This paper describes how SUCCEEDS, a University of Maryland program for college students with ADHD, moved to telehealth during COVID-19. When services went remote, 17 students were enrolled, all living full time with their parents. Staff and some students gave feedback.
New remote parts included simulated daily commutes and daily checklists that students emailed back to coaches. There were also more frequent brief check-ins, coached practice in students' homes, and video groups with break-out rooms. One student returned her checklists on 9 of 10 days over a two-week trial.
Group attendance fell sharply after the switch. In-person groups earlier that spring hosted an average of 75% of students each week. Remote groups then averaged between 20% and 37% of students per week. After changes made in response to feedback, every student in the fall 2020 group attended every session.
In a case vignette, a 19-year-old sophomore rated his confidence in rescheduling on his own at 8 out of 10 after coached practice at home. A week later, after doing it without his coach, he rated his ability to cope with schedule disruptions at 10 out of 10.
The paper reports no control group, outcome measures or statistical testing. The authors say in-home coaching has never been studied for this group, and their support for frequent check-ins rests on clinical observation.
Source: Oddo L, Garner A, Novick D, et al.. Remote Delivery of Psychosocial Intervention for College Students with ADHD during COVID-19: Clinical Strategies, Practice Recommendations, and Future Considerations. Evidence-Based Practice in Child and Adolescent Mental Health (2020). doi:10.1080/23794925.2020.1855614