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This pilot study evaluated a computer-assisted behavior intervention (CABI) designed to enhance organization and planning skills in adolescents with ADHD, comparing it to a traditional mentoring model (CHP-M). Results indicated that both interventions produced similar outcomes in terms of academically relevant behaviors, though the effects were generally small and inconclusive. The study highlights the potential of integrating digital tools with traditional mentoring to support students with ADHD in school

Author

prf.soliman

Language

EN