Setting Goals with an ADHD Coach

Discover tips, treatment options, and support strategies from the Finding Focus Care Team

Last Update: June 16th, 2025 | Estimated Read Time: 8 min

The Role of ADHD Coaching in Goal Achievement

Attention-Deficit/Hyperactivity Disorder (ADHD) is commonly associated with distractibility and impulsivity, but for many adolescents and adults, difficulties in planning, prioritizing, and completing tasks are even more impactful. These challenges often stem from deficits in executive functioning, which impair the ability to manage time, sustain motivation, and follow through on intentions.

ADHD coaching provides a practical, structured, and collaborative approach to address these challenges. Unlike traditional therapy, which often centres on emotional processing or mental health symptoms, coaching focuses on behaviour change, accountability, and skill-building to help individuals develop strategies that support their daily functioning. At the core of ADHD coaching is goal setting, a process that allows clients to clarify intentions and build systems for sustained action.

The Neuropsychology Behind Goal-Setting Challenges in ADHD

Executive functions are high-level cognitive processes that enable individuals to regulate thoughts, emotions, and behaviours in order to achieve goals. These include skills such as planning, working memory, inhibition, and cognitive flexibility. In ADHD, impairments in these domains are well-documented, especially in relation to goal-directed behaviour.

Research by Barkley and Murphy (2010) emphasizes that individuals with ADHD often struggle with internalization of language (i.e., self-directed speech), future orientation, and emotional self-regulation, functions managed primarily by the prefrontal cortex. These deficits make it more difficult to initiate tasks, persist in the face of distractions, and visualize long-term rewards. As a result, goals may be set with enthusiasm, only to be abandoned due to disorganization, forgetfulness, or discouragement.

ADHD coaching addresses these neurocognitive difficulties by offering external structure and scaffolding. Coaches assist clients in transforming vague aspirations into actionable, time-specific plans, and provide the accountability necessary to maintain momentum.

Structuring Goal Setting in ADHD Coaching

Effective coaching integrates behavioural strategies, cognitive reframing, and motivational interviewing to support goal achievement. Below is a step-by-step overview of how goal setting is facilitated in the ADHD coaching process.

1. Clarifying Values and Motivation

The initial step in goal setting involves identifying the personal relevance of the goal. For individuals with ADHD, motivation is often driven by interest and emotional salience rather than long-term benefit. Coaches therefore work with clients to explore questions such as:

• Why does this goal matter to me?
  
  
• What change will it create in my life?

Clarifying values anchors the goal in emotional meaning, increasing the likelihood of follow-through.

2. Defining Specific, Achievable Goals

General goals such as “get organized” are ineffective for individuals with ADHD due to their abstract nature. Coaches use techniques such as the SMART goal framework (Specific, Measurable, Achievable, Relevant, Time-bound) to convert vague intentions into tangible objectives. For example, a general goal like “improve academic performance” might be reframed as “submit all homework assignments on time for the next two weeks.”

This concretization aligns with evidence that individuals with ADHD benefit from externalizing executive functions and reducing cognitive load (Field et al., 2013).

3. Identifying Barriers and Planning Around Them

An essential aspect of ADHD coaching is proactive problem-solving. Clients are encouraged to identify internal and external obstacles, such as procrastination, sensory distractions, perfectionism, or disorganization. Coaches then help generate strategies tailored to the individual's context; this might involve using digital reminders, modifying the environment, or adopting “good enough” thinking to combat perfectionism.

Anticipating barriers in advance enables clients to respond with intention rather than reacting impulsively.

4. Breaking Down Tasks and Anchoring Them in Time

Coaches assist clients in decomposing large tasks into smaller, manageable components. For example, a goal such as “apply for a job” may be broken down into:

• Draft a list of potential employers
  
  
• Update résumé
  
  
• Write a cover letter
  
  
• Submit three applications

These micro-tasks are then scheduled in specific time slots, a technique supported by implementation intention research, which shows that linking goals to concrete time and place cues significantly increases the likelihood of completion (Gollwitzer & Sheeran, 2006).

A Practical Illustration: Case of a Young Adult Client

Consider the case of Mia, a 26-year-old diagnosed with ADHD during university. Although Mia aspired to launch a freelance photography business, she found herself paralysed by indecision and overwhelmed by the logistics. Through ADHD coaching, Mia clarified that her goal was rooted in a desire for creative autonomy and financial independence.

With her coach, she set the specific objective of “publishing a professional portfolio online by August 1.” Together, they:

• Identified potential hurdles (e.g., difficulty prioritizing tasks, fear of imperfection)
  
  
• Developed a task timeline (e.g., select photos, write descriptions, choose a web template)
  
  
• Designated weekly check-in times
  
  
• Used a visual progress tracker to reinforce motivation

By externalizing her plan and receiving regular support, Mia successfully launched her portfolio, leading to her first client within a month.

Evidence for Efficacy of ADHD Coaching

Empirical studies suggest that ADHD coaching can lead to improvements in executive functioning, time management, emotional regulation, and academic outcomes. A controlled trial by Kubik (2010) found that adults with ADHD who received coaching showed significant reductions in symptoms and gains in self-efficacy compared to those who received no coaching. Participants also reported greater clarity in goal setting and increased follow-through on long-term objectives.

Importantly, coaching differs from tutoring or counselling in its focus on developing adaptive systems that fit the individual’s neurocognitive profile, rather than merely addressing surface-level behaviours or emotional concerns.

Considerations for Selecting an ADHD Coach

When seeking an ADHD coach, clients are advised to:

• Verify credentials and training, ideally through ADHD-specialized certifications
  
  
• Ask about familiarity with evidence-based methods such as cognitive-behavioural strategies
  
  
• Ensure that the coaching process includes collaborative goal setting and consistent accountability mechanisms
  
  
• Evaluate personal rapport during an initial consultation

The success of coaching is often determined not only by the method but by the quality of the coach-client relationship.

Conclusion: Building Sustainable Habits Through Coaching

For individuals with ADHD, the difficulty of setting and achieving goals lies not in a lack of desire, but in the disconnect between intention and execution. ADHD coaching provides a structured, responsive approach to bridge this gap. By identifying values, breaking down goals, planning around cognitive barriers, and maintaining accountability, coaching fosters not only productivity but also self-awareness and confidence.

Ultimately, the process is not about enforcing neurotypical standards, but about developing systems that respect and work with the ADHD brain. As research continues to validate the efficacy of coaching, it stands out as a powerful tool in the broader spectrum of ADHD treatment options.

Finding Focus Care Team

We are a group of nurse practitioners, continuous care specialists, creators, and writers, all committed to excellence in patient care and expertise in ADHD. We share content that illuminates aspects of ADHD and broader health care topics. Each article is medically verified and approved by the Finding Focus Care Team. You can contact us at Finding Focus Support if you have any questions!

References

Barkley, R. A., & Murphy, K. R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology, 25(3), 157–173. Link  

Field, S., Parker, D. R., Sawilowsky, S., & Rolands, L. (2013). Assessing the impact of ADHD coaching services on university students’ learning skills, self-regulation, and well-being. Journal of Postsecondary Education and Disability, 26(1), 67–81. Link  

Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta‐analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119. Link  

Kubik, J. A. (2010). Efficacy of ADHD coaching for adults with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 13(5), 442–453. Link