Longitudinal Outcome of College Students with ADHD

患有多动症的大学生的纵向结果

• 批准号: 8291558
• 负责人: ARTHUR David ANASTOPOULOS
• 金额: $ 74.86万
• 依托单位: UNIVERSITY OF NORTH CAROLINA GREENSBORO
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-03-07 至 2016-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8291558
• 关键词: Address; Adherence; Adult; Area; Attention deficit hyperactivity disorder; Chronic; Clinical; Cognitive; Control Groups; Data; Development; Diagnostic; Education; Enrollment; Exhibits; Goals; Growth; Impairment; Intercept; Intervention; Intervention Studies; Investigation; Learning; Light; Longevity; Longitudinal Studies; Mental Depression; Mental Health; Mental disorders; Methodology; Methods; Outcome; Participant; Patient Self-Report; Performance; Pharmaceutical Preparations; Plague; Population; Practice Guidelines; Procedures; Psychosocial Assessment and Care; Psychotherapy; Recruitment Activity; Relative (related person); Research; Risk; Sampling; Schools; Services; Severities; Site; Social Functioning; Students; Substance abuse problem; Symptoms; Testing; Time; Unemployment; Universities; Wolves; age group; cohort; college; cost; disability; disorder control; evidence base; experience; functional disability; functional outcomes; high risk sexual behavior; improved; infancy; meetings; peer; psychologic; sex; social; success; therapy development; university student; young adult

DESCRIPTION (provided by applicant): Although there recently has been an increase in research investigating ADHD among adults (Barkley, Murphy, & Fischer, 2008), relatively less research has specifically addressed the manner in which ADHD impacts young adults attending college (DuPaul & Weyandt, 2009). The need for conducting such research has become more evident recently, as increasing numbers of students with ADHD have been enrolling in college (Pryor et al., 2010; Wolf, 2001). To address this situation, the goals of this proposed study are: (a) to investigate the developmental trajectory of functional impairments associated with ADHD in the college student population, and (b) to identify variables that may predict differential outcomes in this group. It is expected that college students with ADHD will exhibit significant deficits in educational, cognitive, social, psychological, and vocational functioning relative to non-ADHD peers. It is also expected that ADHD and non- ADHD control groups will show greater divergence in all functioning areas over time as the challenges of college performance increase. This study will be the first to systematically assess the educational, cognitive, social, psychological, and vocational functioning of college students with ADHD, relative to a sample of peers without ADHD, over time. Two waves of first year students will be recruited from ten university sites and followed throughout a four year period. Participants will be assessed twice each academic year across multiple domains of functioning via self-report, direct testing, and experience sampling methodology. All participants will undergo a rigorous initial assessment to be certain they meet stringent criteria for inclusion in the ADHD and non-ADHD control conditions. Separate latent growth curve analyses will be conducted to examine group differences over time within each area of functioning. The proposed study will be the first of its kind to shed much needed light on how ADHD and its associated impairments unfold across the college years. Obtained findings will provide direction for identifying evidence-based assessment methods and procedures that will be critical for addressing the mental health and educational needs of college students with ADHD. Results from this longitudinal investigation will also serve to guide the development of intervention efforts aimed at improving the long-term success of college students with ADHD. PUBLIC HEALTH RELEVANCE: At a time when increasing numbers of young adults with ADHD are attending college (Pryor et al., 2010; Wolf, 2001), practice guidelines for clinically managing this condition on college campuses remain sparse. With limited access to appropriate diagnostic assessment and treatment services (DuPaul & Weyandt, 2009), college students with ADHD are at significantly elevated risk for adverse educational (e.g., not finishing school), vocational (e.g., unemployment), psychological (e.g., depression, substance abuse), and social (e.g., risky sexual behavior) outcomes for which there are substantial personal and societal costs. To help guide the development of evidence-based assessment and treatment practices that can be used on college campuses to reduce this risk, this study will examine the manner in which ADHD impacts the educational, vocational, psychological, and social functioning of college students over a four year period of time.

描述（由申请人提供）：尽管最近研究了成年人研究多动症的研究增加（Barkley，Murphy和Fischer，2008年），但相对较少的研究专门解决了ADHD影响大学就读学院的年轻人的方式（Dupaul＆Weyandt，2009年）。进行此类研究的需求最近变得更加明显，因为越来越多的多动症学生正在上大学（Pryor等，2010； Wolf，2001）。为了解决这种情况，这项拟议的研究的目标是：（a）研究大学生人口中与ADHD相关的功能障碍的发育轨迹，以及（b）确定可以预测该组中差异结果的变量。预计拥有多动症的大学生将在与非ADHD同伴相对于非ADHD同龄人的教育，认知，社会，心理和职业功能上表现出严重的缺陷。还可以预期，随着大学绩效的挑战，随着时间的推移，随着时间的流逝，所有功能领域的差异都会更大。这项研究将是第一个系统地评估教育，认知，社会， 随着时间的流逝，相对于没有多动症的同龄人样本，具有多动症的大学生的心理和职业功能。将在十个大学地点招募两次一年级学生，并在四年内招募。每个学年将通过自我报告，直接测试和体验抽样方法对参与者进行两次评估。所有参与者将经过严格的初步评估，以确保他们符合严格的标准，以纳入ADHD和非ADHD控制条件。将进行单独的潜在生长曲线分析，以检查在功能的每个区域内随时间的群体差异。拟议的研究将是同类研究中的第一个阐明多动症及其相关障碍在整个大学期间的发展。获得的发现将为识别基于证据的评估方法和程序提供指导，这对于满足多动症的大学生的心理健康和教育需求至关重要。这项纵向调查的结果还将有助于指导旨在改善多动症大学生长期成功的干预工作的发展。 公共卫生相关性：在越来越多的多动症年轻人上大学的年轻人数量的时候（Pryor等，2010； Wolf，2001），《在大学校园内在临床上管理这种情况的实践指南》仍然很少。由于获得适当的诊断评估和治疗服务的机会有限（Dupaul＆Weyandt，2009年），患有多动症的大学生的不良教育风险显着升高（例如，不是完成学校），职业（例如失业率），心理学（例如，抑郁症，滥用抑郁症，滥用抑郁症）和社会（例如，具有性行为）的性行为和性行为是性行为和性行为的，这是性行为和社交的。为了指导可以在大学校园中使用以降低这种风险的循证评估和治疗实践的开发，本研究将研究多动症在四年内影响大学生的教育，职业，心理和社交功能的方式。