Effects on alcohol and substance use of a school-based training intervention for adolescents with ADHD
| dc.contributor.author | Margherio, Samantha M. | en |
| dc.contributor.author | Morse, Sean | en |
| dc.contributor.author | DuPaul, George J. | en |
| dc.contributor.author | Evans, Steven W. | en |
| dc.date.accessioned | 2025-02-04T13:26:59Z | en |
| dc.date.available | 2025-02-04T13:26:59Z | en |
| dc.date.issued | 2024-10-09 | en |
| dc.description.abstract | Introduction: Adolescents with attention-deficit/hyperactivity disorder (ADHD) may be at risk for early, escalating patterns of alcohol and substance use via academic, peer, and familial impairment. Existing school-based interventions for youth with ADHD effectively target these risk factors, yet their effects on alcohol and substance use have not been explored. We examined the immediate and long-term alcohol and substance use outcomes of an evidence-based school-based intervention for adolescents with ADHD. Method: A total of 186 (Mage = 15, 79% boys, 78% White, 11% Hispanic) adolescents with ADHD were randomized to either a school-based training intervention targeting academic and social skills or a treatment-as-usual control group. A subset of youth were followed into emerging adulthood (5 year follow-up; n = 73). Participants reported on their alcohol and substance use behaviors and problems at post-treatment, 6-month follow-up, and 5-year follow-up. Results: Two-part hurdle models controlling for prior use and demographics indicated treatment was associated with improvements in substance use outcomes among youth using any substances at 6-month follow-up (β = -.45). However, among youth reporting any alcohol use at the 5-year follow-up, treatment was associated with worse alcohol use problems relative to the control condition (β = .27). Approximately 22% of intervention participants met criteria for risky drinking behavior compared to 5% of participants in the control group. Conclusion: We found mixed evidence that a school-based intervention associated with positive outcomes on academic, social, and emotional functioning for adolescents with ADHD also prevented adverse alcohol and substance use outcomes. These unexpected results serve as a call for extended follow-up periods to identify the durability of intervention benefits and potential for downstream iatrogenic effects. Additional research is needed to identify school-based intervention strategies that can effectively deter substance use risk among select populations. | en |
| dc.description.version | Accepted version | en |
| dc.identifier.doi | https://doi.org/10.1016/j.josat.2024.209523 | en |
| dc.identifier.orcid | Kempker-Margherio, Samantha [0000-0003-3074-9525] | en |
| dc.identifier.uri | https://hdl.handle.net/10919/124475 | en |
| dc.identifier.volume | 168 | en |
| dc.language.iso | en | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.title | Effects on alcohol and substance use of a school-based training intervention for adolescents with ADHD | en |
| dc.title.serial | Journal of Substance Use and Addiction Treatment | en |
| dc.type | Article - Refereed | en |
| dc.type.dcmitype | Text | en |
| dc.type.other | Article | en |
| pubs.organisational-group | Virginia Tech | en |
| pubs.organisational-group | Virginia Tech/Science | en |
| pubs.organisational-group | Virginia Tech/Science/Psychology | en |
| pubs.organisational-group | Virginia Tech/All T&R Faculty | en |
| pubs.organisational-group | Virginia Tech/Science/COS T&R Faculty | en |