Table 2.

Product of Stage 2: demonstrating how middle-range theories underpin the intervention guidelines.

Middle-range theories	Ingredients and middle-range theory link	How intervention could incorporate the ingredients
CCa, OCb, OSTc, SLTd, SRTe, EDf, DDTg, ELTh, SCTi, SDTj, OITk, BCWl, CCMm	Reward (OC, CC, DD, SDT, BCW)	Immediate rewards for all correct responses to engage and motivate the user.
	Stimulation (OST, ED)	User can move on to different available sections of the intervention and previous work will be saved to return to later. User has the choice to carry out intervention activities electronically or on paper.
	Sequential learning (ED)	All “sections” of intervention to not be available at once (preventing overstimulation). Different sections become “unlocked” once other sections are completed.
	Self-efficacy (SLT and SCT)	Intervention will provide the users with the opportunity to self-evaluate their performance, by receiving feedback from the intervention (eg, stars and coins) and from others (verbal persuasion or encouragement).
	Learning (ELT)	Paper-based activities will be available for those with limited access to a device (eg, sharing with siblings or limited device access at bedtime) and/or internet.
	Independent practice (SLT)	Used in the absence of a clinician.
	Social regulation (SRT and CCM)	Section that teaches user techniques to self-manage ADHDn, for example, anger management.
	Social Learning (SLT)	Intervention should provide scenarios of social situations where the user can make appropriate decisions (reinforced with immediate rewards).
	Social cognition (SCT)	Setting short-term, meaningful, and relevant goals for the users to motivate them to engage with the intervention.
CDo, UIDp, and CCM	Stakeholder involvement in design (CD, UID, and CCM)	Stakeholders should be involved in the design and development of the intervention to increase intervention success.
CC, OC, OST, SLT, SRT, ED, DDT, and ELT.	Self-monitoring	Users monitor their performance independently.
	Reinforcement	Intervention should provide positive feedback where applicable and they can share this with others.
	Self-management	Intervention should give the users opportunities to problem solve, make decisions, and take action in real life scenarios based on what they have learned.
	ADHD Knowledge and understanding	Intervention should provide the users with accessible information to help them better understand ADHD so they can more optimally self-manage it.

^aCC: Classical Conditioning [55].

^bOC: Operant Conditioning [56].

^cOST: Optimal Stimulation Theory [57].

^dSLT: Social Learning Theory [58].

^eSRT: Social Regulation Theory [59].

^fED: Executive Dysfunction [60].

^gDDT: Dynamic Developmental Theory [61].

^hELT: Experiential Learning Theory [62].

ⁱSCT: Social Cognitive Theory [63].

^jSDT: Self Determination Theory [64].

^kOIT: Organismic Integration Theory.

^lBCW: Behavior Change Wheel [21].

^mCCM: Chronic Care Model [17].

ⁿADHD: attention deficit hyperactivity disorder.

^oCD: Co-design [13,14].

^pUID: user interface design.