DOI
https://doi.org/10.25772/9X7Q-CD38
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Joshua Langberg, PhD
Second Advisor
Heather Jones, PhD
Third Advisor
Rosalie Corona, PhD
Fourth Advisor
Kevin Sutherland, PhD
Fifth Advisor
Dace Svikiz, PhD
Abstract
College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for educational, interpersonal, and comorbid mental health difficulties. Although growing evidence suggests that psychosocial interventions can effectively improve ADHD symptoms and functioning in college students with ADHD, there is almost no research investigating individual differences in intervention response. Numerous factors ranging from participant characteristics, as well as social and contextual factors could lead some people to respond more positively than others. Understanding individual differences in intervention response may help to better target intervention efforts and to determine where intervention refinement is needed. This study evaluates whether personal and contextual variables are associated with differential treatment response to a cognitive-behavioral treatment program for college students diagnosed with ADHD. Specifically, this study evaluated moderators of a range of outcomes, including executive functioning, interpersonal functioning, and ADHD symptom concern. Findings from this study suggest that factors at both the person-level and micro-system level have an impact on the efficacy of CBT intervention for college students with ADHD. Interestingly, person-level factors, including medication status and comorbidity status had a robust impact on aspects of executive functioning, whereas broader contextual factors, such as living situation and employment were mostly related to relationship functioning and symptom concern. The results from this study can be used to further refine effective interventions for college students with ADHD.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
8-1-2023