Claims

ACCESS does not improve GPA or credits earned relative to delayed treatment among college students with ADHD

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Neither condition changed significantly in number of earned credits and slopes did not differ between groups (d = .05). → Eddy et al. 2021

Evidence

Eddy et al. 2021

Laura D. Eddy, Arthur D. Anastopoulos, Melissa R. Dvorsky, Paul J. Silvia, Jeffrey D. Labban & Joshua M. Langberg (2021). An RCT of a CBT Intervention for Emerging Adults with ADHD Attending College: Functional Outcomes. Journal of Clinical Child & Adolescent Psychology. https://doi.org/10.1080/15374416.2020.1867989

q3 · i? · causal · r2

Latent growth curve analysis of registrar-recorded credits earned in the RCT found no significant change in either condition and no between-group slope difference.

"For number of earned credits, neither the immediate ACCESS (b = -.06, SE = .03, p = .065) condition nor the DTC (b = -.04, SE = .03, p = .149) condition changed and the slopes did not differ between the groups, Wald (1) = .20, p = .655, d = .05 [-.20, .30]."

Discussion

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