Mindful attention for reading and class (MARC): A DBT-informed group intervention for college students with attention-deficit/hyperactivity disorder

ABSTRACT

Up to 80% of children diagnosed with ADHD have symptoms that persist into adulthood (Barkley et al., 2007), and up to 8% of college students report having the disorder (DuPaul et al., 2009). COVID-19 has exacerbated ADHD-related difficulties with concentration, academic performance, and emotional distress (Breaux et al., 2021;Pollak et al., 2021). Dialectical Behavior Therapy (DBT) skills training has shown promise as an effective intervention for ADHD in college students (Fleming et al., 2015) although DBT has typically been delivered face to face over a number of months. The current study was designed to assess the effectiveness of a brief (2-session) DBT-informed group intervention delivered via telehealth. Thirty-three students with at least five DSM-5 symptoms of ADHD were randomized to either a DBT skills group or a Brain Training group which consisted of online puzzle and attention games. Students in both groups received validation, discussion with peers, and psychoeducation. Students completed several measures related to number of ADHD symptoms, quality of life, mindfulness, and visual and auditory attention across three time points (pre, post, and one month follow-up). Statistical analyses revealed no differences based on treatment condition. However, regardless of group intervention, students did report improvements in quality of life, use of mindful nonjudgement skills, and number of ADHD symptoms. The results of this study suggest that providing an open and supportive environment for students with ADHD to meet and discuss their symptoms, learn about their disorder, and provide support to one another, may be beneficial. (PsycInfo Database Record (c) 2022 APA, all rights reserved)