Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent disorders in school settings today (CHADD, 2018). Those who are diagnosed with ADHD may struggle in a variety of settings, with one being the educational setting. Students who have ADHD usually have difficulty with organization, planning, and staying on task (American Psychiatric Association, 2013). These deficits lead to students who struggle in school socially or academically. Within schools, there are typically interventions put in place for students who struggle with academic areas. It is important to note that any intervention that is implemented in schools be evidence-based and reliable. Typically, the areas that students struggle with are reading and mathematics. One area of education that may be lacking in evidence-based interventions is writing. Throughout life, as a child, adolescent, and as an adult, people are required to have fully developed writing techniques. Writing of some sort is required in higher education and most vocations; therefore, not having appropriate skills in the area of writing may have a negative effect on a student’s future (Cook & Bennett, 2014). The purpose of this study is to test the effectiveness of story mapping interventions on increasing the total words written and the number of correct writing sequences within a student’s writing.