University of Washington, Seattle, WA 98195-1525, USA.
Clin Child Fam Psychol Rev. 2012 Dec;15(4):303-29. doi: 10.1007/s10567-012-0121-z.
Attention-deficit/hyperactivity disorder (ADHD) affects between 2 and 8 % of college students. ADHD is associated with impaired academic, psychological, and social functioning, and with a wide array of negative outcomes including lower GPAs, graduation rates, and self-reported quality of life. The college environment often brings decreased external structure and increased availability of immediate rewards, presenting added demands for behavioral self--regulation-an area in which students with ADHD are already vulnerable. Despite the significant impact of ADHD in college and the unique challenges presented by the college context, virtually no treatment development research has been conducted with this population. In order to provide a framework to guide intervention development, this comprehensive review integrates research from three key domains that inform treatment for college students with ADHD: (1) functional impairment associated with ADHD among college students, (2) etiology of ADHD and the developmental context for ADHD among emerging adults (age 18-24), and (3) treatment outcome research for ADHD among adolescents and adults. A detailed set of proposed treatment targets and intervention principles are identified, and key challenges associated with treatment development in this population are discussed.
注意缺陷多动障碍（ADHD）影响 2%至 8%的大学生。ADHD 与学业、心理和社会功能受损有关，还与一系列负面后果相关，包括较低的 GPA、毕业率和自我报告的生活质量。大学环境通常会减少外部结构，增加即时奖励的可获得性，这对行为自我调节提出了更高的要求，而 ADHD 患者在这方面已经很脆弱。尽管 ADHD 在大学中产生了重大影响，并且大学环境带来了独特的挑战，但实际上几乎没有针对这一人群的治疗开发研究。为了提供一个指导干预措施发展的框架，本综述综合了三个关键领域的研究，这些研究为 ADHD 大学生的治疗提供了信息：（1）与大学生 ADHD 相关的功能障碍，（2）ADHD 的病因学以及 ADHD 出现在成年早期（18-24 岁）的发展背景，以及（3）青少年和成人 ADHD 的治疗结果研究。确定了一套详细的拟议治疗目标和干预原则，并讨论了该人群治疗开发相关的关键挑战。
