College students with ADHD

Murrell, Amy R., Ethan G. Lester, and Emily K. Sandoz. “Grounding Turbulent Minds: The Challenges of Mindfulness-Based Interventions for College Students With ADHD and How to Overcome Them.” Journal of College Student Psychotherapy 29.4 (2015): 314-328. Abstract only.

College can be difficult for students with attention-deficit/hyperactivity disorder (ADHD). Inattention and impulsivity are not conducive to academic success. Individuals with ADHD often experience difficulties with time management, organization, social adjustment, and psychological distress.

One possible treatment approach for individuals with ADHD is mindfulness-based interventions, which lead to symptom reductions and increases in mindfulness skills. However, there are challenges in conducting such treatments on college campuses. This article outlines some of those challenges and highlights ways to overcome them using intervention research, more specifically clinical behavior analysis.

The qualitative experience of conducting two mindfulness meditation interventions for college students with ADHD is discussed, and recommendations for conducting similar campus-based interventions are made.

Advertisements

ADHD symptoms improve in adult treatment group (trial)

Mitchell, J. T., et al. (2013). A Pilot Trial of Mindfulness Meditation Training for ADHD in Adulthood: Impact on Core Symptoms, Executive Functioning, and Emotion Dysregulation. Journal of Attention Disorders, 1087054713513328. Abstract

Excerpt: Mindfulness meditation training is garnering increasing empirical interest as an intervention for ADHD in adulthood, although no studies of mindfulness as a standalone treatment have included a sample composed entirely of adults with ADHD or a comparison group. The aim of this study was to assess the feasibility, acceptability, and preliminary efficacy of mindfulness meditation for ADHD, executive functioning (EF), and emotion dysregulation symptoms in an adult ADHD sample.

Treatment feasibility and acceptability were positive. In addition, self-reported ADHD and EF symptoms (assessed in the laboratory and ecological momentary assessment), clinician ratings of ADHD and EF symptoms, and self-reported emotion dysregulation improved for the treatment group relative to the waitlist group over time with large effect sizes. Improvement was not observed for EF tasks.