{"id":{"repo_id":"fsu-retro","oai_identifier":"oai:diginole.lib.fsu.edu:fsu_927862"},"canonical_url":"https://search.dev.ndltd.org/etd/fsu-retro/oai:diginole.lib.fsu.edu:fsu_927862","repository":{"repo_id":"fsu-retro","name":"Florida State University","base_url":"https://repository.lib.fsu.edu/oai2"},"display":{"title":"CBT V. Mindfulness-Added CBT for College Students with ADHD: Multiple-Baseline Single-Case Experimental Design","abstract":"Approximately 10% of U.S. children are diagnosed with ADHD, and the majority of them retain clinical levels of ADHD symptoms as an adult. Among them, comorbidities are often observed, which can negatively impact a broad range of their everyday life including social, emotional, behavioral, and academic/work functioning. A first-line treatment option of medication is available but it may cause inadequate responses. It is meaningful to diversify psychosocial interventions for the heterogeneous ADHD population. Currently, CBT and mindfulness-based interventions are evidence-based interventions. However, most ADHD intervention studies do not address unique challenges of college students with ADHD. They play a role as an emerging adult as well as a student in formal educational settings. During the transition, college students with ADHD may experience more difficulties navigating their life without the same structures from their parents and schools. This study aims to answer this question: Can adding mindfulness components into CBT-only coaching substantially improve the clinical effectiveness in ADHD symptoms, psychological health, and academic achievement outcomes among college students diagnosed with ADHD? In a non-concurrent multiple baseline single case subject design, four participants completed 12 coaching sessions. The results are conflicting. First, adding mindfulness to CBT-only coaching did not significantly improve ADHD symptoms or academic achievement outcomes. However, in psychological health outcomes, it showed more effectiveness than CBT-only coaching but the levels of significance range from weak to strong. Based on the results and limitations, implications for both practitioners and future researchers follow. In the discussion section, clinical change mechanisms and intervention planning depending on students' characteristics are highlighted.","abstract_html":"Approximately 10% of U.S. children are diagnosed with ADHD, and the majority of them retain clinical levels of ADHD symptoms as an adult. Among them, comorbidities are often observed, which can negatively impact a broad range of their everyday life including social, emotional, behavioral, and academic/work functioning. A first-line treatment option of medication is available but it may cause inadequate responses. It is meaningful to diversify psychosocial interventions for the heterogeneous ADHD population. Currently, CBT and mindfulness-based interventions are evidence-based interventions. However, most ADHD intervention studies do not address unique challenges of college students with ADHD. They play a role as an emerging adult as well as a student in formal educational settings. During the transition, college students with ADHD may experience more difficulties navigating their life without the same structures from their parents and schools. This study aims to answer this question: Can adding mindfulness components into CBT-only coaching substantially improve the clinical effectiveness in ADHD symptoms, psychological health, and academic achievement outcomes among college students diagnosed with ADHD? In a non-concurrent multiple baseline single case subject design, four participants completed 12 coaching sessions. The results are conflicting. First, adding mindfulness to CBT-only coaching did not significantly improve ADHD symptoms or academic achievement outcomes. However, in psychological health outcomes, it showed more effectiveness than CBT-only coaching but the levels of significance range from weak to strong. Based on the results and limitations, implications for both practitioners and future researchers follow. In the discussion section, clinical change mechanisms and intervention planning depending on students' characteristics are highlighted.","abstract_has_math":false,"creators":[],"institution":"Florida State University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Choi, Dowon (author)","Ebener, Deborah J. (professor directing dissertation)","Gussak, David (university representative)","Hall-Mills, Shannon S. 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Among them, comorbidities are often observed, which can negatively impact a broad range of their everyday life including social, emotional, behavioral, and academic/work functioning. A first-line treatment option of medication is available but it may cause inadequate responses. It is meaningful to diversify psychosocial interventions for the heterogeneous ADHD population. Currently, CBT and mindfulness-based interventions are evidence-based interventions. However, most ADHD intervention studies do not address unique challenges of college students with ADHD. They play a role as an emerging adult as well as a student in formal educational settings. During the transition, college students with ADHD may experience more difficulties navigating their life without the same structures from their parents and schools. This study aims to answer this question: Can adding mindfulness components into CBT-only coaching substantially improve the clinical effectiveness in ADHD symptoms, psychological health, and academic achievement outcomes among college students diagnosed with ADHD? In a non-concurrent multiple baseline single case subject design, four participants completed 12 coaching sessions. The results are conflicting. First, adding mindfulness to CBT-only coaching did not significantly improve ADHD symptoms or academic achievement outcomes. However, in psychological health outcomes, it showed more effectiveness than CBT-only coaching but the levels of significance range from weak to strong. Based on the results and limitations, implications for both practitioners and future researchers follow. In the discussion section, clinical change mechanisms and intervention planning depending on students' characteristics are highlighted.","A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.","June 20, 2023.","ADHD, CBT, coaching, college students, mindfulness, single case design","Includes bibliographical references.","Deborah Ebener, Professor Directing Dissertation; Dave Gussak, University Representative; Garrett Hall, Committee Member; Lyndsay Jenkins, Committee Member."]},{"key":"dc:format","label":"Dc Format","values":["computer","online resource","1 online resource (169 pages)","application/pdf"]},{"key":"dc:title","label":"Title","values":["CBT V. Mindfulness-Added CBT for College Students with ADHD: Multiple-Baseline Single-Case Experimental Design"]}]}],"canonical_facts":{"dc:contributor":["Choi, Dowon (author)","Ebener, Deborah J. (professor directing dissertation)","Gussak, David (university representative)","Hall-Mills, Shannon S. (committee member)","Jenkins, Lyndsay Nicole (committee member)","Florida State University (degree granting institution)","College of Education, Health, and Human Sciences (degree granting college)","Department of Educational Psychology and Learning Systems (degree granting department)"],"dc:date":["2023"],"dc:description":["Approximately 10% of U.S. children are diagnosed with ADHD, and the majority of them retain clinical levels of ADHD symptoms as an adult. Among them, comorbidities are often observed, which can negatively impact a broad range of their everyday life including social, emotional, behavioral, and academic/work functioning. A first-line treatment option of medication is available but it may cause inadequate responses. It is meaningful to diversify psychosocial interventions for the heterogeneous ADHD population. Currently, CBT and mindfulness-based interventions are evidence-based interventions. However, most ADHD intervention studies do not address unique challenges of college students with ADHD. They play a role as an emerging adult as well as a student in formal educational settings. During the transition, college students with ADHD may experience more difficulties navigating their life without the same structures from their parents and schools. This study aims to answer this question: Can adding mindfulness components into CBT-only coaching substantially improve the clinical effectiveness in ADHD symptoms, psychological health, and academic achievement outcomes among college students diagnosed with ADHD? In a non-concurrent multiple baseline single case subject design, four participants completed 12 coaching sessions. The results are conflicting. First, adding mindfulness to CBT-only coaching did not significantly improve ADHD symptoms or academic achievement outcomes. However, in psychological health outcomes, it showed more effectiveness than CBT-only coaching but the levels of significance range from weak to strong. Based on the results and limitations, implications for both practitioners and future researchers follow. 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Mindfulness-Added CBT for College Students with ADHD: Multiple-Baseline Single-Case Experimental Design"],"dc:type":["Text","doctoral thesis"]},"updated_at":"2026-07-27T19:43:21Z"}