One of the most frustrating aspects of attention and executive functioning challenges for teachers is “consistent inconsistency.” Day-to-day, even hour-to-hour, our sustained attention and other  executive skills can vary significantly.

Family and educators are reminded that one of the hallmark characteristics of executive functioning problems is the variability of work performance across settings. Students perform more consistently on tasks they find interesting and stimulating. They tend to do worse on mundane tasks that require sustained mental energy and goal directed persistence.

They are urged to discuss these suggestions for improved consistency in the classroom.

• Give class-work or homework one sheet at a time if possible. This will prevent the student from feeling overwhelmed. In testing the student, this is also a helpful technique. Students with attention problems can often become overwhelmed with floods of paper.

• Allow the student to break activities down into manageable portions. By completing one page or a section of an assignment and taking a brief mental break, he will be better able to maintain the mental energy needed to complete the assignment.

• Assist the student in planning for completion of multiple-step assignments. Teachers should help him identify the steps needed for successful assignment completion. A consistent step-by-step procedure will help the student develop this skill over time.

• Consider accommodating the test environment for the student to accurately assess his ability. Individual administration in a distraction-limited area with frequent breaks will provide a more accurate assessment than group administration.

• Actively monitor the student during testing, especially on multiple choice “fill in the bubble” tests. Students with ADHD tend to get off-track and begin filling in the wrong places.

• Emphasize that part of the work routine is to check his work. Students with attention problems tend to complete work and turn it in without checking it over.

• Allow the student to make and use personalized self-monitoring checklists to review his work and tests before turning them in. His personal checklists should be made up of common mistakes he tends to make on assignments and tests. He should think about and use his self-monitoring checklist the last thing before turning in his assignments or tests.

Parents and teachers are reminded that identifying goals for consistency with a student’s involvement can be most effective. Goals and the criteria for success should be simple and easy to understand. Successful goal attainment early in the process is critical. The larger the role a student has in setting the goals, the greater that student’s investment in reaching them.

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(c) 2009-2020, Monte W. Davenport, Ph.D.