Cognitive training, a nonpharmacological intervention for attention and learning-related difficulties, is a promising treatment option for emerging adults. The aim of this study was to explore the efficacy of a cognitive training program with a coaching component on measures of attention and response control in university students. Between 2014 and 2017, 39 students with reported attention concerns engaged in a cognitive training program over ten weeks (20 sessions) at a university counseling center. Differences in participants’ attention and response control as measured by the IVA-2 Continuous Performance Test (CPT) were evaluated before and after the intervention. Demographic data, including clinician experience and school classification (e.g., freshman and sophomore), were also used to predict scores on the criterion measure. Findings showed that participants significantly improved on sustained attention, response control, and a combined measure of attention and response control after completing the program. Further, results from a regression analysis revealed that clinician experience and school classification did not significantly predict attention and response control outcomes. This dissertation study supports a growing body of research surrounding the efficacy of cognitive training, particularly those programs that incorporate a coaching element, in emerging adult populations
