This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures. Though only 27 participants were included in the studies located, they were generally representative of the population of students with ADHD. Only a small number of writing strategies were tested with students with ADHD, and the great majority of studies focused on essay writing. SRSD had marked effect on outcome measures. After instruction, compositions were more complete, longer, and of higher quality. Planning time and writing time also increased. Directions for future research and implications for practice are discussed.