Functional performance deficits associated with ADHD including impaired sustained attention, poor task initiation and completion, disorganization, and difficulty with behavioral self-regulation across home, school, and community settings.
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| Patient will complete a 3-step classroom assignment without redirection in 4/5 opportunities given a written task checklist. |
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| Patient will remain seated and on-task during a 20-minute tabletop activity with no more than 2 movement breaks given a visual timer. |
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| Patient will independently organize school materials (binder, backpack, desk) using a visual organizational system with 90% of materials in correct locations. |
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| Patient will use a self-regulation strategy (deep breathing, fidget tool, movement break) when demonstrating signs of dysregulation without adult prompting in 3/5 opportunities. |
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| Patient will initiate a non-preferred task within 2 minutes of instruction given a first-then visual board across 4/5 opportunities. |
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| Patient will transition between 3 activities within the school day without behavioral disruption given a 2-minute warning and visual schedule. |
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| Patient will complete a morning self-care routine (brush teeth, get dressed, pack bag) within 20 minutes using a visual checklist with no more than 1 verbal reminder. |
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| Patient will write legibly on lined paper maintaining letter size, spacing, and baseline alignment for a 5-sentence paragraph given a pencil grip adaptation. |
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| Patient will demonstrate impulse control by raising hand and waiting to be called on during group activities in 80% of opportunities given a visual cue card. |
| Goal | |
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| Patient will independently use a planner to record 3 homework assignments daily with 90% accuracy across a 2-week period. |
Use the SOAP note templates on this page: build the Subjective, Objective, Assessment, and Plan sections from the ready-made adhd - functional impact phrases. Each uses skilled-service, insurance-defensible language — document the patient's performance plus the skilled intervention you provided, then review and individualize before signing.
The adhd - functional impact goal bank on this page provides SMART, measurable goals with a clear condition, target behavior, and mastery criteria. Copy a goal and adjust the specifics to your patient and setting (school/IEP or medical).
They are written with the skilled-service and medical-necessity language payers look for. The licensed clinician must always review and individualize each note before submitting it for reimbursement.
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