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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]OP- when my son was diagnosed, they literally hooked him up to computer with electrodes and read his attention span, impulsivity, etc. I think it's an EEG (?). The psychologist did this along with a lot of other data and testing criteria. Not only was the whole thing helpful in diagnosis, but they were able to track *how* ADHD might play out for him. For instance, my DS has enormous difficulty regulating his attention to start a task- once he's attending his attention span is well above average. By enormous difficulty, I mean that he needs support to begin tasks, even at almost twelve- he can barely function independently to start homework or projects. He's the kid who takes 30 minutes to unpack a backpack or organize his work- he argues and procrastinates. As a 2e kid, he spends twice the amount of time organizing and starting as he does completing assignments. The computer hookup showed us this issue- we knew to expect it when he was quite young. [/quote]

This is so interesting to me. How are you supporting DS for schoolwork? We are considering an executive function. coach because DC is so bright yet cannot get organized or begin work well at all.[/quote]

One thing I have learned the hard way is to front load homework with an enjoyable activity instead of the other way (keeping the fun activity for the end). Starting with 2 minute mysteries, a short logic puzzle, riddle, etc. warms up his brain. It was hard because I'm a veggies before dessert parent, but trying to engage DS when his dopamine levels are low is a battle. It's almost better for his particular case to put the harder, less enjoyable work toward the end and start with a fun activity followed by the easier, more enjoyable homework. 
Telling a kid with EF issues that after they do the hard, tedious work of organizing that they will be immediately jumping into a grammar assignment is going to cause a struggle. [/quote]

NP.  this is familiar to us as well.  DS is a rising 5th grader.  He's very "cerebral" and enjoys all kind of puzzles but hates rote work.  Shocking, right?  He responds well to having a fun mental challenge to warm up and timed breaks.  We haven't started an ADHD coach yet, but I'm guessing we'll be looking at that in MS.  Right now we're just finishing up with academic language therapy for his dyslexia where he shot through his teacher's curriculum like a rocket.  I've noticed her routine with him is to start with typing.  She has a program where he types for a period of time and it tracks his speed and accuracy and compares it against his history.  It works very well as a transition because it's quiet, independent work where he's in competition with himself and he sees constant improvement.  She puts his most challenging element, handwriting, towards the end of the session but not last.

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