Cognitive-Behavioral Treatment of Attention Deficit Hyperactivity Disorder (ADHD) in College Students - Study 1

ADHD Clinical Trial

— ADHD  

Official title:

Refinement and Testing of a New Cognitive-Behavioral Intervention to Treat Executive Dysfunction in College Students With Attention Deficit Hyperactivity Disorder (ADHD)

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT05588505
• Other study ID #: 20-0013
• Status: Recruiting
• Phase: N/A
• Start date: September 1, 2022
• Est. completion date: July 31, 2024

Study information

• Verified date: January 2024
• Source: Northwell Health
• Contact: Sarah O'Neill, Ph.D.
• Phone: 212-650-5701
• Email: soneill2[@]ccny.cuny.edu
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 42
• Est. completion date: July 31, 2024
• Est. primary completion date: July 31, 2024
• Accepts healthy volunteers: No
• Gender: All
• Age group: 18 Years to 30 Years

Eligibility

Inclusion Criteria:

• Student at The City College of New York

• Diagnosis of ADHD, Inattentive or Combined Subtype

• In good physical health

Exclusion Criteria:

• 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.

Related Conditions & MeSH terms

• ADHD
• Attention Deficit Disorder with Hyperactivity

Intervention

Behavioral:
• Cognitive-Behavioral Therapy Targeting Executive Dysfunction in College Students with ADHD
The intervention is 12 weeks long, made up of one 2- hour session each week. These sessions are designed to help the participants develop strategies to improve their executive functioning skills including self- care, time management and organizational skills. These skills will also be applied to specific academic tasks such as note-taking during reading and lectures, organizing and conducting research, and writing papers.

Locations

Country	Name	City	State
United States	City College of New York	New York	New York

Sponsors (2)

Lead Sponsor	Collaborator
Northwell Health	The City College of New York

Country where clinical trial is conducted

United States, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change from Baseline Adult Investigator Symptom Rating Scale (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 AISRS at six months
Primary	Change from Baseline Behavior Rating Scale of Executive Function - Adult Version (BRIEF-A) at six 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 BRIEF-A at 6 months
Primary	Change from Baseline Learning and Study Strategies Inventory (LASSI) at six 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.	Change from Baseline LASSI at 6 months