Table 8.

Initial meeting standardized structure:

Component	Description
Pre-tests	9-item pre-test and 7-item baseline survey of GED knowledge and behaviors were completed. The tester was blind to the participant’s performance in order to minimize experimenter bias.
GED manual	The participant was oriented to the seven section manual created by the authors, which contained information about the GED, St. Louis areas resources, “Your Student Style” questionnaires, and lists of compensatory/learning strategies. Participants were provided with a short overview of the GED. Patients identified individual preferences, strengths and weaknesses.
Compensatory Strategies co-generation	Adolescents generated three strategies to overcome or compensate for each weakness.
GED class-matching	If the participant remained interested in GED classes, he or she was provided information on GED classes within a 30-minute bus ride, including the class structure and environment and maps depicting the transit route(s). Participants selected a class that fit their needs. Childcare and SCD-related concerns were addressed.
Goal setting	Adolescents set goals for dates by which to complete desired steps towards enrollment.
Post-test	Adolescents completed a 9-item post-test and 7-item survey on GED knowledge and behaviors. The post-test was identical to the pre-test.