scholarly journals Subclinical ADHD-Symptoms Are Associated with Executive-Functioning and Externalizing Problems in College Students without ADHD-Diagnoses

2016 ◽  
Vol 6 (1) ◽  
pp. 204 ◽  
Author(s):  
Allen J. Brown ◽  
Beth M. Casey
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Problem Behaviors ◽  
Risk Taking ◽  
Behavioral Problems ◽  
Clinical Sample ◽  
Adhd Symptoms ◽  
Oppositional Defiant ◽  
Students With Adhd ◽  
Inattentive Type

<p>This study investigated whether problem behaviors,<strong> </strong>typically associated with a clinical diagnosis of ADHD, would also be associated with subclinical ADHD symptoms within a non-clinical college sample. These are symptoms characteristic of ADHD, which are insufficient to warrant a DSM-IV diagnosis of ADHD. Self-ratings of behaviors known to be comorbid with ADHD (Oppositional-Defiant Disorder (ODD) behaviors, risk-taking, and Executive-Functioning (EF) problems) were examined as predictors of self-ratings of ADHD symptoms. Measures of ODD symptoms, risk-taking, and EF behavioral problems (related to poor management of time) significantly predicted ADHD symptoms, as measured by Barkley’s ADHD Combined Subscale. These predictors accounted for 26% of the variance. The same measures predicted symptoms of ADHD, Inattentive type, as measured by Barkley’s Inattentiveness (IA) Subscale, and accounted for 30% of the variance. For the Hyperactivity-Impulsivity Subscale (HI), the ODD measure significantly entered the equation, while the other two measures were borderline significant, accounting altogether for 10% of the variance. As hypothesized, the EF measure was the strongest predictor for IA, and the ODD measure was the strongest predictor for HI. In conclusion, problem behaviors comorbid with a formal clinical ADHD diagnosis were found to be significantly associated with subclinical ADHD symptoms within a non-clinical sample of college students, as indicated by the substantial proportion of the variance they accounted for in predicting the Barkley’s’ Combined and Inattentiveness Subscales, and to a lessor extent for the Hyperactivity/Impulsivity Subscale. This indicates that college students with ADHD symptoms may have substantial problems not only with their ADHD symptoms, but also with executive functioning and externalizing behaviors associated with these symptoms.</p>

Executive Functioning and Impairment in Emerging Adult College Students With ADHD Symptoms

2018 ◽  
Vol 23 (14) ◽  
pp. 1759-1765
Author(s):  
Morgan M. Dorr ◽  
Kevin J. Armstrong
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Adhd Symptom ◽  
Adult Adhd ◽  
Negative Relationship ◽  
Emerging Adult ◽  
Adhd Symptoms ◽  
Symptom Level ◽  
Adult College Students ◽  
Students With Adhd

Objective: To better understand current issues with adult ADHD assessment contributing to adult ADHD being under recognized and undertreated. Method: This study examined the relationship between symptoms, impairment, and executive functioning (EF) in a college sample. Results: Among individuals screening negative for ADHD, those higher in EF experienced significantly less impairment than those lower in EF. Executive functioning was shown to have a negative relationship with impairment while ADHD symptomology was shown to have a positive relationship with impairment. In addition, impairment was significantly predicted by ADHD symptom level and EF, and there was a significant interaction between EF and ADHD symptom level in predicting impairment. However, high EF did not significantly protect against impairment in individuals reporting a significant level of ADHD symptoms. Conclusion: Further research is needed to clarify the relationships between these variables in emerging adult college students.

A Randomized Controlled Trial of Mindfulness-Based Cognitive Therapy for College Students With ADHD

2016 ◽  
Vol 22 (4) ◽  
pp. 388-399 ◽  
Author(s):  
Yingqi Gu ◽  
Guangxing Xu ◽  
Yi Zhu
Keyword(s):  
College Students ◽  
Cognitive Therapy ◽  
Controlled Trial ◽  
Neuropsychological Performance ◽  
Adhd Symptoms ◽  
Mental Health Clinics ◽  
Health Clinics ◽  
Pre Treatment ◽  
Students With Adhd

Objective: Between 2% and 8% of college students meet criteria for ADHD, with increased incidence in recent decades. There are very few clinical trials conducted on the meaningful intervention of ADHD in college. Mindfulness-based cognitive therapy (MBCT) effectively treats college students with ADHD and could be more feasibly applied in college mental health clinics. Method: Fifty-four undergraduates with ADHD between ages 19 and 24 were randomized to receive either MBCT or wait-list (WL) during a 6-week intervention phase. ADHD symptoms, neuropsychological performance, and related outcomes were assessed at pre-treatment, post-treatment, and 3-month follow-up. Results: Participants receiving MBCT group showed greater treatment response rates (57%-71% vs. 23%-31%) and experience less anxiety and depression, and greater levels of mindfulness; MBCT participants show greater improvement on neuropsychological performance. Conclusion: MBCT may be a useful intervention for college students with ADHD, improving participants’ ADHD symptoms, mindfulness, and sustained attention.

scholarly journals Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

2022 ◽  
Author(s):  
Anouck I. Staff ◽  
Saskia van der Oord ◽  
Jaap Oosterlaan ◽  
Rianne Hornstra ◽  
Pieter J. Hoekstra ◽  
...  
Keyword(s):  
Teacher Training ◽  
Problem Behaviors ◽  
Contingency Management ◽  
Full Range ◽  
Specific Situation ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Child Effects ◽  
Oppositional Defiant ◽  
Secondary Analyses

AbstractBehavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention consisting of either a) antecedent-based techniques or b) consequent-based techniques; or c) waitlist. Multilevel analyses showed that both sets of techniques were effective in reducing teacher-rated ADHD symptoms and impairment immediately after the intervention and up to three months later, as compared to waitlist. Masked observations of ADHD behavior were in line with teacher ratings, with effects being most pronounced for inattention. No effects on teacher-rated or masked ODD behavior were found. This study showed that antecedent- and consequent-based techniques were effective in improving classroom ADHD symptoms and impairment. Long-term changes in teacher-rated ADHD are promising. These results extend previous findings and show the potential of short individually tailored interventions in classroom settings as treatment of ADHD symptoms.

scholarly journals Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment

2018 ◽  
Vol 24 (6) ◽  
pp. 863-874 ◽  
Author(s):  
Arthur D. Anastopoulos ◽  
Kristen A. King ◽  
Laura H. Besecker ◽  
Sarah R. O’Rourke ◽  
Allison C. Bray ◽  
...  
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Cognitive Behavioral Therapy ◽  
Active Treatment ◽  
Behavioral Therapy ◽  
Temporal Stability ◽  
Cognitive Behavioral ◽  
Depression Symptoms ◽  
Grade Point ◽  
Students With Adhd

Objective: This study examined the extent to which college students with ADHD continued to benefit from a cognitive-behavioral therapy (CBT) program beyond the active phase of treatment. Method: In successive cohorts over a 4-year period, a total of 88 college students with well-defined ADHD received CBT in an open clinical trial format that included active treatment and maintenance phases delivered across two consecutive semesters. Results: Immediately following active treatment, participants displayed statistically significant reductions in ADHD symptoms, improvements in executive functioning, and declines in anxiety and depression symptoms. Although grade point average did not improve significantly, there were statistically significant increases in the number of credit hours that participants attempted and earned across active treatment. Improvements in symptom severity, executive functioning, and educational functioning remained stable 5 to 7 months after active treatment concluded. Conclusion: Findings from this study support the use of CBT interventions for college students with ADHD.

Longitudinal Evaluation of the Cognitive-Behavioral Model of ADHD in a Sample of College Students With ADHD

2015 ◽  
Vol 22 (4) ◽  
pp. 323-333 ◽  
Author(s):  
Laura D. Eddy ◽  
Melissa R. Dvorsky ◽  
Stephen J. Molitor ◽  
Elizaveta Bourchtein ◽  
Zoe Smith ◽  
...  
Keyword(s):  
College Students ◽  
Internalizing Symptoms ◽  
Behavioral Model ◽  
Cognitive Behavioral ◽  
Self Concept ◽  
Adhd Symptoms ◽  
Symptoms Of Depression ◽  
School Year ◽  
Students With Adhd ◽  
Cognitive Behavioral Model

Objective: The primary aim of this study was to evaluate longitudinal pathways to impairment as outlined in the cognitive-behavioral model of ADHD in a sample of 59 college students diagnosed with ADHD. Method: Serial mediation models were used to test whether underachievement, defined as prior year GPA, would longitudinally predict self-reported impairment at the end of the next school year, through negative self-concept and associated changes in symptoms of anxiety and depression, while controlling for baseline impairment and changes in ADHD symptoms. Results: Findings supported the cognitive-behavioral model of ADHD. The association between prior year GPA and overall impairment at the end of the year was fully mediated through self-concept and symptoms of depression. Conclusion: These results help explain why impairment often persists even when ADHD symptoms remit and suggests that internalizing symptoms may be an important target for intervention in college students with ADHD.

Predicting Impairment in College Students With ADHD: The Role of Executive Functions

2014 ◽  
Vol 23 (13) ◽  
pp. 1624-1636 ◽  
Author(s):  
Melissa R. Dvorsky ◽  
Joshua M. Langberg
Keyword(s):  
College Students ◽  
Best Practice ◽  
Longitudinal Research ◽  
Adhd Symptoms ◽  
Prospective Longitudinal Study ◽  
Student Rated ◽  
School Year ◽  
Students With Adhd ◽  
Prospective Longitudinal ◽  
The Relationship

Objective: This study longitudinally evaluated whether parent-ratings and self-ratings of executive function (EF) predicted the academic and overall functioning of college students with ADHD and whether EF deficits mediated the relationship between ADHD symptoms and functioning. Method: A prospective longitudinal study of 59 college students comprehensively diagnosed with ADHD and their parents who completed ratings at the beginning and end of the school year. Results: Student-rated motivation and parent-rated emotion regulation significantly predicted overall impairment above and beyond symptoms of ADHD. Student-rated EF motivation mediated the relationship between ADHD symptoms and overall impairment. Student-rated EF organization mediated the relationship between ADHD symptoms and end of the year grades. Conclusion: Motivation and organization aspects of EF appear particularly important for functioning. However, given the study’s modest sample size, additional longitudinal research is needed to confirm these findings and to develop best-practice assessment and treatment recommendations for college students with ADHD.

scholarly journals Do ADHD Symptoms, Executive Function, and Study Strategies Predict Temporal Reward Discounting in College Students with Varying Levels of ADHD Symptoms? A Pilot Study

2021 ◽  
Vol 11 (2) ◽  
pp. 181
Author(s):  
Anouk Scheres ◽  
Mary V. Solanto
Keyword(s):  
College Students ◽  
Executive Function ◽  
Daily Life ◽  
Temporal Discounting ◽  
Study Strategies ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Life Challenges ◽  
Students With Adhd ◽  
Learning And Study Strategies

The purpose of this study was to examine the relationship between temporal reward discounting and attention deficit hyperactivity disorder (ADHD) symptoms in college students. Additionally, we examined whether temporal reward discounting was associated with executive functioning in daily life and with learning and study strategies in this group. Thirty-nine college students (19 with ADHD and 20 controls) participated after meeting criteria for ADHD or non-ADHD based on standardized assessment. Strong preferences for small immediate rewards were specifically associated with the ADHD symptom domain hyperactivity–impulsivity. Additionally, these preferences were associated with daily life executive function problems and with weak learning and study strategies. This suggests that steep temporal discounting may be a key mechanism playing a role in the daily life challenges that college students with ADHD symptoms face. If these findings are replicated in larger samples, then intervention strategies may profitably be developed to counteract this strong preference for small immediate rewards in college students with ADHD symptoms.

scholarly journals Application of parent-child interaction therapy (PCIT) to two girls with behavioral problems

2021 ◽  
Vol 29 (1) ◽  
pp. 145-165
Author(s):  
Ariadna Castro Prados ◽  
Luis Valero Aguayo
Keyword(s):  
Problem Behaviors ◽  
Behavioral Problems ◽  
Behavioral Therapy ◽  
Single Case ◽  
Self Monitoring ◽  
Parent Child Interaction Therapy ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Parent-child interaction therapy (PCIT) is a form of behavioral therapy to deal with various behavioral problems in children. It works directly with parents and their home interactions with their children. In this paper the application of PCIT to a seven-year-old girl with oppositional defiant disorder (ODD) and her three-year-old sister with behavioral problems is described. A single-case A-B design with concurrent baseline was used. The positive behaviors and problems were assessed for both young girls using self-monitoring and parent video recordings during playtime and home interactions. The treatment was developed in 12 sessions for 3 months. A progressive evolution was observed in both girls’ baseline and in pre- and post-treatment measures of the problem behaviors. Finally, there was a reduction of stress and an increase in the self-efficacy of the parents’ abilities.

Sign in / Sign up

Export Citation Format

Share Document