Anxiety Symptoms and Disorders in College Students With ADHD.

Objective: This study examined anxiety symptoms and disorders in college students with ADHD. Method: Forty-six college students with ADHD and a matched group of students without ADHD participated. Participants completed self-report measures of anxiety symptoms and associated features, including worry, maladaptive beliefs about worry, panic symptoms, social anxiety, obsessive-compulsive symptoms, and self-efficacy. Participants also completed a diagnostic interview to assess lifetime and current anxiety disorders. Results: Participants with ADHD endorsed more maladaptive beliefs about worry, more obsessive-compulsive symptoms, and poorer self-efficacy compared with comparison participants. There were no group differences in rates of current anxiety disorders. Participants with ADHD were over 2 times more likely than comparison participants to endorse this lifetime history. Conclusion: College students with ADHD are more likely to have a lifetime history of an anxiety disorder and are at greater risk for some anxiety symptoms and associated features.

Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment.

Objective: This study examined the extent to which college students with ADHD continued to benefit from a cognitive-behavioral therapy (CBT) program beyond the active phase of treatment. Method: In successive cohorts over a 4-year period, a total of 88 college students with well-defined ADHD received CBT in an open clinical trial format that included active treatment and maintenance phases delivered across two consecutive semesters. Results: Immediately following active treatment, participants displayed statistically significant reductions in ADHD symptoms, improvements in executive functioning, and declines in anxiety and depression symptoms. Although grade point average did not improve significantly, there were statistically significant increases in the number of credit hours that participants attempted and earned across active treatment. Improvements in symptom severity, executive functioning, and educational functioning remained stable 5 to 7 months after active treatment concluded. Conclusion: Findings from this study support the use of CBT interventions for college students with ADHD.

Non-consumptive predator effects shape honey bee foraging and recruitment dancing.

Predators can reduce bee pollination and plant fitness through successful predation and non-consumptive effects. In honey bees, evidence of predation or a direct attack can decrease recruitment dancing and thereby magnify the effects of individual predation attempts at a colony level. However, actual predation attempts and successes are relatively rare. It was not known if a far more common event, just detection of a predator, could inhibit recruitment. We began by testing honey bees' avoidance of the praying mantis (Tenodera sinensis). Larger predators (later mantis instars, ≥4.5 cm in body length) elicited significantly more avoidance (1.3 fold) than smaller mantis instars. Larger instars also attempted to capture honey bees significantly more often than did smaller instars. Foragers could detect and avoid mantises based upon mantis odor (74% of bees avoided an odor extract) or visual appearance (67% avoided a mantis model). Finally, foragers decreased recruitment dancing by 1.8 fold for a food source with a live adult mantis, even when they were not attacked. This reduction in recruitment dancing, elicited by predator presence alone, expands our understanding of predator non-consumptive effects and of cascading ecosystem effects for plants served by an important generalist pollinator.