Although promising, such findings are limited by the fact that ACCESS has thus far been delivered in an open clinical trial. Future research must therefore include a control or comparison group to determine whether these preliminary outcomes are in fact due to ACCESS versus resulting from nonspecific therapeutic attention factors, the effects of repeated testing, and so on. Another factor limiting any interpretation of these preliminary findings is the restricted range of outcomes used in the design. To address this limitation, future research will need to consider broadening the scope of outcomes in a way that includes not only multiple domains of daily functioning but also less reliance on self-report. Because
we have only analyzed a limited amount of data from student records, we are not in a position to comment on the full impact of ACCESS on educational functioning. Any statements on the stability of ACCESS-induced improvements over time must also await our upcoming analyses of data collected from the maintenance phase of our project.