A Mixed Methods Study of Treatment Acceptability and Intervention Preference Among College Students with ADHD

OBJECTIVE: Accommodations are the most common support for college students with ADHD; however, they are not a treatment and emerging evidence suggests they may not lead to performance improvement. As evidence accumulates for efficacious treatments for college students with ADHD it is increasingly important to assess their intervention preferences and treatment acceptability. METHOD: This mixed methods study was conducted in the context of a needs assessment of college students with ADHD conducted by advanced undergraduate service learning students. A diverse sample of 40 college students with ADHD completed the Abbreviated Acceptability Rating Profile (AARP) to rate the acceptability of treatment components with accumulating evidence of efficacy among college students with ADHD and completed a semi-structured interview to report preferences for campus intervention. RESULTS: All treatment components met at least the minimum threshold of acceptability. Significant differences emerged such that the behavioral component was rated significantly higher than cognitive, medication, psychoeducation, and emotional but was not significantly different than organizational. Emotional was significantly lower than all treatments except medication. Thematic analysis revealed the following intervention preferences themes: (1) psychoeducation, (2) awareness and education for campus community, (3) community building, (4) "help me help myself," (5) check-ins, (6) ADHD specific supports, and (7) one size does not fit all. CONCLUSION: Findings have implications for intervention and treatment development and implementation, as well as ADHD education, support, and advocacy on campuses.