College students with ADHD have significant difficulty effectively managing their time, organizing, planning, and completing their academic work. As a result, they typically have lower grade-point averages, more course failures and withdrawals, are more likely to be placed on academic probation and are less likely to graduate from college than students without ADHD. The purpose of this project is to refine and test a psychological intervention on campus to help students with ADHD develop these self-management skills so that they can be more successful in college and avoid these negative outcomes.

Participants will be assessed pre- and post-intervention during interviews with the clinician-investigators and on several self-report questionnaires designed to assess their self-management of time, organization, and planning. Feedback of the results will be discussed with them, including any recommendations for further treatment.

Inclusion Criteria:

• Student at The City College of New York
• Diagnosis of ADHD, Inattentive or Combined Subtype
• In good physical health

Exclusion Criteria:

• Actively abusing drugs or alcohol within the past 6 months
• Actively suicidal
• Diagnosis of borderline personality disorder
• Diagnosis of bipolar disorder
• Diagnosis of a psychotic disorder
• Neurological disorder (such as traumatic brain injury, brain tumor, Parkinson's)
• History of childhood abuse or trauma or psychiatric condition that prevents clear
• confirmation of the presence of ADHD in childhood
• Any other acute psychiatric condition (e.g. acute panic disorder, severe depression) with treatment needs that take precedence over ADHD.