Workshops & Consultation

Training workshops are available for individuals interested in learning how to implement ACCESS, as well as workshops addressing the identification, assessment, and clinical management of ADHD in college students. Workshops include didactic presentations, video demonstrations, and role play exercises. Workshop length and content can be tailored to meet the needs of participants.

Consultation is also available. Consultation topics may include the appropriateness of ACCESS for a particular site, implementation, troubleshooting, or questions regarding minor modifications to ACCESS.

Workshops and consultation are available to:

  • Student support staff at two-year and four-year postsecondary institutions
  • Counseling staff and other mental health practitioners working with college students
  • Private practitioners working with college students
  • Researchers interested in using ACCESS
  • Graduate students and faculty in relevant fields

For more information, please contact  Dr. Arthur D. Anastopoulos at

Training Materials

To assist others interested in implementing ACCESS, we have created a treatment manual and developed training videos.

Our treatment manual, CBT for College Students with ADHD – A Clinical Guide to ACCESS, provides detailed step-by-step instructions for implementing all facets of the intervention. Included in each of the clinical chapters are useful tips, real world case material, and examples of handouts and worksheets that can be given to students to facilitate their understanding and use of the knowledge and skills targeted by the program.

Our training videos include four talking head videos, which are publicly available, and eight password-protected clinically-oriented videos in which actors demonstrate how CBT group and mentoring sessions are typically conducted. To view any of the clinically-oriented videos, please contact Dr. Arthur. D. Anastopoulos ( for assistance.

ADHD Clinic at UNCG
1100 W. Market St., 3rd Floor
Greensboro, NC 27402
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IES Disclaimer - ACCESS is a collaborative project among faculty at UNC Greensboro and Virginia Commonwealth University. This research was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (R305A150207). The opinions expressed by the authors are not necessarily reflective of the position of or endorsed by the U.S. Department of Education.