In assessing the effectiveness of treatment for a school-age child with ADHD, which indication suggests the plan is working?

In assessing the effectiveness of treatment for a school-age child with Attention Deficit Hyperactivity Disorder (ADHD), completing homework assignments on time serves as an important indicator of progress and improvement in the child's functioning. One of the core challenges faced by children with ADHD is difficulty with attention and organization, which often leads to struggles in academic settings.

When a child with ADHD successfully completes homework assignments on time, it suggests that they are better able to focus, manage their time effectively, and engage with academic tasks. This improvement reflects the positive impact of the treatment plan, whether it involves medication, behavioral therapy, or additional support. It shows an enhancement in self-regulation and the ability to organize and prioritize tasks, which are critical skills for educational success.

In contrast, frequent outbursts, easy distraction, and a preference for solitary play indicate ongoing challenges associated with ADHD. Outbursts suggest poor emotional regulation, distraction points to difficulties with attention control, and a preference for playing alone may reflect social withdrawal or difficulties in interpersonal interactions, which are not indicators of effective treatment.