Limit distractions such as TV while doing homework. For some children, playing music cuts down on the distraction of other sounds in the home while others need complete quiet. Help the child figure out for himself which approaches work best. Is it better to complete the more difficult tasks first or is it better to do the easy assignment first so he can feel like he is getting things accomplished? Set a timer for a reasonable amount of time to perform the homework and then plan on a short (5-15 minute break). It may also be helpful to set the timer to signal when to get back to work as well. Talk to the childs teacher about what is a reasonable amount of time to spend on homework. Ask the teacher if it is acceptable for the child to stop after that time if the parent provides a note stating that he spent the requisite time even though he did not finish the homework. An extra set of texts at home is helpful for children who frequently forget to bring their textbooks home.

Consider asking for modification of homework as part of a 504 plan for the child. A 504 plan sets reasonable accommodations for a person with a disability so they can fully participate in public places/activities. Accommodations might include giving short answers rather than having to answer in complete sentences or answering only alternate problems in order to allow the child to complete the assignment within the time interval. A daily teacher checklist can be implemented that asks teachers of each subject to check off whether homework was turned in and whether new homework was assigned. These types of checklists are an effective way to tighten communication between teachers and parents by providing parents with regular feedback. Many 5 children with ADHD suffer poor grades because homework that has been completed does not get turned in. Some teachers and parents prefer to maintain communication by email.

Parents often will need to provide active oversight of homework to ensure that it is completed appropriately and placed in a folder to be handed in. Parents of teenagers with ADHD may find that this form of structured supervision is still necessary.

7. School accommodation plans Pediatric practitioners can advise parents to request classroom accommodations. These accommodations may be informal or may be part of a more formal plan for the child. When a more formal plan is necessary, the pediatric clinician will need to send a letter to the school stating the diagnosis so that the school can develop a more formal plan. (see Example of 504 Letter) Depending on the specific needs of the child and the particular school, this plan may be an informal one, may be part of a 504 plan, or may be included in the childs individual educational plan (IEP). Section 504 of The Americans with Disabilities Act stipulates that children who have difficulty with attention that impedes their learning can be candidates for classroom accommodations in schools that receive public funding. Some children may need more extensive interventions at school. If the interventions cannot be supplied within the regular classroom, an Individual Educational Plan (IEP)