Attention Deficit Hyperactive Disorder in Early Adulthood: Improving the Transition to Autonomy

BACKGROUND: Attention Deficit/Hyperactivity Disorder (ADHD) has many far-reaching effects as older adolescents transition to young adults, affecting success in college, work, relationships, finances, and mental health. This often leads to increased risks such as substance use disorders, incarceration, and many mental health issues. This pivotal transition period must be addressed to improve long-term outcomes.

LOCAL PROBLEM: The setting of this project was at a large university in the southeastern United States. No toolkits or other resources were available within Student Disability Services (SDS) for students with a diagnosis of ADHD. The purpose was to implement a toolkit with an educational component, resources, and coping strategies for college students with ADHD. This project aim was to improve self-efficacy in students presenting to SDS with a diagnosis of ADHD as evidenced by incremental improvement from baseline in New Generalized Self-Efficacy scale within the twelve-week implementation period.

METHODS: The Institute for Healthcare Improvement’s Quality Improvement Model guided this project. A toolkit was developed to teach coping strategies for navigating college life with ADHD. Self-efficacy was measured by comparing NGSE scores at 3 time points: pre-intervention, 6 weeks, and 12 weeks.

INTERVENTIONS: The toolkit provided education on the long-term effects of ADHD on adults, coping strategies and campus resources. The toolkit was offered to incoming freshmen seeking services through SDS.

RESULTS: While no statistically significant change was noted, clinically significant improvements in self-efficacy were found, with all participants reporting that the toolkit helped them achieve academic success.

CONCLUSIONS: Improving the knowledge base of the possible implications of ADHD in adulthood and utilizing a toolkit designed to foster healthy coping skills increased self-efficacy in college freshmen with a diagnosis of ADHD. Sustainability plans include extending the toolkit to students beyond the participation population of incoming freshmen and sharing these findings with other relevant offices on campus for possible distribution of the toolkit.