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.

中文翻译：

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对患有多动症的大学生进行新的认知行为干预的可行性、可接受性和有效性。

客观的

本研究的目的是评估一种新的集体认知行为治疗 (CBT) 以增强 ADHD 大学生的执行功能 (EF) 的可行性、可接受性和有效性。

方法

符合严格的 DSM-5 多动症标准的 18 名学生参加了两个九人小组。治疗针对时间意识、注意力分散、拖延和计划失败，并包括促进学术 EF 技能的策略。

结果

84% 的学生参加了 12 次每周课程中的 9 次或更多。对治疗前到治疗后变化的重复测量分析改善了临床医生对 DSM-5 ADHD 注意力不集中症状的自我评价，并具有稳健的效应量。在时间管理、注意力和总 EF 的标准化量表上的得分也有所提高。

讨论

结果为 CBT 计划在减少多动症大学生注意力不集中症状和提高 EF 方面的可行性、可接受性和有效性提供了支持，并值得进行更大规模的调查。