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Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic
Patrick A LaCount1, Cynthia M Hartung1, Christopher R Shelton1
11 University of Wyoming, Laramie, WY, USA.
Objective:
We sought to elucidate the effects of an organization, time management, and planning (OTMP) skills training intervention for college students reporting elevated levels of ADHD symptomatology and academic impairment.
Method:
Undergraduate participants enrolled in either the intervention ( n = 22) or comparison ( n = 15) condition in exchange for psychology course credit. Those in the intervention condition attended three weekly group meetings designed to improve organizational skills. Treatment effectiveness was evaluated by comparing pre- and postmeasurements of academic impairment, inattention, hyperactivity/impulsivity, and OTMP skills utilization.
Results:
Intervention group participants improved significantly on ratings of inattention, hyperactivity/impulsivity, and academic impairment, relative to the comparison group. Intervention group participants also improved in their use of OTMP skills, relative to their baseline ratings.
Conclusion:
This study suggests an organizational skills intervention has the potential to ameliorating ADHD symptomatology and academic impairment among college students.
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