College Aged Substance Use in Educational Settings: Outcomes for Students with ADHD (CASE4ADHD)

教育环境中大学年龄药物使用：患有多动症的学生的结果 (CASE4ADHD)

• 批准号: 10596499
• 负责人: Matthew Joseph Gormley
• 金额: $ 29.35万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-04-05 至 2024-03-07
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10596499
• 关键词: Academic achievement; Adult; Affect; Attention deficit hyperactivity disorder; Chronic; Data; Development; Diagnosis; Ecological momentary assessment; Education; Enrollment; First Year Experience; Frequencies; Future; Goals; Harm Reduction; Healthcare; High Prevalence; Imprisonment; Individual; Institution; Intervention; Intervention Studies; Interview; Investigation; Literature; Measures; Methodology; Neurodevelopmental Disorder; Outcome; Pattern; Population; Predisposition; Public Assistance; Public Health; Research; Retirement; Risk; Risk Taking; Rural drug addiction; Students; Subgroup; Substance Use Disorder; Taxes; Time; adverse outcome; aged; alcohol use disorder; base; clinical decision-making; clinical practice; college; comorbidity; design; disability; experience; functional outcomes; meetings; peer; prevent; recruit; reduced substance use; response; societal costs; substance use; success; university student; young adult

Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder that affects 6% of US college students. Young adults with ADHD are less likely to enroll in college and those who do earn significantly lower GPAs. These students are susceptible to a range of adverse outcomes including increased risk-taking, higher rates of criminality, and higher prevalence of comorbid disabilities. One of the most common comorbid conditions of adult ADHD is substance use disorder (SUD) with nearly 30% of those with ADHD diagnosed with a non-alcohol related SUD during their lifetime and 42.7% with an alcohol use disorder. However, substance use does not explain the relationship between ADHD and poorer academic outcomes. Instead, ADHD and substance use confer unique and substantial risks for academic functioning placing college students with ADHD who use substances at a greater, compounded risk, for adverse outcomes. Extant research regarding substance use among college students with ADHD has been primarily drawn from 4-year colleges using cross-sectional designs. Therefore, the current literature base may represent only a snapshot of the highest functioning subgroup of college students with ADHD. There is a critical need to better understand the substance use experiences of all college students with ADHD to reduce harm and promote academic success. A total of 100 first-time first-year college students (50 from 2-year institutions and 50 from 4-year institutions) will be recruited for this study. This project aims to: (a) demonstrate the feasibility of recruiting and retaining first-year college students with ADHD over one-year using responsive ecological momentary assessments, (b) objectively and qualitatively describe the substance use experiences of first-year of college students with rigorously defined ADHD, and (c) identify malleable factors that may inform clinical decision making and future intervention research to prevent or reduce substance use. Results will provide rich preliminary date using both traditional assessment (e.g., interviews, rating scales) and responsive EMA to drive further investigation and inform clinical practice as it relates to preventing or reducing substance use among college students with ADHD at 2- and 4-year institutions. Results will provide the most detailed data regarding substance use among college students with ADHD via response EMA methodology. Second, this study will be the first to detail substance use among college students with ADHD across their first year at 2-year institutions relative to their peers at 4-year institutions and will yield vital information for understanding the needs of these students in settings within which they are most likely to enroll (i.e., 2-year institutions).

注意力缺陷多动障碍（ADHD）是一种慢性神经发育障碍，影响美国大学的6%。 学生患有ADHD的年轻人不太可能上大学，那些确实获得显着较低GPA的人。 这些学生容易受到一系列不良后果的影响，包括冒险行为增加， 犯罪率和合并残疾的患病率较高。成人最常见的共病之一 ADHD是物质使用障碍（SUD），近30%的ADHD患者被诊断为非酒精性精神障碍。 42.7%的人患有酒精使用障碍。然而，物质使用不 解释多动症和较差的学业成绩之间的关系。相反，多动症和物质使用赋予 将患有ADHD的大学生放置在一个特殊的位置， 更大的，复合风险，对于不利的结果。关于大学生物质使用的现有研究 ADHD患者主要来自四年制大学，采用横断面设计。因此目前 文献基础可能仅代表患有ADHD的大学生的最高功能亚组的快照。 我们迫切需要更好地了解所有患有ADHD的大学生的物质使用经历， 减少伤害，促进学业成功。共有100名大学一年级新生（50名来自2年制 50名来自四年制院校的学生）将被招募参加这项研究。该项目旨在：（a）展示 招募和保留一年多的ADHD大学一年级学生的可行性使用响应生态 （B）客观和定性地描述第一年的物质使用经验， 患有严格定义的ADHD的大学生，以及（c）确定可能告知临床决策的可塑性因素 进行和未来的干预研究，以防止或减少物质的使用。结果将提供丰富的初步数据 使用传统评估（例如，访谈、评级量表）和响应EMA，以推动进一步调查 并告知临床实践，因为它涉及预防或减少ADHD大学生的物质使用 在2年和4年的机构。结果将提供有关大学药物使用的最详细数据 ADHD学生通过响应EMA方法。第二，这项研究将是第一个详细的物质使用， 在2年制大学的第一年患有ADHD的大学生中，与4年制大学的同龄人相比， 机构，并将产生重要的信息，了解这些学生的需要，在设置中，他们 最有可能注册（即，2-年机构）。