EXECUTIVE FUNCTION, SELF-REGULATION, AND OCCUPATIONAL ENGAGEMENT IN ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition characterized by persistent patterns of inattention, hyperactivity, and impulsivity that significantly affect occupational performance and participation across the lifespan. Executive function and self-regulation difficulties represent core mechanisms underlying these functional challenges, influencing engagement in self-care, education, work, play, and social occupations. This chapter presents an occupation-centered and evidence-informed synthesis of executive function, self-regulation, and occupational engagement in individuals with ADHD. Neurodevelopmental foundations, functional manifestations, and contextual influences are examined through an occupational therapy lens. Comprehensive assessment strategies and intervention approaches are discussed, emphasizing participation-focused outcomes, environmental adaptation, and client-centered practice. Drawing on contemporary research and the author’s prior scholarly work in neurodevelopmental and psychosocial domains, this chapter bridges theory, evidence, and clinical reasoning to support occupational therapists and rehabilitation professionals in promoting meaningful engagement and quality of life for individuals with ADHD across diverse practice settings.