Table 1.
Comparison of sessions from the Academic Success Groups for ADHD (left) and the AIMS-O Adaptation (right)
| Session | Academic Success for ADHD | AIMS-O |
|---|---|---|
| 1 | Provide overview of ADHD, including related EF deficits and treatment rationale. | Provide overview of common symptoms, academic strengths and deficits in youth with ASD. Review EF using a video. Provide orientation to AIMS-O treatment rationale and goals. |
| 2 | Review behavioral management, behavioral contracting and reinforcement systems. Coach on how to implement, monitor, and reward use of skills at home. | Teach 5-step problem solving model using a video and color-coded visual map. Practice identifying, defining, and prioritizing problems, and practice brainstorming. |
| 3 | Develop individualized behavioral contract targeting improving academic/ organizational/ homework management skills. | Discuss using a behavior agreement to target a problem behavior. Practice developing a behavior agreement and negotiating the terms. Determine appropriate and motivating rewards. |
| 4 | Review binder organization skills including having one binder for all courses, a specific location for homework, and no loose papers allowed. Discuss how to use planner for tasks such as documenting homework assignments | Discuss steps to effectively complete homework assignments and components of an effective homework system. Provide an overview of time management and organization strategies including a visual schedule and binder organization system. |
| 5 | Teach flash card skills including summarizing key concepts in three to five words. | Discuss specific, measurable study skills/strategies, including acronyms and acrostics and study cards. Practice making study cards. |
| 6 | Discuss summarizing skills including learning how to use storyboarding techniques. Teach acronyms and acrostics. | Discuss summarizing skills including chunking, learning how to use storyboarding techniques, and plot diagrams. Practice summarizing. |
| 7 | Review skills and focus on planning and problem-solving for future adherence. | Review skills and focus on planning and problem-solving for future adherence. Provide materials to promote effective school communication. |
Note. Academic Success for ADHD sessions reproduced from Ciesielski et al., 2015.