Refinement and Testing of a New Cognitive-Behavioral Intervention to Treat Executive Dysfunction in College Students With Attention Deficit Hyperactivity Disorder (ADHD)
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 41
- 试验地点
- 1
- 主要终点
- Change from Baseline Behavior Rating Scale of Executive Function - Adult Version (BRIEF-A) at six months
研究概览
简要总结
College students with ADHD have significant difficulty effectively managing their time, organizing, planning, and completing their academic work. As a result, they typically have lower grade-point averages, more course failures and withdrawals, are more likely to be placed on academic probation and are less likely to graduate from college than students without ADHD. The purpose of this project is to refine and test a psychological intervention on campus to help students with ADHD develop these self-management skills so that they can be more successful in college and avoid these negative outcomes.
详细描述
Participants will be assessed pre- and post-intervention during interviews with the clinician-investigators and on several self-report questionnaires designed to assess their self-management of time, organization, and planning. Feedback of the results will be discussed with them, including any recommendations for further treatment.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 30 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Student at The City College of New York
- •Diagnosis of ADHD, Inattentive or Combined Subtype
- •In good physical health
排除标准
- •Actively abusing drugs or alcohol within the past 6 months
- •Actively suicidal
- •Diagnosis of borderline personality disorder
- •Diagnosis of bipolar disorder
- •Diagnosis of a psychotic disorder
- •Neurological disorder (such as traumatic brain injury, brain tumor, Parkinson's)
- •History of childhood abuse or trauma or psychiatric condition that prevents clear
- •confirmation of the presence of ADHD in childhood
- •Any other acute psychiatric condition (e.g. acute panic disorder, severe depression) with treatment needs that take precedence over ADHD.
研究组 & 干预措施
Cognitive Behavioral Therapy delivered in a group format
Participating students will be assessed before and after the 12-week group Cognitive-Behavioral intervention to ascertain their response to the treatment.
干预措施: Cognitive-Behavioral Therapy Targeting Executive Dysfunction in College Students with ADHD (Behavioral)
结局指标
主要结局
Change from Baseline Behavior Rating Scale of Executive Function - Adult Version (BRIEF-A) at six months
时间窗: Change from Baseline BRIEF-A at 6 months
The Meta-Cognitive Index of the BRIEF-A will be used to measure change in executive functions, including time-management, organization, and planning. Scores are reported as percentiles from 0 to 99 with a higher score being worse.
Change from Baseline Adult Investigator Symptom Rating Scale (AISRS) at six months
时间窗: Change from Baseline AISRS at six months
The AISRS is a structured diagnostic Interview, administered by one of the study investigators to assess for Adult ADHD. Scores are reported on a scale from 0 to 27, with higher score being worse.
Change from Baseline Learning and Study Strategies Inventory (LASSI) at six months
时间窗: Change from Baseline LASSI at 6 months
The LASSI is a self-rating scale that measures student awareness and use of learning and study strategies on 10 scales related to skill, will, and self-regulation. Scores are reported as percentiles from 0 to 99 with a higher score being better.
次要结局
未报告次要终点