Tweens & Teens: Organizational Strategies for Executive Function, ADHD, ASD

Some of us knew early that our children would need help organizing themselves. Closets cluttered, floors scattered with odd bits, and papers as crumpled as our children’s faces told us they needed help. We hoped everything would just get better. It didn’t.

At the Sodalitas Gathering in Louisville this year, our Simply Classical track addresses this and other topics. Here are some key take-aways:

Early Tweens with Executive Function, ADHD, ASD Difficulties

Sequencing, Time, Order

– Divide clean clothes into outfits.

– Divide drawers or bins for socks, underwear, pajamas.

– Use the same phrases for repeated tasks to implant efficient “self-talk.”

– Post the day’s routine.

– Talk about errands or activities in order.

– Use a timer to prompt faster task performance (if the child is sluggish).

Attention to Task

– Create a clean workspace. Plan regular clutter-clearing.

– Turn off tv, radio, devices during homework.

– Model attention to task: Read silently nearby or work on your own “homework” (bills, journal), as he works.

– Teach the use of checklists.

– Plan time for organizing materials before and after tasks and at the end of the day.

Teens with Executive Function, ADHD, ASD Difficulties

– Consider the road to independence as a series of short blocks with stop signs. Keep expectations reasonable at each stop sign for success. (He does not want to fail either.)

– Create a paper or electronic master to-do list. One subsection is schoolwork. The other is non-school tasks, such as chores, job-related, social.

– Review long-term assignments or chores and divide into short-term goals to avoid procrastination and being overwhelmed. Create short-term signposts for these.

– Evaluated progress frequently at first. Be encouraging. Key: You are the Coach of his team, not the Opponent.

– Overview daily, weekly, and monthly schedules at the top of each week.

– Help him develop a good daily schedule with healthy habits to include ample rest, outdoor non-screen time, and sleep.

– Keep study tools accessible. Paper/print reference books are better than electronic to avoid distractions with online dictionaries or encyclopedia.

– If he must look up information online, do this with him. Set a stopwatch: 60 seconds to find the spelling of the word. Teach him to avoid pop-up photos, ads, emails.

– Turn electronic notifications to “silent.” Allow screen/social media time after work completion. As grades and work habits improve, additional time might be earned in 10-min increments, but enforce a healthy cap to this.

– Turn in all devices at bedtime.

– Allow no devices, gaming systems, tvs in bedroom.

– Play family or classroom games, create social experiences and meaningful conversations, explore nature, nurture healthy interests and passions to develop the mind.

– Begin a challenging but enjoyable read-aloud as a family or classroom, such as a Shakespeare play (comedy) or a classic novel everyone wants to read. Check Lexiles, if needed, to avoid being outside the range of the student’s listening ability. Talk about the books you read. Just 15-20 minutes daily serves as a daily reminder of the power of print.

– Allow the teen flexibility in scheduling to have a daytime Study Hall.

– Teach the student to use an Inbox and Outbox approach to daily tasks.

– Note his progress in organizing himself. Partner with his own goal to be more independent by encouraging responsibility.

Tip for ASD: At any age, avoid rigidity. Yes, our EF/ADHD/ASD children appreciate structure, but they also need nurture, encouragement, and occasional playfulness to avoid becoming anxious and obsessive.

Tip for younger students with ADHD: Follow these 20 Ways to Calm a Wiggly Child.

Tip for a full, rich, yet carefully paced education: Consider this curriculum intentionally paced for children with organizational, EF, ADHD, or ASD challenges. If you have any questions, we are available to help!

Resources

The full “Behavior” chapter of Simply Classical: A Beautiful Education for Any Child

Smart but Scattered

Executive Function in the Classroom

Late, Lost, and Unprepared