Integrating Motivational Interviewing and ADHD Coaching: A Comprehensive Approach towards Treatment for Youth
Bibliographic record
Abstract
ADHD is a common psychiatric disorder among youth. One frequent result of the symptoms of ADHD is academic underachievement. Two approaches that have been demonstrated to be useful for youth are ADHD coaching and motivational interviewing (MI). Throughout the four stages of MI (i.e. engagement, focusing, evocation and planning) the therapist encourages change in the youth through a goal-oriented communication style characterized by provoking the youth's own arguments supporting change. MI may facilitate the achievement of SMART (Specific, Measurable, Attainable, Reasonable and Timely) goals identified at the start of ADHD coaching sessions. Further, ADHD coaching may augment the MI process in each stage leading to one comprehensive and perhaps more effective intervention. This paper describes this approach with the goal that it will begin to ignite empirical research leading to improved outcomes for youth with ADHD during their educational careers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".