Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties

Patrick A. LaCount; Cynthia M. Hartung; Christopher R. Shelton; Anne E. Stevens

doi:10.1177/1087054715594423

Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties

Patrick A. LaCount
, Cynthia M. Hartung
, Christopher R. Shelton
, Anne E. Stevens

Penn State Erie, The Behrend College

Research output: Contribution to journal › Article › peer-review

47 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	356-367
Number of pages	12
Journal	Journal of Attention Disorders
Volume	22
Issue number	4
DOIs	https://doi.org/10.1177/1087054715594423
State	Published - Feb 1 2018

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology
Clinical Psychology

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10.1177/1087054715594423

Cite this

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title = "Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties",

abstract = "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.",

author = "LaCount, \{Patrick A.\} and Hartung, \{Cynthia M.\} and Shelton, \{Christopher R.\} and Stevens, \{Anne E.\}",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article is based on the first author{\textquoteright}s master{\textquoteright}s thesis and was supported in part by a research grant from the University of Wyoming, Lillian Portenier Trust Fund. Publisher Copyright: {\textcopyright} 2015, {\textcopyright} The Author(s) 2015.",

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AU - Stevens, Anne E.

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article is based on the first author’s master’s thesis and was supported in part by a research grant from the University of Wyoming, Lillian Portenier Trust Fund. Publisher Copyright: © 2015, © The Author(s) 2015.

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N2 - 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.

AB - 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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Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties

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All Science Journal Classification (ASJC) codes

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