For clinicians writing college accommodation documentation

What it implements

• Point of performance. Guidance appears on the assignment at the moment of use rather than in a manual — ADHD as a performance problem, not a knowledge one (Barkley, 1997).
• Implementation intentions. When the app breaks an assignment into steps, one early step is written as a first-person if-then plan anchored to a real cue — a clock time, a place, or a routine the student already completes (Gollwitzer & Sheeran, 2006).
• Delay aversion. Every item carries a pull that rises as its deadline nears, and that pull orders the day instead of the raw date — a counterweight to steeper discounting of delayed rewards (Sonuga-Barke, 2003; Jackson & MacKillop, 2016).
• Distributed practice. Steps are scheduled backward across the days available, and the last one lands before the due date (Roediger & Karpicke, 2006). The app spaces the work; it does not quiz the student, so the retrieval half of that effect is not implemented.

What it does not claim

Scholexis is a planning tool. It does not diagnose, does not treat, and is not a clinical intervention. There is no outcome data and no trial: the findings above support the design decisions, and they are not evidence about this product. Nothing a student writes in it constitutes clinical documentation, and it is not a substitute for an evaluation, for registering with a disability services office, or for care.

Data posture

• Accommodations stay out of the model. The planning feature sends the assignment title, a bounded description, its type, and its dates. It never sends the student's accommodations, notes, profile, history, or course and instructor identity.
• The record is the student's. Every row is scoped to its owner at the database level. She can download everything as JSON at any time, and sharing access with a parent or coach is her decision, per person, revocable.
• Deletion completes. Closing the account is a password-confirmed request with a 30-day window she can cancel in-app; after it elapses an automated job removes the account and everything belonging to it.

The prescriber handoff

If medication is part of the picture, it is worth naming the handoff before the student leaves: refills, a local pharmacy, and who prescribes at school. Stimulants are Schedule II, so there are no refills on a prescription and no casual cross-state phone-in, and running out in week three is a common September crisis. The app can hold the reminders; the plan has to exist first.