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

注意力缺陷/多动障碍(ADHD)是一种慢性神经发育障碍，影响着美国6%的大学 学生们。患有ADHD的年轻人不太可能上大学，那些确实挣得明显低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， 犯罪率高，并有更高的残障患病率。成人最常见的合并症之一 ADHD是一种物质使用障碍(SUD)，近30%的ADHD患者被诊断为非酒精 42.7%的人有酒精使用障碍。然而，物质使用不会 解释ADHD和较差的学习成绩之间的关系。相反，ADHD和物质使用者进行了磋商 将使用药物的大学生置于ADHD对学习功能的独特和实质性的风险 更大的、复杂的风险，带来不利的后果。关于大学生物质使用现状的研究现状 ADHD患者主要来自四年制大学，采用横断面设计。因此，当前 文献基础可能只代表了患有ADHD的大学生中功能最高的亚群的快照。 迫切需要更好地了解所有ADHD大学生的物质使用经历，以 减少伤害，促进学业成功。共有100名一年级学生(其中50人来自2年制 将为这项研究招募50名来自四年制院校的学生。该项目旨在：(A)展示 应用响应性生态学招收和留住一年以上ADHD新生的可行性研究 即时评估，(B)客观和定性地描述#年第一年的物质使用经历 有严格定义的ADHD的大学生，以及(C)确定可能影响临床决策的可塑性因素 进行和未来的干预研究，以预防或减少药物使用。结果将提供丰富的初步数据 使用传统评估(例如，访谈、评分表)和响应性EMA来推动进一步调查 并告知临床实践，这与预防或减少ADHD大学生使用药物有关 在两年制和四年制院校。结果将提供有关大学中物质使用情况的最详细数据 通过应对EMA方法对患有ADHD的学生进行调查。其次，这项研究将是第一次详细说明物质使用情况 在两年制院校的第一年患有ADHD的大学生中，与四年制的同龄人相比 并将提供重要信息，以了解这些学生在他们的环境中的需求 最有可能入学(即两年制院校)。

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).