ABSTRACT

Objective: The current study reports functional outcomes from a multi-site randomized trial of a cognitive-behavioral treatment program for college students diagnosed with ADHD.

Methods: A sample of emerging adults (N = 250; ages 18 to 30) currently attending college were comprehensively evaluated and diagnosed with ADHD (M age = 19.7; 66% female, 6.8% Latino, 66.3% Caucasian). Participants were randomized to either a two-semester intervention (Accessing Campus Connections and Empowering Student Success (ACCESS)) or a delayed treatment condition. Participants were assessed with measures of academic, daily life, and relationship functioning prior to treatment, at the end of the first semester, and after the second semester of treatment.

Results: Multi-group latent growth curve models revealed moderate effect size improvements on self-report measures of study skills and strategies, as well as on self-report measures of time management, daily functioning, and overall well-being for participants in ACCESS. Importantly, treatment effects were maintained or increased in some cases from the end of the first semester to the end of the second semester. Improvements in self-reported interpersonal functioning were not significantly different across condition and neither condition demonstrated significant change over time in educational record outcomes (GPA and number of credits earned).

Conclusions: ACCESS appears to promote improvements in self-reported general well-being and functioning, time management, and study skills and strategies. However, improvements in interpersonal relationships and objective academic outcomes such as GPA were not observed. Clinical implications and future directions for treating ADHD on university and college campuses are discussed.

摘要

目的：当前的研究报告了针对被诊断患有多动症的大学生的认知行为治疗计划的多中心随机试验的功能结果。

方法：对目前就读大学的新兴成年人样本（N = 250；年龄 18 至 30）进行综合评估并诊断为 ADHD（M 年龄 = 19.7；66% 女性，6.8% 拉丁裔，66.3% 白种人）。参与者被随机分配接受两个学期的干预（访问校园联系和赋予学生成功（ACCESS））或延迟治疗条件。在治疗前、第一学期末和第二学期治疗后，对参与者的学业、日常生活和人际关系功能进行评估。

结果：多组潜在增长曲线模型显示，ACCESS 参与者的学习技能和策略的自我报告测量，以及时间管理、日常功能和整体幸福感的自我报告测量都有适度的效果大小改善。重要的是，从第一学期末到第二学期末，在某些情况下治疗效果得以维持或增加。自我报告的人际功能的改善在不同条件下没有显着差异，并且两种条件都没有表现出教育记录结果（GPA和获得的学分）随着时间的推移发生显着变化。

结论：ACCESS 似乎可以促进自我报告的总体幸福感和功能、时间管理以及学习技能和策略的改善。然而，并没有观察到人际关系和客观学术成果（例如 GPA）的改善。讨论了大学和学院校园治疗多动症的临床意义和未来方向。