ADHD was previously considered a disorder with onset in childhood and a declining trajectory in adolescence. However, recent research data show that in the majority of cases, the disorder persists into adulthood and is associated with a range of difficulties and significant psychosocial problems. The purpose of the present study was to examine intervention programs of CBT in students with ADHD, as well as to assess the effectiveness of the research on the specific symptoms they target each time. A search was conducted in the PubMed and Google Scholar databases, resulting in the inclusion of 13 studies. All cognitive-behavioral programs examined in the research had positive outcomes in addressing the core symptoms of ADHD. Additionally, they had a positive impact and significant improvement in levels of anxiety and depression, as well as in overall GPA and time management. The results suggest that although CBT interventions are effective for the student population with ADHD, more research is needed for greater reliability.
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