Setting personalized goals (ie, desired target outcomes) can be an excellent way to guide ADHD management and track the progress of symptom management.38
The ADHD goal-setting process goes beyond the simple desire of “improving symptoms” and establishes observable, measurable objectives that are meaningful for the individual.
For example, to achieve the desire of “being less forgetful,” an appropriate goal would be to “leave the house for school/work every morning for 1 week while remembering all necessary items (eg, backpack, jacket, lunch).”
Also, the target outcomes may change with the progression of ADHD over time. For example, the focus for children tends to be on academic and social outcomes. In adolescents, desired outcomes may shift to target impulsive behaviors and social outcomes. In adults, goals may be related to stability of employment, financial challenges, or sustaining a relationship.
Setting goals for ADHD begins with a thorough interview process to understand what desired behaviors and outcomes each patient and his or her family value most. The process of developing desired target outcomes requires input from patients, caregivers, and teachers and/or other school personnel.38
When formulating target goals, the involved parties should endeavor to set SMART goals that are Specific, Measurable, Attainable, Realistic, and Timely.38,62,63
Establishing at least three to six target goals serves as an excellent guide for the health care provider designing the comprehensive management plan, as the plan can be individualized in accordance with the goals. As the patient’s goals change over time, adjustments can be made to the management plan.38
Sample academic and social goals are shown in Table 8. In order to meet the SMART goal criteria previously outlined, each target needs to be tailored to individual patients.59,64
Academic Target | Social Target |
---|---|
Returns completed homework | Follows directions with X or fewer reminders |
Stays on task with X or fewer reminders | Raises hand with X or fewer reminders |
Begins work with X or fewer reminders | When upset, will display appropriate coping behaviors |
Completes assignments in specified amount of time | Keeps hands/feet to self with X or fewer reminders |
X = the variable tailored to individual patients.
Systematic review and meta-analysis Comparative Effectiveness Review cer-267-adhdDownload
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