Project Details
Description
Purpose: The purpose of this project was to evaluate a psychosocial intervention—Accessing Campus Connections and Empowering Student Success (ACCESS)—for postsecondary students with attention deficit hyperactivity disorder (ADHD). Many postsecondary institutions provide campus support services (e.g., disability accommodations) to help students with ADHD because these students are more likely to struggle and to drop out than students without ADHD. Because such campus support services often times do not address the full range of difficulties displayed by college students with ADHD, there is much need for the development of additional evidence-based treatment services for this population. ACCESS was developed to help fill this gap, by giving college students with ADHD the knowledge and skills necessary for self-regulating behaviors, thoughts, and emotions that affect academic success. Building on preliminary research suggesting that ACCESS has a positive impact on student functioning, the current study sought to examine its efficacy in a more rigorous experimental research design, using a randomized controlled trial format. Findings from the current study revealed improvements in ADHD symptoms, executive functioning, academic study skills, use of disability service accommodations, daily-life performance, and general personal well-being. Together, such results lend strong support to the efficacy of ACCESS as a campus-based intervention for college students with ADHD.
Status | Finished |
---|---|
Effective start/end date | 7/1/15 → 6/30/21 |
Funding
- Institute of Education Sciences: $3,179,850.00
Fingerprint
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.