the study investigators to assess for Adult ADHD. Scores are reported on a scale from 0 to 27, with higher score being worse.
- Change from Baseline Behavior Rating Scale of Executive Function - Adult Version (BRIEF-A) at six months [Change from Baseline BRIEF-A at 6 months]
The Meta-Cognitive Index of the BRIEF-A will be used to measure change in executive functions, including time-management, organization, and planning. Scores are reported as percentiles from 0 to 99 with a higher score being worse.
- Change from Baseline Learning and Study Strategies Inventory (LASSI) at six months [Change from Baseline LASSI at 6 months]
The LASSI is a self-rating scale that measures student awareness and use of learning and study strategies on 10 scales related to skill, will, and self-regulation. Scores are reported as percentiles from 0 to 99 with a higher score being better.
Eligibility Criteria
Criteria
Inclusion Criteria:
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Student at The City College of New York
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Diagnosis of ADHD, Inattentive or Combined Subtype
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In good physical health
Exclusion Criteria:
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Actively abusing drugs or alcohol within the past 6 months
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Actively suicidal
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Diagnosis of borderline personality disorder
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Diagnosis of bipolar disorder
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Diagnosis of a psychotic disorder
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Neurological disorder (such as traumatic brain injury, brain tumor, Parkinson's)
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History of childhood abuse or trauma or psychiatric condition that prevents clear
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confirmation of the presence of ADHD in childhood
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Any other acute psychiatric condition (e.g. acute panic disorder, severe depression) with treatment needs that take precedence over ADHD.
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | City College of New York | New York | New York | United States | 10031 |
Sponsors and Collaborators
- Northwell Health
- The City College of New York
Investigators
- Principal Investigator: Mary V. Solanto, Ph.D., Northwell Health
- Principal Investigator: Anthony Rostain, M.D., Cooper School of Medicine at Rowan University
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- 200013