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Question 1. Which neurotransmitter is most closely associated with the reward‑deficit hypothesis of ADHD? A) Serotonin B) Dopamine C) Acetylcholine D) GABA Answer: B Explanation: Dopamine pathways, especially in the mesolimbic system, are thought to underlie motivation and reward processing deficits observed in ADHD. Question 2. In the DSM‑5, the minimum number of inattentive symptoms required for a diagnosis in individuals 17 years or older is: A) 4 B) 5 C) 6 D) 7 Answer: B Explanation: DSM‑5 requires at least five symptoms from either the inattentive or hyperactive‑impulsive list for adults (≥ 17 years). Question 3. Which of the following is a common myth about ADHD? A) It often co‑occurs with anxiety. B) It can be diagnosed solely by a single questionnaire. C) Stimulant medication can improve executive functioning. D) Executive function deficits are central to the disorder. Answer: B
Explanation: Diagnosis requires a comprehensive clinical assessment; a single questionnaire is insufficient. Question 4. The executive function of “inhibition” primarily helps a person to: A) Remember a phone number long enough to dial it. B) Stop a prepotent response that is no longer appropriate. C) Plan a multi‑step project. D) Regulate emotional intensity. Answer: B Explanation: Inhibition is the ability to suppress impulsive or automatic responses when they are inappropriate. Question 5. A client with ADHD frequently forgets to bring materials to meetings. Which EF deficit is most likely contributing? A) Task initiation B) Working memory C) Emotional regulation D) Cognitive flexibility Answer: B Explanation: Working memory involves holding information (e.g., “bring the report”) in mind long enough to act on it. Question 6. Which condition is least likely to be a primary differential diagnosis for ADHD? A) Generalized Anxiety Disorder B) Autism Spectrum Disorder C) Bipolar Disorder
C) Client’s top three personal strengths. D) Client’s preferred learning style. Answer: B Explanation: While historical data can be useful, detailed childhood grades are less directly relevant than current functioning, strengths, and preferences. Question 10. An ADHD‑aware goal differs from a standard SMART goal by: A) Being less specific. B) Ignoring time constraints. C) Incorporating strategies that accommodate attention challenges. D) Being vague to reduce pressure. Answer: C Explanation: ADHD‑aware goals embed accommodations (e.g., breaking tasks into micro‑steps) while retaining SMART criteria. Question 11. Which active‑listening technique helps a coach uncover hidden barriers for an ADHD client? A) Summarizing only what the client says verbatim. B) Mirroring feelings and paraphrasing content. C) Interrupting to correct misconceptions. D) Providing immediate solutions. Answer: B Explanation: Mirroring and paraphrasing validate emotions and reveal underlying obstacles without imposing the coach’s agenda. Question 12. A powerful question for an ADHD client struggling with procrastination might be:
A) “Why can’t you finish this?” B “What would happen if you started the task for just five minutes?” C) “Do you think you’re lazy?” D) “Will you ever get it done?” Answer: B Explanation: The question reframes the task into a low‑stakes, actionable step, reducing overwhelm. Question 13. Direct communication in ADHD coaching should: A) Be vague to avoid hurting feelings. B) Include harsh criticism to motivate. C) Provide clear, non‑judgmental feedback focused on observable behavior. D) Rely on sarcasm for humor. Answer: C Explanation: Clear, objective feedback helps clients understand specific patterns without feeling attacked. Question 14. Which scenario requires a coach to make a mandated‑reporting referral? A) Client expresses mild frustration with a coworker. B) Client mentions occasional daydreaming. C) Client discloses intent to self‑harm. D) Client reports difficulty sleeping. Answer: C Explanation: Disclosure of self‑harm or suicidal intent obligates the coach to follow mandated‑reporting laws. Question 15. When should an ADHD coach refer a client to a psychiatrist?
Question 18. Backward planning is especially useful for: A) Short, one‑minute tasks. B) Projects with a fixed deadline but many intermediate steps. C) Spontaneous creative brainstorming. D) Routine daily chores. Answer: B Explanation: Starting from the end goal and working backward identifies necessary milestones and sequencing. Question 19. The Pomodoro Technique helps a client with ADHD primarily by: A) Eliminating all breaks. B) Structuring work into timed intervals with scheduled rests. C) Requiring a 2‑hour uninterrupted focus block. D) Using random intervals to keep the brain guessing. Answer: B Explanation: Fixed work‑rest cycles maintain attention and prevent burnout. Question 20. “Body doubling” refers to: A) Using two identical planners. B) Completing tasks while another person is present. C) Splitting a task into two separate parts. D) Working in two different rooms simultaneously. Answer: B Explanation: The presence of another person (physically or virtually) boosts accountability and focus for many with ADHD. Question 21. The “10‑minute rule” is designed to:
A) Limit all tasks to ten minutes. B) Encourage starting a task by committing to work for only ten minutes. C) Schedule ten minute meditation breaks every hour. D) Provide a ten‑minute review after each meeting. Answer: B Explanation: By reducing the perceived effort, the rule helps overcome initiation anxiety. Question 22. Which organizational principle best reduces cognitive load for an ADHD client? A) Keeping all papers in a single “miscellaneous” drawer. B) Using color‑coded folders for each life domain. C) Stacking books in a high pile. D) Relying solely on memory for appointments. Answer: B Explanation: Visual categorization (color‑coding) creates external cues that offload memory demands. Question 23. A digital to‑do app that allows “drag‑and‑drop” prioritization primarily supports which EF? A) Emotional regulation B) Planning/ Prioritization C) Cognitive flexibility D) Task initiation Answer: B Explanation: Drag‑and‑drop lets the client reorder tasks easily, enhancing planning and prioritizing.
Question 27. “Focus blocks” refer to: A) Periods when the client deliberately avoids all technology. B) Designated intervals of concentrated work protected from interruptions. C) Blocks of time reserved for multitasking. D) Randomly chosen work periods. Answer: B Explanation: Structured, interruption‑free periods help maintain attention and productivity. Question 28. Which of the following is a recommended mindfulness practice for ADHD? A. 30‑minute silent meditation in complete darkness. B. 5‑minute guided breathing with visual cues. C. Continuous mantra repetition for 2 hours. D. No mindfulness; it worsens attention. Answer: B Explanation: Short, guided practices align with typical attention spans and provide measurable benefits. Question 29. In adult ADHD coaching, a primary focus for financial management is: A) Investing in high‑risk stocks. B) Automating bill payments and using budgeting apps. C) Relying on memory for due dates. D) Avoiding all financial planning. Answer: B Explanation: Automation reduces reliance on working memory and executive planning, common weak points.
Question 30. Which workplace accommodation is most likely to improve productivity for an employee with ADHD? A) Open‑plan office with constant background chatter. B) Flexible scheduling with option for remote work. C. Unlimited coffee consumption. D) Mandatory overtime. Answer: B Explanation: Flexible hours and remote options allow the employee to work during peak focus periods and control distractions. Question 31. Transitioning from high school to college often challenges ADHD students because: A) College campuses have fewer social events. B) College requires more self‑directed time management and less external structure. C) Professors provide daily reminders. D) College grades are automatically higher. Answer: B Explanation: The loss of structured schedules demands greater executive functioning skills. Question 32. An effective note‑taking strategy for a college student with ADHD is: A) Writing verbatim every word the professor says. B) Using the Cornell method with visual cues and summary boxes. C. Recording audio only and never reviewing it. D. Relying on memory alone. Answer: B Explanation: Structured formats like Cornell help organize information and reinforce learning.
Explanation: Research suggests omega‑3 supplementation can modestly improve attention and hyperactivity. Question 36. In the Change Cycle, the stage where a client begins experimenting with new habits is called: A) Precontemplation B) Contemplation C) Action D) Maintenance Answer: C Explanation: The Action stage involves active implementation of strategies and habit formation. Question 37. “Tiny habits” methodology supports ADHD clients by: A) Requiring large, overwhelming changes. B) Linking a new behavior to an existing routine cue. C. Demanding complete lifestyle overhaul. D. Ignoring existing habits. Answer: B Explanation: Small, cue‑linked actions are easier to remember and repeat, fostering sustainable change. Question 38. A client reports a relapse after a week of consistent planning. The coach should first: A) Criticize the client for failure. B) Explore contextual factors that triggered the setback. C. Terminate the coaching relationship.
D. Immediately prescribe medication. Answer: B Explanation: Understanding triggers provides insight for adjusting strategies and prevents blame. Question 39. Shifting a client’s self‑narrative from “I’m lazy” to “I have a brain that works differently” primarily targets which EF? A) Inhibition B) Metacognition C) Working memory D) Planning Answer: B Explanation: Metacognition involves awareness of one’s own thinking patterns and self‑perception. Question 40. Which strength is commonly associated with ADHD and can be leveraged in coaching? A) Inability to finish tasks. B) High creative ideation. C) Chronic forgetfulness. D) Low energy levels. Answer: B Explanation: Many individuals with ADHD display heightened creativity and divergent thinking, useful for problem‑solving. Question 41. The EF Rating Scale is used to: A) Diagnose ADHD definitively.
C. Confidentiality does not apply to coaching. D. Coaches must publish client stories for marketing. Answer: B Explanation: Ethical standards require confidentiality unless a legal exception (e.g., risk of harm) exists. Question 45. A client with ADHD frequently loses track of tasks during a meeting because: A) The meeting room is too bright. B) Their working memory capacity is overloaded by multitasking. C) They dislike the meeting topic. D) They have no interest in the organization. Answer: B Explanation: Working memory limitations make it hard to hold multiple agenda items simultaneously. Question 46. Which of the following is not an evidence‑based strategy for improving sustained attention? A) Scheduled movement breaks. B) Using a “focus‑blocking” browser extension. C. Listening to high‑tempo music without lyrics. D. Practicing deep‑breathing exercises. Answer: C Explanation: High‑tempo music can be distracting; instrumental or low‑stimulus sounds are more effective. Question 47. For an adult client who often forgets appointments, the most appropriate tool is:
A) A handwritten sticky note placed on the fridge. B) A digital calendar with automatic reminders and alerts. C) Relying on a family member to remind them. D) Memorizing the dates. Answer: B Explanation: Automated reminders reduce reliance on memory and increase reliability. Question 48. Which of the following best describes “cognitive flexibility” in the context of ADHD? A) The ability to stay focused on one task forever. B) The capacity to shift attention or strategies when needed. C) The skill of memorizing long lists. D) The tendency to avoid change. Answer: B Explanation: Cognitive flexibility involves adapting thoughts and actions in response to changing demands. Question 49. A client reports feeling “burned out” after using the Pomodoro Technique for several weeks. The coach should: A) Tell the client to stop using any timers. B) Adjust interval lengths (e.g., 45‑minute work/15‑minute break) to better fit their stamina. C. Increase the number of Pomodoros per day. D. Ignore the complaint. Answer: B Explanation: Customizing work‑break ratios respects individual energy levels and maintains effectiveness.
Question 53. The “ABCDE” model for emotional regulation stands for: A) Acknowledge, Breathe, Challenge, Decide, Execute. B) Accept, Bypass, Create, Discard, End. C) Analyze, Balance, Communicate, Direct, Endure. D) Awake, Bored, Calm, Distracted, Energetic. Answer: A Explanation: This stepwise approach helps clients process emotions constructively. Question 54. In ADHD coaching, “self‑advocacy” most often involves: A) Ignoring workplace accommodations. B) Communicating one’s needs and requesting appropriate supports. C. Allowing others to make all decisions. D. Avoiding any disclosure of ADHD. Answer: B Explanation: Advocacy empowers clients to obtain the accommodations that facilitate success. Question 55. Which of the following best characterizes “analysis paralysis” in ADHD? A) Completing tasks too quickly. B) Over‑planning and inability to start because of fear of imperfection. C) Forgetting to eat. D. Excessive socializing. Answer: B Explanation: Over‑analysis leads to stagnation, a common initiation barrier for ADHD individuals.
Question 56. A coach notices a client consistently misses deadlines after receiving feedback. The most likely EF deficit is: A) Planning B) Inhibition C) Emotional regulation D) Cognitive flexibility Answer: C Explanation: Emotional reactions to criticism can cause avoidance or disengagement, affecting deadline adherence. Question 57. Which of the following is not a recommended strategy for reducing visual clutter? A) Using clear containers for supplies. B) Stacking papers on top of each other randomly. C) Implementing a “one‑in, one‑out” rule for items. D. Labeling storage bins. Answer: B Explanation: Random stacking increases visual noise and hampers organization. Question 58. In the context of ADHD, “hyperfocus” is best described as: A) An inability to concentrate on any task. B) Intense, sustained attention on a task of personal interest, often to the exclusion of other responsibilities. C) Constant day‑to‑day distraction. D. A form of impulsivity. Answer: B
