KU Leuven, Belgium.
University of Amsterdam, The Netherlands.
J Atten Disord. 2020 Apr;24(6):849-862. doi: 10.1177/1087054718787033. Epub 2018 Jul 12.
The effectiveness of a short (six session) individual cognitive behavioral planning intervention for college students with attention-deficit/hyperactivity disorder (ADHD) was tested. In three student counseling services in Flanders, individuals with ADHD ( = 58) were randomized to the intervention or waitlist condition. Pre- and posttreatment assessments were conducted, and within the intervention group, a 4-month follow-up was conducted. Primary outcomes were ADHD symptoms and study skills; secondary outcomes were comorbid symptoms and planning skills on a neuropsychological task. Intent-to-treat analyses showed a significant interaction on one outcome: inattention symptoms. The treatment condition improved from pretest to posttest, whereas the waitlist did not. Other measures showed large significant time effects (improved skills, reduction of symptoms in both groups) but no interactions. Stability analyses were not possible due to substantial dropout at follow-up. Specific treatment effects are on one outcome (inattention) and modest; for further implementation, the treatment needs adaptation.
本研究旨在检验针对注意缺陷多动障碍（ADHD）大学生的短期（六次疗程）个体认知行为计划干预的有效性。在佛兰德的三个学生咨询服务中心，ADHD 个体（=58）被随机分配到干预组或候补名单组。在治疗前和治疗后进行评估，并且在干预组中进行了 4 个月的随访。主要结果是 ADHD 症状和学习技能；次要结果是神经心理学任务上的共病症状和计划技能。意向性治疗分析显示，一个结果上存在显著的交互作用：注意力不集中症状。治疗条件从治疗前到治疗后有所改善，而候补名单组则没有。其他措施显示出较大的显著时间效应（技能提高，两组症状减轻），但没有交互作用。由于随访时大量的脱落，稳定性分析是不可能的。特定的治疗效果是在一个结果（注意力不集中）上，效果中等；为了进一步实施，治疗需要进行调整。
