A New Organizational and Study Skills Intervention for College Students with ADHD

Hartung, Cynthia M.; Canu, Will H.; Serrano, Judah W.; Vasko, John M.; Stevens, Anne E.; Abu-Ramadan, Tamara M.; Bodalski, Elizabeth A.; Neger, Emily; Bridges, Rachel M.; Gleason, LaDonna L.; Anzalone, Christopher; Flory, Kate

doi:10.1016/j.cbpra.2020.09.005

Cited by 24 publications

(39 citation statements)

References 44 publications

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“…Despite the strong evidence base as an intervention for affective disorders and preliminary evidence in interventions for children and adolescents with ADHD, there is limited research applying psychoeducation with ADHDers (Lukens and McFarlane, 2004 ; Dahl et al, 2020 ). Seven studies mentioned their use of psychoeducation typically combining it with another therapy or training (Wiggins et al, 1999 ; Hirvikoski et al, 2017 ; In de Braek et al, 2017 ; Bachmann et al, 2018 ; Hoxhaj et al, 2018 ; Gaur and Pallanti, 2020 ; Hartung et al, 2020 ). These studies indicated improvement in a range of outcomes including executive functioning, time management/organization skills, general functioning, and knowledge, as well as knowledge and coping in significant others.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

2022

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Attention Deficit Hyperactivity Disorder (ADHD) is estimated to affect 3.5% of the global workforce. Despite the high prevalence rate, little is known about how best to support adults with ADHD (ADHDers) at work. Relevant research is dispersed across different disciplines such as medicine, health studies and psychology. Therefore, it is important to synthesize interventions aimed at ADHDers to examine what learning can be gleaned for effective workplace support. We conducted a systematic review of relevant interventions framed by realist evaluation and the Context-Intervention-Mechanism-Outcome classification to identify key mechanisms of effectiveness for workplace interventions. We searched 10 databases including a range of journals from medical science to business management applying predetermined inclusion criteria and quality appraisal through a risk of bias assessment for quantitative and qualitative methods. We synthesized 143 studies with realist evaluation. Most studies evaluated the effectiveness of pharmacological interventions highlighting the dominance of the medical approach to supporting ADHDers. Key mechanisms of effectiveness were identified from psychosocial interventions including group therapy, involvement of people in the ADHDers network, and the importance of the client-patient relationship. Overall, there is limited research that examines the effectiveness of workplace interventions for ADHDers. Furthermore, much of the existing research evaluates pharmacological interventions which is difficult to transfer to the workplace context. It is recommended that future research and practice consider the key mechanisms identified in this review when designing interventions as well as barriers to accessing support such as disclosure and self-awareness.

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Section: Resultsmentioning

confidence: 99%

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

2022

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“…Individuals with ADHD have demonstrated deficits with organization, planning, and time management; in fact, these skills have become key targets for intervention via cognitive behavioral therapy (CBT) for adolescents, college students, and adults with ADHD (Hartung et al, 2022; Sibley et al, 2016; Solanto et al, 2010). CBT interventions for those with ADHD appear successful, given that a central focus of these interventions is teaching individuals how to cope with their EF deficits.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding relatedness, the experience of having ADHD, despite its relatively high prevalence in the population, is, in itself, something that affected people often perceive as stigmatizing and distancing from others. It follows that treatments that employ a group approach may be particularly helpful; participants in group therapy for college students with ADHD have in fact reported enjoying acceptance from others in the group (Hartung et al, 2022), and the sharing of stories, challenges, and successes may particularly address relatedness needs.…”

Section: Discussionmentioning

confidence: 99%

ADHD and Psychological Need Fulfillment in College Students

et al. 2023

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Objective: Self-determination theory suggests that the satisfaction and frustration of basic psychological needs—autonomy, competence, relatedness—are uniquely associated with overall well-being. Undergraduates with attention-deficit/hyperactivity disorder (ADHD) experience more academic-related impairment and are less likely to graduate. Thus, well-being is important to understand and aim to improve in these students. Method: Students at four universities ( N = 2,197) completed a survey and reported previous diagnoses, ADHD symptoms, and psychological need satisfaction and frustration. Group differences were explored via t-tests; associations were explored via structural equation modeling. Results: The ADHD group reported lower satisfaction and higher frustration across all psychological needs. Inattention and hyperactivity/impulsivity were uniquely associated with aspects of need fulfillment beyond the impact of comorbid symptoms. Sex differences emerged such that women with ADHD had the lowest overall need satisfaction. Conclusions: Addressing need fulfillment, both satisfaction and frustration, in interventions with undergraduates with clinical/subclinical levels of ADHD may optimize treatment effectiveness.

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“…Other studies have also found positive results for psychotherapeutic interventions. An uncontrolled study aimed at developing organization, time management, and planning skills in a mixed setting (six groups and two individual sessions) found improvements in inattention symptoms and ADHD-related impairment (Hartung et al, 2020). Van der Oord et al (2020) also observed that a short cognitive behavioral therapy (CBT) intervention (six sessions) improved self-reported inattention symptoms compared to a waiting-list control group.…”

Section: Theoretical and Research Basis For Treatmentmentioning

confidence: 99%

Online Cognitive Behavior Therapy for Two College Students With Attention-Deficit/Hyperactivity Disorder

López-Pinar

Vicente-Gispert

2022

Clinical Case Studies

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Attention-deficit/hyperactivity disorder (ADHD) is a prevalent disorder among college students. Although there is growing literature supporting the effectiveness of cognitive behavioral therapy (CBT) for this population, no previous study has investigated the feasibility of it being delivered online. In addition, recent evidence suggests that online therapy could be possible for other diagnoses such as depression, anxiety, or health-related disorders. Therefore, research in this area could be critical, as online settings could also improve accessibility to evidence-based interventions for college students with ADHD. This study describes the implementation of CBT for ADHD intervention delivered online for two college students with this diagnosis. We found improvements in both self-reported and clinician-assessed outcomes, in measuring ADHD-related behaviors, executive functioning, emotional comorbidities, and quality of life. These changes were more evident in the case that was more severe at pre-treatment, and were maintained at a 6-month follow-up; even further improvements in self-reported quality of life were observed. These findings support the potential feasibility and clinical utility of online CBT in this population.

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A New Organizational and Study Skills Intervention for College Students with ADHD

Cited by 24 publications

References 44 publications

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

ADHD and Psychological Need Fulfillment in College Students

Online Cognitive Behavior Therapy for Two College Students With Attention-Deficit/Hyperactivity Disorder

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