HomeworkCoach Focuses on Improving Executive Function


ADHD and Delayed
Executive Function

ADHD kids can be less mature, impulsive and show poor judgement

EF Skills Can Be Taught

Homework coaches are trained to recognize EF deficits

Modeling Good Study Habits

Our coaches are structured, organized, reliable and consistent

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Read our Parent’s Primer on ADHD and Executive Function

Executive Functioning Assessment

Our exclusive Executive Function Assessment rates your child on 8 facets of EFD 

Our inspiration

HomeworkCoach’s methodology relies heavily on the excellent work of Dr. Russell Barkley. Find some of his lectures here.

There’s been a shift in the way both parents and school psychologists talk about ADHD.  Increasingly, the “attention deficit” part of ADHD, which gives the disorder its name, is seen as just one aspect of a range of issues that impact a child’s ability to succeed in school.  It can be more useful to look at an ADHD-diagnosed child as having impaired or delayed “executive functioning.”

Executive Function (EF) means the ability to regulate or control one’s attention, mood and behavior in order to complete complex tasks well.  EF includes the brain processes needed to organize, strategize, modify behavior based on consequences, and manage busy schedules.  A person’s executive function abilities are influenced by physical changes in the brain and by life experiences.   Put another way, people with executive function deficit – which includes most of those diagnosed as ADHD – can benefit from direct instruction to overcome those deficits.

HomeworkCoach has invested considerable energy in developing training materials to help our tutors and coaches strengthen their students’ executive functions.  Certified coaches — offered as part of our Premium Plan — have completed our proprietary 10-session elearning course.  The course reviews 8 facets of Executive Functioning:

For each Executive Function skill we teach the coaches strategies to build the skills — for example, to set short-term goals to help with Initiation (getting started) —  as well as adaptations to minimize the impact of the each deficit — for example, the use of routines and “over-learning” to help with Working Memory issues.