Eddy, Laura D.; Anastopoulos, Arthur D.; Dvorsky, Melissa R.; Silvia, Paul J.; Labban, Jeffrey D.; Langberg, Joshua M. (2021). Retrieved from: https://eric.ed.gov/?id=ED611007
Reviewed: March 2022
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Test Strategies subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
26.79 |
23.71 |
Yes |
|
|
|
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Motivation subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
27.44 |
25.05 |
Yes |
|
|
|
|
Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) Behavior Regulation Index (BRI) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
62.97 |
59.06 |
Yes |
|
|
|
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Study Aids subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
22.24 |
20.93 |
No |
-- | ||
|
Beck Depression Inventory, Second Edition (BDI- II) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
18.87 |
16.19 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Test Strategies subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
25.91 |
23.22 |
Yes |
|
||
|
Attention-deficit/hyperactivity disorder (ADHD) Impact Module-Adult (AIM-A) General Well-being subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
55.28 |
47.48 |
Yes |
|
||
|
Beck Depression Inventory, Second Edition (BDI- II) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
23.11 |
18.47 |
Yes |
|
||
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Study Aids subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
22.51 |
20.78 |
Yes |
|
||
|
Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) Behavior Regulation Index (BRI) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
62.68 |
59.85 |
Yes |
|
||
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Motivation subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
26.28 |
25.05 |
No |
-- | ||
|
Beck Anxiety Inventory (BAI) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
16.33 |
14.65 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Semester Grade Point Average (GPA) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
2.67 |
2.58 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Semester Grade Point Average (GPA) |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
2.58 |
2.72 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Number of college credits earned in a semester |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
11.66 |
11.83 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Number of college credits earned in a semester |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
12.42 |
12.21 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Time Management subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
20.61 |
17.50 |
Yes |
|
|
|
|
Attention-deficit/hyperactivity disorder (ADHD) Impact Module-Adult (AIM-A) Relationships and Communication subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
0 Days |
Full sample;
|
70.29 |
66.83 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Strategies for Success (SFS) -Researcher developed |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
59.06 |
48.84 |
Yes |
|
||
|
Learning and Study Strategies Inventory – Second Edition (LASSI-2) Time Management subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
19.25 |
17.52 |
Yes |
|
||
|
Attention-deficit/hyperactivity disorder (ADHD) Impact Module-Adult (AIM-A) Relationships and Communication subscale |
Accessing Campus Connections and Empowering Student Success (ACCESS) vs. Business as usual |
-1 Semesters |
Full sample, 1 semester before end of intervention;
|
70.12 |
68.21 |
No |
-- | ||
Characteristics of study sample as reported by study author.
| Asian | 5% | |
| Black | 14% | |
| Other or unknown | 15% | |
| White | 66% |
| Hispanic | 7% | |
| Not Hispanic or Latino | 93% |
| Other or unknown | 100% |
The study took place across two public universities located in urban areas in the Southeastern United States.
The researchers randomly assigned 149 students to the intervention group and 131 students to the comparison group from two public universities. A total of 205 of these students were included in the study. Approximately 66% of the students were female and 100% had a disability (ADHD). Sixty-six percent were White, 14% were Black, 5% were Asian, 15% reported more than one race or did not report race. Seven percent were Hispanic or Latino and 93% were not Hispanic or Latino. All students participating in the study were diagnosed with attention-deficit/hyperactivity disorder (ADHD).
The Accessing Campus Connections and Empowering Student Success (ACCESS) intervention is a cognitive-behavioral treatment program premised on improving ADHD knowledge, behavioral strategies, and adaptive thinking skills to facilitate improvements in multiple domains of daily life functioning negatively impacted by ADHD. The intervention took place over two consecutive semesters and consisted of both small group and individual mentoring meetings. The first semester, or “active phase”, included eight 90-minute weekly group sessions (groups of 4-6 students, on average) and weekly 30-minute individual mentoring sessions. The second semester, or “maintenance phase”, involved one 90-minute group session and up to six 30-minute individual mentoring sessions. Graduate student research assistants and one licensed master’s level professional counselor served as group leaders and mentors.
Students in the comparison group did not receive the ACCESS intervention during the study.
The graduate student research assistants and licensed counselor that served as group leaders and mentors received training and weekly supervision by licensed doctoral-level clinical psychologists. Training included assigned readings, group discussions, observations, and role playing. The study does not provide information on the hours of training. Study staff also received a treatment manual containing instructions for delivering group and individual sessions of ACCESS. All group and individual sessions were audio recorded for review by the study researchers. The researchers reviewed 20% of the audio recordings and determined that fidelity to the ACCESS treatment manual was observed over 95% of the time.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Anastopoulos, Arthur D.; Langberg, Joshua M.; Eddy, Laura D.; Silvia, Paul J.; Labban, Jeffrey D. (2021). A Randomized Controlled Trial Examining CBT for College Students with ADHD. Journal of Consulting and Clinical Psychology v89 n1 p21-33.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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