OBJECTIVE The effectiveness of a short (six session) individual cognitive behavioral planning intervention for college students with attention-deficit/hyperactivity disorder (ADHD) was tested. METHOD In three student counseling services in Flanders, individuals with ADHD ( N = 58) were randomized to the intervention or waitlist condition. Pre- and posttreatment assessments were conducted, and within the intervention group, a 4-month follow-up was conducted. Primary outcomes were ADHD symptoms and study skills; secondary outcomes were comorbid symptoms and planning skills on a neuropsychological task. RESULTS Intent-to-treat analyses showed a significant interaction on one outcome: inattention symptoms. The treatment condition improved from pretest to posttest, whereas the waitlist did not. Other measures showed large significant time effects (improved skills, reduction of symptoms in both groups) but no interactions. Stability analyses were not possible due to substantial dropout at follow-up. CONCLUSION Specific treatment effects are on one outcome (inattention) and modest; for further implementation, the treatment needs adaptation.

中文翻译：

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ADHD大学生认知行为计划干预的随机对照研究：一项在法兰德斯学生咨询服务中的有效性研究。

目的测试短期（六节）个人认知行为计划干预对患有注意力缺陷/多动症（ADHD）的大学生的有效性。方法在法兰德斯的三项学生咨询服务中，将多动症患者（N = 58）随机分为干预或候补条件。进行了治疗前和治疗后的评估，在干预组内进行了4个月的随访。主要结果是ADHD症状和学习技能。次要结果是合并症状和神经心理学任务的计划技能。结果意向性治疗分析显示一种结果有明显的相互作用：注意力不集中的症状。从前测到后测，治疗情况有所改善，而候补名单却没有。其他措施显示出显着的重大时间影响（技能提高，两组患者症状减轻），但没有相互作用。由于随访中的重大辍学，无法进行稳定性分析。结论特定治疗对一种结果（注意力不集中）和适度的影响。为了进一步实施，治疗需要适应。