Why binders matter for children with ADHD

Homework can be particularly challenging for children with ADHD. Unlike their peers, these students often struggle more with organizing and planning their work. This difficulty is more pronounced in tasks that involve multiple steps, such as recording assignments, bringing necessary materials home, and managing time effectively. Especially for long-term projects or tests, these challenges can be overwhelming. Children and teenagers with ADHD tend to face more homework problems than their peers, contributing to their lower academic achievements. This struggle with organization and planning often leads to issues like messy desks, losing materials, and failing to meet deadlines. As they progress through school, these problems can intensify, affecting their overall academic performance.

Studies have shown that specific interventions focusing on organizational skills can significantly benefit students with ADHD. For instance, a 16-session individual intervention called the HOPS (Homework Organization Planning Skills) program has been implemented in schools. This program covers aspects like material organization, homework recording, and planning/time-management. It teaches students how to record assignments and break tasks into manageable steps, with regular visual checks of materials and rewards for meeting criteria, such as points exchangeable for gift cards. This motivational aspect of the program encourages students to participate actively and improve their organizational skills.

One of the key components of such interventions is the use of a structured binder organization system. Each class has a dedicated section in the binder, with a homework folder at the front to categorize tasks as 'to-do' and 'completed'. The system involves securing all folders and papers with binder rings, allowing no loose items, and regular checks to ensure adherence to the organization system. This structured approach is established in the first week and maintained throughout the program. Notably, one study found that a significant predictor of improvement in organization skills for students with ADHD was their ability to consistently keep their binder organized.

The importance of having organized binders and general organization skills is further highlighted by their connection to better academic outcomes. A study involving middle school students with ADHD showed that good organization skills, including effective homework materials management, correlate with higher GPAs. Both parent-rated and teacher-rated assessments of homework materials management predicted better grades, underscoring the crucial role of effective organization strategies in improving academic performance for students with ADHD.

In addition to structured interventions like HOPS, individuals with ADHD across the web have developed their own techniques to stay organized. These include strategies like working in intervals with breaks, exercising before homework, using noise-cancelling headphones with calming music, and writing down distracting thoughts to revisit later. Body doubling, or studying around others who are studying, along with time boxing and self-testing, are some of the methods embraced by students with ADHD. These personal techniques complement the structured approaches and offer a broader range of strategies for managing ADHD-related challenges in homework and organization.

A meta-analysis of organizational skills interventions for children and adolescents with ADHD has highlighted the effectiveness of such programs. Organizational Skills Training (OST) has been shown to significantly improve organizational skills, attention, and academic performance in children with ADHD. This underscores the value of OST as a crucial tool in aiding children with ADHD to enhance their academic and organizational capabilities.