The evaluation of how Assistive Technologies for Cognition (ATC) serve their purpose in providing support for children with Attention Deficit/Hyperactive Disorder (AD/HD) is limited and it is not clear how to best support the cognitive functions in order to help the individual increase task performance in everyday life. This thesis sought to scrutinise how families with at least one child diagnosed with AD/HD incorporate ATCs in their daily life in order to cope with appurtenant difficulties. An online survey, answered by 92 caregivers for children with AD/HD, attended to the cognitive abilities in need of support, the usage of ATCs, and how ATCs supported the executive functions in everyday planning. The results reveal that children encounter difficulty in dealing with cognitive ability, executive functioning and causal inference when it comes to planning in everyday life situations, which relates to lower levels of independence. Executive functioning and causal inference is negatively correlated to number of symptoms of AD/HD. The ATC is not satisfactorily supporting the cognitive functions, which results in another person by default being the one who sets up the ATC, and the child merely follows the instruction. The results has been processed into a table containing concepts which is suggested to be considered both when developing, as well as evaluating, ATCs for children with AD/HD.