An Empirical Evaluation of ADHD Coaching in College Students

OBJECTIVE: This study evaluated a program for ADHD coaching in a sample of college students. METHOD: ADHD coaching was conducted with 148 college students over a 5-year period. The theoretical orientation combined cognitive-behavioral therapy with psychoeducational techniques. Executive functioning served as a way of viewing both initial problem areas and outcomes. RESULTS: Clients who received an 8-week coaching program showed significant improvement in all 10 areas of study and learning strategies, on self-esteem, and on measures of symptom distress and satisfaction with school and work. These results were consistent across different semesters and time of semester, and with a variety of different coaches, all of whom were novice coaches. CONCLUSION: This study provides important preliminary information about ADHD coaching, including coaching structure, processes, efficacy, and correlates of positive outcomes. Additional evaluations utilizing a randomized controlled design are needed.