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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Consequences.
When work wasn't' handed in my son had consequences, like losing phone, video game, tv, or friend time.  Things were cancelled and he was sent to to his "boring room".

We also set up helpful practices using the methods in the book "That Crumpled Paper was Due Last Week".

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I don't understand how those punishments are consequences. They don't seem connected to the issue at hand?

The consequence is a failing grade, right? So let him experience THAT consequence?

I mean, taking away a phone or video games or friend time because work isn't turned in? What is the connection?[/quote]

The advice for "consequences" is very ignorant, revealing a basic lack of understanding of ADHD.  Kids with ADHD know the consequences but typically can't pull themselves together enough to avoid the consequences. Would you give consequences to a kid in a wheelchair who can't get up the steps? No, you would show him the ramps and elevators in the building and teach and support him how to use.

Kids with ADHD need executive function support - help at home and school creating systems of organization that make it easy to turn in work, and reminders - that's why it's in the 504 plan.

OP, our only solution to this was to have a clear plastic binder pocket system into which all papers went - one for stuff collected during the day and one for stuff to be turned in. Every night we check what's done and what's turned in electronically. Every afternoon we ask to see binder - what hasn't been turned physically in the classroom is attached to an email and sent electronically to teacher with a short note apologizing, wanting teacher to know it is done and try to turn in physical copy next day.

It's very time consuming but only by creating habits will DC become automated enough to do himself.

This is a better "natural consequence" in the sense that it's extending homework time at home when if DC had just turned it in in class he would have more free time at home.

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