Feasibility and Acceptability of Group-Based Cognitive-Behavioral Intervention for Executive Self-Management in College Students With ADHD: Replication in a Public Urban Setting.
Mary V Solanto, Anthony L Rostain, Sarah O'Neill et al.
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In 30 seconds
This open, uncontrolled trial examined the feasibility and acceptability of a manualized group cognitive-behavioral intervention for executive self-management in college students with rigorously assessed DSM-5 ADHD at a public urban college in the northeastern United States. Forty-one students enrolled in six 12-week groups; 36 completed all or part of treatment and provided post-treatment data. Pre- to post-treatment analyses found significant reductions in clinician- and self-rated inattentive symptoms and improvements in executive-function measures. Overall, 67% rated the program very helpful and 30% moderately helpful. The authors note that efficacy cannot be established without a controlled trial.
Key findings
- Of 41 enrollees, 36 completed all or part of treatment and provided post-treatment data.
- Clinician- and self-rated inattentive symptom number and severity decreased significantly from pre- to post-treatment.
- The BRIEF-A Metacognitive Index and LASSI-III composite score improved significantly.
- Overall, 67% rated the program very helpful and 30% moderately helpful.
Why it matters
The findings suggest that a structured group intervention addressing planning, organization, time management, and related academic challenges can be delivered in a public urban college setting, including with psychologists in training. The symptom and executive-skill changes are encouraging, but without a control group they cannot show that the intervention caused the improvements or establish its efficacy.
What to keep in mind
The trial was uncontrolled, so efficacy or effectiveness cannot be concluded from pre- to post-treatment changes. Post-treatment data were available for 36 of 41 enrollees.