Clinical Question: Does the self-regulated strategy development (SRSD) intervention model improve the writing skills of school-age children with attention-deficit/hyperactivity disorder (ADHD)? Method: Systematic Review. Study Sources: ASHA, ASHAWire, Google Scholar, Academic Search Complete, Education Full Text, Education Research Complete, Education Source, ERIC, Psychology and Behavioral Sciences Collection, PubMed, EBSCOhost, PsycINFO. Search Terms: attention-deficit/hyperactivity disorder OR ADHD AND writing OR writing intervention OR writing treatment OR written expression OR composition AND self-regulated strategy development OR SRSD AND school-age OR student. Number of Included Studies: 13. Primary Results: The self-regulated strategy development model (SRSD) has been shown to improve writing skills for school-age students with ADHD. When examining specific outcomes, most students with ADHD improved the length, quality, and completeness of their writing when using SRSD strategies. Conclusions: Students who struggle with writing have been shown to benefit from specific, explicit writing strategies such as those used in an SRSD model. Although most studies employed single-subject design and were carried out by a small number of researchers, the use of SRSD as a means of teaching writing strategies should be considered as a therapeutic intervention to improve writing in students with ADHD.