Feasibility of an ultra-brief group cognitive behavioral skills workshops for organization, time management, and planning strategies in university students: study protocol

Abstract

Background

University students with ADHD and executive functioning challenges are at a higher risk of experiencing academic and functional challenges. Group cognitive-behavioral therapy (CBT) targeting organization, time management, and planning skills have shown promise in improving attention and academic functioning. However, attendance and logistic barriers may limit participation in traditional programs. This feasibility study aims to adapt and evaluate the feasibility of delivering ultra-brief, group CBT skills workshops (both in-person and online) to university students.

Methods

A non-randomized pilot design with a convergent mixed-method approach will be used. From January 2024 to April 2025, 40–60 French-speaking students from Canadian postsecondary institutions that are experiencing attentional or executive challenges (with or without a formal ADHD diagnosis) will be recruited. The intervention consists of three weekly 90-min workshops, with strategies focusing on organization, time management, planning and prioritizing tasks, and managing procrastination. Data will be collected at pre- and post-workshop interventions including recruitment and retention rates, as well as standardized questionnaires assessing treatment perception, acceptability, and satisfaction (primary outcomes), along with ADHD symptoms, executive functioning, and functional impairment (secondary outcomes). Individual interviews (baseline evaluation) and focus groups (post-workshop evaluation) will further explore participants’ functioning as well as expectations and experiences related to the intervention. Quantitative data will be analyzed using descriptive and inferential statistics, whereas qualitative data will undergo qualitative descriptive analysis using rapid assessment procedure (RAP) sheets.

Discussion

This study will assess the “feasibility of ultra-brief CBT skills workshops for university students with ADHD and executive functioning difficulties. If effective, it could inform scalable strategies to support academic success and daily functioning. Findings will also inform the feasibility and acceptability of this intervention for future large-scale studies.

Background

Individuals with attention-deficit/hyperactivity disorder (ADHD) and university students with attention and executive functioning (EF) challenges face a higher risk of academic difficulties than their peers, which can lead to lower grades, increased stress, and a greater likelihood of dropping out [1, 2]. There is a growing number of empirical studies showing how evidence-based interventions can help them develop strategies to compensate for and overcome these challenges [3–5]. Studies using cognitive-behavioral therapy (CBT) have shown positive results, including reductions in ADHD, anxiety, and depression symptoms, as well as improvements in EF, time management, attention, school/work performance, and emotional well-being [4–8].

CBT interventions specifically designed for university students [9, 10] place a strong emphasis on improving organization, time management, and planning (OTMP) strategies, which students can apply in their daily lives. One of those interventions [10] is composed of seven modules (20–21 sessions), which includes psychoeducation and a focus on OTMP skills and behavioral and cognitive factors that contribute to functional impairment. This intervention is offered in a group format, 6 to 8 participants per group, which provides a supportive environment for students with ADHD, facilitating peer normalization and acceptance while encouraging openness about living with ADHD [10, 11].

Although this type of intervention is promising, attendance to the sessions can be a challenge for students with ADHD-related and EF difficulties. Disorganization, forgetfulness, and difficulty in adhering to schedules can affect attendance to therapy sessions [12, 13]. Therefore, briefer interventions might promote better adherence to the program and show similar outcomes. Lacount et al. [7] have developed a shorter version of the group intervention that consisted of three 1-h sessions focused on OTMP skills for undergraduate university students. Their study highlighted significant improvements with regard to inattention and hyperactivity/impulsivity symptoms and academic functioning [7]. Another study targeting OTMP skills with university students in the format of a brief didactic prevention program showed decreased overall impairment in multiple domains (i.e., family, life, self-concept) and decreased inattention severity [14]. Although those briefer group interventions appear effective, more studies are necessary to document the interventions’ feasibility, the students’ perceptions, and post-intervention outcomes.

Another way to promote attendance to the sessions is to offer an online format of the CBT intervention. A recent quasi-experimental study showed that teletherapy was effective to address the specific challenges encountered by ADHD clients. The automated reminders and flexible scheduling offered by a teletherapy platform was proven to enhance therapy attendance and overall engagement [13]. Other studies comparing in-person and videoconference CBT group interventions have shown that the online format can be an effective alternative to an in-person format [15, 16]. Offering both in-person and online formats allows students to choose the mode that best fits their schedule and preferences, which is particularly important given the EF challenges common in this population [17].

Despite a growing number of ADHD interventions in postsecondary settings, most are available only in English [17]. French-speaking students, particularly those studying in Canadian official language minority communities, face a linguistic gap in accessing evidence-based interventions. This study addresses that gap by adapting and translating a validated CBT program to meet the needs of French-speaking students living in a francophone minority setting.

In the feasibility study we are proposing, the primary aim is to adapt and translate in French the CBT intervention developed by Hartung et al. [9, 10] to offer an ultra-brief, group CBT skills workshops (three workshops, offered both in-person and online) targeting OTMP skills to French-speaking university students with attention and EF difficulties.

The primary objectives for this feasibility study are to (1) document participation and retention of university students in the CBT group workshops and to (2) evaluate university students’ acceptability and perceptions of the CBT group workshops. A secondary objective is to identify preliminary impacts of the CBT group workshops on university students’ attentional, executive, and daily functioning.

Methods

Study design and setting

This study employs a non-randomized pilot design with a convergent mixed-method approach [18–20]. The CBT skills workshops targeting OTMP strategies will be delivered both in-person at the Université de Moncton, New Brunswick, Canada, and online for students enrolled at other Canadian universities.

Participants

Between January 2024 and April 2025, 40–60 participants will be recruited for in-person or online groups, divided in about 10 groups of 4 to 6 students. Participants will be assigned to either an in-person or an online group, based on availability. No hybrid groups will be formed. Sample size was determined based on the primary aim of assessing the feasibility of this ultra-brief group CBT intervention, rather than testing efficacy hypotheses. We targeted a sample size of 40 to 60 participants, in line with recommendations for feasibility studies, which often suggest a range of 24 to 50 participants per group to yield sufficiently precise estimates of feasibility parameters such as recruitment rates, retention, and intervention adherence [21–23]. Inclusion criteria to be eligible are as follow:

1. Aged between 17 and 25 years old;

2. Be a student at Université de Moncton (in person) or other Canadian universities (online);

3. Able to understand oral and written French and communicate in French;

4. Diagnosed with ADHD or experiencing attention or EF difficulties that impact daily activities.

5. Participants may be enrolled in any year or program of the study. We will include students with comorbidities (e.g., anxiety, depression) and those currently using ADHD medication, as these reflect real-world student populations. Attention and EF challenges will be confirmed with the research assistant via self-report of attention and/or executive or OTMP challenges at the time of enrollment for the study. A formal diagnosis of ADHD is not required, and there are no restrictions based on time since diagnosis for those with a formal ADHD diagnosis.

Recruitment

Multiple strategies will be employed, such as recruitment emails, posters on campus, social media posts, presentations in large group classes, and word of mouth (see Table 1).

Table 1.

Recruitment strategies

Recruitment strategy	Université de Moncton	Other universities
Recruitment emails	√	√
Posters on campus	√
Social media posts (Facebook, Instagram, X)	√	√
Presentations in large group classes	√
Word of mouth	√	√

Procedures

This study consists of three components: The baseline evaluation, the three workshops, and the post-workshop evaluation. Table 2 presents the time points for enrolment, evaluations, and workshops.

Table 2.

Schedule of enrolment, baseline evaluation, workshops, and post-workshop evaluation

	Round 1	Round 2	Round 3
Enrollment	Winter 2024	Fall 2024	Winter 2025
Baseline evaluation	Winter 2024	Fall 2024	Winter 2025
Workshops (3)	Winter-spring 2024	Fall-winter 2024	Winter-spring 2025
Post-workshop evaluation	Spring 2024	Fall-winter 2024	Spring 2025

The baseline evaluation is intended to last approximately 60 min. It will be conducted in person at the Université de Moncton and online for students from other Canadian universities. To ensure consistency in delivery, in-person and online workshops will be conducted as separate groups. Two qualified research assistants (RAs) will receive training to conduct the baseline evaluation. Before starting, the study criteria and consent form will be reviewed and accepted by the participants. To mitigate distress, RAs will be trained and clinically supervised to identify emotional distress, provide support, and refer students to on-campus psychological services when necessary. Contact information for mental health resources will be provided during the workshop sessions. The baseline evaluation is composed of a short qualitative interview (15–20 min), developed by the research team for the purpose of this study with questions about their daily functioning, their attention and EF, past psychological intervention related to attention and EF, and their expectations regarding the workshops. During the interview, one of the RAs will ask the questions, and the other one will take notes. After the interview, participants will be asked to fill out quantitative questionnaires (30–40 min)—sociodemographic questionnaire, perceptions of challenges (B-IPQ), ADHD symptoms (ASRS v1.1), executive functioning (TEXI), functional impairment (WFIRS-S), treatment perception, and preference (TPP)—on the Qualtrics™ platform (https://www.qualtrics.com). Finally, RAs will deliver a short psychoeducational session (5–10 min).

The intervention (three workshops) will start after (minimum 1 week and maximum 4 weeks) the baseline evaluation. They will take place every week for 3 weeks (one workshop per week). Two clinical psychology doctoral-level RAs will receive training and ongoing supervision from a clinical psychologist to offer the workshops. RAs will be required to fill out a participation tracking document and to write a clinical note after each workshop. To enhance attendance, RAs will be sending out electronic calendar invitation for the three workshops, and a 24-h reminder will be sent out prior to each one. Previous study has shown that automated reminders (e.g., calendar invites, emails) significantly improve attendance and adherence in ADHD populations by compensating for common EF challenges [13]. If a participant does not attend a workshop, RAs will be sending a follow-up email to check-in and will document reasons for not attending.

Once the three workshops are completed, a member of the research team will contact the participants to invite them to an online post-workshops group session. This person will not be one of the RAs that did the baseline evaluation or the workshops with the participants. The post-workshop evaluation will take approximately 60 min and will take place about 2 weeks after the last workshop. First, participants will take part in a focus group interview (20–30 min) to answer questions regarding their overall experience of the sessions, aspects they liked/disliked, skills they learned from the intervention that they have applied in their daily lives and have found helpful for improving their attention and EF, and whether the sessions met their initial expectations. Focus groups were chosen to facilitate peer exchange and allow participants to reflect on shared experiences, which can elicit richer data. Each focus group was composed of participants who completed the three workshop sessions together, fostering a shared context for discussion. To address confidentiality concerns, RAs will emphasize voluntary participation and confidentiality agreements. Importantly, the RAs conducting the focus groups were not students, ensuring a degree of professional distance. In future phases, individual interviews may be offered as an alternative. All post-intervention focus groups will be conducted online, regardless of workshop modality, to ensure logistical feasibility and consistent procedures across participants. With participants’ consent, the qualitative interview will be audio recorded. After the interview, participants will be asked to answer questionnaires (30–40 min) on Qualtrics™. Participants will also receive a US $10 gift card for each session (baseline evaluation, three workshops, and post-workshop evaluation; maximum of US $50) as compensation.

Progression criteria

To assess the feasibility of delivering ultra-brief group CBT skills workshops to university students with attentional and executive functioning challenges, we established a set of a priori progression criteria. These were based on commonly used feasibility benchmarks and follow a red/amber/green (RAG) framework [24, 25]. The criteria guide interpretation of feasibility outcomes and inform whether the intervention may proceed to further development or testing (Table 3).

Table 3.

Progression criteria for feasibility outcomes

Feasibility domain	Green (proceed)	Amber (modify)	Red (do not proceed)
Recruitment rate	≥ 80% of target sample (40–60 participants) enrolled	60–79% enrolled	< 60% enrolled
Retention at post-assessment	≥ 80% completed post-workshop measures	60–79% completed	< 60% completed
Attendance (≥ 2 of 3 sessions)	≥ 75% of participants	50–74% of participants	< 50% of participants
Satisfaction (self-reported)*	≥ 80% rate workshops as acceptable/helpful	60–79% rate as acceptable/helpful	< 60% rate as acceptable/helpful

^*Based on standardized satisfaction questionnaires administered post-intervention

Progression decisions will consider the overall pattern across all domains. Green thresholds suggest strong feasibility, amber indicates the need for modification, and red suggests that the intervention or procedures require substantial changes before further study.

Session development and content

At the baseline evaluation session, a short psychoeducational session will be offered to help participants better understand main symptoms of ADHD, its underlying factors and aggravating aspects, and its implication for university students. The content presented is based on the manual Thriving in College with ADHD, module 1: Educating Clients [10].

The three workshops (90 min each) proposed in this study were developed, adapted, and translated from the manual Thriving in College with ADHD, module 2: OTMP skills [10, 26]. The content of this module was adapted to develop the three workshops (see Table 4 for a summary of the 3-week CBT skills workshops’ content).

Table 4.

Content for the 3-week CBT workshops on OTMP skills

Workshop	Summary of content
Session 1: Organization, time management, and planning skills for people with attention difficulties	o Overview of the importance of organizational skills for people with ADHD or attention and EF difficulties o How to use a calendar system o How to use a to-do list o Maintain the calendar and to-do list o Weekly homework (verify and update calendar and to-do list 2–3 times/day, try to apply a few other strategies learned)
Session 2: Prioritization, rewards, and accountability	o Review homework from the last session o Effective prioritization of tasks o Introduction of the Premack principle o How to hold yourself accountable o Weekly homework (verify and update calendar and to-do list 2–3 times/day, fill out the prioritization grid, apply the Premack principle in three situations)
Session 3: Strategies for managing procrastination	o Review homework from last session o Strategies to overcome procrastination o Reframing your thoughts o Validating your emotions o Changing patterns o Additional resources related to ADHD o Review of the three workshops

For each workshop, RAs will use the treatment manual to facilitate the workshop. A PowerPoint slide show will be used to introduce concepts and guide group discussions and activities. Group discussion and activities will focus on the concepts introduced in the workshops and will help participants apply concepts, reflect on its application in their daily lives, and answer any questions that they might have. Weekly homework will also be assigned at the end of the first two sessions. After each session, participants will be asked to fill out a short questionnaire measuring perceptions and satisfaction of the sessions (5–10 min). The original English manual was translated and culturally adapted into French by bilingual researchers and a research assistant, followed by a review by a clinical psychologist and pilot testing with a student for comprehension.

Measures

Primary outcomes

Treatment perception and preference

The treatment perception and preference (TPP) validated French version questionnaire will be used [27]. A vignette was written based on procedure and instructions proposed by Sidani et al. [27] to explain the CBT workshops for students with ADHD or EF difficulties. The vignette includes a summary of the intervention divided in the following categories: the name and rationale of the intervention, a description of its content, the schedule for the workshops, and the benefits and risks associated with the intervention. All assessments will be conducted in French, using French versions of all instruments.

At the baseline evaluation session, participants will first be invited to read the vignette Then, they will be presented with a 9-item questionnaire that assesses the appropriateness, effectiveness, risks, and convenience of the intervention. At the post-workshop evaluation, participants will answer the 9-item TPP questionnaire designed to assess the treatment acceptability and preferences [27]. For both TPP questionnaire, each item is rated on a 5-point Likert scale (0 = not at all, 4 = very much). A total mean score will be calculated. The TPP questionnaire has shown good internal consistency reliability [27].

Acceptability and appropriateness of intervention

After each workshop and at the post-workshop evaluation, the Acceptability of Intervention Measure (AIM) and Intervention Appropriateness Measure (IAM) will be used to evaluate the acceptability and appropriateness of the three workshops. Both measures consist of four items rated on a 5-point Likert scale (1 = completely, disagree 5 = completely agree). A mean overall score is calculated, and higher score indicates a higher level of acceptability/appropriateness [28].

Satisfaction

After each workshop, the Client Satisfaction Questionnaire (CSQ-4)-validated French version will be used to assess participants’ satisfaction toward the workshop. At the post-workshop evaluation, the Client Satisfaction Questionnaire (CSQ-8)-validated French version will be used to assess participants’ overall satisfaction [29, 30]. Both questionnaires are rated on a 4-point Likert scale. A mean overall score is calculated. Higher scores indicate a higher level of satisfaction. The CSQ-8 and CSQ-4 have shown high internal consistency and reliability [29, 31].

Secondary outcomes

Sociodemographic profile

At the baseline evaluation session, participants will be asked questions about their age, sex, gender, sexual orientation, race, study program, medication, mental health diagnoses, psychological intervention, civil status, and employment.

Perceptions of challenges

The Brief Illness Perception Questionnaire (B-IPQ) will be used to assess the cognitive and emotional representations of attentional and executive challenges at the baseline evaluation session and a second time at the post-workshop evaluation. The terminology used in the questionnaire was adapted to the population in our study (illness was replaced by challenges). The term “illness” in the B-IPQ was replaced with “challenges” to increase relevance for participants with attentional and EF difficulties who may not view their experience through a medicalized lens. This approach aligns with recent studies that have adapted the B-IPQ to non-clinical populations [32]. The questionnaire is composed of nine items but only items 1–8 will be used (item 9 — please list in rank order the three most important factors that you believe caused you illness — was excluded): Items 1 to 5 assess cognitive illness representations, items 6 and 8 assesses emotional representations, and item 7 assesses illness comprehensibility [32]. Items 1 to 8 are scored on a scale from 1 to 10, with higher scores meaning a more threatening perception of challenges. A total score will be calculated by summing the scores from the eight items (range 0–80). The B-IPQ questionnaire has shown good reliability and validity [32].

ADHD symptoms

The Adult ADHD Self-Report Scale (ASRS v1.1) symptom checklist French version will be used to assess severity and frequency of symptoms at the baseline evaluation session and at the post-workshop evaluation. Participants will be asked to rate the frequency of their symptoms on a 4-point Likert scale (0 = never, 4 = very often). The 18 items are divided in two subscales: (1) Hyperactivity/impulsivity (9 items) and (2) inattention (9 items), with higher scores representing higher levels of symptoms [33, 34]. The ASRS questionnaire has shown good reliability with a similar population [35].

Executive functioning

The Teenage Executive Functioning Inventory (TEXI) French version will be used at the baseline evaluation and post-workshop evaluation. It is a questionnaire composed of 20 items and two subscales: Working memory (items 1, 2, 5, 7, 8, 9, 11, 12, 13) and inhibition (items 3, 4,6, 10, 14, 15, 17, 18, 19, 20). Each item is rated using a 5-point Likert scale ranging from 1 = definitely not true to 5 = definitely true. A mean score will be calculated for each subscale and to create an overall score. Higher scores represent greater challenges with executive functions [36–38]. The TEXI has been used with a similar population [36] and has shown high reliability [36, 37].

Functional impairment

The Weiss Functional Impairment Rating Scale-Self-Report (WFIRS-S) French version will be used at the baseline evaluation and post-workshop evaluation to assess functional impairment. The questionnaire is composed of 69 items rated on a 4-point Likert scale (0 = never or not at all, 3 = very often or very much) which includes seven subdomains: family (8 items), work (11 items), school (10), life skills (12 items), self-concept (5 items), social activities (9 items), and risky activities (14 items). Mean scores will be calculated for each subdomain (excluding not applicable responses), and total mean scores will be calculated [39]. The WFIRS-S questionnaire has shown good internal validity, and the French version has been validated [39].

Data analysis

Statistical analyses will be completed using IBM SPSS (version 29). Descriptive statistics will be conducted to first document the feasibility primary outcomes—recruitment, participation, and retention rates—of participants in the CBT group workshops. Simultaneous descriptive statistics (using TPP, AIM, IAM, CSQ-4, and CSQ-8 questionnaires collected at baseline evaluation, during, and post-workshops) and descriptive qualitative analyses using rapid assessment procedures (RAP) sheets [40, 41] for post-workshops qualitative interviews’ transcription will be conducted to evaluate university students’ acceptability and perceptions of the CBT group workshops. Qualitative data will undergo descriptive thematic analysis informed by RAP methodology [42]. Two researchers will independently complete RAP summary sheets, followed by consensus meetings to identify themes and subthemes. Secondary outcomes will be analyzed afterwards. To do so, descriptive statistics will be conducted for the sociodemographic profile of participants (reported at baseline evaluation). Then, preliminary impacts of the CBT group workshops on university students’ attentional, executive, and daily functioning will be assessed using quantitative data collected during baseline evaluation and post-workshops (B-IPQ, ASRS v1.1., TEXI, WFIRS-S), as well as qualitative data collected during the baseline evaluation (analyses based on scribes’ notes) and post-workshops interview (analyses based on full transcriptions). Simultaneous descriptive quantitative and qualitative analyses (using a descriptive qualitative approach and RAP Sheets) will be performed, followed by inferential statistics for the quantitative data.

Data management

Consent forms will be stored in a locked cabinet. Quantitative data collected will be stored in Qualtrics, which uses Transport Layer Security (TLS) encryption and is protected by web application firewalls and intrusion detection system. Once the data collection is completed, anonymized quantitative data will be protected and stored on SPSS and available to research team members only. Exclusively authorized members of the research team will have access to the data. Identifiable data (e.g., consent forms) will be stored separately from de-identified research data. All digital files will be encrypted and stored on secure, password-protected university servers. Data handling follows institutional ethics board guidelines for confidentiality and data protection. Anonymized qualitative data will be stored on research team members password-protected computer; audio recorded data will be deleted once anonymized transcription is completed. Both quantitative and qualitative data will be destroyed after a minimum of 5 years of research project completion.

Dissemination strategy

We plan on sharing the results of this study with interested and affected parties (i.e., participants, participating universities) in the form of infographics and short reports. Findings will also be disseminated through peer-reviewed publications, PhD students’ theses, conference presentations, and posters.

Discussion

This protocol study aims to evaluate the feasibility, acceptability, and preliminary impacts of an ultra-brief group CBT intervention targeting OTMP strategies in French-speaking university students with ADHD-related and/or EF difficulties. Given the increasing recognition of ADHD-related challenges in postsecondary education, this study contributes to the growing body of research exploring tailored interventions that enhance academic success and well-being in this population. The study will provide valuable insights into the operational and logistical aspects of delivering a brief CBT program in both in-person and online settings, informing the scalability of such interventions for wider implementation.

Some practical challenges are anticipated in conducting this study. One key consideration is participant recruitment and retention, particularly among students with ADHD who may struggle with organization and schedule adherence. To address this, our study incorporates multiple recruitment strategies and reminders via electronic calendar invitations and follow-up emails. Additionally, offering the intervention in an online format provides increased accessibility to the university students outside the Université de Moncton, which may improve engagement but could also introduce variability in participant experiences.

This study builds upon prior research demonstrating the effectiveness of CBT-based interventions in improving EF and academic outcomes for students with ADHD [4–8]. The adapted ultra-brief format aligns with previous studies indicating that shorter, structured interventions can yield meaningful improvements in OTMP skills [6, 7, 14]. Additionally, by incorporating an online component, this study responds to recent findings that suggest teletherapy can enhance accessibility and adherence while maintaining comparable effectiveness to in-person interventions [15, 16]. Findings from this feasibility will provide preliminary evidence on whether a briefer intervention is feasible and effective while also informing future research on optimizing intervention length.

As a feasibility study, one limitation is the small sample size, which is designed to assess feasibility rather than provide sufficient power for hypothesis testing. This limits the generalizability of findings, and a larger scale randomized controlled trial will be needed to establish efficacy. Additionally, the non-randomized design introduces potential selection bias, as participants self-select into the intervention, which may influence outcomes.

The study design integrates both qualitative and quantitative assessments, which will allow for a comprehensive evaluation of feasibility and participants’ experiences. However, qualitative data collection, particularly focus groups, may be influenced by participant engagement levels and willingness to share their perspectives. In addition, self-report measures are subject to biases such as social desirability and recall errors. Future studies could incorporate objective measures of EF or academic performance to complement self-reported outcomes. Furthermore, while the study aims to assess retention rates and participant engagement, long-term follow-up is not included. Although formal patient and public engagement was not part of the initial design, feedback from students and research assistants involved in the translation, pilot testing, and delivery of materials was used to refine language, examples, and delivery strategies. Future phases will incorporate formal engagement from student partners. A follow-up assessment beyond the post-workshops’ evaluation period would provide insights into the sustainability of intervention effects.

Conclusions

Despite these limitations, this feasibility study represents an important step toward developing accessible and effective interventions for university students with ADHD-related and EF difficulties. By tailoring the intervention to the unique needs of French-speaking students, this study also contributes to addressing linguistic and cultural gaps in ADHD research and intervention accessibility. The findings will offer preliminary evidence on the feasibility and acceptability of an ultra-brief CBT intervention and provide practical insights for future large-scale implementation, including strategies to enhance adherence and effectiveness. If successful, this approach could serve as a scalable model to support the development of OTMP skills among university students with ADHD-related and EF challenges.

Study status

This feasibility study was not registered as a clinical trial as it does not involve randomization or testing of efficacy hypotheses. The development of the ultra-brief group CBT sessions began in summer 2023 along with the study design. Participants’ recruitment began in winter 2024 and is intended to continue until spring 2025. Data collection was completed from winter-spring 2024, from fall-winter 2024, and from winter-spring 2025. The latest study protocol version is dated spring 2025. Data analyses are intended to start in fall 2025.

Abbreviations

ADHD

Attention-deficit/hyperactivity disorder

AIM

Acceptability of intervention measure

B-IPQ

Brief Illness Perception Questionnaire

CBT

Cognitive behavioral therapy

CSQ-4 or CSQ-8

Client Satisfaction Questionnaire

EF

Executive functioning

IAM

Intervention appropriateness measure

OTMP

Organization, time management, and planning

RAs

Research assistants

SPSS

Statistical Package for Social Sciences

TEXI

Teenage Executive Functioning Inventory

TLS

Transport Layer Security

TPP

Treatment perception and preference

WFIRS-S

Weiss Functional Impairment Rating Scale-Self-Report

Authors’ contributions

Study conception and design, VP and HC. Ethics approval, VP. Draft manuscript preparation, SA, VP, and HC. Approved the final version of the manuscript, SA, HC, and VP.

Funding

This work was supported by the Interdisciplinary Research Chair in Mental Health of Children & Young People at Université de Moncton. The authors also acknowledge funding from the Faculté des études supérieures et de la recherche of the Université de Moncton.

Data availability

Data sharing is not applicable to this article.

Declarations

Ethics approval and consent to participate

Ethical approval was obtained from the Université de Moncton Ethics Board (2324–018). Oral or written consent will be obtained before starting the study.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.