FAQs

Executive dysfunction is not universal among individuals with ADHD (Doyle, 2006; Willcutt et al., 2005); however, students with ADHD who do have executive function deficits have greater academic impairment than those who do not.

Some experts believe that the main cause of ADHD is a basic difficulty in controlling impulses. This includes struggling to stop an immediate thought or action, halt an ongoing action, and avoid getting distracted by unrelated things. Lack of control over impulses makes someone easily react to their surroundings or inner thoughts. This can lead to problems like getting easily distracted, forgetting things, not finishing tasks, and making careless mistakes. Tasks that are lengthy, multistep, or inherently challenging will be particularly vulnerable to disruption. Recent research provides evidence that individuals with ADHD have deficits in time tracking, which may make it more difficult for them to estimate how long a task will require or how much available time has already elapsed.

People with ADHD often have diminished sensitivity or responsiveness to reinforcement (rewards) and experience particular difficulty on tasks or activities that are inherently effortful or aversive and that provide little immediate gratification. This explains why delayed or deferred reinforcers, such as advanced educational degrees, job promotions, and accumulated savings toward large purchases appear to be less effective in motivating and sustaining effort toward those goals in individuals with ADHD.

The core objective of ADHD coaching is to bolster the individual’s capacity for planning, organizing, and task completion. Through this coaching, we aim to equip students with effective strategies, tools, and skills that improve self-management in both academic and personal spheres. Specifically, we:

• Provide Tools: Offer essential resources to meet academic and personal aspirations
• Offer Guidance and Management: Provide support in navigating academic pursuits and daily life
• Deliver Instruction on Academic Skills: Deliver research-informed techniques and strategies for academic success
• Address Challenges: Identify and address academic and emotional challenges stemming from ADHD/executive function deficits, assisting in finding solutions
• Enhance Self-Awareness: Help students reflect on and identify barriers
• Deepen ADHD Understanding: Aid students in understanding their ADHD symptoms and their effects, inside and outside the educational environment.

While medication can alleviate some ADHD symptoms, ADHD coaching provides practical strategies and skills that medication alone might not address. Many people find a combination of both to be the most effective. Research shows that the right ADHD medication can help increase focus and productivity, reduce impulsivity, improve mood and memory, and increase attention to detail. Medication is only part of a comprehensive management plan; it does not address deficits in time management, organization, and planning. Students may also require the use of accommodations (e.g., extra time, assistive technology, writing in a quiet space), tutoring in areas where they have skill gaps, learning and executive function strategies, and cognitive behavioural therapy. 

Stimulant drugs have been shown to be effective in reducing the core symptoms of ADHD but are often inadequate at addressing the functional challenges of students. Studies have shown that approximately 80% of children with ADHD have fewer symptoms after finding the correct stimulant medication and dosage. Clinical experience indicates that because of the likely lack of developed metacognitive skills in people with ADHD, drug treatment alone may not be sufficient to remediate deficits, and explicit skills training in these areas may be necessary.

Yes, scientific research supports the effectiveness of executive function coaching, particularly for individuals with ADHD. A study by Dawson and Guare (2010) showed that executive skills coaching could lead to improved executive functioning, which subsequently affects academic and daily life performance. With ADHD coaching, individuals often experience:

1. Improvement in Executive Function Skills: Multiple studies have shown that targeted interventions such as executive function coaching can lead to improvements in specific executive function skills (e.g. planning, organization, working memory).
2. Enhanced Academic Performance: Research indicates that coaching can lead to better academic outcomes, including improved study habits, time management, and grades.
3. Better Self-Regulation: Some studies suggest that people who receive executive function coaching have stronger self-regulation, which includes improved emotional control, impulse control, and self-awareness.
4. Generalization of Skills: A critical goal of executive function coaching is to teach skills that people can implement in different settings (e.g., school, home, work). Evidence indicates that this outcome can be achieved through consistent coaching and practice.
5. Improved Quality of Life and Self-Efficacy: Beyond academic and work performance, evidence suggests that coaching can enhance overall well-being and self-confidence, particularly for people with ADHD.
6. Positive Long-Term Outcomes: Some longitudinal studies indicate that gains made through executive function interventions during childhood and adolescence can have lasting effects into adulthood, contributing to better occupational and social outcomes.

Individual coaching results can vary based on factors such as the quality and consistency of coaching, the specific challenges faced by the individual, and the person’s motivation to engage in coaching.

Evoke offers coaching services to students from Grade 9 through postsecondary. To participate in the ADHD Coaching Program, students must have been diagnosed with ADHD by an experienced mental health professional. Written confirmation of the diagnosis is required. Students do not require a formal diagnosis to participate in Evoke’s executive function coaching. 

Evoke primarily offers online coaching services. This format ensures increased accessibility, especially benefiting those located in remote areas or facing transportation challenges. As a result, clients often experience more consistent session attendance and active engagement. Recent studies have suggested that online coaching can match the effectiveness of traditional face-to-face coaching for specific groups and conditions. For example, research by Hauser et al. (2020) demonstrated that telehealth ADHD interventions for college students were comparably effective to in-person approaches.

The cost may be covered through a health benefits plan under social work or psychotherapy. Coverage varies by insurance provider. It’s always a good idea to check with your insurance company about coverage specifics before starting sessions.

In Ontario, for students eligible for the Ontario Student Assistance Program (OSAP), the BSWD and the Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSG-PDSE) help full- and part-time postsecondary students with the costs of their disability-related educational services and equipment, such as ADHD coaching.

Following the intake process, the student is paired with an ADHD coach based on the background information provided to Evoke, the needs of the student, the practitioner’s coaching style, and personality fit. Once the student is ready to begin their coaching program, the dates and times of the sessions are scheduled directly with the ADHD coach.

The ADHD Coaching Program encompasses 13 core topics, with two sessions dedicated to each topic. This means a minimum duration of 26 one-hour sessions if each topic is covered in the intended two sessions; however, students have the flexibility to proceed to the next topic if they feel proficient after the first session, or spend an additional session if they need more time. There is a minimum commitment of attending sessions once a week for consistency and to develop routine and structure. Make-up sessions can be arranged when students or practitioners are ill or have a sudden emergency. Please see Evoke’s policies and procedures for further information.

Evoke requires 48 hours’ notice to reschedule a session and four hours’ notice in case of sudden illness or emergency. Clients are required to provide 30 days’ notice to change or cancel services. Services may be cancelled at any time with the required notice.

Participating in ADHD or executive function coaching can lead to:

• Improved Organizational Skills: Develop better time management, organization, and planning capabilities.
• Enhanced Academic Abilities: Experience stronger learning and study strategies.
• Deeper Insight: Gain enhanced self-awareness and a comprehensive understanding of how ADHD influences both personal and academic aspects of life.
• Boosted Confidence: Notice an increase in self-esteem and belief in one’s abilities.
• Overcoming Delays: Learn effective strategies to manage and reduce procrastination.
• Amplified Drive: Benefit from a renewed sense of motivation in various tasks and activities.

Evoke’s ADHD and executive function coaching is suitable for students in Grade 9 through postsecondary who have been diagnosed with ADHD or executive function deficits and are ready to make a change. Students who struggle with self-regulation, impulsivity, and poor organizational skills can benefit from coaching sessions, as can those who have difficulty with focus, time management, and planning. Research shows that improvements in executive function will not occur until adolescence, around age 14. (Crone & van were Molen, 2004), and so adolescence is an ideal stage for executive function and ADHD coaching. Until then the best approach is parent coaching.

Progress often varies among individuals. Generally, sustainable and notable improvements require regular coaching sessions for several months. On average, students engage in coaching for a period of four to six months. The ADHD Coaching Program delves into 13 core topics, allocating two sessions for each topic. This translates to a baseline of 26 one-hour sessions; however, based on their confidence and grasp of the content, students can choose to advance after one session or opt for an extra session. To ensure continuous progress and self-discipline, students are advised to attend at least one session weekly.

Evoke’s ADHD coaches include registered social workers, certified ADHD coaches, and psychotherapists trained and certified in cognitive behavioural therapy, and have experience working in a coaching, therapy, and/or academic strategy role with neurodivergent students. For families with private health insurance that covers social work and/or psychotherapy services, the sessions may be eligible for reimbursement.