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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them 
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you . 

So let’s get started! 

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away. 
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C. 

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels 

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later. 

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too. 

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!) 

Need more help with this topic? Check out Tutorbase!

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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10 Reasons to Have a Study Partner

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• Study Methods
• Homework Tips
• Learning Styles & Skills
• Time Management
• Private School
• College Admissions
• College Life
• Graduate School
• Business School
• Distance Learning
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

One great way to stay on target and earn better grades is to pair up with a good study partner. If you are serious about improving your school performance, this is a great way to make the most of your study time. What are some of the benefits?

10 Benefits of Having a Study Partner

• A study partner will help you remember a due date or the date of an exam. Never forget another test! Share calendars with your study partner and both of you will know when a big project or paper is due.
• Your study partner can share flashcards with you and quiz you before a test. Create your paper cards and meet up to study or use online flashcards together.
• Two heads are better than one, so your study partner may think of practice essay questions that you didn't think of.
• Study partners can switch papers and pre-grade each other before assignments are turned in. Proofread together and share your thoughts and ideas.
• A study partner can have your back if you get sick on the day when your paper is due. Arrange ahead of time to pick up and turn in papers for each other in the event of an emergency.
• A study partner will understand some methods or problems that you don't. You will be able to explain some of the problems to your partner in return. It's a great trade-off!
• Your partner may be able to help you with your research skills. Meet your partner in the library and learn to use the resources together. Then, you can share what you know to help each other out. For example, one partner can learn to search databases while the other learns to find books on the shelves.
• You can benefit from sharing your strengths. One may be better with grammar, while the other is better with numbers, as in finding statistics to support a claim for an argument essay .
• Study partners motivate each other and reduce the potential for procrastination .
• Study partners can be there if you forget important tools--like a calculator, dictionary, colored pencils, or notebook paper.

A study partner relationship should be beneficial to both students, so remember it is important for both partners to fulfill their responsibilities. For this reason, it might ​ not make sense to partner up with your best friend. Your study partner should be a person who complements you and your skills.

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Table of Contents

• Definition of ADHD

Comorbidity

Differential diagnosis.

• Characteristics of ADHD

Impact on Learning

• Assessment of ADHD
• Introducing lessons
• Conducting lessons
• Concluding lessons
• Organizational and study skills strategies

ADHD Classroom Strategies Video

• Time management

Behavioral Interventions

• The Physical Learning Environment

Assistive Technology

Defining attention-deficit/hyperactivity disorder.

ADHD is a disorder in which individuals have difficulty with executive functioning – an individual’s decision-making ability, which involves working memory, inhibition of inappropriate or unhelpful responses, and ability to focus in on relevant information while dismissing unimportant or irrelevant information (Barkley, 2015). Essentially, an individual’s ability to regulate their cognitive, emotions, and behaviors, are impaired. Individuals may lose things frequently, talk excessively, forget assignments/appointments, fidget frequently, move constantly, get distracted, and struggle with organization. Children with ADHD often have a low frustration tolerance (e.g., become frustrated more easily by minor things) as well. This disorder is considered a neurodevelopmental disorder meaning that it presents, initially, within an early childhood period. As such, although the disorder  can  be diagnosed in adulthood, there  must be evidence  of symptoms during childhood years (e.g., before the age of 12; APA, 2013). Symptoms also are required to be present in more than one setting. For example, if symptoms are only present at school, an individual would not be diagnosed with ADHD.

Symptoms are generally categorized into hyperactive/impulsive symptoms and inattentive symptoms. An individual  must  exhibit several symptoms under one singular area which results in  predominantly inattentive presentation  (if this is where the six or more symptoms are) or  predominantly hyperactive/impulsive presentation  (if this is where the six or more symptoms are). If several symptoms are present in both areas, evidence for  combined presentation  is likely (APA, 2013).

Hyperactive/impulsive symptoms.  These symptoms are related to excessive energy and movement as well as impulsivity. Individuals with these symptoms are often described as high energy, are described as “talkative” and fidgety. These children may have a hard time waiting their turn for things, standing still, remaining in their seats, or staying in line and remaining quiet. They tend to be described as loud and disruptive at times as well.

Inattentive symptoms.  Children with these symptoms tend to lose things frequently, have a hard time following directions because they get distracted, are disorganized, and make a lot of careless mistakes on classwork. These children may forget to turn in homework, fail to bring home all of their assignments, struggle to complete their work to its entirety, and get distracted by minor occurrences in the environment.

(McRanney, Bridley, and Daffin, 2019)

The cause of ADHD is unknown and still being heavily researched. Most researchers agree that it is an interaction between genetic and environmental factors, as with most psychiatric disorders. Recent research studies link genetic factors with ADHD (CDC, n.d.)

Environmental factors are also thought to play a significant role in the development of ADHD. Ingestion of alcohol or tobacco during pregnancy can affect central nervous system development and can increase the risk of offspring developing the disorder.

Prevalence 

ADHD is considered to occur across cultures and is noted in approximately 5% of children (APA, 2013). Although the DSM-5 (APA, 2013) indicates a prevalence rate of 5%, some studies report prevalence rates as high as 9.4% (CDC, 2018a, September). ADHD is more often diagnosed in males than in females. Boys are more likely to exhibit ADHD predominantly hyperactive/impulsive presentation or combined presentation, whereas girls may be more likely to exhibit predominantly inattentive presentation (APA, 2013). Because predominantly inattentive symptoms are not as disruptive and noticeable as hyperactive/impulsive symptoms, predominantly inattentive presentations of ADHD may go undiagnosed or be diagnosed much later than ADHD predominantly hyperactive/impulsive or combined presentations.  (McRanney, Bridley, and Daffin, 2019)

According to the CDC, approximately 60% of children with ADHD have another comorbid disorder (CDC, 2018a, September). About 50% of children with ADHD combined presentation, and about 25% of children with ADHD predominantly inattentive presentation are also diagnosed with Oppositional Defiant Disorder (ODD, APA 2013). Conduct Disorder is also highly comorbid with ADHD (i.e., about 25% of youth with ADHD combined presentation).

Learning disorders are also commonly comorbid with ADHD (APA, 2013). However, differentiating if a learning disorder is present, in addition to ADHD, requires thorough evaluation (see differential discussion below).

Mood and anxiety disorders are less likely to be comorbid than other behavioral disorders (CDC, 2018a, September). However, they do occur at a higher rate in children with ADHD compared to children without ADHD (APA, 2013).

A differential diagnosis looks at possible disorders that could be causing similar symptoms.

ODD.  Because inattention and impulsivity can lead to noncompliance with rules, psychologists must carefully assess behaviors and differentiate between ADHD and ODD. For example, a child may be told to clean their room. A child with ADHD may (1) not hear or fully attend to the instruction and then not comply or (2) may hear the instruction, and begin to clean their room and get distracted mid-way and start playing with a toy they found, perhaps impulsively, while they are supposed to be cleaning. Although noncompliant  with the command, they are not actively being  defiant . A child with ODD may be told to clean their room, and rather than comply, they may actively defy the command. Because symptoms of ADHD can lead to a higher risk of noncompliance, we must be careful not to misperceive noncompliance with defiance. However, both can occur together (see comorbidity section above), and as such, when both are present, both will be diagnosed.

Anxiety.  Anxiety can lead to difficulty with concentration, fidgeting, and distractibility, which overlap with some symptoms of ADHD. It is not uncommon for a child to be referred for concerns related to ADHD, especially ADHD predominantly inattentive presentation, but may in fact, actually be experiencing anxiety instead. A differential diagnosis of anxiety versus ADHD is important because treatment for the two disorders is different.

Learning disorders.  Because symptoms of ADHD can impair school performance and learning, psychologists must differentiate between (1) general impairment in learning due to inattentiveness, impulsiveness, etc. or (2) a specific learning disability in an identified learning area (i.e., math, reading, written expression)

(McRanney, Bridley, and Daffin, 2021)

Characteristics of Attention-Deficit/Hyperactivity Disorder

According to the fourth edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) of the American Psychiatric Association (APA) (1994), ADHD can be defined by behaviors exhibited. Individuals with ADHD exhibit combinations of the following behaviors:

• Fidgeting with hands or feet or squirming in their seat (adolescents with ADHD may appear restless);
• Difficulty remaining seated when required to do so;
• Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations;
• Blurting out answers to questions before the questions have been completed;
• Difficulty following through on instructions and in organizing tasks;
• Shifting from one unfinished activity to another;
• Failing to give close attention to details and avoiding careless mistakes;
• Losing things necessary for tasks or activities;
• Difficulty in listening to others without being distracted or interrupting;
• Wide ranges in mood swings; and
• Great difficulty in delaying gratification.’

Children with ADHD show different combinations of these behaviors and typically exhibit behavior that is classified into two main categories: poor sustained attention and hyperactivity-impulsiveness. Three subtypes of the disorder have been described in the DSM-IV:  predominantly inattentive, predominantly hyperactive-impulsive, and combined types  (American Psychiatric Association [APA] as cited in Barkley, 1997). For instance, children with ADHD, without hyperactivity and impulsivity, do not show excessive activity or fidgeting but instead may daydream, act lethargic or restless, and frequently do not finish their academic work. Not all of these behaviors appear in all situations. A child with ADHD may be able to focus when he or she is receiving frequent reinforcement or is under very strict control. The ability to focus is also common in new settings or while interacting one-on-one. While other children may occasionally show some signs of these behaviors, in children with ADHD, the symptoms are more frequent and more severe than in other children of the same age. (USDOE/OSERS, 2008), pg 2-3)

The behaviors associated with ADHD change as children grow older.  For example, a preschool child may show gross motor overactivity—always running or climbing and frequently shifting from one activity to another. Older children may be restless and fidget in their seats or play with their chairs and desks. They frequently fail to finish their schoolwork, or they work carelessly. Adolescents with ADHD tend to be more withdrawn and less communicative. They are often impulsive, reacting spontaneously without regard to previous plans or necessary tasks and homework.

(USDOE/OSERS, 2008, pg. 1)

ASSESSMENT of ADHD

When assessing for ADHD, psychologists often rely on parent-report, teacher-report, and observations. Occasionally, when the child is old enough, a psychologist will also incorporate the child’s own self-report of symptoms. To obtain parent and teacher reports (and when appropriate, self-report) of symptoms, a psychologist often utilizes two things: an interview and objective measures. For behavioral observations, a psychologist will often observe the child, in person, either in their office and/or at school. A good assessment will include information from all three areas (i.e., observation, interview, and objective measures) to make an informed diagnostic decision.

Observations

Observations can be completed in various ways. This is often determined by the setting in which an assessment is taking place as well as the resources available to a psychologist. For example, if the assessment occurs within the school setting, a psychologist will often find a time to sit in a classroom with the child to observe him or her. The psychologist will attempt to do this with as little attention drawn to them [the psychologist] in an effort to observe the child without impacting their behavior.

An assessment for ADHD should always include some version of an interview. This will likely start with a parent. The psychologist will sit with the parents and ask several questions. They will attempt to gain an understanding of when symptoms were first noticed if the child is experiencing any impairment related to the symptoms, and so forth. While they will focus on understanding the presence or absence of ADHD-related symptoms, they will also screen for other potential disorders with common comorbidity and/or similar symptom presentations. For example, they may screen for ODD symptoms since it is commonly comorbid with ADHD. Moreover, they may also screen for anxiety symptoms since anxiety and ADHD can present with similar symptoms and be misdiagnosed.

Because symptoms must be present in more than one setting, a secondary interview may be conducted. This often occurs with teachers. This is easily obtained in situations where an assessment is initiated in the school setting. However, in situations in which the assessment was initiated in an outpatient clinic, this is more difficult to obtain, even via phone. The reason for this is the same as outlined above in the difficulties with obtaining observations in outpatient assessments. As such, providers often rely on objective measures from a teacher if they are unable to obtain an interview. In a teacher interview, the psychologist often focuses on similar topics and questions as the parent interview. However, the focus is more on specific impairment and functioning within the classroom and with peers. For example, the psychologist will ask many questions related to ability to stay on task, careless mistakes in work, ability to socialize with peers, etc.

If a child is able to communicate appropriately, meaning they are verbal and have appropriately developed speech, the child will be interviewed. This may occur informally while drawing or playing with the child, particularly if they are very young. As children get older, this will resemble more of an interview. Questions will focus on current difficulties such as “is it hard to remember to turn your homework in?” “Do you lose things a lot?” “Do people say you talk a lot?” These questions will be worded in a way that is appropriate for the child, depending on their age.

Objective Measures

There are a variety of objective measures that can be used. These are typically questionnaires that are filled out by the parent, teacher, and the child themselves (when appropriate). Children can begin reporting on their own symptoms anywhere between the ages of 6-11, depending on the specific questionnaire being used. Assessments specific to ADHD symptoms include, but are not limited to, the Conners-3, Disruptive Behavior Rating Scales (DBRS), and the NICHQ (National Institute for Children’s Health Quality) Vanderbilt Assessment Scales. The Conners-3 provides both overall scores as well as a symptom count. The DBRS and the Vanderbilt provide a symptom count number. Other questionnaires that may be used but are not specific for ADHD are the Behavior Assessment System for Children, Third Edition (BASC-3) and the Achenbach System of Empirically Based Assessment (ASEBA). These forms provide overall scores for scales related to hyperactivity, impulsivity, and inattention. However, they do not provide symptom counts. As such, the BASC and Achenbach scales are often combined with a tool such as the DBRS, Vanderbilt, and/or Conners-3.

Of children that are diagnosed with ADHD, about 30% are receiving medication only, 15% are receiving psychotherapy/behavioral therapy, 32% are receiving both medicine and psychotherapy/behavioral therapy, and 23% are receiving no treatment at all (CDC, 2018a, September). According to the CDC (2018a, September), 9 out of 10 children with ADHD receive some type of school support at some point in their education.

Psychopharmacological

Stimulants.  Historically, central nervous system (CNS) stimulants have been used the longest to treat ADHD, medicinally (CDC, 2018a, September). According to the CDC (2018b, September), 70-80% of children exhibit fewer symptoms with the introduction of stimulant medication. These medications work quickly and have short and extended-release formulas. This classification of drug includes methylphenidate and amphetamine. Stimulants are a controlled substance drug. These drugs work by increasing the availability of dopamine and norepinephrine (Barkley, 2015). Some negative side effects may include decreased appetite and weight loss, difficulty sleeping, stomachaches and headaches, and higher heart rates/blood pressure. These drugs may potentially increase tics in children as well if tics are a current concern (Barkley, 2015)

Non-stimulants.  These are considered a slightly newer generation of medicinal interventions for ADHD. These medications do not work as quickly as stimulants, typically; however, they may have longer-lasting effects (CDC, 2018b, September). However, given that they are not a controlled substance, some parents prefer to attempt to alleviate symptoms using non-stimulant medications. Additionally, up to 30% of individuals may not respond, or only have a partial response, to stimulants (Barkley, 2015). As such, non-stimulants may be tried in lieu of stimulants or in addition to stimulants. Atomoxetine, guanfacine, and clonidine are examples of non-stimulants used for ADHD. Some negative side effects include headaches, decreased appetite, nausea/vomiting, sedation, and fatigue (Barkley, 2015).

Psychotherapy

Therapy to mediate symptoms of ADHD is typically behaviorally based. Therapies may be conducted with the child, parents, or both. Who the therapy is conducted with largely depends on the child’s age. For example, parent training is more likely to be utilized for younger and middle-aged children. However, older children and adolescents may benefit from direct behavioral therapy. In some situations, a child/adolescent may benefit from receiving direct behavioral therapy while their parents also receive parent training (e.g., parent management training, PMT). At times, some work in cognitive and emotional realms may be beneficial as well. For example, children with ADHD are more likely to have a negative attribution bias. Essentially, they may interpret benign situations (e.g., someone accidentally bumped into me) as hostile or malicious (e.g., they bumped into me on purpose) and then reacts impulsively to this. Cognitive therapy strategies can help to correct this misinterpretation of events.

Parent training.  The goal of parenting training is to help parents implement consistent parenting strategies to increase structure and predictability. For example, parents learn how to deliver instructions and commands to children in a way that they are more likely to be successful. This may mean breaking large chores down into more manageable pieces, etc. It also might focus on giving more attention and praise to positive behaviors while ignoring negative, minor misbehaviors. This is so that we see an increase in the behaviors we want to see (if we attend to a behavior, the behavior will increase because attention is a strong reinforcer) and a decrease in negative behaviors (when we ignore the behavior, we remove attention which reduces the likelihood of it reoccurring since the strong reinforcer of attention has been withdrawn). There are various evidence-based and empirically supported treatment protocols that target parent management training. The following are examples of such but are not an exhaustive list—incredible Years Parenting Program, Triple P, Parent-Child Interaction Therapy, Defiant Child, etc.

Child-focused therapy.  When working with the child or adolescent, we may begin working on implementing behavioral strategies to increase success and reduce impairment. While these are behaviorally focused, components of cognitive and emotional work may be intermixed to address common biases (see description of negative attribution bias above) and difficulties (e.g., low frustration tolerance). Also, because organization and studying skills are often impaired, another focus may be in  Organizational Skills Training (OST).  This training focuses increasing the child’s ability to organize materials, plan tasks, use checklists/timers/planners, and protect school and studying time (Gallagher, Abikoff, & Spira, 2014).

(McRaney, Bridley and Daffin, 2019)

Instructional Strategies, Interventions, and Accommodations for Students with AD/HD

Teachers who are successful in educating children with ADHD use a three-pronged strategy.

They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive,and hyperactive. The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that child’s needs. Finally, the teacher combines these practices into an individualized educational program (IEP) or other individualized plan and integrates this program with educational activities provided to other children in the class. The three-pronged strategy, in summary, is as follows:

Evaluate the child’s individual needs and strengths . Assess the unique educational needs and strengths of a child with ADHD in the class. Working with a multidisciplinary team and the child’s parents, consider both academic and behavioral needs using formal diagnostic assessments and informal classroom observations. Assessments, such as learning style inventories, can be used to determine children’s strengths and enable instruction to build on their existing abilities. The settings and contexts in which challenging behaviors occur should be considered in the evaluation.

Select appropriate instructional practices. Determine which instructional practices will meet the academic and behavioral needs identified for the child. Select practices that fit the content, are age appropriate, and gain the attention of the child.

For children receiving special education services, integrate appropriate practices within an IEP. In consultation with other educators and parents, an IEP should be created to reflect annual goals and the special education, related services, along with supplementary aids and services necessary for attaining those goals. Plan how to integrate the educational activities provided to other children in your class with those selected for the child with ADHD.

Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children.

Successful programs for children with ADHD integrate the following three components:

• Academic Instruction
• Behavioral Interventions and
• Classroom Accommodations.

Introducing Lessons

Students with ADHD learn best with a  carefully structured academic lesson —one where the teacher explains what he or she wants children to learn in the current lesson and places these skills and knowledge in the context of previous lessons.  Effective teachers preview their expectations  about what students will learn and how they should behave during the lesson. A number of teaching-related practices have been found especially useful in facilitating this process.

Provide an advance organizer . Prepare students for the day’s lesson by quickly summarizing the order of various activities planned. Explain, for example, that a review of the previous lesson will be followed by new information and that both group and independent work will be expected.

Review previous lessons . Review information about previous lessons on this topic. For example, remind children that yesterday’s lesson focused on learning how to regroup in subtraction. Review several problems before describing the current lesson.

Set learning expectations . State what students are expected to learn during the lesson. For example, explain to students that a language arts lesson will involve reading a story about Paul Bunyan and identifying new vocabulary words in the story.

Set behavioral expectations.  Describe how students are expected to behave during the lesson. For example, tell children that they may talk quietly to their neighbors as they do their seatwork or they may raise their hands to get your attention.

State needed materials . Identify all materials that the children will need during the lesson, rather than leaving them to figure out on their own the materials required. For example, specify that children need their journals and pencils for journal writing or their crayons, scissors, and colored paper for an art project.

Explain additional resources.  Tell students how to obtain help in mastering the lesson. For example, refer children to a particular page in the textbook for guidance on completing a worksheet.

Simplify instructions, choices, and scheduling.  The simpler the expectations communicated to an ADHD student, the more likely it is that he or she will comprehend and complete them in a timely and productive manner.

Conducting Lessons

In order to conduct the most productive lessons for children with ADHD, effective teachers periodically question children’s understanding of the material, probe for correct answers before calling on other students, and identify which students need additional assistance. Teachers should keep in mind that transitions from one lesson or class to another are particularly difficult for students with ADHD. When they are prepared for transitions, these children are more likely to respond and to stay on task. The following set of strategies may assist teachers in conducting effective lessons

Be predictable.  Structure and consistency are very important for children with ADHD; many do not deal well with change. Minimal rules and minimal choices are best for these children. They need to understand clearly what is expected of them, as well as the consequences for not adhering to expectations.

Support the student’s participation in the classroom.  Provide students with ADHD with private, discreet cues to stay on task and advance warning that they will be called upon shortly. Avoid bringing attention to differences between ADHD students and their classmates. At all times, avoid the use of sarcasm and criticism.

Use audiovisual materials . Use a variety of audiovisual materials to present academic lessons. For example, use a White Board or SmartBoard to demonstrate how to solve an addition problem requiring regrouping. The students can work on the problem at their desks while you manipulate counters on the screen.

Check student performance . Question individual students to assess their mastery of the lesson. For example, you can ask students doing seatwork (i.e., lessons completed by students at their desks in the classroom) to demonstrate how they arrived at the answer to a problem, or you can ask individual students to state, in their own words, how the main character felt at the end of the story.

Ask probing questions.  Probe for the correct answer after allowing a child sufficient time to work out the answer to a question. Count at least 15 seconds before giving the answer or calling on another student. Ask follow-up questions that give children an opportunity to demonstrate what they know.

Perform ongoing student evaluation . (aka  formative assessment ) Identify students who need additional assistance. Watch for signs of lack of comprehension, such as daydreaming or visual or verbal indications of frustration. Provide these children with extra explanations, or ask another student to serve as a peer tutor for the lesson.

Help students correct their own mistakes . Describe how students can identify and correct their own mistakes. For example, remind students that they should check their calculations in math problems and reiterate how they can check their calculations; remind students of particularly difficult spelling rules and how students can watch out for easy-to-make errors.

Help students focus.  Remind students to keep working and to focus on their assigned task. For example, you can provide follow-up directions or assign learning partners. These practices can be directed at individual children or at the entire class.

Follow-up directions.  Effective teachers of children with ADHD also guide them with follow-up directions:

Oral directions . After giving directions to the class as a whole, provide additional oral directions for a child with ADHD. For example, ask the child if he or she understood the directions and repeat the directions together.

Written directions.  Provide follow-up directions in writing. For example, write the page number for an assignment on the chalkboard and remind the child to look at the chalkboard if he or she forgets the assignment.

Lower noise level.  Monitor the noise level in the classroom, and provide corrective feedback, as needed. If the noise level exceeds the level appropriate for the type of lesson, remind all students—or individual students—about the behavioral rules stated at the beginning of the lesson.

Divide work into smaller units . Break down assignments into smaller, less complex tasks. For example, allow students to complete five math problems before presenting them with the remaining five problems.

Highlight key points . Highlight key words in the instructions on worksheets to help the child with ADHD focus on the directions. Prepare the worksheet before the lesson begins, or underline key words as you and the child read the directions together. When reading, show children how to identify and highlight a key sentence, or have them write it on a separate piece of paper, before asking for a summary of the entire Book. In math, show children how to underline the important facts and operations; in “Mary has two apples, and John has three,” underline “two,” “and,” and “three.”

Eliminate or reduce frequency of timed tests.  Tests that are timed may not allow children with ADHD to demonstrate what they truly know due to their potential preoccupation with elapsed time. Allow students with ADHD more time to complete quizzes and tests in order to eliminate “test anxiety,” and provide them with other opportunities, methods, or test formats to demonstrate their knowledge.

Use cooperative learning strategies . Have students work together in small groups to maximize their own and each other’s learning. Use strategies such as Think-Pair-Share where teachers ask students to think about a topic, pair with a partner to discuss it, and share ideas with the group. (Slavin, 2002).

Use assistive technology.  All students, and those with ADHD in particular, can benefit from the use of technology (such as computers and projector screens), which makes instruction more visual and allows students to participate actively.

Concluding Lessons

Effective teachers conclude their lessons by providing advance warning that the lesson is about to end, checking the completed assignments of at least some of the students with ADHD, and instructing students how to begin preparing for the next activity.

Provide advance warnings . Provide advance warning that a lesson is about to end. Announce 5 or 10 minutes before the end of the lesson (particularly for seatwork and group projects) how much time remains. You may also want to tell students at the beginning of the lesson how much time they will have to complete it

Check assignments.  Check completed assignments for at least some students. Review what they have learned during the lesson to get a sense of how ready the class was for the lesson and how to plan the next lesson.

Preview the next lesson.  Instruct students on how to begin preparing for the next lesson. For example, inform children that they need to put away their textbooks and come to the front of the room for a large-group spelling lesson.

In addition to the general strategies listed above for  introducing, conducting, and concluding their lessons,  effective teachers of students with ADHD also individualize their instructional practices in accordance with different academic subjects and the needs of their students within each area. This is because children with ADHD have different ways of learning and retaining information, not all of which involve traditional reading and listening. Effective teachers first identify areas in which each child requires extra assistance and then use special strategies to provide structured opportunities for the child to review and master an academic lesson that was previously presented to the entire class. Strategies that may help facilitate this goal include the following (grouped by subject area): Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices.  Academic areas strategies include are: English Language Arts, phonics, writing, spelling, and math pages 10-17). These are common strategies for all students.

Organizational and Study Skills Strategies for Children with AD/HD

Many students with ADHD are easily distracted and have difficulty focusing their attention on assigned tasks (executive functioning skills).  However, the following practices can help children with ADHD improve their organization of homework and other daily assignments:

Designate one teacher as the student’s advisor or coordinator.  This teacher will regularly review the student’s progress through progress reports submitted by other teachers and will act as the liaison between home and school. Permit the student to meet with this advisor on a regular basis (e.g., Monday morning) to plan and organize for the week and to review progress and problems from the past week.

Assignment notebooks . Provide the child with an assignment notebook to help organize homework and other seatwork.

Color-coded folders.  Provide the child with color-coded folders to help organize assignments for different academic subjects (e.g., reading, mathematics, social science, and science)

Work with a homework partner . Assign the child a partner to help record homework and other seatwork in the assignment notebook and file worksheets and other papers in the proper folders.

Clean out desks and book bags . Ask the child to periodically sort through and clean out his or her desk, book bag, and other special places where written assignments are stored.

Visual aids as reminders of subject material.  Use banners, charts, lists, pie graphs, and diagrams situated throughout the classroom to remind students of the subject material being learned.

Children with ADHD often have difficulty in learning how to study effectively on their own. The following strategies may assist ADHD students in developing the study skills necessary for academic success:

Adapt worksheets.  Teach a child how to adapt instructional worksheets. For example, help a child fold his or her reading worksheet to reveal only one question at a time. The child can also use a blank piece of paper to cover the other questions on the page.

Venn diagrams.  Teach a child how to use Venn diagrams to help illustrate and organize key concepts in reading, mathematics, or other academic subjects.

Note-taking skills.  Teach a child with ADHD how to take notes when organizing key academic concepts that he or she has learned, perhaps with the use of a program such as Anita Archer’s Skills for School Success (Archer & Gleason, 2002)

Checklist of frequent mistakes.  Provide the child with a checklist of mistakes that he or she frequently makes in written assignments (e.g., punctuation or capitalization errors), mathematics (e.g., addition or subtraction errors), or other academic subjects. Teach the child how to use this list when proofreading his or her work at home and school.

Checklist of homework supplies.  Provide the child with a checklist that identifies categories of items needed for homework assignments (e.g., books, pencils, and homework assignment sheets).

Uncluttered workspace.  Teach a child with ADHD how to prepare an uncluttered workspace to complete assignments. For example, instruct the child to clear away unnecessary books or other materials before beginning his or her seatwork.

Monitor homework assignments.  Keep track of how well your students with ADHD complete their assigned homework. Discuss and resolve with them and their parents any problems in completing these assignments. For example, evaluate the difficulty of the assignments and how long the children spend on their homework each night. Keep in mind that the quality, rather than the quantity, of homework assigned is the most important issue. While doing homework is an important part of developing study skills, it should be used to reinforce skills and to review material learned in class, rather than to present, in advance, large amounts of material that is new to the student.

Assisting Students with AD/HD with Time Management

Children with ADHD often have difficulty finishing their assignments on time and can thus benefit from special materials and practices that help them to improve their time management skills, including:

Use a clock or wristwatch.  Teach the child how to read and use a clock or wristwatch to manage time when completing assigned work.

Use a calendar.  Teach the child how to read and use a calendar to schedule assignments.

Practice sequencing activities . Provide the child with supervised opportunities to break down a long assignment into a sequence of short, interrelated activities. (chunking)

Create a daily activity schedule.  Tape a schedule of planned daily activities to the child’s desk.

Effective teachers use a number of behavioral intervention techniques to help students learn how to control their behavior. Perhaps the most important and effective of these is verbal reinforcement of appropriate behavior. The most common form of verbal reinforcement is praise given to a student when he or she begins and completes an activity or exhibits a particular desired behavior. Effective teachers praise children with ADHD frequently and look for a behavior to praise before, and not after, a child gets off task. The following strategies provide some  guidance regarding the use of praise:

Define the appropriate behavior while giving praise.  Praise should be specific for the positive behavior displayed by the student: The comments should focus on what the student did right and should include exactly what part(s) of the student’s behavior was desirable. Rather than praising a student for not disturbing the class, for example, a teacher should praise him or her for quietly completing a math lesson on time.

Give praise immediately.  The sooner that approval is given regarding appropriate behavior, the more likely the student will repeat it.

Vary the statements given as praise . The comments used by teachers to praise appropriate behavior should vary; when students hear the same praise statement repeated over and over, it may lose its value.

Be consistent and sincere with praise.  Appropriate behavior should receive consistent praise. Consistency among teachers with respect to desired behavior is important in order to avoid confusion on the part of students with ADHD. Similarly, students will notice when teachers give insincere praise, and this insincerity will make praise less effective.

It is important to keep in mind that the most effective teachers focus their behavioral intervention strategies on praise rather than on punishment. Negative consequences may temporarily change behavior, but they rarely change attitudes and may actually increase the frequency and intensity of inappropriate behavior by rewarding misbehaving students with attention. Moreover, punishment may only teach children what not to do; it does not provide children with the skills that they need to do what is expected. Positive reinforcement produces the changes in attitudes that will shape a student’s behavior over the long term.

Selectively ignore inappropriate behavior. It is sometimes helpful for teachers to selectively ignore inappropriate behavior. This technique is particularly useful when the behavior is unintentional or unlikely to recur, or is intended solely to gain the attention of teachers or classmates without disrupting the classroom or interfering with the learning of others.

Remove nuisance items.  Teachers often find that certain objects (such as rubber bands and toys) distract the attention of students with ADHD in the classroom. The removal of nuisance items is generally most effective after the student has been given the choice of putting it away immediately and then fails to do so.

Provide calming manipulatives.  While some toys and other objects can be distracting for both the students with ADHD and peers in the classroom, some children with ADHD can benefit from having access to objects that can be manipulated quietly. Manipulatives may help children gain some needed sensory input while still attending to the lesson.

Allow for “escape valve” outlets.  Permitting students with ADHD to leave class for a moment, perhaps on an errand (such as returning a book to the library), can be an effective means of settling them down and allowing them to return to the room ready to concentrate.

Activity reinforcement.  Students receive activity reinforcement when they are encouraged to perform a less desirable behavior before a preferred one.

Hurdle helping . Teachers can offer encouragement, support, and assistance to prevent students from becoming frustrated with an assignment. This help can take many forms, from enlisting a peer for support to supplying additional materials or information.

Parent conferences.  Parents have a critical role in the education of students, and this axiom may be particularly true for those with ADHD. As such, parents must be included as partners in planning for the student’s success. Partnering with parents entails, including parental input in behavioral intervention strategies, maintaining frequent communication between parents and teachers, and collaborating in monitoring the student’s progress.

Peer mediation.  Members of a student’s peer group can positively impact the behavior of students with ADHD. Many schools now have formalized peer mediation programs, in which students receive training in order to manage disputes involving their classmates.

Effective teachers also use  behavioral prompts  with their students. These prompts help remind students about expectations for their learning and behavior in the classroom. Three, which may be particularly helpful, are the following:

Visual cues.  Establish simple, nonintrusive visual cues to remind the child to remain on task. For example, you can point at the child while looking him or her in the eye, or you can hold out your hand, palm down, near the child.

Proximity control.  When talking to a child, move to where the child is standing or sitting. Your physical proximity to the child will help the child to focus and pay attention to what you are saying.

Hand gestures.  Use hand signals to communicate privately with a child with ADHD. For example, ask the child to raise his or her hand every time you ask a question. A closed fist can signal that the child knows the answer; an open palm can signal that he or she does not know the answer. You would call on the child to answer only when he or she makes a fist.

In some instances, children with ADHD benefit from instruction designed to help students learn how to  manage their own behavior:  (Self-Regulation)

Social skills classes . Teach children with ADHD appropriate social skills using a structured class. For example, you can ask the children to role-play and model different solutions to common social problems. It is critical to provide for the generalization of these skills, including structured opportunities for the children to use the social skills that they learn. Offering such classes, or experiences, to the general school population can positively affect the school climate.

Problem solving sessions.  Discuss how to resolve social conflicts. Conduct impromptu discussions with one student or with a small group of students where the conflict arises. In this setting, ask two children who are arguing about a game to discuss how to settle their differences. Encourage the children to resolve their problem by talking to each other in a supervised setting.

For many children with ADHD, functional behavioral assessments and positive behavioral interventions and supports, including behavioral contracts and management plans, tangible rewards, or token economy systems, are helpful in teaching them how to manage their own behavior. Because students’ individual needs are different, it is important for teachers, along with the family and other involved professionals, to evaluate whether these practices are appropriate for their classrooms. Examples of these techniques, along with steps to follow when using them, include the following:

Functional Behavioral Assessment (FBA). FBA is a systematic process for describing problem behavior and identifying the environmental factors and surrounding events associated with problem behavior. The team works closely with the child exhibiting problem behavior.

(1) observes the behavior and identifies and defines its problematic characteristics,

(2) identifies which actions or events precede and follow the behavior, and

(3) Determines how often the behavior occurs. The results of the FBA should be used to develop an effective and efficient intervention and support plan. (Gable, et al., 1997)

Positive Behavioral Interventions and Supports (PBIS). This method applies a behaviorally-based systems approach grounded in research regarding behavior in the context of the settings in which it occurs. Using this method, schools, families, and communities work to design effective environments to improve behavior. The goal of PBIS is to eliminate problem behavior, to replace it with more appropriate behavior, and to increase a person’s skills and opportunities for an enhanced quality of life (Todd, Horner, Sugai, & Sprague, 1999).

Behavioral contracts and management plans . Identify specific academic or behavioral goals for the child with ADHD, along with behavior that needs to change and strategies for responding to inappropriate behavior. Work with the child to cooperatively identify appropriate goals, such as completing homework assignments on time and obeying safety rules on the school playground. Take the time to ensure that the child agrees that his or her goals are important to master. Behavioral contracts and management plans are typically used with individual children, as opposed to entire classes, and should be prepared with input from parents.

Tangible rewards.  Use tangible rewards to reinforce appropriate behavior. These rewards can include stickers, such as “happy faces” or sports team emblems, or privileges, such as extra time on the computer or lunch with the teacher. Children should be involved in the selection of the reward. If children are invested in the reward, they are more likely to work for it.

Token economy systems.  Use token economy systems to motivate a child to achieve a goal identified in a behavioral contract (Barkley, 1990). For example, a child can earn points for each homework assignment completed on time. In some cases, students also lose points for each homework assignment not completed on time. After earning a specified number of points, the student receives a tangible reward, such as extra time on a computer or a “free” period on Friday afternoon. Token economy systems are often used for entire classrooms, as opposed to solely for individual students.

Self-management systems . Train students to monitor and evaluate their own behavior without constant feedback from the teacher. In a typical self-management system, the teacher identifies behaviors that will be managed by a student and provides a written rating scale that includes the performance criteria for each rating. The teacher and student separately rate student behavior during an activity and compare ratings. The student earns points if the ratings match or are within one point and receives no points if ratings are more than one point apart; points are exchanged for privileges. With time, the teacher involvement is removed, and the student becomes responsible for self-monitoring (DuPaul & Stoner as cited in Shinn, Walker, & Stoner, 2002).

Special Classroom Seating Arrangements

One of the most common accommodations that can be made to the physical environment of the classroom involves determining where a child with ADHD will sit. Three special seating assignments may be especially useful:

Seat the child near the teacher.  Assign the child a seat near your desk or the front of the room. This seating assignment provides opportunities for you to monitor and reinforce the child’s on-task behavior.

Seat the child near a student role model . Assign the child a seat near a student role model. This seat arrangement provides opportunity for children to work cooperatively and to learn from their peers in the class.

Provide low-distraction work areas.  As space permits, teachers should make available a quiet, distraction-free room or area for quiet study time and test taking. Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment.

Instructional Tools and the Physical Learning Environment

Skilled teachers use special instructional tools to modify the classroom learning environment and accommodate the special needs of their students with ADHD. They also monitor the physical environment, keeping in mind the needs of these children. The following tools and techniques may be helpful:

Pointers . Teach the child to use a pointer to help visually track written words on a page. For example, provide the child with a bookmark to help him or her follow along when students are taking turns reading aloud.

Classroom lights.  Turning the classroom lights on and off prompts children that the noise level in the room is too high and they should be quiet. This practice can also be used to signal that it is time to begin preparing for the next lesson.

Music.  Play music or chords on a piano to prompt children that they are too noisy. In addition, playing different types of music communicates to children what level of activity is appropriate for a particular lesson. For example, play quiet classical music for quiet activities done independently and jazz for active group activities.

Proper use of furniture.  The desk and chair used by children with ADHD need to be the right size; if they are not, the child will be more inclined to squirm and fidget. A general rule of thumb is that a child should be able to put his or her elbows on the surface of the desk and have his or her chin fit comfortably in the palm of the hand.

(USDOE/OSERS, 2008)

In this video, Dr. Jonas Bromberg speaks with 5th grade teacher Jon Weinberger of the Lawrence school in Brookline, MA, about his strategies for improving the classroom experience for children with ADHD.

[insideadhd], (2011, Sept. 9). ADHD Classroom Strategies. [Video File]. Retrieved from https://youtu.be/Dd62-eL0JYI    Creative Commons Attribution license (reuse allowed)

Much of the technology the student with ADHD will use will be similar to the learning technologies used by their “typical peers”.

• Research AT that supports the student with ADHD in the areas of organizational skills and self-regulation. There are many examples of AT embedded in this chapter.

Supplemental/ Optional Resources

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs,  Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home , Washington, D.C., 2008.  (This report is in the public domain)

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs,  Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Washington, D.C., 2008. (This report is in the public domain)

Teacher Training and video series  –  https://chadd.org/for-educators/teacher-training-video-series/

Explaining ADHD to Teachers   Infographic

CDC.gov, (n.d.) What is ADHD? From  https://www.cdc.gov/ncbddd/adhd/facts.html 

McRaney, K, Bridley, A, and Daffin, L. (2021). Behavioral Disorder of Childhood, Module 10 Attention Deficit Hyperactivity Disorder, CC, NC, SA, 4.0, https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-10-attention-deficit-hyperactivity-disorder/ 

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Washington, D.C., 2008. (this report is in the public domain) h ttps://files.eric.ed.gov/fulltext/ED495483.pdf 

Impact on Learning Image by  Peggy and Marco Lachmann-Anke  from  Pixabay

Egg Timer Image by  Jakub Luksch  from  Pixabay

New chapter added 2.10.2022

Updated 6.21.2023

Understanding and Supporting Learners with Disabilities Copyright © 2019 by Paula Lombardi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Definition of homework noun from the Oxford Advanced Learner's Dictionary

• I always do my homework on the bus.
• physics/geography/French, etc. homework
• I still haven't done my geography homework.
• How much homework do you get?
• for homework I have to write up the notes for homework.
• (especially North American English) I have to finish this homework assignment .
• acquire/​get/​lack (an) education/​training/ (British English) (some) qualifications
• receive/​provide somebody with training/​tuition
• develop/​design/​plan a curriculum/ (especially British English) course/ (North American English) program/​syllabus
• give/​go to/​attend a class/​lesson/​lecture/​seminar
• hold/​run/​conduct a class/​seminar/​workshop
• sign up for/​take a course/​classes/​lessons
• go to/​start preschool/​kindergarten/​nursery school
• be in (North American English) the first, second, etc. grade/ (British English) year 1, 2. etc. (at school)
• study/​take/​drop history/​chemistry/​German, etc.
• (British English) leave/​finish/​drop out of/ (North American English) quit school
• (North American English) graduate high school/​college
• be the victim/​target of bullying
• (British English) play truant from/ (both British English, informal) bunk off/​skive off school (= not go to school when you should)
• (both especially North American English) skip/​cut class/​school
• (British English) cheat in/ (North American English) cheat on an exam/​a test
• get/​be given a detention (for doing something)
• be expelled from/​be suspended from school
• do your homework/ (British English) revision/​a project on something
• work on/​write/​do/​submit an essay/​a dissertation/​a thesis/​an assignment/ (North American English) a paper
• finish/​complete your dissertation/​thesis/​studies/​coursework
• hand in/ (North American English) turn in your homework/​essay/​assignment/​paper
• study/​prepare/ (British English) revise/ (North American English) review/ (North American English, informal) cram for a test/​an exam
• take/ (both British English) do/​sit a test/​an exam
• (especially British English) mark/ (especially North American English) grade homework/​a test
• (British English) do well in/ (North American English) do well on/ (especially North American English, informal) ace a test/​an exam
• pass/​fail/ (especially North American English, informal) flunk a test/​an exam/​a class/​a course/​a subject
• apply to/​get into/​go to/​start college/ (British English) university
• leave/​graduate from law school/​college/ (British English) university (with a degree in computer science)
• study for/​take/ (British English) do/​complete a law degree/​a degree in physics
• (both North American English) major/​minor in biology/​philosophy
• earn/​receive/​be awarded/​get/​have/​hold a master’s degree/​a bachelor’s degree/​a PhD in economics
• Have you finished your homework?
• Have you done your physics homework yet?
• I was helping my sister with her maths homework.
• The homework assignments are worth 10% of the final grade.
• I have some homework to do on the Civil War.
• I want you to hand in this homework on Friday.
• The science teacher always gives a lot of homework.
• They get a lot of homework in English.
• They get masses of homework at secondary school.
• We had to write out one of the exercises for homework.
• for homework
• homework  on

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Meaning of homework in English

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• The kids are busy with their homework.
• My science teacher always sets a lot of homework.
• "Have you got any homework tonight ?" "No."
• I got A minus for my English homework.
• For homework I want you to write an essay on endangered species .
• academic year
• access course
• Advanced Placement
• asynchronous
• foundation course
• immersion course
• interdisciplinarity
• on a course
• open admissions
• open classroom
• work placement

homework | American Dictionary

Homework | business english, examples of homework, translations of homework.

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something dangerous or serious, such as an accident, that happens suddenly or unexpectedly and needs fast action in order to avoid harmful results

Paying attention and listening intently: talking about concentration

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• English    Noun
• American    Noun
• do your homework
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Definition of 'homework'

Video: pronunciation of homework

homework in American English

Homework in british english, examples of 'homework' in a sentence homework, related word partners homework, trends of homework.

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Definition of homework

Examples of homework in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'homework.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1662, in the meaning defined at sense 1

Dictionary Entries Near homework

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“Homework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/homework. Accessed 26 Mar. 2024.

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