ABSTRACT
Attention deficit hyperactivity disorder (ADHD) affects about 6% of the school age population, and is the most prevalent disorder in child psychiatric clinics. It is characterized by age inappropriate inattention, motor activity, and impulsivity, to the point of causing meaningful impairment in the child’s function. In addition to the cardinal signs of ADHD, it is generally recognized that other clinical features affect children’s function. Among these other features are problems in organizing tasks and activities, with disorganized work habits, and a tendency to scatter, lose, or carelessly mishandle materials necessary for tasks (1). These characteristics have been conceptualized as reflecting deficits in executive function (EF). A prominent model of ADHD (2,3) posits that deficits in EF represent the underlying pathological process in ADHD. Although this view has been influential, it has not been translated into therapeutic action. Multiple psychosocial strategies have been developed for the management of children with ADHD (4,5), but none has incorporated the reversal of organizational deficits as a key component. The relative lack of attention paid to the organizational, time management, and planning (OTMP) skills in ADHD is noteworthy, given that ineffective OTMP skills compromise school success, and also result in family conflict, and decreased work performance.
