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Symposia

Adult -ADHD

Navigating the Transition to Adulthood: Behavioral Interventions and Contextual Supports for ADHD and Autism Across the Lifespan

1 - (SYM 20) Supporting College Students with ADHD: An Examination of a Group Telehealth Intervention

Friday, November 21, 2025

5:05 PM - 5:22 PM CST

Location: Celestin F, Level 3

Keywords: ADHD, Autism Spectrum Disorders, Adult
Recommended Readings: Canu, W., Knouse, L. E., Flory, K., & Hartung, C. M. (2023). Thriving in college with ADHD: A cognitive-behavioral skills manual for therapists. Routledge., Bui, H. N., Marsh, N. P., & Chronis-Tuscano, A. (2024). Perspectives on parental support of attention deficit hyperactivity disorder self-management at the transition to adulthood. Nature Mental Health, 2(5), 489-495. https://doi.org/10.1038/s44220-024-00234-0, Clarke, E., Singer, H., Schiltz, H., & Lord, C. (2024). Autism at 30: Conceptualizations for adult research and clinical practice. American Psychologist. https://doi.org/10.1037/amp0001452, Dudley, K. M., Klinger, M. R., Meyer, A., Powell, P., & Klinger, L. G. (2019). Understanding service usage and needs for adults with ASD: The importance of living situation. Journal of autism and developmental disorders, 49, 556-568. https://doi.org/10.1007/s10803-018-3729-0, Raymaker, D. M., Sharer, M., Maslak, J., Powers, L. E., McDonald, K. E., Kapp, S. K., Moura, I., Wallington, A. “Furra”, & Nicolaidis, C. (2022). “[I] don’t wanna just be like a cog in the machine”: Narratives of autism and skilled employment. Autism, 27(1), 65-75. https://doi.org/10.1177/13623613221080813

Speaker(s)

William H. Canu, Ph.D.

Professor; Licensed Psychologist
Appalachian State University
Boone, NC, United States

Handouts

Co-author(s)

Cynthia M. Hartung, Ph.D.

Professor of Psychology
University of Wyoming
Laramie, WY, United States
TA

Tamara M. Abu-Ramadan, M.S.

Doctoral Student
University of Wyoming
Laramie, WY, United States
EM

Emily Miller, B.S.

Doctoral Candidate
University of Wyoming
Laramie, WY, United States
JV

John Vasco, MPS

Doctoral candidate
University of Wyoming
Laramie, WY, United States
Abigail B. de Arellano, M.A.

Student
University of South Carolina
Mount Pleasant, SC, United States
YR

Yvette Rother, M.A.

Graduate Student
University of South carolina
Columbia, SC, United States
Jennifer Nelson, M.A.

Graduate Student
Appalachian State University
Boone, NC, United States

Co-Author(s)

Laura E. Knouse, Ph.D.

Professor of Psychology
University of Richmond
Richmond, VA, United States

Co-author(s)

KF

Kate Flory, Ph.D.

Professor
University of South Carolina
Columbia, SC, United States

Abstract Body

Research on attention-deficit/hyperactivity disorder (ADHD) strongly suggests that affected college students are at high risk for maladjustment (e.g., academic failure), which may stem from a poor fit of disorder-related executive functioning differences intersecting with new academic and life challenges in the college environment. Unfortunately, relatively little research exists documenting the efficacy or effectiveness of interventions that may provide needed support for this population. Further, while telehealth interventions have generally been shown to be potentially beneficial for emerging adults, scant research has tested this intervention format for ADHD specifically. Facilitating skill development and knowledge of ADHD might not only facilitate successful attainment of a college degree—a predictor of later economic and professional security—but also enhance adjustment in other areas of life into adulthood.

The current study examines a telehealth adaptation of a recently developed intervention for college students with ADHD. Participants at three universities (n = 106; 72.6% biologically female; M age 22.21; 86.7% White; 91.5% Not Hispanic or Latino) completed an intervention consisting of six group sessions and three individual sessions with components focusing on organization, time management, and planning (OTMP) and study skills as well as psychoeducation. Most participants reported a previous ADHD diagnosis (n = 88), and all others met the diagnostic threshold of the Diagnostic and Statistical Manual of Mental Disorders (fifth edition text revision, DSM-5-TR; American Psychiatric Association, 2022) based on self-report (e.g., inattention symptoms M = 7.00).

Self-report measures of ADHD symptoms, impairment, and OTMP skills were completed at pre- and post-treatment. Pre-post differences in ADHD symptom severity and functional impairment suggest that the intervention had a positive effect. More specifically, improvements were noted in inattentive (IA) ADHD symptoms, several domains of functioning (family, school, social, life skills, self-concept), executive functioning, and use of OTMP skills, suggesting that the telehealth intervention has promise to be efficacious. Detailed quantitative results will be shared in the presentation, along with qualitative reports about aspects of the intervention that seemed most helpful both to participants and to the clinicians delivering the service.