Abstract

This article details the experiences of Western Australian mothers in ensuring that children diagnosed with AD/HD complete and return homework assignments in a timely manner. The grounded theory of pacing the passage of time emerged from the data and details the three sub- processes mothers utilize to impart homework management skills. In this regard, mothers during an initial period of introspection reflect on prior homework-related parenting regimes, and assess and compare the response actions of their children with and without AD/HD. During the second sub-process mothers implement a set of checking and scheduling strategies, and in the final distancing sub-process, remove themselves from the day-to-day management of their children’s homework regimes. In doing so, mothers allow their children with AD/HD to assume responsibility for the day-to-day management of their homework practices.