Interventions for Transitioning Adolescents with ADHD to Emerging Adulthood: Developmental Context and Empirically-Supported Treatment Principles

LaCount, Patrick A.; Hartung, Cynthia M.; Canu, Will H.; Knouse, Laura E.

doi:10.1080/23794925.2018.1518120

Cited by 8 publications

(2 citation statements)

References 96 publications

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“…Services are provided by SUCCEEDS coaches, who are post-doctoral fellows and graduate students in the master's and clinical psychology programs at the University of Maryland and supervised by licensed clinical psychologists. SUCCEEDS is founded on the principles of motivational interviewing (MI; Hettema et al, 2005), behavioral activation (Lejuez et al, 2001), and organizational skills training (Anastopoulos & King, 2015;Solanto et al, 2008), in line with evidencebased interventions for college ADHD (e.g., Anastopoulos et al, 2018;LaCount et al, 2019;Vasko et al, 2020). Prior research shows promising academic and psychosocial outcomes for students in SUCCEEDS (Meinzer et al, 2020).…”

Section: The Current Papermentioning

confidence: 99%

Remote Delivery of Psychosocial Intervention for College Students with ADHD during COVID-19: Clinical Strategies, Practice Recommendations, and Future Considerations

Oddo

Garner

Novick

et al. 2020

Evidence-Based Practice in Child and Adolescent Mental Health

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The COVID-19 pandemic is an unprecedented social-emotional stressor significantly impacting intervention services for at-risk college students with attention-deficit/hyperactivity disorder (ADHD). In order to succeed in the new remote learning context, students are tasked with employing strong organizational, time management, and planning skills. They must self-regulate thoughts, actions, and emotions, inhibit task-irrelevant activity, and cope with unprecedented stressors. These ingredients for success nearly completely overlap with the core dysfunctions of ADHD. Recognizing the importance of providing psychosocial services during this high-risk time and in response to social distancing and university guidelines, we initiated a telehealth version of our program for college students with ADHD (i.e., SUCCEEDS). In the current paper, we describe novel and creative clinical strategies designed to assist students with ADHD in problem solving, adaptive coping, organizational skills, and time management strategies during the COVID-19 pandemic. Specifically, we: (1) detail the initial set-up of remote delivery services and supervision, (2) describe key components of the SUCCEEDS program developed to support students' unique needs during the COVID-19 pandemic, (3) present focus group and qualitative feedback from SUCCEEDS coaches and students, (4) provide an illustrative case vignette of application, and (5) discuss future directions and "lessons learned" in moving SUCCEEDS to a remote platform. In so doing, our hope is to contribute to an ongoing dialog surrounding optimal delivery of remote services to college students with ADHD, particularly during high-risk periods.

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Section: The Current Papermentioning

confidence: 99%

Remote Delivery of Psychosocial Intervention for College Students with ADHD during COVID-19: Clinical Strategies, Practice Recommendations, and Future Considerations

Oddo

Garner

Novick

et al. 2020

Evidence-Based Practice in Child and Adolescent Mental Health

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“…Inspired by prior work (e.g., Anastopoulos et al, 2020;LaCount et al, 2019;Vasko et al, 2019), we developed a comprehensive care model for college students with ADHD (Students Understanding College Choices: Encouraging and Executing Decisions for Success; SUCCEEDS). Given its composition (i.e., an entire semester of individual and group sessions), the ability to individualize content to student difficulties (e.g., psychological comorbidity), and incorporation of parents, ability for reenrollment, SUCCEEDS represents an optimum treatment modality for undergraduate students with ADHD.…”

mentioning

confidence: 99%

Helping College Students with Attention-Deficit/Hyperactivity Disorder SUCCEED: A Comprehensive Care Model

Meinzer

Oddo

Garner

et al. 2020

Evidence-Based Practice in Child and Adolescent Mental Health

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College students with ADHD are at risk for a host of negative outcomes in academic, social, and emotional domains. However, the majority of college campuses do not provide comprehensive and individualized services to target the executive functioning difficulties and psychological comorbidity seen in college students with ADHD. The current manuscript describes the development of a specialized semester-long program to address the unique needs of college students with ADHD (Students Understanding College Choices: Encouraging and Executing Decisions for Success; SUCCEEDS) as well as the clinical, research, and training mission of this venture. Results from reliable change indices indicate that among the eight students in this case series, the majority reported significant improvements in organizational skills. Additionally, the majority of students with elevated rates of depression or alcohol use at baseline also reported significant improvement in these comorbid symptoms. A descriptive case study is also provided to further demonstrate the individualization and implementation of SUCCEEDS. Preliminary evidence suggests that SUCCEEDS is an effective method for addressing the personalized and wide-ranging difficulties experienced by college students with ADHD. Lessons learned and future directions for research are discussed.

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Clinical Change Mechanisms in the Treatment of College Students With ADHD: Trajectories and Associations With Outcomes

et al. 2023

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Interventions for Transitioning Adolescents with ADHD to Emerging Adulthood: Developmental Context and Empirically-Supported Treatment Principles

Cited by 8 publications

References 96 publications

Remote Delivery of Psychosocial Intervention for College Students with ADHD during COVID-19: Clinical Strategies, Practice Recommendations, and Future Considerations

Remote Delivery of Psychosocial Intervention for College Students with ADHD during COVID-19: Clinical Strategies, Practice Recommendations, and Future Considerations

Helping College Students with Attention-Deficit/Hyperactivity Disorder SUCCEED: A Comprehensive Care Model

Clinical Change Mechanisms in the Treatment of College Students With ADHD: Trajectories and Associations With Outcomes

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