ACCESS does not improve self-reported interpersonal functioning 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¶

q3 i? Although the ACCESS condition improved significantly in interpersonal relationships over time, the rate of change did not differ significantly between conditions (d = .12, non-significant). → 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 AIM-A Relationships and Communication in the RCT found no significant between-condition difference ("Wald (1) = .71, p = .398"); equivalence was not tested.

"The immediate ACCESS (b = 5.43, SE = 2.57, p = .035) condition significantly improved in interpersonal relationships over time, but the DTC (b = 2.51, SE = 1.83, p = .169) condition did not. Nevertheless, the rate of change did not differ significantly between the groups, Wald (1) = .71, p = .398, d = .12 [-.13, .37]."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• ACCESS produces a moderate improvement in self-reported daily functioning relative to delayed treatment among college students with ADHD — related
• ACCESS produces significantly greater improvement in use of study aids than delayed treatment among college students with ADHD — related
• ACCESS produces significantly greater improvement in test strategies and motivation than delayed treatment among college students with ADHD — related
• ACCESS produces significantly greater improvement in self-reported time management than delayed treatment among college students with ADHD — related
• ACCESS does not improve GPA or credits earned relative to delayed treatment among college students with ADHD — related
• Coaching is a promising practice that college students with LD/ADHD report improves their self-awareness, self-management skills, and subjective well-being — related
• Existing child-focused treatments for ADHD, including the MTA's intensive behavioral management and medication, and clinic-based social skills training, have not improved peers' liking of children with ADHD — related