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"The College Success System for ADHD" group program is an 8-week group psychoeducational and cognitive behavioral program for college students with ADHD or similiar executive functioning weaknesses.

Enrollment in the program is rolling. The goal of the program is to solidify new daily behavioral habits that will enhance student success.  

Students are first scheduled for a one-on-one program orientation & coaching session during which they are oriented to the components of the program and receive focused coaching to define their daily goals for the 8 weeks.

Second, students are placed in online coaching groups that utilize proprietary software.  These groups are composed of up to 10 participants who are encouraged to spend at least 10 minutes daily reporting on their progress, commenting on the work of others in their group, and receiving coaching and recommendations from the professional coach overseeing each student's progress. 

Third, the program includes educational modules that take the student through 4 stages of learning. The modules deliver content related to ADHD, limiting beliefs, behavior change, habit formation, strategies for success, and strategies for sustaining change and measuring success over time.

Educational content is delivered primarily through the use of white board animation technology which serves to keep the audience engaged and attentive.  The modules are broken down into several 5 or 10 minute video clips and audio files so the student learns the information in spurts.

Fourth, students participate in 8 live virtual group coaching sessions via Skype once a week for 8 weeks. These live video coaching sessions are an opportunity to connect with peers and coach, receive live feedback, report on successes, and get clarification on the educational component of the program.

The entire program is overlaid with cognitive behavioral therapy techniques which have proven very effective in behavior change for those with ADHD.  The program has been designed using what is called "transformational program design methodology" (Gershon & Straub, 2011) and relies heavily on theoretical constructs related to sustaining behavior change over time.

Many college students with ADHD also suffer from co-morbid disorders such as anxiety and depression.1  The support and structure of "The College Success System for ADHD" provides an additional safety net to support these students and connect them to outside resources when needed.

There is significant evidence detailing the effectiveness of cognitive behavioral therapy2, 3,4,5  for adults with ADHD as compared to general supportive therapy which is why "The College Success System for ADHD" incorporates numerous detailed interventions as per cognitive behavioral therapy protocols.

Program design was also conducted with deep respect for the powerful impact that group participation can have on participant success in the program and long after its completion.  The benefits to students of becoming a part of the community program and participating in the group coaching sessions are numerous.  These benefits have been articulated through the work of Yalom and Leszcz specificallyand are as follows: 

  • Universality:   Members recognize that other members share similar feelings, thoughts and problems
  • Altruism:  Members gain a boost to self concept through extending help to other group members
  • Instillation of hope:  Member recognizes that other members’ success can be helpful and they develop optimism for their own improvement
  • Development of socializing techniques:  The group provides members with an environment that fosters adaptive and effective communication
  • Imitative behavior:  Members expand their personal knowledge and skills through the observation of Group members’ self-exploration, working through and personal development
  • Cohesiveness:  Feelings of trust, belonging and togetherness experienced by the group members
  • Existential factors:  Members accept responsibility for life decisions
  • Catharsis:  Members release of strong feelings about past or present experiences
  • Interpersonal learning input:  Members gain personal insight about their interpersonal impact through feedback provided from other members
  • Interpersonal learning output:  Members provide an environment that allows members to interact in a more adaptive manner
  • Self-understanding:  Members gain insight into psychological motivation underlying behavior.

With the powerful components of daily accountability, weekly live group coaching sessions, cognitive behavioral strategies, group participation and support, and transformational program design, "The College Success System for ADHD" has been designed with the ultimate success of students in mind.


1. Kessler, R.C., Adler, L.A., Barkley, R.A., Biederman, J., Conners, C.K., Demler, O., et al., The prevalence and correlates of adult ADHD in the United States:  Results from the national comorbidity survey replication, American Journal of Psychiatry., 163 (2006) 716-723.

2. Safren, S.A., Sprich, S., Mimiaga, M.J., Surman, C., Knouse, L., Groves, M. and Otto, M.W., Cognitive behavioral therapy vs. relaxation with educational support for medication-treated adults with ADHD and persistent symptoms: a randomized controlled trial,Journal of the American Medical Association., 304 (2010) 875-880.

3. Safren, S.A., Sprich, S., Perlman, C. and Otto, M., Mastering Your Adult ADHD: A Cognitive-Behavioral Treatment Program (Client Workbook ), Oxford University Press, New York, 2005.

4. Solanto, M.V., Cognitive-Behavioral Therapy for Adult ADHD:  Targeting Executive Dysfunction, Guilford Press, New York, N.Y., 2011.

5. Solanto, M.V., Marks, D.J., Wasserstein, J., Mitchell, K., Abikoff, H., Alvir, J.M. and Kofman, M.D., Efficacy of meta-cognitive therapy (MCT) for adult ADHD, American Journal of Psychiatry., 167 (2010) 958-968.

6.  Yalom, I.D., Leszcz, M., The theory and practice of group psychotherapy.  (2005).