Entry 2 - The Behavioral Focus

Introduction

To recap the previous blog post, we discussed the importance of priorities and mindset as fundamental blocks before we can approach actions. Alongside this, we saw how strategies like meditation and visualization can help reveal our values and steer us in the right direction. When we are able to back our actions up with reasons integral to our identity like our priorities and values, we pave a consistent grounds for change (Kanojia 2023).

Using this, we can begin to see why the actions for some goals are harder than others for us to begin. For example, a goal to learn guitar quickly fizzles out because it came from an Instagram reel. On the other hand, a goal to get better at dance has seen consistent commitment because of a genuine, deep-seated interest in it.

Working on behavioral change is important because inaction or inability to get the appropriate task done efficiently due to impaired executive function (inattention, impulsivity, hyperactivity) can be a core experience of ADHD. Now that we’ve laid a cognitive foundation, we can begin building towards changing our behaviors to align with the priorities we have outlined. 

In this blog post, I will share strategies targeting the behavioral side of improvement, including a strategy that has been absolutely revolutionary for me this school quarter. I hope that you may be able to find a strategy that sticks.

Successful Through Action

Strategy #1: Habit and Routine

Compromised executive function caused by ADHD often leads to continuous exposure to chaotic situations (Kreider 2019). An example of this is inattention during class and work causing you to consistently struggle with deadlines. Constantly having to navigate disorder without proper structure results in a weakening of the basal ganglia - the part of the brain that allows us to build habits (Kanojia 2023). Tapping back into the human ability to create habits is a superpower. 

A shift towards habit building suggests benefit because of its shift to a preventative and proactive approach rather than a fully chaotic, reactive approach, saving us energy and time (Berkman 2018). In a study conducted by the University of Florida analyzing college students with ADHD, the use of habits and routine were consistently mentioned as strategies used by successful students. In particular, its use is mentioned to decrease cognitive load and improve the efficiency and performance of tasks (Kreider 2019).

An example of what this could look like is utilizing a strong morning routine. In the study mentioned early, a productive morning routine was extremely helpful in helping participants work towards their goals while leaving time and mental energy for the rest of the day.

Personal Application:

Habit is something I’ve discovered recently - also by accident. 

This quarter, I have a 9am lecture on Tuesdays and Thursdays, requiring me to wake up early. Going into the school year with an emphasis on nutrition, I utilize my mornings to make breakfast and pack a lunch for the day. This consistency extends towards other days of the week.

After heading to campus, I always go to the same building to study before or after classes. After classes, I always head to the gym to lift weights. Creating this routine puts my brain on autopilot towards being productive, reserves hours of time, and saves energy I’d otherwise spend making decisions. It’s almost like a cheat code! You’re literally hard wiring yourself to do work.

While it may seem boring, I do make sure to be spontaneous and adjust my schedule when I need to. For example, if I have a club event in the middle of the day or want to study or grab lunch with a friend. But the bottom line I’ve discovered is that predictability brings stability.

Strategy #2: Space and Time Management

In my interview with Dr. Julie Schweitzer, director of UC Davis’ Attention, Impulsivity, and Regulation cohort, she mentioned an interesting strategy to ration time. Oftentimes, students with ADHD struggle with accurately perceiving the length of time for tasks. To combat this, Dr. Schweitzer mentions a planning system where we estimate the length of time to complete individual tasks. Then, once they are done, we compare the actual time and adjust accordingly for the next time.

Dr. Schweitzer also heavily advocates for a methodology to verbalize our tasks. This could be through pen and paper, a journal, sticky notes, or digital tools like Notion and Google Calendar. Any consistent form of reminder system keeps one aware of and engaged with what needs to be done.

But what if we just have too many tasks?

Dr. Schweitzer also has a strategy for this. When we look at our laundry list of tasks, we can easily become discouraged. However, breaking down our tasks into smaller chunks can be of great help. Instead of traditionally only dividing tasks into sequential steps, Dr. Schweitzer suggests dividing up tasks by how much we want to achieve within a time frame. For example, if I want to complete an essay, within 10 minutes, I want to have an intro, within 1 hour, I want to be working on the body, and within 1 day, I want to be finished with my rough draft.

When allocating time, it is also important to consider space for productivity.  A distraction-free environment is essential for high priority work to maximize executive function and its limited scope (Berkman 2018). Habits should be leveraged here to shift this behavior change to a state of being automatic, increasing consistency and limiting fatigue. For example, this could look like going to the same building at the same time everyday to work on assignments. When an environment becomes stale, changing to another productive environment applies the same logic.

Personal Application:

Space conscientiousness has been a strategy I’ve known about for a while, but not something I tried to actively utilize until this quarter in college. I’ve found that the Memorial Union (MU) building on campus at UC Davis is particularly comfortable for me because of its atmosphere and size. As an extension of habit, I make sure to go back to the MU before and after every class. As a result, I’ve built a strong association with being productive in the building. If I’m headed there, I know that it’s for the purpose of getting things done. I also make sure to take advantage of the size of the MU. When my current space gets sterile or when I finish a big task in one area, I get up and move to another area in the building.

Beyond this, Dr. Schweitzer’s mention of verbalizing your to-do-list resonates with me greatly. Since my freshman year, I’ve been using a journal to keep track of my thoughts and daily tasks. It’s helpful because it takes mental load off of constantly thinking about what I need to do during the day. Instead, it is right in front of me on a page and gives me the ability to feel a small win by crossing tasks off when I get them done.

Final Thoughts

Wow! We made it to the last post in our little series so far. Thank you for sticking through this with me - I hope you were able to learn something from this post. Working on the behavioral side of ADHD has been a long standing challenge for me and I know it will continue to be. However, as I continue to navigate life, what works for me and what doesn’t only continues to get clearer. As I’ve demonstrated, habits and routine have been absolutely essential to me. But again, these things take time. It wasn’t until this year, 2025, I discovered my current routine, and 2 years ago, 2023, I began journaling consistently. No matter what, rest assured that as long as you are trying, it will get easier.

Remember that this whole journey is a process! You are not alone in this. Try and see if anything works for you. If it doesn’t work - that’s okay. Learn from it and keep pushing. You got this!

If any part of this post resonated with you, please make sure to share this blog and bookmark the page to stay updated for future posts. I’ll see you on the next stop on our ADHDventure. 

References

Berkman E. T. (2018). The Neuroscience of Goals and Behavior Change. Consulting psychology journal, 70(1), 28–44. https://doi.org/10.1037/cpb0000094

Kanojia, A. (2023, October 19). The Curse of ADHD. YouTube. https://www.youtube.com/watch?v=Rq6K7yxaNaM 

Kreider, C. M., Medina, S., & Slamka, M. R. (2019). Strategies for Coping with Time-Related and Productivity Challenges of Young People with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder. Children (Basel, Switzerland), 6(2), 28. https://doi.org/10.3390/children6020028