RESUMEN
OBJECTIVE: This study evaluated a program for ADHD coaching in a sample of college students. METHOD: ADHD coaching was conducted with 148 college students over a 5-year period. The theoretical orientation combined cognitive-behavioral therapy with psychoeducational techniques. Executive functioning served as a way of viewing both initial problem areas and outcomes. RESULTS: Clients who received an 8-week coaching program showed significant improvement in all 10 areas of study and learning strategies, on self-esteem, and on measures of symptom distress and satisfaction with school and work. These results were consistent across different semesters and time of semester, and with a variety of different coaches, all of whom were novice coaches. CONCLUSION: This study provides important preliminary information about ADHD coaching, including coaching structure, processes, efficacy, and correlates of positive outcomes. Additional evaluations utilizing a randomized controlled design are needed.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Autoimagen , Estudiantes/psicología , Función Ejecutiva , Femenino , HumanosRESUMEN
OBJECTIVE: To evaluate the time estimation abilities of college students with ADHD on a novel, complex task that approximated academically oriented activities. METHOD: Totally 20 college students with ADHD were compared to a sample of 20 non-ADHD students. Both groups completed a task, and scores were obtained for time to complete the task, errors made, prospective time estimate, confidence in estimate, and retrospective time estimate. In addition, scores were calculated for the difference between prospective estimate and actual time as well as the difference between retrospective estimate and actual time. RESULTS: Controlling for cognitive ability, the ADHD participants were significantly different from the non-ADHD participants on all dependent measures except confidence and errors. CONCLUSION: College students with ADHD showed retrospective time estimation difficulties that may be related to academic functioning in the college setting.