The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD.

Three high-schoolers with ADHD learned to manage their own class-prep behaviors.

Each teen picked one target: bringing the right binder, having a pen ready, or turning in homework on time.

The trainer taught them to count their own correct prep acts each period and then fade the adult help step by step.

All three teens hit 80-a large share correct prep acts within two weeks.

The gains held even after the trainer stopped checking every day.

Teachers noticed neater desks and fewer missing assignments without extra nagging.

Tanguay et al. (1982) did the same idea with impulsive preschoolers and worksheets. Gureasko-Moore et al. (2006) shows the trick still works two decades later for older kids with ADHD.

Bohan et al. (2022) used a class-wide game instead of self-counting. Their 5-minute thinning schedule kept the room calm, while Sammi focused on one kid at a time.

Davenport et al. (2019) trained teachers, not students. Both studies hit a large share fidelity, proving you can teach the skill to either side of the desk.

You can hand the clipboard to the student. Teach the teen to track one simple prep act, then fade your prompts. You get cleaner desks and fewer missing papers without extra adult time.