A Randomized Controlled Study of a Cognitive Behavioral Planning Intervention for College Students With ADHD: An Effectiveness Study in Student Counseling Services in Flanders

Abstract

Specific treatment effects are on one outcome (inattention) and modest; for further implementation, the treatment needs adaptation.

Efficacy of Nonpharmacological Treatments on Comorbid Internalizing Symptoms of Adults With Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

“…For the studies by Philipsen et al (2015) and Schönenberg et al (2017), each treatment group was compared with the equivalent control group, based on medication status and comparing NFB versus sham NFB, respectively. A total of 18 studies were excluded because they did not measure any of the outcomes considered in our review (Bachmann et al, 2018; Barth, Mayer, Strehl, Fallgatter, & Ehlis, 2017; Cowley, Holmström, Juurmaa, Kovarskis, & Krause, 2016; Hirvikoski, Waaler, Lindström, Bölte, & Jokinen, 2015; Janssen, de Vries, Hepark, & Speckens, 2017; Janssen et al, 2018; Kaiser, 1997; LaCount, Hartung, Shelton, Clapp, & Clapp, 2015; Schoenberg et al, 2014; Solanto, Marks, Mitchell, Wasserstein, & Kofman, 2008; Thompson & Thompson, 1998; Van der Oord et al, 2018; Virta, Hiltunen, Mattsson, & Kallio, 2015; Wang et al, 2016; Weiss et al, 2012; White & Shah, 2006; Zilverstand et al, 2017; Zwart & Kallemeyn, 2001); four because there were insufficient data in the article (Cole et al, 2016; Hirvikoski et al, 2011; Huang et al, 2019; Weiss & Hechtman, 2006); two for not including all participants who were at least 18 years old (Vidal-Estrada et al, 2015; Zylowska et al, 2008); two for including participants with severe substance abuse (Bihlar Muld, Jokinen, Bölte, & Hirvikoski, 2016) and personality disorders (Prada et al, 2015); and one because the treatment was self-applied (Moëll, Kollberg, Nasri, Lindefors, & Kaldo, 2015) or a formal diagnostic assessment for ADHD was not made (Wymbs & Molina, 2015).…”

Feasibility, Acceptability, and Effectiveness of a New Cognitive-Behavioral Intervention for College Students with ADHD

“…The earliest studies included a case series of four students (Eddy et al, 2015) and an open trial of 12 students (LaCount et al, 2015). More recently, two studies of brief interventions (three or six sessions) to enhance timemanagement, organizational, and/or planning skills, yielded modest improvement in self-rated ADHD symptoms (LaCount et al, 2018;Van der Oord et al, 2020) . The most extensive study, by Anastopoulos et al, was an open clinical trial (Anastopoulos & King, 2015) and follow-up (Anastopoulos et al, 2018) of 43 undergraduate students who received an eight-session group treatment, with individual mentoring, that yielded pre-to post-treatment improvement in self-reported symptoms, organizational skills, and impairment on behavioral questionnaires.…”

The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review

“…Professionals are cautioned that repetition is key, and strategies must be reinforced, or relapse is likely. Therefore relapse prevention is included in practice as well as model design [ 8 , 70 , 71 , 74 , 83 , 86 , 93 , 94 , 108 , 121 , 126 , 136 , 145 , 146 ]. Recommendations for resistance or avoidance of aversive emotional states is to provide therapist support to develop tolerance [ 107 , 122 , 135 ], reframe past experiences [ 112 , 128 , 147 ], and build resilience when encountering setbacks [ 8 , 111 , 118 , 137 , 138 , 146 ].…”