# data[].attributes.attachment_link.title
Parent Handouts & Resources | Explaining Brains

# data[].attributes.attachment_link.description
Empowering your child by helping them understand their amazing brain!

# data[].attributes.headline
Preparing Young Children for School (executive functioning and more) 

# data[].attributes.subject
Preparing Young Children for School (executive functioning and more) 

# data[].attributes.headline
1. Study: Prompting, Self-Management Yield Better Classroom Results Than Other ADHD Accommodations

# data[].attributes.subject
1. Study: Prompting, Self-Management Yield Better Classroom Results Than Other ADHD Accommodations

# data[].attributes.attachment_link.readable_text
Prompting students and teaching them self-management strategies reduce disruptive behaviors and increase classroom engagement in adolescents with attention deficit hyperactivity disorder (ADHD or ADD) more effectively than do allowing frequent breaks or fidgets, according to a small study published in the Journal of Attention Disorders.

The study found that redirecting students with ADHD back to a task (prompting) and teaching them strategies to independently regulate their behavior (self-management) decreased disruptive behaviors and task initiation time and increased task engagement more than implementing popular classroom strategies such as breaks or use of sensory items or fidgets.

According to the study's authors, prompting, taking breaks, and sensory proprioception are widespread accommodations used for students with ADHD. The first two often appear as part of Individualized Education Plans ( IEPs). On the other hand, self-management strategies are a frequently recommended intervention that is not typically found in IEPs. The authors noted that research supporting specific practices over others is lacking, and such research could inform IEPs.

The researchers evaluated the efficacy of prompting, teaching self-management, encouraging sensory proprioception, and taking breaks in 15 sixth and seventh graders during 20 sessions, each one lasting 20 minutes.

Students were randomly assigned one of the following four strategies in each session.

Prompting condition: Researchers pointed to the task or told a student to continue working if they went off-task for five seconds.

Self-management condition: Students checked "yes" on a paper form if they stayed on task for five minutes (indicated by a timer alarm) or "no" if they were off task when they heard the timer ring.

Sensory proprioception: Students selected a sensory item (fidget toy, stress ball, etc.) to use throughout the task.

Breaks: Students took a five-minute break after working for ten minutes.

Data analysis showed that prompting and self-management strategies delivered the most desirable outcomes in student behavior and engagement, while sensory proprioception resulted in minor or no desired effects.

However, researchers noted that participants were not "fans" of prompting or self-management, viewing the former as "annoying" and the latter as "distracting" (even though it encouraged them to pay attention to their work).

According to the study authors, the effectiveness of self-management aligns with recent research indicating that teaching students with ADHD how to independently manage their behavior is more effective than implementing strategies such as allowing extra time on tasks or distributing a copy of the teacher's notes.

The findings of this study also build on research supporting prioritizing classroom interventions for students with ADHD above accommodations.

Source
¹ Harrison, J. R., Evans, S. W., Zatz, J., Mehta, P., Patel, A., Syed, M., Soares, D. A., Swistack, N., Griffith, M., & Custer, B. A. (2022). Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled Trial. Journal of Attention Disorders. https://doi.org/10.1177/10870547221081108

# data[].attributes.attachment_link.title
Study: Prompting, Self-Management Yield Better Classroom Results Than Other ADHD Accommodations

# data[].attributes.attachment_link.description
Redirection, prompting, and independent behavior self-regulation were more effective in reducing disruptive behaviors and increasing classroom engagement than were classroom accommodations like receiving extra time or a copy of the teacher's notes, according to a recent study of children with ADHD.

# data[].attributes.attachment_link.readable_text
By The Understood Team

ADHD is a common condition that makes it hard to focus, keep still, and think before acting. Some people with ADHD mainly have trouble with focus. (This is also known as ADD.) ADHD can also impact other skills, including managing emotions.

It's not clear exactly how many people in the United States have ADHD. But estimates are between 5 and 11 percent.

ADHD doesn't just go away as people get older. Most of the time, hyperactivity and impulsivity lessen or disappear by the teen years or a little longer. But trouble with focus usually continues. Some people aren't diagnosed with ADHD until after high school or as adults.

No matter when people are diagnosed with ADHD, there are treatments that can make symptoms more manageable. And there are supports that can make things easier at school and at work.

People with ADHD have trouble with executive function, which is the "management system" of the brain. Because of that, people with ADHD often struggle with:

Managing time

Getting and staying organized

Setting priorities

Planning

Managing emotions

Paying attention and remembering things

Shifting focus from one thing to another

Getting started on and finishing tasks

Thinking before saying or doing things

There's one confusing sign of ADHD. People who have trouble focusing most of the time can often "hyperfocus" on tasks or activities they find really interesting.

Signs of ADHD can pop up at any age. Kids can show signs as young as preschool. But many don't show signs until later on, as school gets harder and they have more to juggle. Some people don't realize that what they experience is ADHD until they're in college or working.

The research shows that brain development is very similar. But the areas involved in executive function take longer to develop in people with ADHD. That's why kids with ADHD may act one to three years younger than other kids their age. Research also shows some differences in how the brain functions.

These differences have nothing to do with intelligence. People with ADHD are just as smart as people who don't have it.

Researchers are also looking at the role of genetics. ADHD tends to run in families. A child with ADHD has a one in four chance of having at least one parent who has it. And there's a strong likelihood that another close family member also has ADHD.

There are no tests for ADHD. Instead, evaluators use a variety of tools to determine if a child has ADHD. One is a questionnaire about behavior. Another is a clinical interview.

Here are some types of professionals who may diagnose ADHD:

General health care providers, including pediatricians

Psychiatrists

Developmental pediatricians

Neuropsychologists

Psychiatric nurse practitioners

Clinical psychologists

There are a few types of treatment for ADHD. They include:

Behavior therapy: This type of therapy involves creating a rewards system for changing a child's behavior. It's different from cognitive behavioral therapy (CBT), which helps people look at their thoughts, emotions, and behaviors, and make positive changes. CBT may be helpful to some people with ADHD, but it's not a treatment for ADHD.

Alternative treatments: There's no shortage of companies that claim to have an all-natural fix to ADHD. Most have no evidence to back up their claims. Learn more about alternative treatments for ADHD.

ADHD doesn't go away. But with the right treatments and supports in school, at home, and at work, people with ADHD can thrive.

Understood is not affiliated with any pharmaceutical company.

Key takeaways

ADHD is a biological condition that can impact focus, organization, and self-control.

ADHD is not a problem of laziness or willpower.

With the right support, people with ADHD can thrive.

Tell us what interests you

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Thomas E. Brown, PhD is a clinical psychologist and clinical associate professor of psychiatry at the Keck School of Medicine of USC.

# data[].attributes.attachment_link.description
ADHD is a common condition that makes it hard to focus, keep still, and think before acting. Some people with ADHD mainly have trouble with focus. (This is also known as ADD.) ADHD can also impact other skills, including managing emotions. It's not clear exactly how many people in the United States have ADHD.

# data[].attributes.headline
2. What Is Inattentive ADHD? Symptoms, Characteristics, Diagnostic Considerations

# data[].attributes.subject
2. What Is Inattentive ADHD? Symptoms, Characteristics, Diagnostic Considerations

# data[].attributes.attachment_link.readable_text
What Is Inattentive ADHD?

Attention deficit disorder (ADD) is no longer a standalone diagnosis; its telltale symptoms of disorganization, poor time management, faulty working memory, and lack of focus, among others, are now categorized as attention deficit hyperactivity disorder (ADHD), predominantly inattentive presentation, in the DSM-5. In other words, inattentive type ADHD is the not-so-new name for ADD.

Individuals with inattentive type ADHD do not exhibit the stereotypical symptoms of ADHD - namely physical hyperactivity and impulsivity. Their executive dysfunction is easily blamed on carelessness or laziness, and their social struggles may be attributed to growing pains or character idiosyncrasies. All of this contributes to a chronic problem of underdiagnosis and inadequate treatment for inattentive type ADHD, particularly in girls and women.

Inattentive ADHD: Symptoms

The Diagnostic and Statistical Manual of Mental Disorders ( DSM-5) lists nine core symptoms of ADHD, predominantly inattentive presentation:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate

Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).

Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).

Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines)

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).

Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones)

Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).

Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments).

A child must exhibit at least six of these symptoms (and fewer than six symptoms of hyperactivity and/or impulsivity) to receive a diagnosis of inattentive ADHD. Adults and late adolescents must exhibit only five of the above symptoms (and fewer than five symptoms of hyperactivity and/or impulsivity). Symptoms of ADHD, predominantly hyperactive/impulsive type, include fidgeting, interrupting others, and acting "on the go," among several others. (Click here to read about symptoms that are present in ADHD-combined presentation.)

[Could You Have Inattentive ADHD? Take This Self-Test]
[Think Your Child May Have Inattentive ADHD? Take This Symptom Test]

Inattentive ADHD: Prevalence and Gender Disparities

Some research using population-based samples indicate that inattentive type ADHD is the most prevalent presentation of ADHD. According to a meta-analysis of 86 studies of children and adolescents, and 11 studies of adults, inattentive ADHD constitutes 21% of preschool ADHD cases, 45% of elementary school cases, and 72% of adolescent cases. It is also the most common presentation type in adults, making up about half of all ADHD cases across all demographics.

The predominantly hyperactive/impulsive presentation of ADHD is relatively rare in clinical settings, especially after preschool. Hyperactive ADHD typically converts to the combined type over time, as attentional demands become more salient. The inattentive and combined presentations, while also subject to fluctuations, do not vary to the same degree.

Missed or misdiagnosed symptoms of inattentive ADHD are an ongoing and well-documented problem for girls and women, in particular. Though females are more likely than males to be diagnosed with inattentive ADHD, men still outnumber women across all presentation types. The ratio gap, however, becomes smaller in adulthood, possibly pointing to increased awareness of ADHD symptoms historically overlooked in girls.

Inattentive ADHD: Distinctive Characteristics and Presentation

The impairments and challenges associated with inattentive ADHD differ from those associated with other ADHD presentation types. The following distinctive characteristics exist across multiple domains, and they are confirmed by research and clinical observations.
[Read: What It's Like Living with Inattentive ADHD]
Inattentive ADHD, Cognition, and Executive Function

Slower processing speed. Inattentive ADHD is associated with relatively greater deficits in processing speed, as shown in research involving visual-motor and visual-search tasks such as matching a letter to a number or comparing symbols. This association is in line with research on sluggish cognitive tempo - a combination of characteristics and symptoms that include hypoactivity, "daydreaminess," lethargy, and apathy - which has been linked to predominantly inattentive ADHD.

Greater inhibitory control. Compared to inattentive type ADHD, combined-type ADHD is associated with greater deficits in situation and on tasks that require inhibitory control - or the ability to stop before carrying out an action.

Stronger emotional regulation. Individuals with combined-type ADHD are at greater risk for disruptive outbursts, meltdowns, excessive reactions, and intense emotions than are individuals with inattentive ADHD alone.

Inattentive ADHD and Social Characteristics

Children with inattentive ADHD are more likely to be socially shy, passive, or withdrawn than are their combined-type counterparts, who are often described as impulsive, intrusive, and aggressive. Inattentive children also appear slower to respond to cognitive and social stimuli, while children with a combined presentation rapidly orient to stimuli.

Social knowledge vs. social performance: Individuals with inattentive ADHD are more likely to exhibit deficits in social knowledge (e.g., how to introduce themselves to strangers, make friends, join a group conversation, etc.) compared to individuals with combined-type ADHD. On the other hand, individuals with combined-type ADHD may exhibit greater deficits in social behavioral self-regulation (even if they know how they should behave), which impairs their ability to navigate through social settings.

Socially neglected vs. socially rejected: Sociometric studies in children suggest that inattentive ADHD is associated with social neglect and combined-type ADHD with social rejection. That is, children may be more likely to ignore their inattentive peers, possibly because of their perceived unresponsiveness or shyness; they may avoid interacting with combined-type peers who struggle to "play nicely" and follow rules or directions.

Inattentive ADHD and Comorbidities

Inattentive ADHD: Diagnostic and Treatment Considerations

Inattentive ADHD Evaluation

Inattentive ADHD is challenging to identify in practice for a few reasons.

Symptoms of inattention are rarely as "obvious" as the more visible symptoms of hyperactivity or impulsivity.

Attention problems may present across various disorders, including anxiety, autism, mood disorders, and learning disorders. What's more, these conditions often co-occur with ADHD.

Perceived gender differences bias evaluations. While the core symptoms of inattentive ADHD are the same across genders, symptom manifestations depend heavily on context, which often differs for females and males.

A comprehensive diagnostic evaluation for ADHD should include:

A questionnaire rating an individual's ADHD symptoms: The Conners' Adult ADHD Rating Scale (CAARS) is a self-reported scale that yields a score with respect to how a patient compares to others in their gender and age group.

Careful assessment of a patient's current functioning and impairment across educational, social, occupational, and other spheres: Clinicians should consider the various ways difficulties may be expressed across males and females. (The gendered division of domestic labor, for example, continues to disproportionately affect women. Women with inattentive ADHD, therefore, may exhibit difficulties with household management that may not manifest in male patients.)

An appreciation for how changes in responsibilities and expectations may reveal previously hidden ADHD symptoms: Clinicians should consider "inflection points," or significant life events and changes, that may exacerbate and reveal ADHD symptoms not obvious before age 12, the latest age of onset indicated in the DSM-5. Many individuals develop coping mechanisms that help them function well until a major change, like college, marriage, or parenthood, stresses their executive functions to the breaking point. Beyond basic questions of inattention, clinicians should use specific manifestations as examples such as, "Do you/does your child tend to do things at the last minute?" and "Did you/your child always have a messy desk?"

Differential diagnosis to consider comorbid conditions: It takes careful inquiry to identify the presence and boundaries of co-occurring disorders.

Inattentive ADHD and Medication Response

How do children with inattentive ADHD respond to stimulant medications? The research is inconclusive. In one study, children with inattentive ADHD were more likely than those with combined-type ADHD to respond optimally to lower doses of stimulant medication. Another report found no difference in response across the groups, and a more recent study showed that children with inattentive ADHD see smaller medication effect sizes than do children with combined-type ADHD across all doses. Parallel studies comparing medication response of the ADHD subtypes in adults have generally not been conducted.

Sluggish cognitive tempo, which is strongly associated with inattentive ADHD, also responds well to stimulant medication, according to a study on adults with ADHD.

With all patients, prescribers must carefully titrate ADHD medication to achieve the greatest symptom improvement with the fewest side effects - a process that involves identifying and quantifying improvements and side effects over time.

Psychological Treatment for Inattentive ADHD

Behavioral training (BT). There are no differences in response to typical BT programs across ADHD presentation types. The Child Life and Attention Skills (CLAS) Program, however, is a behavioral treatment specifically developed for children with inattentive ADHD.

Cognitive behavior therapy (CBT): Similarly, research shows no differences in response to CBT for executive dysfunction across ADHD presentation types in adults. The treatment, which imparts skills and strategies for planning, organization, time management, and more, improves ADHD symptoms. The program's most helpful strategies include planner use and task chunking (breaking down large jobs into smaller steps) to help individuals overcome procrastination.

Inattentive ADHD: Conclusions

Though inattentive type ADHD is the most prevalent presentation type, it remains under-studied and undertreated - especially in women. Research has uncovered several key characteristics - namely, sluggish cognitive tempo, deficits in social knowledge, related comorbidities, and stimulant medication response in children - that can help clinicians better identify and treat inattentive ADHD in patients of all ages.

Inattentive ADHD: Next Steps
The content for this article was derived, in part, from the ADDitude ADHD Experts webinar titled, "Focus on Inattentive ADHD: The Under-Diagnosed and Under-Treated Subtype" [Video Replay & Podcast #384] with Mary V. Solanto, Ph.D., which was broadcast live on January 10, 2022. ⁴ Solanto, M. V. (2019). The Prevalence of "Late-Onset" ADHD in a Clinically Referred Adult Sample. Journal of Attention Disorders, 23(9), 1026-1034. https://doi.org/10.1177/1087054718765672 ⁹ Glynn, S. (May 2018) An unequal division of labor: How equitable workplace policies would benefit working mothers. Center for American Progress. https://www.americanprogress.org/article/unequal-division-labor/ ¹³ Pfiffner, LJ, Hinshaw, SP, Owens, EB, Zalecki, C, Kaiser, NM, Villodas, M, & McBurnett, K (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology. http://doi.org/10.1037/a0036887
SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

# data[].attributes.attachment_link.title
What Is Inattentive ADHD? Symptoms, Characteristics, Diagnostic Considerations

# data[].attributes.attachment_link.description
Formerly called ADD, inattentive ADHD is characterized by symptoms of disorganization, poor time management, faulty working memory, and a lack of focus - all signs commonly dismissed or misdiagnosed, particularly in girls and women. Here, learn about the distinctive characteristics that should guide clinicians' diagnostic and treatment practices for inattentive ADHD.

# data[].attributes.attachment_link.readable_text
Let's imagine that your child's attention deficit disorder (ADHD or ADD) is an iceberg. I'm not the first to make this analogy, but I don't see it enough so I'm repeating it - and asking you to literally start by visualizing an iceberg.

As much as 90 percent of the mass of an iceberg sits under water - under the surface where we cannot see it.

Think about this: It was an iceberg that sunk the "unsinkable" Titanic. The mass of ice below the surface destined catastrophe. The ship's crew couldn't see the iceberg in its entirety, and it proved fatal. What was under the surface was very important; it required a change in direction. Yet, because it was obscured, the ship stayed the course and it was disastrous. This is a fitting analogy for ADHD and for parenting kids with ADHD.

The 10 percent we easily see above the watermark are the hallmark symptoms of ADHD: inattention, impulsivity, and hyperactivity. They're important, of course, but they're not the whole picture of ADHD. What's under the surface is just as (if not more) important when raising or teaching kids with ADHD.

Unanticipated facets of ADHD lie under the surface. These traits are too often mistaken for character flaws, personality defects, or moral or ethical deficits. They're not any of those things. They're part and parcel of the ADHD brain.
[Free Download: Secrets of the ADHD Brain]
Let's look at each of these hidden layers of ADHD.

1. Poor Self-Esteem and Self-Confidence Struggling with ADHD can damage anyone's self-esteem. For parents, that means your child needs more of your help building self-confidence. Craft lots of opportunities for successes, no matter how small. Create activities and environments where your child can shine, despite his developmental delays.

2. Developmental Delays Children with ADHD develop 2-3 years more slowly than their peers. We see this impact in maturity, social skills, executive functioning, emotional dysregulation, and self-regulation. Keep this in mind as you create appropriate (and achievable) expectations for your child. This will help you craft ways for her to succeed.

3. Inflexibility Stubborn streaks in our kids with ADHD are not willful. Instead, inflexibility is a result of not having the skills to see more than one way or to manage emotions. When he is inflexible, your child is communicating a bigger, deeper struggle.

4. Intensity When our kids get really stuck and inflexible, they tend to get pretty intense. When a child has lagging skills - emotional awareness, self-regulation, frustration tolerance - it can lead to some extreme emotions. In addition, some individuals with ADHD experience hypersensitivity; they feel their feelings more deeply and intensely. Instead of trying to resolve this intensity, dig deeper to discover what's causing it and address that. In moments of big emotions, ask your child, "How can I help you?" That can be a great conversation starter to help you figure out what's driving the extreme behavior.
[Self-Test: Could You Have Emotional Hyperarousal?]
5. Emotional Dysregulation Children with ADHD struggle to regulate their emotions in a way that's appropriate for the situation and/or their age. They may have a different way of expressing emotion, poor self-regulation skills, or poor communication skills - whatever the root cause, emotional dysregulation impacts how they function at home, in the family, at school, and in social interactions with peers.

6. Co-Existing Conditions It's estimated that 50 to 60 percent of individuals with ADHD also have one or more coexisting conditions. These conditions could include a mood disorder, anxiety, autism, learning disabilities, executive functioning deficits, conduct disorder, and more. These additional diagnoses can be important because they give us a starting point to understand our children and to be able to effectively help them. We resist adding more diagnoses when we already have one or two or five, but that additional piece of the puzzle better helps us understand our kids, and that's enormously valuable.

7. Skill Deficits Because ADHD is a developmental disorder resulting from a physiological difference in the brain, skill deficits are common. The most common skill deficits for kids with ADHD include time management, frustration tolerance, planning and organization, emotional regulation, problem solving, social skills, and flexible thinking. Some lagging skills can be taught and improved; others will be a lifelong struggle.

8. Executive Functioning Deficits Executive function skills manage day-to-day planning, organization, task initiation, emotional regulation, and time management. When this group of skills is deficient, many daily tasks fall apart. It's important to identify your child's level of executive functioning and accommodate for areas of weakness in the classroom and at home.

9. Time Blindness leads people with ADHD to have a distorted concept of time. For example, your child may not have an innate sense for how long 30 minutes feels. He may know he has to hurry up but still not be certain how long he has to complete an assignment or a test. You can tell him, "You have until the end of class," or, "You have one hour," but that will mean virtually nothing to someone with time blindness. It also impacts the response to needing to wait or the feeling that a simple task will take "forever."

10. Meltdowns A tantrum is a fit that a child chooses to throw in an effort to get what they want. Children do sometimes act out in order to affect your compliance with a request. Generally speaking, a child having a tantrum is very conscious of his safety and won't do anything to risk it. The tantrum will immediately stop if he gets what he wanted in the first place. A meltdown is different. In a meltdown, your child's brain has been hijacked. He is no longer in control of what he is saying and doing. A meltdown can be triggered by a tantrum, or it can be triggered by sensory overload, feeling misunderstood, or not feeling heard. In the throes of a meltdown, a child might harm himself or others. He's not able to consider his actions and rationalize. A meltdown will not stop if the child is offered what he originally wanted.

11. School Incompatibility Mass education is designed with an expectation of conformity. Students must sit still, be quiet, and remain attentive for long periods of time. The teacher will distribute an assignment and expect that all students will find it important, be motivated to complete it, and effectively self-start. Students are expected to be responsible and accountable for themselves and their academic experience. That's expecting a lot since it considers none of the weaknesses and challenges common for students with ADHD. It essentially makes them incompatible with Western education. That is a crucial awareness for parents. You cannot expect your child with ADHD to meet all those mainstream, neurotypical expectations at school; the design of the educational system destines struggle. Your definition of academic success can and should be different.

12. Pills Don't Teach Skills There's no magic to ADHD medication. It's helpful. It's one component of a solid ADHD treatment plan, but it's only one piece. ADHD treatment is just as complex as the condition itself. Medication helps a child's brain function differently so that she can focus a little better and possibly attend longer. It might even calm her hyperactivity. But it doesn't address the hidden layers. To do that, you must focus on building up her poor self-esteem, inflexibility, intensity, emotional dysregulation, skill deficits, time blindness, etc. Medication does not, and cannot, teach these skills.

If you're not looking below the surface, if you're not going deeper into the mass of the iceberg that's under the surface, it can be very damaging to your child. It can negatively impact your relationship. It can inflame unwanted behavior. It can impact success at school. Ignoring what's under the surface can be catastrophic for your family.

These hidden layers are all part of ADHD. Together, they form that beautiful but dangerous iceberg. Others might not see them; you must.
[3 Defining Features of ADHD That Everyone Overlooks]
This content was originally broadcast on the Parenting ADHD Podcast and moderated by Parent Trainer and Coach, Penny Williams, of ParentingADHDandAutism.com, which offers books, online courses, parent coaching, and mom retreats to help you thrive in this special brand of parenthood. This is an overview of Penny's latest book, The Hidden Layers of ADHD (#CommissionsEarned).

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication

# data[].attributes.attachment_link.description
Attention deficit disorder is multi-faceted, far-reaching, and largely hidden. What caregivers and educators see poking above the surface are just a fraction of ADHD symptoms. This is critical to keep in mind, and to guide your daily teaching and learning tactics.

# data[].attributes.headline
2. Why Your Child With ADHD Has Such a Messy Room

# data[].attributes.subject
2. Why Your Child With ADHD Has Such a Messy Room

# data[].attributes.attachment_link.readable_text
Mess and ADHD go hand in hand, and with them comes chaos, lateness - Where is my coat?! - and frustration. Parents often find themselves at wit's end, looking at their child and wondering: Why can't you just clean your room??

The short answer?

Because for kids with ADHD, it's not quite that simple. People with ADHD have a difficult time with many of the executive functioning skills most of us unconsciously use every day. These invisible skills are what enable us to plan, prioritize, manage our time, and get things done.

A person without ADHD might look at a messy room and think, "Okay. I've got an hour to get things done. First, make the bed, then pick up the laundry, then..." But for a child with ADHD, that breakdown of what to do, when to do it, and how long it will take, isn't automatic. Understanding how executive functioning issues affect kids with ADHD can help parents know what a child's trouble spots are and how to help. Common issues include:

Prioritizing tasks: Deciding what needs to get done and in what order. For example, a child with ADHD might not understand that putting dirty laundry in the hamper takes priority over organizing all of their books by color.

Managing time: Figuring out how long smaller tasks will take, and how much time they'll need to complete the whole job. For example, a child who has two hours to get their room cleaned up before friends come for a sleepover spends so much time on one small job, like clearing off their desk, they don't have time to do the rest.

Staying focused: Getting off track or distracted. For example, they get caught up in reading a book instead of putting it back on the shelf.

Task initiation: Difficulty getting started, especially when the task at hand seems overwhelming, complicated, or boring (like, say, cleaning up a messy room).

Transitions: Trouble shifting from one task to the next. For example, they might get stalled instead of moving from one cleaning job, like making the bed, to another, like putting their shoes away.

Self-regulation and impulse control: Sticking with a task, especially a boring one, is challenging for anyone. But for kids with ADHD who often lack the skills to regulate their behavior and control impulses it can feel impossible. This can look like frustration, giving up, or getting off track- I was cleaning up, I just decided to take a quick video game break! And often ends in a rushed, messy job, like just shoving all their clutter under the bed, or just failing to finish at all.

Break it down: Instead of issuing a blanket order to "clean your room," it helps to break the job into more manageable tasks. For example, let's say your child needs to make the bed, put their laundry in the hamper, and bring dirty dishes to the kitchen sink. You could say, "Start by making your bed." Then, when that's done, you move on to the next task: "Ok, now pick up the laundry." And so on. Doing one thing at a time can help kids feel less overwhelmed and make it easier for them to get a sense of how much time each task will take.

Avoid multi-step directions: Try not to give strings of directions or commands - "Pick up your socks, then do the bed, then hang up the clothes..." Keep instructions clear and short, "Start by making your bed." Then when one task is done, you can move on to the next, "Great job. Okay, now put the shoes away."

Use a chart: If you don't (and let's be real, who does) have time to stage-manage your child as they clean, try making a task chart together. Write each job on a white board or piece of paper, and leave space for your child to check it off when they're done. If having some incentive helps your child stay motivated you could offer a reward for finishing all the tasks on the list, like extra gaming time or a special treat for dessert.

Make your child's room as easy to clean, and keep clean, as possible.

Declutter. Clutter is the enemy of clean. Get rid of old papers. Put papers or pictures you'd like to save into scrap books instead of piles. Donate old toys, books, clothes, and anything else your child no longer uses. Putting a to-be-donated box in the house can help encourage kids to participate, and be a good way to teach them about giving back.

Make putting things away as easy by possible creating extra space. Store seasonal items, like winter coats and boots away when they're not being used. Try to make sure kids' closets and dressers are uncrowded and easy to use.

When it comes to storage focus on finding solutions that fit your child's needs. For example, younger kids will be more likely to put things away if storage is easy to reach and use, like low-down cubes with sliding baskets for putting toys away.

Kids with ADHD often benefit from nontraditional solutions. Remember, what does work is more important than what should work. For example, if your child has a hard time putting clothes in a dresser, get easy-to-use bins instead. One for clean clothes, one for will-wear-again items, and one for dirty laundry. Because...you guessed it. The easier a system is to use, the more likely your child will be to use it.

Kids with ADHD benefit from clear routines and repetition. Knowing what's expected of them, and having a clear understanding of how to meet those expectations, helps kids build confidence and executive functioning skills. Establishing routines can help kids get into a groove and become more independent when it comes to tidying up. For example, making their bed every day, or putting their shoes in the same place every time they come home.

For bigger jobs, stick to a schedule. For example, you could agree that your child will clean their room every Tuesday and Friday after school, instead of randomly suggesting they clean up when things get too messy. When kids know what to expect, and when they're expected to do it, they feel more prepared and less overwhelmed. If your child benefits from ADHD medication when it's time to clean, try to choose times when their meds will be working, for example weekend mornings, instead of weekday nights.

Finally, and this is easier said than done, remember to be patient with your child as they learn these new skills. Building habits takes time, and children with ADHD are starting from a deficit. If your child was learning a second language, you wouldn't expect them to be fluent overnight.

When your child does clean up offer positive, specific feedback, for example, "Thanks for putting your clothes away - that was a big help." And let your child know that it's okay not to be perfect right away. You'll get there together.

The benefits of helping your child learn the skills they need to get organized go far beyond a (finally) clean room. The messiness and disorganization that comes with ADHD can have a big impact on children's self-esteem. Kids may feel embarrassed or ashamed by their struggles, and these negative feelings are often confirmed by outsiders - a friend who points out how messy they are, a fed-up teacher asking them why they don't have their homework assignment again.

The cost of being messy can be even higher for girls, who are less likely to be diagnosed with ADHD, but more likely to be subjected to negative social feedback for being disorganized, or looking less-than put together.

Focusing on building your child's executive functioning skills - and supporting their self-esteem - will help them feel more competent and confident both now and as they grow up. Not to mention that, hopefully, they'll be doing that growing in a nice, clean room.

# data[].attributes.attachment_link.title
Why Your Child With ADHD Has Such a Messy Room - Child Mind Institute

# data[].attributes.attachment_link.description
Mess and ADHD go hand in hand, and with them comes chaos, lateness - Where is my coat?! - and frustration. Parents often find themselves at wit's end, looking at their child and wondering: Why can't you just clean your room?? The short answer? Because for kids with ADHD, it's not quite that simple.

# data[].attributes.headline
3. Managing attention deficit hyperactivity disorder (ADHD) in children and pre-teens

# data[].attributes.subject
3. Managing attention deficit hyperactivity disorder (ADHD) in children and pre-teens

# data[].attributes.attachment_link.readable_text
Behaviour management plans for children with attention deficit hyperactivity disorder (ADHD)

Children with attention deficit hyperactivity disorder (ADHD) might behave in challenging ways. So your child's behaviour management plan will include strategies to guide your child towards appropriate behaviour.

A behaviour management plan might include:

strategies to encourage good behaviour

social skills to help your child get along with others

strategies to manage your child's energy levels and tiredness

strategies to support your child in the classroom.

The best plans are usually based on professional advice that takes into account what suits your child and family. Plans should consider all aspects of your child's life, including your child's needs and responsibilities at home, at school and in other social settings.

Children with ADHD often have other difficulties like learning disorders, oppositional defiant disorder, conduct disorder or anxiety. You can incorporate strategies to help with these in your child's management plan.

It's a good idea to discuss your child's plan with your family, and your child's carers, therapists and teachers. This helps people have realistic expectations of your child's behaviour. It can also help them understand how best to handle your child's behaviour. And if they have to give your child medicine, they'll know how much to give and when.

When you work with health professionals, school teachers, other adults in your child's life, and your family and friends, it can be easier for you and your child to keep to the plan.

Behaviour strategies to help children with ADHD

Your child's behaviour management plan will probably include strategies that help your child learn skills for behaving cooperatively more often and behaving in challenging ways less often.

Some simple but effective behaviour strategies might include:

Social skills to help children with ADHD

Children with ADHD might need support to get along with other children. So your child's behaviour management plan could include some ideas to help your child develop social skills.

These ideas might include:

rewarding your child for helpful behaviour like sharing and being gentle with others

teaching your child what to do if there's a problem with another child - for example, walking away or talking to a teacher

teaching your child how to regulate their own behaviour - for example, by using a short prompt like 'Stop, think, do'

giving your child the chance to practise social skills - for example, by arranging supervised playdates.

Strategies to manage energy and tiredness in children with ADHD

All children find it easier to behave well if they can manage their energy levels and aren't tired. Behaviour management plans for ADHD often cover this.

You can help your child manage energy levels and maintain focus by:

building rest breaks into activities

allowing time for physical exercise breaks while your child is doing learning tasks like reading or homework

being ready with some fun but low-key activities like Lego or puzzles, which your child can do if they start to get overexcited.

And you can stop your child from getting too tired by:

getting your child into good sleep habits, like getting to sleep and waking up at about the same time each day

providing healthy food options for longer-lasting energy and concentration

making sure your child's screen time is balanced with other activities during the day

making sure all electronic devices are switched off at least an hour before bed.

Classroom strategies to help children with ADHD

Children with ADHD can have problems at school. So behaviour management plans should include classroom strategies to support your child's learning.

You could talk with your child's teacher about strategies like:

dividing tasks into smaller chunks

offering one-on-one help when possible

giving your child a 'buddy' who can help them understand what to do

planning the classroom so your child is seated near the front of the room and away from distractions

making a visual checklist of your child's tasks or keeping a copy of the class timetable where your child can see it

doing more difficult learning tasks in the mornings or after breaks

giving your child some extra time to finish tasks.

To get the support your child needs for learning, language and physical problems at school, you might need to advocate for your child. This could involve talking to your child's classroom teacher, the principal or the additional needs support officer about how they can support your child - for example, through special programs.

Schools can help by setting out support plans in an individual learning plan for your child. The school should also work with you to set and review your child's learning goals regularly.

Raising children is an important job, and looking after yourself helps you do the job well. That's because looking after yourself physically, mentally and emotionally helps you give your children what they need to grow and thrive.

ADHD medicines

Your child's doctor might prescribe medicines to help your child with focus and behaviour management.

Stimulant medicines
Doctors will sometimes prescribe stimulant medicines for children diagnosed with ADHD. These medicines improve the way the parts of the brain 'talk' to each other. This can help children with attention and self-regulation.

Methylphenidate is the most commonly used medicine of this type. It's sold under the brand names Ritalin 10, Ritalin LA and Concerta.

Other stimulant medicines are dexamphetamine or lisdexamfetamine. Lisdexamfetamine is sold under the brand name Vyvanse.

Your child's paediatrician or psychiatrist will be able to work out which drug and dose will be best for your child.

Here are a few questions you might want to ask your doctor:

How long will each dose last?

What are the side effects of the medicine?

How will my child be monitored while they're taking the medicine?

How long will my child stay on this medicine?

Non-stimulant medicines
There are also some non-stimulant medicines for ADHD. These include Strattera (atomoxetine), Catapres (clonidine) and Intuniv (guanfacine). These medicines can help to reduce anxiety too.

Side effects of ADHD medicines
These medicines can cause some side effects - for example, loss of appetite, which can affect your child's weight gain or growth. Other side effects might include difficulty getting to sleep, tummy upsets or headaches.

Because of these possible side effects, a health professional should closely monitor a child who's taking medicine for ADHD.

Most side effects are mild and don't last long. If there are side effects that don't go away, your health professional might change the dose or timing of the medicine, or suggest a different medicine.

Treatments that are backed up by science are most likely to work, be worth your time, money and energy, and be safe for your child. If you're interested in other ADHD treatments, it's always a good idea to speak with a health professional about them.

# data[].attributes.attachment_link.title
Managing attention deficit hyperactivity disorder (ADHD) in children and pre-teens

# data[].attributes.attachment_link.description
Children with attention deficit hyperactivity disorder (ADHD) might behave in challenging ways. So your child's behaviour management plan will include strategies to guide your child towards appropriate behaviour. A behaviour management plan might include: strategies to encourage good behaviour social skills to help your child get along with others strategies to manage your child's energy levels and tiredness strategies to support your child in the classroom.

# data[].attributes.attachment_link.readable_text
It's a story we hear regularly: A child is diagnosed with ADHD and one of his parents, recognizing the symptoms, realizes that he (or she) has the disorder, too.

It's often a surprise to the mom or dad, but to clinicians it's not surprising. "We know ADHD is highly familial," explains Mark Stein, a clinical psychologist and director of the ADHD and Related Disorders Program (PEARL Clinic) at Seattle Children's Hospital. "That means 25 percent of the parents of kids we diagnose are going to have it."

It also comes as no surprise to Dr. Stein that many parents who meet the criteria for ADHD don't know it, and haven't been diagnosed. There's still a good deal of stigma and lack of understanding surrounding adults with ADHD.

Moms and dads with undiagnosed ADHD often find themselves overwhelmed by the demands of parenting and struggling to meet their children's needs. Lacking organizational skills, they may find keeping up with their kids' schedules and managing their behavior very stressful. But in the case of moms, they are more likely to be treated for depression than ADHD, notes Dr. Stein, who is also a professor of psychiatry and behavioral science at the University of Washington.

This oversight is unfortunate, Dr. Stein adds, because treating the ADHD that's underlying their problems would benefit both them and their children.

Studies show that intervention for kids with ADHD tends to be less effective when a caregiving parent has ADHD, too. Medication treatment requires a lot of parental organization to make appointments, deal with insurance, fill prescriptions, make sure kids take their meds and monitor side effects, and the child's treatment is less effective if compliance with the treatment regimen isn't consistent.

Behavioral treatment for kids with ADHD is also less effective when parents have ADHD. "There are a number of studies that look at behavioral parent training," notes Dr. Stein, "and the biggest predictor of not responding is if a parent has ADHD."

It is especially common for mothers to discover that they have ADHD that was not diagnosed when they were children. That's because ADHD presents in the two genders differently. Women tend to have the inattentive type of ADHD, rather than the hyperactive/impulsive or combined types. These women may have been chronically disorganized and underachieving back in school, but since they're not as likely to be disruptive, they were more often overlooked.

"When we see moms who are seriously stressed out, being pulled between all kinds of things in their work and their family life, we tend to think of anxiety or depression," adds David Anderson, a clinical psychologist, and director of the ADHD and Behavior Disorders Center at the Child Mind Institute. "That's because we associate depression and anxiety more with their gender, rather than seeing the underlying deficit, the ADHD, that's making it so it's difficult to manage all of those things."

"We hear parents all the time say that they feel like a failure because they know what they have to do, but then carrying it out is so difficult," notes Dr. Anderson. "Managing the logistics, remembering everything - they're feeling really bad about themselves."

For a parent who has ADHD, getting a diagnosis itself can help reduce guilt and alleviate stress. "A lot of adults with ADHD don't realize they have ADHD," says Dr. Stein. "They don't know why they've struggled in school, and perhaps at work and maybe in their marriage, and raising their kids. They're demoralized and frustrated." With a diagnosis, he adds," rather than blaming themselves and thinking that it's a moral failing, they understand they have this genetic disorder, like their child does."

Getting treatment for a parent with ADHD can improve that person's parenting skills and reduce stress on the whole family, Dr. Stein notes. Treatment for ADHD often involves stimulant medication, but might also include behavioral therapy. "You're able to be better organized and give kids more focused attention," explains Dr. Stein. "Patients report that they all of a sudden feel less overwhelmed, and they can be more relaxed and comfortable with their children."

When his team works with families in which both a parent and a child have ADHD, Dr. Anderson explains, the team does an inventory with the parent, to talk about strengths and weaknesses. "We want to be allies with them from the get-go, to figure out how to support both them and their child." Parents assessing their own capabilities helps the team craft strategies to help them succeed.

One of the challenges of parenting children with ADHD is that these kids often have serious behavior problems. They have low frustration tolerance and are prone to tantrums and outbursts when things don't go their way. Responding effectively to this kind of behavior is difficult for all parents, but more so for someone with ADHD.

Managing a child's behavior successfully requires parents to be consistent and calm, and keep their own emotions out of the equation. Parents need to pay close attention to and respond positively to behaviors they want to encourage. And they need to avoid reacting emotionally to behaviors that are problematic. None of these things is easy if you have ADHD.

But when parents get treatment for their own ADHD, research shows that their behavior management skills improve, leading to an increase in positive parent-child interactions and more effective direction for their children. Hence treating the caregiver's ADHD may be a vitally important part of helping the child overcome behavior problems.

Dr. Stein sees a shortage of professionals who are comfortable diagnosing and treating adults with ADHD. "I think ADHD is where depression was 15 years ago, where it used to be something that only psychiatrists treated. Then it became primary care, and now primary care doctors routinely screen for it. ADHD is very common, but seldom screened for in adults."

Dr. Stein notes that physicians get much more training in diagnosing depression and prescribing antidepressants than they do diagnosing and treating ADHD. On top of that, they may be uncomfortable prescribing stimulant medications because they worry about potential abuse.

And organizations that treat children with ADHD are leery about including parents in their coverage. "Family medicine should be a place that should work for it," Dr. Stein argues, "but, again, there's this discomfort with using stimulants, and so they're more likely to be tried with an antidepressant."

This gap in the medical system, he adds, demonstrates why, for lifelong developmental disorders like autism and ADHD, "we need lifespan clinics."

# data[].attributes.attachment_link.title
When Parent and Child Both Have ADHD - Child Mind Institute

# data[].attributes.attachment_link.description
It's a story we hear regularly: A child is diagnosed with ADHD and one of his parents, recognizing the symptoms, realizes that he (or she) has the disorder, too. It's often a surprise to the mom or dad, but to clinicians it's not surprising.

# data[].attributes.headline
5. Why Kids With ADHD Need Different Parenting Strategies

# data[].attributes.subject
5. Why Kids With ADHD Need Different Parenting Strategies

# data[].attributes.attachment_link.title
ADHD 101 - Why Kids With ADHD Need Different Parenting Strategies

# data[].attributes.headline
1. Understanding and identifying EF deficits

# data[].attributes.subject
1. Understanding and identifying EF deficits

# data[].attributes.headline
2. Executive Functioning - A day in the life

# data[].attributes.subject
2. Executive Functioning - A day in the life

# data[].attributes.attachment_link.title
Executive Functioning - A day in the life

# data[].attributes.headline
4. What Does Executive Function Disorder Look Like in Children?

# data[].attributes.subject
4. What Does Executive Function Disorder Look Like in Children?

# data[].attributes.attachment_link.readable_text
Symptoms of Executive Dysfunction in Children

Up to 90 percent of kids with ADHD also have executive function challenges, many of which last into adulthood.

The seven executive functions (self-awareness, inhibition, non-verbal working memory, verbal working memory, emotional self-regulation, self-motivation, and planning and problem solving) develop consecutively over time. Self-awareness starts to develop around age 2; by age 30, planning and problem solving are fully developed in a neurotypical brain. However, individuals with ADHD generally lag 30 to 40 percent behind their peers in developing one executive function, and then the next.

Executive dysfunction is often difficult to ignore during the transitions to 6th or 9th grade, when school structures and schedules change dramatically, and academic expectations increase. Parents and teachers often don't get why kids can't work independently on an assignment, and assume they'll "pick up" the necessary skills. It's important to start helping kids with ADHD/EFD early, and to acknowledge the problems those disorders cause so that kids don't feel stupid or lazy.

If your child has trouble getting started, can only remember two or three things at a time, struggles with problem solving, or feels overwhelmed at school, he or she might have an executive function deficit. Common signs and symptoms of EFD in children include:

Forgetting tasks and homework

Trouble starting homework independently

Difficulty estimating how long a task will take

Being distracted easily

Difficulty keeping track of belongings

Inability to remember names and other key details

Trouble listening to and following instructions

Moving on to another task before one is finished

Difficulty remembering and following multi-step instructions

Problems understanding roles in multi-part organizations, like sports teams

Trouble transitioning between tasks

Awareness of these symptoms can help parents set up an early detection system so they can seek an evaluation and treatment before a child begins to struggle in school.

Symptoms of Executive Dysfunction at Home

Symptoms of EFD may present in a variety of ways. To determine if your scattered child could be showing signs of EFD, look for the following identifiers at home:

If you sit with your child and help structure assignments, homework gets done. If you say, "Go do your homework," then check in later, it won't be complete, or even started.

When you ask your child to go upstairs and get ready for bed, she goes upstairs, but then gets distracted and forgets what she was supposed to do next.

Your child's room could be described as chaotic. Clothes are on the floor, and all the dresser drawers are open, with items falling out. Clean clothes are mixed up with dirty.

You ask your child to wait while you finish a phone call before he tells you something important, but by the time you hang up, he's forgotten what he wanted to say.

If you ask your child to re-tell a story you just told, she has a hard time and skips key details.

Your child has difficulty keeping in mind all the elements required to participate in a team sport.

Symptoms of Executive Dysfunction at School

Many children with EFD struggle at school because of impairments in working memory. The following signs may suggest that EFD is affecting learning:

Your child daydreams regularly in class.

The teacher has sent several notes home that your child does not finish classwork.

Your child is engaged and active in verbal tasks, like class discussions.

During recess, your child plays well with friends and enjoys games, but when he tells you about it, he can't remember his playmates names.

Your child's backpack is a mess.

If the teacher or a buddy helps give structure to a task, your child can finish it.

Your child regularly forgets to bring home the materials and books she needs to do her homework.

The lost and found bin is full of your child's clothes, books, pencils - anything that isn't attached to him.

Your child has difficulty remembering all the steps required to solve a multi-step math or word problem.

# data[].attributes.attachment_link.title
What Does Executive Function Disorder Look Like in Children?

# data[].attributes.attachment_link.description
Up to 90 percent of kids with ADHD also have executive function challenges, many of which last into adulthood. The seven executive functions (self-awareness, inhibition, non-verbal working memory, verbal working memory, emotional self-regulation, self-motivation, and planning and problem solving) develop consecutively over time.

# data[].attributes.headline
2. Classroom adaptations, strategies for attention difficulties

# data[].attributes.subject
2. Classroom adaptations, strategies for attention difficulties

# data[].attributes.headline
3. 15 Strategies for Managing Attention Problems

# data[].attributes.subject
3. 15 Strategies for Managing Attention Problems

# data[].attributes.attachment_link.readable_text
References

Click the "References" link above to hide these references.

Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.

Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbook for treatment and diagnosis. New York: Guilford Press.

Hallowell, E. M., & Ratey, J. J. (1994). Driven to distraction: Recognizing and coping with attention deficit disorder from childhood through adulthood. New York: Simon and Schuster.

Hallowell, E.M. & Ratey, J.J. (1994). Answers to distraction. New York: Pantheon.

Levine, M. D. (2002). Educational care: A system for understanding and helping children with learning problems at home and in school. Second Edition. Cambridge, MA: Educators Publishing Services, Inc.

Levine, M. D. (1998). Developmental variation and learning disorders. Second Edition. Cambridge, MA: Educators Publishing Services, Inc.

Ratey, J. J. (2001). A User's Guide to the Brain. New York: Pantheon Books.

Thomas, A., Thorne, G., Small, R., DeSanti, P., and Lawson, C. (1998). MindWorks... And How Mine Works: A book about learning and thinking, and learning how you think. Covington, LA: Center for Development & Learning.

Thomas, A., Thorne, G., & St. Germain, C. (2002). Learning Connections Training Binder. Sixth edition. Covington, LA: Center for Development & Learning.

Thomas, A., ed. (1997). PLAIN TALK ABOUT K. I. D. S. Cambridge, MA: Educator's Publishing Service.

Thomas, A., ed. (2004). Plain talk about kids: A summit on teaching and learning. Covington, LA: Learning Success Press.

Thomas, A. & Thorne, G. (2005). Learning Profiles Teacher's Binder. Covington, LA: Center for Development & Learning.

Thorne, G. & Thomas, A. (in press). Paying attention to attention. Covington, LA: Center for Development & Learning.

Thorne, G. & Lawson, C. (2005). Behavioral, academic and neurodevelopmental surveys. Covington, LA: Center for Development & Learning.

# data[].attributes.attachment_link.title
15 Strategies for Managing Attention Problems

# data[].attributes.attachment_link.description
Click the "References" link above to hide these references. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press. Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbook for treatment and diagnosis. New York: Guilford Press. Hallowell, E. M., & Ratey, J. J. (1994).

# data[].attributes.attachment_link.title
Attention Difficulties Resource Pack | Lambeth School Services

# data[].attributes.headline
5. Teaching students with attention difficulties

# data[].attributes.subject
5. Teaching students with attention difficulties

# data[].attributes.attachment_link.readable_text
Does your child have attention deficit hyperactivity disorder? Learn what you can do to manage their behavior and deal with common ADHD challenges.

How to help your child with ADHD

Life with a child or teen with attention deficit hyperactivity disorder (ADHD or ADD) can be frustrating, even overwhelming. But as a parent you can help your child overcome daily challenges, channel their energy into positive arenas, and bring greater calm to your family. And the earlier and more consistently you address your child's problems, the greater chance they have for success in life.

Children with ADHD generally have deficits in executive function: the ability to think and plan ahead, organize, control impulses, and complete tasks. That means you need to take over as the executive, providing extra guidance while your child gradually acquires executive skills of their own.

Although the symptoms of ADHD can be nothing short of exasperating, it's important to remember that the child who is ignoring, annoying, or embarrassing you is not acting willfully. Kids with ADHD want to sit quietly; they want to make their rooms tidy and organized; they want to do everything their parent says to do-but they don't know how to make these things happen.

If you keep in mind that having ADHD is just as frustrating for your child, it will be a lot easier to respond in positive, supportive ways. With patience, compassion, and plenty of support, you can manage childhood ADHD while enjoying a stable, happy home.

ADHD and your family

Before you can successfully parent a child with ADHD, it's essential to understand the impact of your child's symptoms on the family as a whole. Children with ADHD exhibit a slew of behaviors that can disrupt family life. They often don't "hear" parental instructions, so they don't obey them. They're disorganized and easily distracted, keeping other family members waiting. Or they start projects and forget to finish them-let alone clean up after them. Children with impulsivity issues often interrupt conversations, demand attention at inappropriate times, and speak before they think, saying tactless or embarrassing things. It's often difficult to get them to bed and to sleep. Hyperactive children may tear around the house or even put themselves in physical danger.

Because of these behaviors, siblings of children with ADHD face a number of challenges. Their needs often get less attention than those of the child with ADHD. They may be rebuked more sharply when they err, and their successes may be less celebrated or taken for granted. They may be enlisted as assistant parents-and blamed if the sibling with ADHD misbehaves under their supervision. As a result, siblings may find their love for a brother or sister with ADHD mixed with jealousy and resentment.

The demands of monitoring a child with ADHD can be physically and mentally exhausting. Your child's inability to "listen" can lead to frustration and that frustration to anger-followed by guilt about being angry at your child. Your child's behavior can make you anxious and stressed. If there's a basic difference between your personality and that of your child with ADHD, their behavior can be especially difficult to accept.

In order to meet the challenges of raising a child with ADHD, you must to be able to master a combination of compassion and consistency. Living in a home that provides both love and structure is the best thing for a child or teenager who is learning to manage ADHD.

ADHD parenting tip 1: Stay positive and healthy yourself

As a parent, you set the stage for your child's emotional and physical health. You have control over many of the factors that can positively influence the symptoms of your child's disorder.

Maintain a positive attitude. Your best assets for helping your child meet the challenges of ADHD are your positive attitude and common sense. When you are calm and focused, you are more likely to be able to connect with your child, helping him or her to be calm and focused as well.

Keep things in perspective. Remember that your child's behavior is related to a disorder. Most of the time it is not intentional. Hold on to your sense of humor. What's embarrassing today may be a funny family story ten years from now.

Don't sweat the small stuff and be willing to make some compromises. One chore left undone isn't a big deal when your child has completed two others plus the day's homework. If you are a perfectionist, you will not only be constantly dissatisfied but also create impossible expectations for your child with ADHD.

Believe in your child. Think about or make a written list of everything that is positive, valuable, and unique about your child. Trust that your child can learn, change, mature, and succeed. Reaffirm this trust on a daily basis as you brush your teeth or make your coffee.

Self-care

As your child's role model and most important source of strength, it is vital that you live a healthy life. If you are overtired or have simply run out of patience, you risk losing sight of the structure and support you have so carefully set up for your child with ADHD.

Seek support. One of the most important things to remember in rearing a child with ADHD is that you don't have to do it alone. Talk to your child's doctors, therapists, and teachers. Join an organized support group for parents of children with ADHD. These groups offer a forum for giving and receiving advice, and provide a safe place to vent feelings and share experiences.

Take breaks. Friends and family can be wonderful about offering to babysit, but you may feel guilty about leaving your child, or leaving the volunteer with a child with ADHD. Next time, accept their offer and discuss honestly how best to handle your child.

Take care of yourself. Eat right, exercise, and find ways to reduce stress, whether it means taking a nightly bath or practicing morning meditation. If you do get sick, acknowledge it and get help.

Tip 2: Establish structure and stick to it

Children with ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places. Your job is to create and sustain structure in your home, so that your child knows what to expect and what they are expected to do.

Tips for helping your child with ADHD stay focused and organized:

Follow a routine. It is important to set a time and a place for everything to help the child with ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play, and bed. Have your child lay out clothes for the next morning before going to bed, and make sure whatever he or she needs to take to school is in a special place, ready to grab.

Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child's bedroom. Allow enough time for what your child needs to do, such as homework or getting ready in the morning. Use a timer for homework or transitional times, such as between finishing up play and getting ready for bed.

Simplify your child's schedule. It is good to avoid idle time, but a child with ADHD may become more distracted and "wound up" if there are many after-school activities. You may need to make adjustments to the child's after-school commitments based on the individual child's abilities and the demands of particular activities.

Create a quiet place. Make sure your child has a quiet, private space of their own. A porch or a bedroom work well, as long as it's not the same place as the child goes for a time-out.

Do your best to be neat and organized. Set up your home in an organized way. Make sure your child knows that everything has its place. Lead by example with neatness and organization as much as possible.

Avoid problems by keeping kids with ADHD busy!

For kids with ADHD, idle time may exacerbate their symptoms and create chaos in your home. It is important to keep a child with ADHD busy without piling on so many things that the child becomes overwhelmed.

Sign your child up for a sport, art class, or music. At home, organize simple activities that fill up your child's time. These can be tasks like helping you cook, playing a board game with a sibling, or drawing a picture. Try not to over-rely on the television or computer/video games as time-fillers. Unfortunately, TV and video games are increasingly violent in nature and may only increase your child's symptoms of ADHD.

Tip 3: Encourage movement and sleep

Children with ADHD often have energy to burn. Organized sports and other physical activities can help them get their energy out in healthy ways and focus their attention on specific movements and skills. The benefits of physical activity are endless: it improves concentration, decreases depression and anxiety, and promotes brain growth. Most importantly for children with attention deficits, however, is the fact that exercise leads to better sleep, which in turn can also reduce the symptoms of ADHD.

Find a sport that your child will enjoy and that suits their strengths. For example, sports such as softball that involve a lot of "down time" are not the best fit for children with attention problems. Individual or team sports like basketball and hockey that require constant motion are better options. Children with ADHD may also benefit from training in martial arts (such as tae kwon do) or yoga, which enhance mental control as they work out the body.

The benefits of "green time" in kids with attention deficit disorder

Research shows that children with ADHD benefit from spending time in nature. Kids experience a greater reduction of symptoms of ADHD when they play in a park full of grass and trees than on a concrete playground. Take note of this promising and simple approach to managing ADHD. Even in cities, most families have access to parks and other natural settings. Join your children in this "green time"-you'll also get a much-deserved breath of fresh air for yourself.

ADHD and sleep

Insufficient sleep can make anyone less attentive, but it can be highly detrimental for children with ADHD. Kids with ADHD need at least as much sleep as their unaffected peers, but tend not to get what they need. Their attention problems can lead to overstimulation and trouble falling asleep. A consistent, early bedtime is the most helpful strategy to combat this problem, but it may not completely solve it.

Help your child get better rest by trying out one or more of the following strategies:

Decrease television time and increase your child's activities and exercise levels during the day.

Eliminate caffeine from your child's diet.

Create a buffer time to lower down the activity level for an hour or so before bedtime. Find quieter activities such as coloring, reading or playing quietly.

Spend ten minutes cuddling with your child. This will build a sense of love and security as well as provide a time to calm down.

Use lavender or other aromas in your child's room. The scent may help to calm your child.

Use relaxation tapes as background noise for your child when falling asleep. There are many varieties available including nature sounds and calming music. Children with ADHD often find "white noise" to be calming. You can create white noise by putting a radio on static or running an electric fan.

Tip 4: Set clear expectations and rules

Children with ADHD need consistent rules that they can understand and follow. Make the rules of behavior for the family simple and clear. Write down the rules and hang them up in a place where your child can easily read them.

Children with ADHD respond particularly well to organized systems of rewards and consequences. It's important to explain what will happen when the rules are obeyed and when they are broken. Finally, stick to your system: follow through each and every time with a reward or a consequence.

As you establish these consistent structures, keep in mind that children with ADHD often receive criticism. Be on the lookout for good behavior-and praise it. Praise is especially important for children who have ADHD because they typically get so little of it. These children receive correction, remediation, and complaints about their behavior-but little positive reinforcement.

A smile, positive comment, or other reward from you can improve the attention, concentration and impulse control of your child with ADHD. Do your best to focus on giving positive praise for appropriate behavior and task completion, while giving as few negative responses as possible to inappropriate behavior or poor task performance. Reward your child for small achievements that you might take for granted in another child.

Using Rewards and Consequences

Reward your child with privileges, praise, or activities, rather than with food or toys.

Change rewards frequently. Kids with ADHD get bored if the reward is always the same.

Make a chart with points or stars awarded for good behavior, so your child has a visual reminder of their successes.

Immediate rewards work better than the promise of a future reward, but small rewards leading to a big one can also work.

Always follow through with a reward.

Consequences

Consequences should be spelled out in advance and occur immediately after your child has misbehaved.

Try time-outs and the removal of privileges as consequences for misbehavior.

Remove your child from situations and environments that trigger inappropriate behavior.

When your child misbehaves, ask what he or she could have done instead. Then have your child demonstrate it.

Always follow through with a consequence.

Tip 5: Help your child eat right

Diet is not a direct cause of attention deficit disorder, but food can and does affect your child's mental state, which in turn seems to affect behavior. Monitoring and modifying what, when, and how much your child eats can help decrease the symptoms of ADHD.

All children benefit from fresh foods, regular meal times, and staying away from junk food. These tenets are especially true for children with ADHD, whose impulsiveness and distractedness can lead to missed meals, disordered eating, and overeating.

Children with ADHD are notorious for not eating regularly. Without parental guidance, these children might not eat for hours and then binge on whatever is around. The result of this pattern can be devastating to the child's physical and emotional health.

Prevent unhealthy eating habits by scheduling regular nutritious meals or snacks for your child no more than three hours apart. Physically, a child with ADHD needs a regular intake of healthy food; mentally, meal times are a necessary break and a scheduled rhythm to the day.

Get rid of the junk foods in your home.

Put fatty and sugary foods off-limits when eating out.

Turn off television shows riddled with junk-food ads.

Give your child a daily vitamin-and-mineral supplement.

Tip 6: Teach your child how to make friends

Children with ADHD often have difficulty with simple social interactions. They may struggle with reading social cues, talk too much, interrupt frequently, or come off as aggressive or "too intense." Their relative emotional immaturity can make them stand out among children their own age, and make them targets for unfriendly teasing.

Don't forget, though, that many kids with ADHD are exceptionally intelligent and creative and will eventually figure out for themselves how to get along with others and spot people who aren't appropriate as friends. Moreover, personality traits that might exasperate parents and teachers may come across to peers as funny and charming.

Helping a child with ADHD improve social skills

It's hard for children with ADHD to learn social skills and social rules. You can help your child with ADHD become a better listener, learn to read people's faces and body language, and interact more smoothly in groups.

Speak gently but honestly with your child about their challenges and how to make changes.

Role-play various social scenarios with your child. Trade roles often and try to make it fun.

Be careful to select playmates for your child with similar language and physical skills.

Invite only one or two friends at a time at first. Watch them closely while they play and have a zero-tolerance policy for hitting, pushing and yelling.

Make time and space for your child to play, and reward good play behaviors often.

# data[].attributes.attachment_link.description
Life with a child or teen with attention deficit hyperactivity disorder (ADHD or ADD) can be frustrating, even overwhelming. But as a parent you can help your child overcome daily challenges, channel their energy into positive arenas, and bring greater calm to your family.

# data[].attributes.headline
3. My 10 Favorite Things About Having ADHD

# data[].attributes.subject
3. My 10 Favorite Things About Having ADHD

# data[].attributes.attachment_link.readable_text
What is ADHD or ADD?

It's normal for children to occasionally forget their homework, daydream during class, act without thinking, or get fidgety at the dinner table. But inattention, impulsivity, and hyperactivity are also signs of attention deficit hyperactivity disorder (ADHD), sometimes known as attention deficit disorder or ADD.

ADHD is a common neurodevelopmental disorder that typically appears in early childhood, usually before the age of seven. ADHD makes it difficult for children to inhibit their spontaneous responses-responses that can involve everything from movement to speech to attentiveness. We all know kids who can't sit still, who never seem to listen, who don't follow instructions no matter how clearly you present them, or who blurt out inappropriate comments at inappropriate times. Sometimes these children are labeled as troublemakers, or criticized for being lazy and undisciplined. However, they may have ADHD.

Is it normal kid behavior or is it ADHD?

It can be difficult to distinguish between ADHD and normal "kid behavior." If you spot just a few signs, or the symptoms appear only in some situations, it's probably not ADHD. On the other hand, if your child shows a number of ADHD signs and symptoms that are present across all situations-at home, at school, and at play-it's time to take a closer look.

Life with a child with ADHD can be frustrating and overwhelming, but as a parent there is a lot you can do to help control symptoms, overcome daily challenges, and bring greater calm to your family.

Myths and Facts about ADHD

Myth: All kids with ADHD are hyperactive.

Fact: Some children with ADHD are hyperactive, but many others with attention problems are not. Children with ADHD who are inattentive, but not overly active, may appear to be spacey and unmotivated.

Myth: Kids with ADHD can never pay attention.

Fact: Children with ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.

Myth: Kids with ADHD could behave better if they wanted to.

Fact: Children with ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn't mean they're acting out on purpose.

Myth: Kids will eventually grow out of ADHD.

Fact: ADHD often continues into adulthood, so don't wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.

Myth: Medication is the best treatment option for ADHD.

Fact: Medication is often prescribed for attention deficit disorder, but it might not be the best option for your child. Effective treatment for ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.

ADHD symptoms

When many people think of attention deficit disorder, they picture an out-of-control kid in constant motion, bouncing off the walls and disrupting everyone around. But the reality is much more complex. Some children with ADHD are hyperactive, while others sit quietly-with their attention miles away. Some put too much focus on a task and have trouble shifting it to something else. Others are only mildly inattentive, but overly impulsive.

The signs and symptoms a child with attention deficit disorder has depend on which characteristics predominate.

Children with ADHD may be:

Inattentive, but not hyperactive or impulsive.

Hyperactive and impulsive, but able to pay attention.

Inattentive, hyperactive, and impulsive (the most common form of ADHD).

Children who only have inattentive symptoms of ADHD are often overlooked, since they're not disruptive. However, the symptoms of inattention have consequences: getting in hot water with parents and teachers for not following directions; underperforming in school; or clashing with other kids over not playing by the rules.

Which one of these children may have ADHD?

A. The hyperactive boy who talks nonstop and can't sit still.
B. The quiet dreamer who sits at her desk and stares off into space.
C. Both.

The correct answer is "C."

ADHD symptoms at different ages

Because we expect very young children to be easily distractible and hyperactive, it's the impulsive behaviors-the dangerous climb, the blurted insult-that often stand out in preschoolers with ADHD. By age four or five, though, most children have learned how to pay attention to others, to sit quietly when instructed to, and not to say everything that pops into their heads. So by the time children reach school age, those with ADHD stand out in all three behaviors: inattentiveness, hyperactivity, and impulsivity.

ADHD in girls

Girls are less likely to be diagnosed and treated for ADHD than boys. Some people even mistakenly believe that the condition only occurs in boys. In actuality, the symptoms of ADHD can look different in girls in ways that make the disorder harder to notice.

Girls with ADHD may not seem as hyperactive, impulsive, or disruptive in class as boys. However, they may quietly struggle with anxiety, forgetfulness, disorganization, and lack of focus. Girls with ADHD may also use better coping strategies to compensate for their difficulties, such as putting in extra effort into their schoolwork.

Many girls don't receive a formal ADHD diagnosis until later in life. By that time, they've likely had to endure the consequences of living with an unrecognized and untreated disorder. These consequences could include problems in school and relationships, as well as low self-confidence or even depression. Getting an early and accurate diagnosis is the best way to ensure your child gets the support she needs

Inattentiveness signs and symptoms of ADHD

It isn't that children with ADHD can't pay attention: when they're doing things they enjoy or hearing about topics in which they're interested, they have no trouble focusing and staying on task. But when the task is repetitive or boring, they quickly tune out.

Staying on track is another common problem. Children with ADHD often bounce from task to task without completing any of them, or skip necessary steps in procedures. Organizing their schoolwork and their time is harder for them than it is for most children. Kids with ADHD also have trouble concentrating if there are things going on around them; they usually need a calm, quiet environment in order to stay focused.

Symptoms of inattention in children

Your child may:

Have trouble staying focused; be easily distracted or get bored with a task before it's completed.

Appear not to listen when spoken to.

Have difficulty remembering things and following instructions; not pay attention to details or makes careless mistakes.

Have trouble staying organized, planning ahead, and finishing projects.

Frequently lose or misplace homework, books, toys, or other items.

Hyperactivity signs and symptoms of ADHD

The most obvious sign of ADHD is hyperactivity. While many children are naturally quite active, kids with hyperactive symptoms of attention deficit disorder are always moving. They may try to do several things at once, bouncing around from one activity to the next. Even when forced to sit still, which can be very difficult for them, their foot is tapping, their leg is shaking, or their fingers are drumming.

Symptoms of hyperactivity in children

Your child may:

Constantly fidget and squirm.

Have difficulty sitting still, playing quietly, or relaxing.

Move around constantly, often running or climbing inappropriately.

Talk excessively.

Have a quick temper or "short fuse."

Impulsive signs and symptoms of ADHD

The impulsivity of children with ADHD can cause problems with self-control. Because they censor themselves less than other kids do, they'll interrupt conversations, invade other people's space, ask irrelevant questions in class, make tactless observations, and ask overly personal questions. Instructions like, "Be patient" and "Just wait a little while" are twice as hard for children with ADHD to follow as they are for other youngsters.

Children with impulsive signs and symptoms of ADHD also tend to be moody and to overreact emotionally. As a result, others may start to view the child as disrespectful, weird, or needy.

Symptoms of impulsivity in children

Your child may:

Act without thinking.

Guess, rather than taking time to solve a problem; blurt out answers in class without waiting to be called on or hear the whole question.

Intrude on other people's conversations or games.

Often interrupt others; say the wrong thing at the wrong time.

Be unable to keep powerful emotions in check, resulting in angry outbursts or temper tantrums.

Positive effects of ADHD in children

ADHD has nothing to do with intelligence or talent. What's more, kids with attention deficit disorder often demonstrate the following positive traits:

Creativity. Children who have ADHD can be marvelously creative and imaginative. The child who daydreams and has ten different thoughts at once can become a master problem-solver, a fountain of ideas, or an inventive artist. Children with ADHD may be easily distracted, but sometimes they notice what others don't see.

Flexibility. Because children with ADHD consider a lot of options at once, they don't become set on one alternative early on and are more open to different ideas.

Enthusiasm and spontaneity. Children with ADHD are rarely boring! They're interested in a lot of different things and have lively personalities. In short, if they're not exasperating you (and sometimes even when they are), they're a lot of fun to be with.

Energy and drive. When kids with ADHD are motivated, they work or play hard and strive to succeed. It actually may be difficult to distract them from a task that interests them, especially if the activity is interactive or hands-on.

Is it really ADHD?

Just because a child has symptoms of inattention, impulsivity, or hyperactivity does not mean that they have ADHD. Certain medical conditions, psychological disorders, and stressful life events can cause symptoms that look like ADHD.

Before an accurate diagnosis of ADHD can be made, it is important that you see a mental health professional to explore and rule out the following possibilities:

Learning disabilities or problems with reading, writing, motor skills, or language.

Major life events or traumatic experiences, such as a recent move, death of a loved one, bullying, or divorce.

Psychological disorders including anxiety, depression, or bipolar disorder.

Behavioral disorders such as conduct disorder, reactive attachment disorder, and oppositional defiant disorder.

Medical conditions, including thyroid problems, neurological conditions, epilepsy, and sleep disorders.

Helping a child with ADHD

Whether or not your child's symptoms of inattention, hyperactivity, and impulsivity are due to ADHD, they can cause many problems if left untreated. Children who can't focus and control themselves may struggle in school, get into frequent trouble, and find it hard to get along with others or make friends. These frustrations and difficulties can lead to low self-esteem as well as friction and stress for the whole family.

But treatment can make a dramatic difference in your child's symptoms. With the right support, your child can get on track for success in all areas of life.

If your child struggles with symptoms that look like ADHD, don't wait to seek professional help. You can treat your child's symptoms of hyperactivity, inattention, and impulsivity without having a diagnosis of attention deficit disorder. Options to start with include getting your child into therapy, implementing a better diet and exercise plan, and modifying the home environment to minimize distractions.

If you do receive a diagnosis of ADHD, you can then work with your child's doctor, therapist, and school to make a personalized treatment plan that meets their specific needs. Effective treatment for childhood ADHD involves behavioral therapy, parent education and training, social support, and assistance at school. Medication may also be used; however, it should never be the sole attention deficit disorder treatment.

Parenting tips for children with ADHD

If your child is hyperactive, inattentive, or impulsive, it may take a lot of energy to get them to listen, finish a task, or sit still. The constant monitoring can be frustrating and exhausting. Sometimes you may feel like your child is running the show. But there are steps you can take to regain control of the situation, while simultaneously helping your child make the most of their abilities.

While attention deficit disorder is not caused by bad parenting, there are effective parenting strategies that can go a long way to correct problem behaviors. Children with ADHD need structure, consistency, clear communication, and rewards and consequences for their behavior. They also need lots of love, support, and encouragement.

There are many things parents can do to reduce the signs and symptoms of ADHD without sacrificing the natural energy, playfulness, and sense of wonder unique in every child.

Take care of yourself so you're better able to care for your child. Eat right, exercise, get enough sleep, find ways to reduce stress, and seek face-to-face support from family and friends as well as your child's doctor and teachers.

Establish structure and stick to it. Help your child stay focused and organized by following daily routines, simplifying your child's schedule, and keeping your child busy with healthy activities.

Set clear expectations. Make the rules of behavior simple and explain what will happen when they are obeyed or broken-and follow through each time with a reward or a consequence.

Encourage exercise and sleep. Physical activity improves concentration and promotes brain growth. Importantly for children with ADHD, it also leads to better sleep, which in turn can reduce the symptoms of ADHD.

Help your child eat right. To manage symptoms of ADHD, schedule regular healthy meals or snacks every three hours and cut back on junk and sugary food.

Teach your child how to make friends. Help them become a better listener, learn to read people's faces and body language, and interact more smoothly with others.

School tips for children with ADHD

ADHD, obviously, gets in the way of learning. You can't absorb information or get your work done if you're running around the classroom or zoning out on what you're supposed to be reading or listening to. Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with ADHD have a hard time doing-not because they aren't willing, but because their brains won't let them.

But that doesn't mean kids with ADHD can't succeed at school. There are many things both parents and teachers can do to help children with ADHD thrive in the classroom. It starts with evaluating each child's individual weaknesses and strengths, then coming up with creative strategies for helping them focus, stay on task, and learn to their full capability.

# data[].attributes.attachment_link.description
Does your child have ADHD? Learn what it looks like and how to get help.

# data[].attributes.attachment_link.readable_text
ATTENTION: Basics | Difficulties | Responses

Where Do I Begin?
> Home and School Collaboration
> Parents and Teachers Communicating
> Talking with Children about Attention

What Can I Do?
> Suggestions - simple things you can do to help
> Strategies - targeting strengths and weaknesses

Where Do I Begin?
Attention difficulties can have a tremendous impact on all aspects of life. A candid and consistent dialogue between parents and teachers can provide significant support to a child with attention problems. Mutual respect and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives. Working together, parents, teachers, and the children themselves can inform one another about how best to address the child's needs.
When you suspect a child is having difficulty with attention, schedule a parent-teacher meeting to share information about the child. The following "talking points" can help structure the discussion.

Share observations about the child's profile of attention controls and discuss where the breakdown is occurring. How is the child exhibiting difficulty with attention? What attention control system seems to be problematic? Is the breakdown occurring with mental energy, processing, or production? It may be helpful to use the " What to Watch For" list from the Difficulties section as a guide.

Remember to ask for and share information on problems in other areas, such as language or memory, since attention deficit often masks other learning difficulties.

Identify and discuss the child's strengths and interests. How can they be used to enhance his or her attention abilities? Can reading a book, writing a report, or creating a drawing on a topic of interest help a child sustain attention? Have children monitor their own alertness to topics of interest.

Discuss possible strategies. What have you tried that has been successful and not so successful? Are there other ideas that might work? Are there strategies that work both at school and at home, such as using eye contact and physical contact with a child to help sustain attention?

Acknowledge emotional reactions to the situation. Discuss how children who struggle with attention can become frustrated. Unable to sustain mental energy required for schoolwork, children may become disinterested or even disruptive. Share strategies that might help children become more efficient at monitoring their attention and behavior.

Discuss appropriate next steps. Establish a plan for ongoing discussion and problem solving. How will expectations and progress be shared? How can you best advocate for the child?

When a problem with attention has been specified:

Learn more about attention from other experts, reference books, and Web sites. See the Resources section of this site to get started.

Seek assistance from colleagues and experienced parents, professional organizations, and support groups.

Request that the school's special education teacher or learning specialist observe the child and consult with you about strategies to use in the classroom and at home.

Investigate the availability of professional help from pediatricians, learning specialists, school psychologists, and others.

Children are expected to use their attention skills to succeed with schoolwork, control behavior, and relate well to others. Some children who have difficulties with attention give up and see themselves as failures; others exhibit behavior complications that relate to their difficulties with attention.

Dr. Mel Levine suggests using a process called demystification, which, through open discussion with supportive adults, helps children learn to clarify and specify their differences and understand that, like everyone else, they have strengths and weaknesses. This process creates a shared sense of optimism that the child and adult are working toward a common goal, and that learning problems can be successfully managed. The following suggestions can help as parents, teachers, and learning specialists work together to demystify children's difficulties with attention.

Eliminate any stigma. Empathy can reduce children's frustration and anxiety about their attention difficulties. Emphasize that no one is to blame and that you know that they often need to work harder than others to concentrate and monitor their attention. Explain that children differ in their attention skills. Reassure children that you will help them find ways that work for them. Share an anecdote about how you handled a learning problem or an embarrassing mistake in which your attention abilities broke down.

Discuss strengths and interests. Help children find their strengths. Use concrete examples but avoid false praise. You might say to a child who can devote total attention to an area of strong interest, "You are really able to concentrate on your video games." Identify books, videos, Web sites, or places in the community that can help children build on their strengths and interests.

Discuss areas of weakness. Use plain language to explain what aspect of attention needs to be developed or monitored. Contrast breakdowns with areas of attention that are intact, and explain the difference. You might say, "You might have difficulty paying attention to what the teacher says because you are not filtering out the other noise around you, yet your attention when working on the computer is great."

Emphasize optimism. Help children realize that they can improve -- they can work on their weaknesses and make their strengths stronger. Point out future possibilities for success given their current strengths. Help children build a sense of control over their learning by encouraging them to feel accountable for their own progress. A child with attention difficulties can become responsible over time for remembering to take frequent breaks, keep checklists, and set short-term goals.

Identify an ally. Help children locate a mentor -- a favorite teacher, an adolescent, or a neighbor -- who will work with and support them. Explain that children can help themselves by sharing with others how they learn best. Older children can explain the strategies that work for them, while younger ones may need adult support. Encourage children to be active partners with their allies.

Protect from humiliation. Help children strengthen self-esteem and maintain pride by protecting them from public humiliation related to their learning differences. Always avoid criticizing children in public and protect them from embarrassment in front of siblings and classmates. Don't require a child with attention difficulties to sit still and concentrate on a task for an extended period of time.

What Can I Do?
You may use the following suggestions and strategies to help children who are experiencing difficulties with attention. Many of those listed are accommodations -- they work around a child's difficulty by offering alternative approaches. Slowing the speed of a presentation for someone who is not alert is one example. Strategies -- more research-based methods -- are designed to specifically strengthen a weakness. For example, a child with attention problems might benefit from a system of cues that helps her ability to stay focused. From the strategies suggested below, select those that you and your child think might work best.

Allow longer breaks. Extending the amount of time given for breaks (such as recess) can be beneficial, especially for elementary-school children.

Use different methods of instruction. Use verbal, visual, and experiential methods to enhance attention. Make frequent shifts between discussion, reading, and hands-on group activities.

Accentuate important information. Let children know when important information is about to be presented. Slow the speed of oral delivery, include pauses, and accentuate by intonation and gesture what is most important. Preview, repeat, and summarize important points.

Have children discuss the lesson. Take time during a lesson for children to talk to each other about the facts or skills they are learning, such as what strategies they are using to complete an activity.

Be a coach or a mentor. Make statements about how you schedule your daily activities and the positive benefits of such planning and scheduling. Be a check-in person with whom the child can share what he's accomplished.
Strategies for
> Mental Energy
> Processing
> Production

Strategy Tips: Decide which strategies to try by observing the child and identifying the ways in which he or she learns best.

It may take several attempts to see positive results from one strategy. Don't give up too soon.

If the first few strategies you try do not improve the child's skills, try others.

Most of these strategies can be adapted for use with different age groups.

(For an explanation of Mental Energy see the Attention: Difficulties section.)

Provide preferential seating. Seat children with attention difficulties close to the teacher. Make eye or physical contact to sustain attention. Tables grouped in clusters or staggered desks allow for an unobstructed view of signals and easy access for physical contact.

Provide frequent short breaks. Breaks can be especially helpful during and between tasks that require intense concentration -- and sometimes not just for one student but for the whole class. Throughout activities, intersperse brief breaks that allow children to move around. Encourage constructive movement tasks, such as collecting papers or erasing the chalkboard. At home, allow children to take a five- to ten-minute break to stretch or play with a pet after every thirty minutes of homework.

Encourage physical activity. Some type of physical activity helps children sustain their attention during classroom instruction. Doodling, squeezing a ball, rolling clay, tapping a pencil on one's thigh, or moving to a rocking chair can be helpful activities. Of course, these activities shouldn't be disruptive to other children in the class.

Find ways to make material less complex. Use outlines, color, or organizers to help make complex activities or ideas more easily understood. Warn children in advance about what will be presented. For example, tell the class that you will present five ideas. Then present the ideas in stages and check for understanding before moving on to each new next stage. Provide summary charts, partially completed outlines, or other aids to reduce the amount of mental energy required when working with complex concepts, ideas, or activities.

Prepare children before asking them to respond in class. Let children know in advance that they will be called on in class. Before the start of class say quietly to a child, "I'm going to call on you to answer the first question on the blackboard."

Keep a diary or log. Have children monitor their periods of effort and concentration with a diary or log. Children can create charts to track their improvement.

Provide opportunities for high-interest activities. Set up a space in the classroom where children can go to build on their strengths. Use their affinity areas, such as computers or art, to enhance their alertness while letting them gain more expertise in that area.

Use energy buddies. Pair children so they can work together by providing jump-starts for each other. Children can take turns starting math problems or reading the passages of a text.

Recommend a bedtime routine. Talk with children about the importance of having a consistent bedtime schedule to help them get a good night's sleep. The use of "white noise" or background noise (such as soft music) to help filter sounds that might interfere with relaxing can sometimes be helpful to children who have difficulty getting to sleep.

Monitor performance inconsistencies. Keep track of the factors that seem to affect a child's mental energy. Help children recognize the time of day and circumstances when they are most focused. Provide guidance on how to use, as well as compensate for, these highs and lows throughout the day.
Provide ongoing reference to information about an activity. Write important points or directions on the board so that children can refer to them whenever necessary.

Draw focus to important information. Have children practice underlining or highlighting key words. Use color-coding to organize key information (for example, green for main idea, red for details in reading, blue for essential information).

Use technology. Devices such as calculators, tape recorders, books on tape, word processors, and software programs may be helpful to children. These devices allow children to control how much information is presented at one time and how rapidly it is presented.

Provide outlines, maps, and graphs. Give children outlines to help them preview the most important information in a lesson or reading assignment. Have them complete a map or web of the main ideas presented in a lesson. Use graphs or graphics to draw attention to the relevancy of information, and help children understand why one piece of information may be more important than another.

Practice paraphrasing and summarizing. Ask children to write a summary of a lesson in their own words, then review that statement prior to beginning the next class session.

Promote listening strategies and build listening skills. Provide a strategy for listening actively, such as FACT (Focus attention, Ask yourself questions, Connect ideas, Try to picture important ideas).

Focus on cues for important information. Identify cues embedded in text or class lessons that children should look and listen for: for example, "In summary...", "The five reasons are...", and so on.

Promote both bottom-up and top-down thinking. Encourage children to start thinking about the details and work up to the big picture, as well as to start with the big picture and work down to the details.

Promote collaboration between children. Pair children who work well with details with children who prefer to think about the big picture. Encourage the children to talk to each other about the thought processes they employ when accomplishing a task or assignment.

Use subvocalization. After determining a key piece of information in a lesson, have children repeat it to themselves several times under their breath. Model the strategy for them.

Connect new information to prior knowledge. Pause during the presentation of new information and ask children how the new information relates to previously learned material or a personal experience.

Break tasks into smaller steps. Help children focus on important information by "chunking" assignments into smaller, more manageable segments. For example, have children highlight the symbol (+, -) in a math problem before calculating the answer.

Encourage eye contact and repetition. Have children practice making eye contact with speakers. Remind children by pointing to your eye or quietly stating, "Look at me." Ask children to repeat information, explanations, and instructions. For example, have a child repeat the directions that have been given for an assignment to check for understanding and retention.

Use memory strategies. Teach children to use strategies like imagery and elaboration to strengthen the depth of information processing. Attaching a mental image to an important piece of information, stating the reasons for its importance, and connecting the information to some prior knowledge or area of interest are all examples of memory strategies.

Review notes after instruction. Going back over newly learned information as soon as possible will enhance processing. Have children review their notes immediately after a lesson to make sure they got all the important points. Older children could tape record a class lecture, then listen to the tape after leaving class.

Teach self-testing strategies. Have children ask themselves questions they think might be on a quiz or test. When reading, have children frequently stop and ask themselves questions about information they have just read.

Structure time limits to monitor children's processing. Have children take notes on a reading passage for at least five minutes but no more than ten minutes. Impose time limits for children who are overactive processors; require them to stop or redirect them, even if they are in the middle of a task.

Use visual prompts. Attach brief notes or visual images on notebooks or desks to help children be aware of their own processing. For example, a note might say: "Am I being too passive or too active in my thinking right now?"

Teach children to prioritize. Have children complete the most difficult parts of a task when they are able to focus. Then allow them to take a break before beginning again.

Teach and model internal standards. Teach children how to use internal dialogue, or self-talk, to delay gratification when they are working on tasks that are not particularly interesting or gratifying to them. Ask them to brainstorm about rewards that will motivate them to work during periods of low interest and excitement.

Cue children to upcoming transitions. Let children know when a task is about to change and their focus will need to be adjusted. Say, for example, "In five minutes it will be time to put your social studies work away and get out your math books." Keep a schedule of activities on the board for the children to refer to.

Use computer software and games. Allow children to play subject-related computer games to extend attention, then ask them to spend the same amount of time focused on academic tasks.
Provide models of assignments and criteria for success. Give children a clear sense of how a final product might look by showing examples and sharing exemplary products (such as essays or drawings). You might make work from last year available and draw children's attention to specific qualities of the work (for example, "Notice that a good paper has a clear topic sentence."). Do not, however, compare children's work with that of peers or siblings.

Build in planning time. Give children five minutes of planning time before beginning an assignment. Provide guidance in effective planning when necessary.

Use stepwise approaches. Require children to break down tasks into parts and write down the steps or stages. Compile steps of frequent tasks into a notebook for easy reference during work assignments.

Provide guidelines for self-monitoring. Give children explicit guidelines for checking their progress along the way. For example, tell children that every five minutes they should stop and check to see if their plan is still working. Use a timer to signal when to start checking. Also encourage children to self-monitor following the completion of a task (ask themselves a series of questions such as, "What have I left out?").

Provide pathways to success. Let children who may not be able to articulate a plan draw a road map to their final product. Possibly include a fork in the road showing the path to success and the path to failure.

Teach proven strategies. Provide children with specific age-appropriate strategies to use in checking work. For example, use COPS (Capitalization-Organization-Punctuation-Spelling) for proofing written work. Children can create a reminder card to keep on their desk or in their assignment book for quick reference to the strategy.

Stress the importance of organization. Have children preview an assignment and collect the materials they will need before starting it. Guide children in keeping their materials and notebooks organized and easily accessible. Emphasize the positive impact that organization and preplanning will have on the completed project or assignment.

Let children wait to turn in work. Instruct children to allow a day or two to elapse between writing a report and rereading the report for quality. This will give children enough perspective to catch errors or add more details and produce better results in the end.

Encourage self-grading. Set a standard of work quality or criteria for success for children to follow, and allow them to self-assess the quality of their work before turning it in. If the grade matches the child's appraisal, give extra points for good self-assessment.

Set goals and record progress. Have children set a short-term goal, such as completing all homework for the week. Record their daily progress toward the goal for children to observe. Graphic recording, such as plotting their own line graphs, may be particularly reinforcing for some children.

Practice estimating. Children may benefit from estimating answers to math problems and science experiments. Stress the real-life benefits of estimating and understanding what the correct answer might look like.

Use assignment books. Teach children to use assignment books and "To Do" lists to keep track of their short- and long-term assignments, tests, and quizzes. Use peers to help monitor other children's assignment books.

Use a diary or tape recorder. Have children note what went well and where or when they went astray during the day. Encourage them to identify some techniques that can be used to improve their productivity and include them in the diary.

Eliminate incentives for frenetic pacing. Remove any positive reinforcement for finishing first. State the amount of time a task should take. This will slow down children who work too quickly and will speed up children who work too slowly.

Provide consistent feedback. Create a feedback system so children understand which behaviors, actions, or work products are acceptable and which are not. Use specifics to praise good work and recognize when children use strategies effectively. For example, "I like the way you elaborated in this description," or, "Asking to take a break really seemed to help you come back and focus."

Try a mentor. Some children may benefit from a mentor who will work with them to dissect the day, brainstorm alternative strategies, and provide recognition of progress. The mentor must be seen as credible and may be an individual from within the school or from outside the school.

Is medication the best way to manage ADHD?

Whether one accepts ADHD as a neurobiological disorder influences the controversial question of how, or even whether, to treat it. At the center of the controversy is the increasingly common practice of treating ADHD by prescribing psychotropic medications like Ritalin to children. The question couldn't be more politically charged.

The number of children prescribed medications to manage ADHD has risen sharply in the last decade. According to estimates from the U.S. Drug Enforcement Administration, prescription rates for Ritalin and drugs like it have risen by as much as 700 percent since the early 1990s. ( Read the Congressional testimony on this study.) Critics argue that these statistics reveal an alarming trend toward "quick fixes" in place of real solutions for children's behavioral problems. Others insist that children with ADHD are finally getting the help they need.

Proponents of medication insist that there is a clear link between abnormal brain chemistry and the inattentive and impulsive behaviors that define ADHD. Studies have shown that people with ADHD have less of the neurotransmitter dopamine in their brains than do other people. This chemical messenger, when present, is thought to cause the brain to be more aware and more focused. In people with ADHD, it appears the brain has more difficulty maintaining dopamine levels and so is less capable of keeping its focus. According to medication proponents, stimulants like Ritalin work to maintain dopamine levels.

The long-term risk to children who take stimulant drugs to manage ADHD is unknown; this is one of the few points on which there is some agreement. However, opponents of ADHD medications for children argue that this is one experiment that we should not be conducting. The potential risks are far too great, they say. On the other hand, experts who advocate the use of medications for treatment of ADHD argue that over the last 60 years since Ritalin was first used, no long-term side effects have arisen. They add that parents must also weigh the risks against the potential negative consequences of not giving their children medication if, in fact, they would benefit from it.

No end is in sight to this debate. Opinions abound on everything from whether or not the disorder exists, to the smallest detail regarding medication dosage. And unfortunately, there are very few hard facts to substantiate many of the opinions. So, how can parents make informed choices about ADHD treatment options?

While many experts consider medication a good potential treatment for ADHD-like behaviors, very few recommend it as the first or only step. They urge parents, educators, and family doctors to first rule out other causes for behavioral problems at school or at home. Far too often, problems that look like ADHD are masking other issues, including language or memory difficulties, learning disabilities, emotional disorders, or possibly hearing and vision problems. These underlying problems, many experts agree, often result in children being misdiagnosed with ADHD and prescribed medication that won't help them.

For parents who ultimately consider medication for a child, one study published in 1999 by the National Institute of Mental Health clearly shows that stimulant drugs like Ritalin can be effective for some children. However, it also noted that medication paired with strategies may be even more effective. See responses to the left, for examples of strategies.

# data[].attributes.attachment_link.title
Misunderstood Minds . Attention Responses | PBS

# data[].attributes.attachment_link.description
ATTENTION : Basics | Difficulties | Responses Where Do I Begin? > Home and School Collaboration > Parents and Teachers Communicating > Talking with Children about Attention What Can I Do? > Suggestions - simple things you can do to help > Strategies - targeting strengths and weaknesses Attention difficulties can have a tremendous impact on all aspects of life.

# data[].attributes.headline
6. 3 Defining Features of ADHD That Everyone Overlooks ( teenagers and up)

# data[].attributes.subject
6. 3 Defining Features of ADHD That Everyone Overlooks ( teenagers and up)

# data[].attributes.attachment_link.readable_text
The DSM-V - the bible of psychiatric diagnosis - lists 18 diagnostic criteria for ADHD. Clinicians use these to identify symptoms, insurance companies use it to determine coverage, and researchers use it to determine areas of worthwhile study.

The problem: These criteria only describe how ADHD affects children ages 6-12. The signs of ADHD in teens, adults, and the elderly, on the other hand, are not as well known. This has led to misdiagnosis, misunderstanding, and failed treatment for these groups.

Most people, clinicians included, have only a vague understanding of what ADHD means. They assume it equates to hyperactivity and poor focus, mostly in children. They are wrong.

When we step back and ask, "What does everyone with ADHD have in common, that people without ADHD don't experience?" a different set of symptoms take shape.

From this perspective, three defining features of ADHD emerge that explain every aspect of the condition:
1. An interest-based nervous system
2. Emotional hyperarousal
3. Rejection sensitivity
[Self-Test: Could You Have Rejection Sensitive Dysphoria?]
1. Interest-Based ADHD Nervous System

What is an interest-based nervous system?

Despite its name, ADHD doesn't actually cause a deficit of attention. It actually causes inconsistent attention that is only activated under certain circumstances.

People with ADHD often say they "get in the zone" or "hit a groove." These are all ways of describing a state of hyperfocus - intense concentration on a particular task, during which the individual feels she can accomplish anything. In fact, she may become so intently focused that the adult with ADD may lose all sense of how much time has passed.

This state is not activated by a teacher's assignment, or a boss's request. It is only created by a momentary sense of interest, competition, novelty, or urgency created by a do-or-die deadline.

The ADHD nervous system is interest-based, rather than importance- or priority-based.
[Free Download: 3 Defining Features of ADHD That Everyone Overlooks]
How do I recognize an interest-based ADHD nervous system?

Clinicians often ask, "Can you pay attention?" And the answer is typically, "Sometimes."

This is the wrong question. Parents, loved ones, and teachers answering it often express frustration because they have seen you hone in on something you enjoy - like video games - for hours, so your inability to conjure that same focus for other tasks and projects is interpreted as defiance or selfishness.

Instead, practitioners should ask, "Have you ever been able to get engaged and stay engaged?" Then, "Once you're engaged, have you ever found something you couldn't do?"

Anyone with ADHD will answer along these lines: "I have always been able to do anything I wanted so long as I could get engaged through interest, challenge, novelty, urgency, or passion."

"I have never been able to make use of the three things that organize and motivate everyone else: importance, rewards, and consequences."

What can I do to manage an interest-based nervous system?

An effective ADHD management plan needs two parts:

medication to level the neurological playing field

a new set of rules that teach you how to get engaged on demand

Stimulant medications are very good at keeping the ADHD brain from getting distracted once they are engaged, but they do not help you get engaged in the first place.

Most systems for planning and organization are built for neurotypical brains that use importance and time to spark motivation. Instead, you must create your own "owner's manual" for sparking interest by focusing on how and when you do well, and creating those circumstances at the outset.

This work is highly personal, and will change over time. It can involve strategies like "body-doubling," or asking another person to sit with you while you do work. Or "injecting interest" by transforming an otherwise boring task through imagination. For example, an anatomy student who is bored with studying can imagine she is learning the anatomy to save her idol's life.

2. ADHD Emotional Hyperarousal

What is emotional hyperarousal?

Most people expect ADHD to create visible hyperactivity. This only occurs in 25% of children and 5% of adults. The rest experience an internal feeling of hyperarousal. When I ask people with ADHD to elaborate on it, they say:

"I'm always tense. I can never relax."

"I can't just sit there and watch a TV program with the rest of the family."

"I can't turn my brain and body off to go to sleep at night."

People with ADHD have passionate thoughts and emotions that are more intense than those of the average person. Their highs are higher and their lows are lower. This means you may experience both happiness and criticism more powerfully than your peers and loved ones do.

Children with ADHD know they are "different," which is rarely experienced as a good thing. They may develop low self-esteem because they realize they fail to get engaged and finish what they start, and because children make no distinction between what you do and who you are. Shame can become a dominant emotion into adulthood as harsh internal dialogues, or criticism from others, becomes ingrained.

How do I recognize emotional hyperarousal?

Clinicians are trained to recognize mood disorders, not the increased intensity of moods that comes with ADHD. Many people with ADHD are first misdiagnosed with a mood disorder. On average, an adult will see 2.3 clinicians and go through 6.6 antidepressant trials before being diagnosed with attention deficit disorder.

Mood disorders are characterized by moods that have taken on a life of their own, separate from the events of the person's life, and often last for more than two weeks. Moods created by ADHD are almost always triggered by events and perceptions, and resolve very quickly. They are normal moods in every way except for their intensity.

Clinicians should ask, "When you are upset, do you often 'get over it' quickly?" "Do you feel like you can't rid your brain of a certain thought or idea when you want to?"

What can I do to manage emotional hyperarousal?

To counteract feelings of shame and low self-esteem, people with ADHD need support from other individuals who believe they are a good or worthwhile person. This can be a parent, older sibling, teacher, coach, or even a kind neighbor. Anyone, as long as they think you are good, likeable, and capable - especially when things go wrong. This "cheerleader" must be sincere because people with ADHD are great lie detectors.

A cheerleader's main message is, "I know you, you're a good person. If anybody could have overcome these problems by hard work and just sheer ability, it would have been you. So what that tells me is that there's something we don't see that's getting in your way and I want you to know I will be there with you all the way until we figure out what it is and we master that problem."

The true key to fighting low self-esteem and shame is helping a person with ADHD figure out how to succeed with their unique nervous system. Then, the person with ADHD is not left alone with feelings of shame or blamed for falling short.

3. Rejection Sensitivity

What is rejection sensitivity?

Rejection sensitive dysphoria (RSD) is an intense vulnerability to the perception - not necessarily the reality - of being rejected, teased, or criticized by important people in your life. RSD causes extreme emotional pain that may also be triggered by a sense of failure, or falling short - failing to meet either your own high standards or others' expectations.

It is a primitive reaction that people with ADHD often struggle to describe. They say, "I can't find the words to tell you what it feels like, but I can hardly stand it." Often, people experience RSD as physical pain, like they've been stabbed or struck right in the center of their chest.

Often, this intense emotional reaction is hidden from other people. People experiencing it don't want to talk about it because of the shame they feel over their lack of control, or because they don't want people to know about this intense vulnerability.

How do I recognize rejection sensitivity?

The question that can help identify RSD is, "For your entire life, have you always been much more sensitive than other people you know to rejection, teasing, criticism, or your own perception that you have failed?"

When a person internalizes the emotional response of RSD, it can look like sudden development of a mood disorder. He or she may be saddled with a reputation as a "head case" who needs to be "talked off the ledge." When the emotional response of RSD is externalized, it can look like a flash of rage. Half of people who are mandated by courts to receive anger-management training had previously unrecognized ADHD.

Some people avoid rejection by becoming people pleasers. Others just opt out altogether, and choose not to try because making any effort is so anxiety-provoking.

What can I do to manage rejection sensitivity?

98-99% of adolescents and adults with ADHD acknowledge experiencing RSD. For 30%, RSD is the most impairing aspect of their ADHD, in part because it does not respond to therapy.

Alpha-agonist medications, like guanfacine and clonidine, can help treat it. Only about one in three people experience relief from either medication, but 60% experience robust benefits when both are tried. When successfully treated, people with RSD report feeling "at peace," or like they have "emotional armor." They still see the same things happening that would have previously wounded them, but now it bounces off without injury. They also report that, rather than three or four simultaneous thoughts, they now have just one thought at a time.

More Recommended Reading

1. Self-Test: Could You Have Adult ADHD / ADD?

2. Exaggerated Emotions: How and Why ADHD Triggers Intense Feelings

3. Free Download: Inattentive ADHD - Explained

William Dodson, M.D., is a member of ADDitude's ADHD Medical Review Panel.

# data[].attributes.attachment_link.title
3 Defining Features of ADHD That Everyone Overlooks

# data[].attributes.attachment_link.description
The textbook signs of ADD - inattention, hyperactivity, and impulsivity - fail to reflect several of its most powerful characteristics; the ones that shape your perceptions, emotions, and motivation. Here, Dr. William Dodson explains how to recognize and manage ADHD's true defining features of rejection sensitivity, emotional hyperarousal, and hyperfocus.

# data[].attributes.headline
7. What's ADHD (and What's Not) in the Classroom

# data[].attributes.subject
7. What's ADHD (and What's Not) in the Classroom

# data[].attributes.attachment_link.readable_text
Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

# data[].attributes.attachment_link.title
What's ADHD (and What's Not) in the Classroom - Child Mind Institute

# data[].attributes.attachment_link.description
Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

# data[].attributes.headline
7. Essential Ideas for Parents (Dr. R. Barkely) - excellent video

# data[].attributes.subject
7. Essential Ideas for Parents (Dr. R. Barkely) - excellent video

# data[].attributes.headline
8. Video: My Child Has Just Been Diagnosed with ADHD...

# data[].attributes.subject
8. Video: My Child Has Just Been Diagnosed with ADHD...

# data[].attributes.attachment_link.readable_text
Research Studies

Read More

Read More

Read More

Read More

Disability Tax Credit

The Federal Government allows a Disability Tax Credit for those individuals and their dependents, who have a severe mental or physical development that causes marked restrictions all or almost all of the time in any of the basic activities of daily living and the impairment is prolonged, ie. has lasted or is expected to last for a continuous period of at least twelve months.

These marked restrictions include sight, hearing, mobility, speech, memory, thought and perception. The catch is that these restrictions must occur despite: having therapy and the use of appropriate devices and medications.

Receiving a disability benefit does not guarantee eligibility for the Disability Tax Credit.

To apply for this credit, the Disability Tax Credit Certificate (Form T2201) must be completed by an authorized healthcare professional. In the case of learning disabilities, the authorizing professional can be a registered psychologist.

Website Form T2201: http://www.cra-arc.gc.ca/E/pbg/tf/t2201/README.html
CRA videos on the Disability Tax Credit click HERE For additional Information on applying for the Disability Tax Credit please access: T2201 Information Sheet T2201 Disability tax cover letter T2201 suggestions for parents Canada Revenue Agency (CRA) Videos on Disability Tax Credit
Dr. Kenny Handelman, a psychiatrist and ADHD expert, wrote an article about this tax credit for the Huffington Post. You can find it online HERE .

Medical Expenses

In addition to the standard medical expenses such as prescription drugs and a variety of assistive devices, in 1999 the Federal government recognized that individuals with learning disabilities may have a need for supplementary educational service.

These expenses may also include tuition costs if a patient, (for example, a dependent);

suffers from a behavioural problem arising out of a mental or physical disability,

or suffering from a learning disability, including dyslexia,

who attends a school, that specializes in the care and training of persons who have the same type of problem or disability,

and qualifies under medical expense credit 118.2 .Therefore the expenses paid for the patient are qualifying medical expenses, even though some part of the expense could be construed as being tuition fees.

The school need not limit its enrolment to persons who require specialized care and training.
Refundable Medical Expense Supplement
You may also qualify for a refundable medical expense supplement , if you have claimed eligible medical expenses and your income falls between the specified amounts. You may claim both the refund and expenses.
Free Medication Cards that Cover the Difference between Generic and Brand Name Medications
Access co-pay assist cards for,

Concerta and Adderall XR Here (https://www.innovicares.ca/)

Strattera Rxhelp Here (http://www.rxhelp.ca.en.default.aspx)

Scholarships and Bursaries

Launch date: May 6 (appx - see website to verify: https://juno.aucc.ca/wes/hes.aspx?pg=934&oth=0001442010 )

Fields of study: All disciplines are eligible

Type of award: Applicable towards full-time studies of a first undergraduate degree.
Eligibility:

Candidates must be Canadian citizens or have lived in Canada for at least two years as permanent residents.

Candidates must be diagnosed with a documented permanent disability that is the primary disability for which they are applying.

Candidates must have a minimum average of 75%

Value: $2,500

Number available: Depending on funds available

Duration: One year; may be renewed upon re-application.

Eligible institutions: Any Canadian degree-granting institution or community college where the applicant is following a degree program under the college-university transfer system.

For more information: Contact awards@aucc.ca
As quoted from source: * "A permanent disability is a permanent functional limitation resulting from a physical, sensory or mental health impairment or a learning disability which affects the ability of the student to perform the activities necessary to participate fully in post-secondary learning".

The Justin Eves Foundation in co-operation with the Cambrian College and the Government of Ontario has established the Floyd Laughren Bursary. Floyd Laughren, from the Sudbury Region is the former Minister of Finance for the Province of Ontario.

The Floyd Laughren Bursary is administered by the Glen Crombie Centre for Disability Services at Cambrian College. The Structure of the bursary is as follows:

Available to a student with a learning disability in any program area at Cambrian College.

Consideration for students with demonstrated financial need.

Consideration for students who display a sincere effort and commitment to their academic endeavours.

Nominations are accepted from faculty and peers.

Final selection made by a committee including the Director and staff of the Glen Crombie Centre for Disability Services.

For further information please to go Cambrian College Disability Services at www.cambriancollege.ca

A Disability Bursary is available through the Ontario Ministry of Education. Available in May, deadline based on length of your study period.

This bursary provides up to $2,000 per academic year for students with permanent or temporary disabilities who require education-related services or equipment, such as tutors, note-takers, interpreters, braillers or technical aids, that are directly related to their disability.

You may be eligible if you:

have applied and are eligible for OSAP for Full-Time Students and have at least $1 in calculated need; or

have applied and are eligible for an Ontario Special Bursary if you are a part-time student;

AND,

are enrolled full-time or part-time in a program at a designated postsecondary institution;

are an Ontario resident as defined under either OSAP for Full-Time Students and/or the Ontario Special Bursary Program.

have a permanent or temporary disability

have disability-related educational costs (e.g. note-takers, vision/learning aids) that result from your disability and are not covered by another agency.

See: https://osap.gov.on.ca/OSAPPortal/en/A-ZListofAid/UCONT004257.html for all eligibility details.

How to apply: Applicants are advised to complete their application with the assistance of staff from their school's Office for Students with Disabilities. If your school does not have an Office for Students with Disabilities, you may contact the Ministry for assistance as per instructions on the application. Use the Application for Bursary for Students with Disabilities and Canada Student Grant for Services and Equipment for Persons with Permanent Disabilities (BSWD/CSG-PDSE). For students attending a public college or university in Ontario, applications must be submitted to the Financial Aid Office at their school. For students attending a private institution in Ontario or who are studying outside Ontario, applications must be mailed to the Ministry. For complete details see the instructions on the BSWD/CSG-PDSE application .

Disability Credit Canada is committed to helping young disabled Canadians achieve their goals in higher education or vocational training towards employment and we are proud to be offering the "DCCI Scholarship for Canadian Students with Disabilities"

The annual scholarship winner will be awarded $1,000 towards their tuition to an accredited Canadian post-secondary institution. The scholarship will be awarded to a Canadian high school student with a documented disability who is pursuing post-secondary education in the field of study in health care, criminal justice or community & social services at an accredited Canadian institution for the upcoming academic year 2020/2021.
Who Is Eligible to Apply?

Applicant must be currently registered to a full-time program of study in the field of study in health care, criminal justice or community & social services at an accredited Canadian post-secondary college or university

Applicant must be a Canadian citizens or permanent resident of Canada

Applicant must have a documented disability

Applicant must be under 20 years of age at time of application

How Do I Apply for the "DCCI Scholarship for Canadian Students with Disabilities"?
Submit an original essay of 500-700 words with the following topic: "How your disability shaped your decision to study the program you chose"

The following documents must be provided for consideration:

Proof of graduating high school in 2020

Proof of Fall 2020 acceptance to an accredited post-secondary institution (proof or registration to health care, criminal justice or community & social services studies will be required before scholarship is awarded)

Proof of Canadian citizenship or permanent residency

Documented proof of disability

Application Deadline
All applicants must submit essay & required documents no later than 6PM EST, July 31, 2020.
Award Procedure

Only essays with qualified documents will be considered

Essays will be reviewed by Disability Credit Canada staff members and will be evaluated based on the originality, quality & merit

Winner will be notified by August 31, 2020 and scholarship will be awarded upon receipt of proof of registration to a qualified program.

For more information please visit the website HERE

More Info

To investigate other sources of financial aid, students should contact: Their institution's Special Needs services, Access the websites of the -

National Education Association of Disabled Students at: www.neads.ca Funding: http://www.neads.ca/en/norc/funding/

Employment

Project GOLD - Generating Opportunities for Learning Disabilities

Project GOLD is a free program that assists adults with learning disabilities or ADHD to better understand their learning disabilities in order to achieve and retain meaningful employment. The program includes a return to work action plan, employment-related workshops, job search support, and job coaching.
https://www.jvstoronto.org/project-gold/

YMCA - S.P.R.I.N.G (Employment program for persons with disabilities

If you are

A person with a disability

Unemployed, working under 20 hours per week

Looking to improve your employability skills

A resident of York Region

We can help

Access one-on-one assistance, life skills and pre-employment workshops

Connect with employers who are looing to hire

Set up job shadowing and training

Email: yorkjobs@ymcagta.org

YMCA - S.P.R.I.N.G (Employment program for persons with disabilities

Do you struggle with finding meaningful employment?

Eligible participants will be:

Between 15-30 yrs

A Canadian Citizen, permanent resident, or granted refugee protection status

Looking for employment

Legally entitled with work in Canada, according to Ontario legislations and regulations

Able to commit 30 hrs per week for 6 weeks of curriculum and 30 hrs for 12 weeks or work placement

For more info and application details, please contact us at Email; youthhire@ldatd.on.ca or 416-229-1680

ADHD and Education

Assessment and Diagnosis

ADHD Symptoms

ADHD Treatment

School

The preschool age and environment are the perfect time and place to recognize ADHD impairments and begin to understand and support these children. Not allowing the child with ADHD to remain at preschool is a disservice to the child as well as the staff who should take the opportunity to learn about ADHD as they will undoubtedly have more children with ADHD cross their path in the future.

Behaviour Management

Behavioural therapy is the most effective if done as uniformly as possible between home and school. The implementation of behavioural support and strategies can occur even before an ADHD diagnosis, since these techniques are beneficial for all children. The key to ADHD behaviour management is consistency and immediacy through clear, calm positive communication. Children with ADHD are often subjected to an abundance of scolding, nagging and general negative interaction with adults and even other children. This takes a huge toll on their self-image and wellbeing.
Since ADHD is a very individual disorder which presents in a variety of ways, across a range of severities and commonly with coexisting disorders, finding the exact right behavioural plan may take some time. The help of an expert in the field of ADHD may even be required to get the process on the right track. However, here are some basic principles on ADHD behavioural techniques that often work in the home and school setting.

Behavioural Management Techniques for Home and School

1. Set up a limited number of rules focusing on a few hard and fast concepts such as we do not hurt people, we stay safe.

2. Structure the environment and set up consistent routines; consistency helps the formation of habits decreasing the load on executive functioning skills.

3. Pay attention to the child when they are doing what you want then to do and ignore nuisance behaviours or minimize your interactions around them.

4. Use positive consequences like praise, or small rewards like: additional time doing an activity they love, a sticker or star, or points toward a larger reward when the child is doing what you want them to do.

5. Be immediate and very specific when giving positive feedback on appropriate behaviour so they know exactly what they did right.

6. Give brief, simple instructions, without too many steps informing them of what you want them to do and not what you don't want them to do.

7. Have them report back to you when they have completed the first step or two so you can praise and then share the next step or two in the sequence.

8. Provide visual prompts like picture charts as reminders.

9. Decrease distractions.

10. Be proactive: anticipate times and places when their self-regulation will be challenged and set up accommodations and strategies to help them cope.

11. Use parent/teacher social coaching to help the child acquire and practice social skills.

Resources

There are a variety of medical professionals that may assess/diagnose (and treat) ADHD:

Who can Assess and Diagnose ADHD

Referral from a family physician or walk in clinic

Neurologist (with ADHD training)

Questions to ask your healthcare provider:

What is the current wait time?

Do they provide long term follow-up care?

Is a full screening for other potential medical disorders part of the assessment process?

Are there additional cost associated with the ADHD assessment

PHYSICIANS, PEDIATRICIANS, PSYCHIATRISTS, NEUROLOGISTS

The assessment and diagnosis of ADHD by a medical professional is generally covered by your provincial health care plan, however, always ask if any additional fees will be charged.

The potential diagnosis of ADHD should include;

A medical history

As psychiatric medical history

Screening to rule out any possible physical disorders

Vision and hearing test

PSYCHOLOGIST

Psychologists may assess and diagnose ADHD, but they cannot prescribe medication. Psychologists are not covered by provincial health care plans, but may be partially covered by private health coverage. Speak to the psychologist prior to contacting your private insurance provider.

Psychoeducational assessments are different from an ADHD assessment.

Children who are struggling academically may seek a psychoeducational assessment to assess whether any coexisting learning disabilities (LDs) may exist along with ADHD. A complete assessment of a child's learning strengths and needs is essential for a student who continues to be impaired at school. Psycho-educational assessments cost approximately $2,000-$4,000

Important Things to Know About the Health Care Professional that you choose:

Their expertise in the area of ADHD

Their accreditation and registration (pertinent to a psychologist's ability to diagnosis)

What is the current wait time?

Do they provide long term follow-up care?

Is a full screening for other potential medical disorders part of the assessment process?

For more information about ADHD assessments please contact our Resource Navigator at info@caddac.ca

Common symptoms of ADHD in Preschool

While many behaviours such as: inattention, distractibility, being fidgety, tantrums and oppositional behaviour are common for preschool children these behaviours in a child with ADHD are more extreme. They are more frequent and more intense. Most often young children with ADHD will stand out in a group of children and appear to function as a younger child.

However, each child with ADHD will be unique; they will present with a different group of ADHD symptoms, on a spectrum from very mild to very severe. Symptom levels can vary throughout the day and from day to day but will always become more apparent when the environment and tasks before the child challenge their impaired skills.

Questions to Ask Yourself

1. Are the child's behaviours similar to other children their age?

2. Would their behaviours appear to mimic those of a younger child?

3. Do the behaviours change in different settings? (symptoms will increase when placed in an environment that challenges their impairments)

4. Is the expected behaviour that you are NOT seeing something that would be developmentally appropriate for their age?

delay in speech development,

gross motor skill delay (inability to hop on one foot by age 4),

fine motor skill delay, (difficulty with colouring, using scissors, tying shoes, printing),

difficulty with sleep,

sensory issues, and

delayed toilet training.

Treatment of ADHD in Children under 6 yrs

ADHD should be treated using a "multimodal' approach". Simply put, this means using more than one type of treatment to manage ADHD symptoms. Examples of ADHD treatments are listed below

Psycho Education

Educating parents, individuals, and any other adults who routinely interact with the child about ADHD is the first and most important component of an ADHD treatment plan. Studies have shown that providing education on ADHD greatly increases the chance that treatment will continue long term. The more a family understands about ADHD and how it affects their child, the better they will be at making informed choices and implementing strategies and accommodations in the home. insert link to events page - parenting programs

Classroom/school Accommodations

It is important to seek classroom accommodations for your ADHD child, please refer to our section on education (insert link)

Behavior Therapy

Guidelines on ADHD for preschools developed by the American Academy of Pediatrics (AAP) state that behaviour therapy should be the first line of treatment for children four and five years of age. However, the guidelines go on to state that if behavioural therapy is not accessible, has not worked, or if symptoms are severe enough that the child or family are at risk of harm, medication can and should be considered. Insert link to"Understanding early childhood ADHD"

Exercise

Exercise produces several hormones that can benefit brain functioning and help improve focus.

http://add.about.com/od/treatmentoptions/a/ratey.htm
http://www.everydayhealth.com/add-adhd/can-you-exercise-away-adhd-symptoms.aspx

Mindfulness

Mindfulness can assist with better awareness of attention, manage stress, be less reactive to impulsive thoughts and be less judgmental of ADHD symptoms.

http://www.psychologytoday.com/blog/here-there-and-everywhere/201206/adhd-mindfulness-interview-lidia-zylowska-md

Sleep

Sleep plays a major role in our health and development. For example, sleep is important for learning, attention, and memory, academic achievement, and even physical growth1, 2. As such, it is important for children to get age-appropriate quality and quantity of sleep! According to the National Sleep Foundation, school aged children (6-13 years old) should receive between 9 and 11 hours of sleep each night3. Children who sleep less or who have poor quality sleep (e.g., up and down throughout the night) will not be able to perform their best during the day, especially in school.

PDF on ADHD and Sleep

Alternative Treatments

Access the Canadian Paediatric Society's article on Alternative ADHD Therapies by clicking here.

Access a comprehensive article reviewing the evidence on Cognitive Training (brain training games) and brain training strategies by clicking here.

Medication Management - if required

1. Stimulant medication.

2. Non-stimulant medication

It not usually recommended that children under the age of 6yr take ADHD medication, however in certain instances it may be required. Please speak with a knowledgeable ADHD physician to see if ADHD medication is right for your child.

In uncomplicated cases of ADHD, medication management is fairly straight forward and effective with minimal side effects. ADHD medication has been around for more than fifty years and there are thousands of published research papers on their safety and efficacy. There are two types of medications used to manage ADHD medication. For more information on medication please speak with a medical professional

Please refer to the charts below for information on specific medications

CADDAC'S MANDATE

CADDAC is a national charity that improves the lives of Canadians affected by ADHD through awareness, education, and advocacy.

Charitable Number: 828460329RR0001

by CADDAC. All Rights reserved.

Designed & Maintained by WP Expert

# data[].attributes.attachment_link.description
Read More Read More Read More Read More The Federal Government allows a Disability Tax Credit for those individuals and their dependents, who have a severe mental or physical development that causes marked restrictions all or almost all of the time in any of the basic activities of daily living and the impairment is prolonged, ie.

# data[].attributes.headline
9. Elementary school classroom accommodations

# data[].attributes.subject
9. Elementary school classroom accommodations

# data[].attributes.attachment_link.readable_text
Warning Signs That May Indicate a Child or Adolescent has ADHD

Symptoms must be at a level of impairment, meaning these symptoms are impairing their daily functioning, and they must be observed in two different settings before the age of 12 for a diagnosis to occur.

Medical professionals that may assess/diagnose (and treat) ADHD:

The most important thing to note is that the medical professional you choose must be knowledgeable about ADHD.

Who can Assess and Diagnose ADHD

Referral from a family physician or walk in clinic

Who can Assess and Diagnose ADHD

Neurologist (with ADHD training)

No - Covered under provincial health plan (i.e OHIP)

Referral from a family physician or walk in clinic

Questions to ask your healthcare provider:

What is the current wait time?

Do they provide long term follow-up care?

Is a full screening for other potential medical disorders part of the assessment process?

Are there additional cost associated with the ADHD assessment

Physicians, Pediatricians, Psychiatrists, Neurologists

The assessment and diagnosis of ADHD by a medical professional is generally covered by your provincial health care plan, however, always ask if any additional fees will be charged.

The potential diagnosis of ADHD should include;

A medical history

As psychiatric medical history

Screening to rule out any possible physical disorders

Vision and hearing test

Psychologist

Psychologists may assess and diagnose ADHD, but they cannot prescribe medication. Psychologists are not covered by provincial health care plans, but may be partially covered by private health coverage. Speak to the psychologist prior to contacting your private insurance provider.

Psychoeducational assessments are different from an ADHD assessment.

Children who are struggling academically may seek a psychoeducational assessment to assess whether any coexisting learning disabilities (LDs) may exist along with ADHD. A complete assessment of a child's learning strengths and needs is essential for a student who continues to be impaired at school. Psycho-educational assessments cost approximately $2,000-$4,000

Important Things to Know About the Health Care Professional that you choose:

Their expertise in the area of ADHD

Their accreditation and registration (pertinent to a psychologist's ability to diagnosis)

What is the current wait time?

Do they provide long term follow-up care?

Is a full screening for other potential medical disorders part of the assessment process?

For more information about ADHD assessments please contact our Resource Navigator at info@caddac.ca

Treatment of ADHD in Children and Adolescents

ADHD should be treated using a "multimodal approach". Simply put, this means using more than one type of treatment. Examples of ADHD treatments are listed below

Educating parents, individuals, and any other adults who routinely interact with the child about ADHD is the first and most important component of an ADHD treatment plan. Studies have shown that providing education on ADHD greatly increases the chance that treatment will continue long term..

For more information on CADDAC programs please visit the following pages
Past Conferences and Workshops
Parenting Courses
Webinars Page

Children with ADHD may struggle to keep up with classroom demands, classroom accommodations may help improve academic outcomes

For a detailed list of possible classroom accommodations please refer to the ADHD in education section

Individuals with ADHD learn differently than their neurotypical counterparts and therefore it can be beneficial to hire an ADHD tutor to help your child if they are struggling academically.

For a list of ADHD tutors please refer to our Resource map

For the child

For the parent

Cognitive behaviour therapy

ADHD coaching addresses the academic, vocational, emotional, and interpersonal life difficulties that are a result of the core ADHD symptoms and tries to help individuals find a way to overcome these challenges.

To see a list of ADHD coaches in Canada please refer to our Resource map

To find out more information about CADDAC's ADHD coaching programs please refer to our Coaching programs

Sleep plays a major role in our health and development. For example, sleep is important for learning, attention, and memory, academic achievement, and even physical growth1, 2. As such, it is important for children to get age-appropriate quality and quantity of sleep! According to the National Sleep Foundation, school aged children (6-13 years old) should receive between 9 and 11 hours of sleep each night3. Children who sleep less or who have poor quality sleep (e.g., up and down throughout the night) will not be able to perform their best during the day, especially in school.

Document

Download PDF

For a comprehensive article reviewing the evidence of Cognitive Training and brain training strategies called Cognitive Training and ADHD: Sizing up the Evidence, please refer to the document below.

Document

Download PDF

It not usually recommended that children under the age of 6yr take ADHD medication, however in certain instances it may be required. Please speak with a knowledgeable ADHD physician to see if ADHD medication is right for your child.

In uncomplicated cases of ADHD, medication management is fairly straight forward and effective with minimal side effects. ADHD medication has been around for more than fifty years and there are thousands of published research papers on their safety and efficacy. There are two types of medications used to manage ADHD medication. For more information on medication please speak with a medical professional

1. Stimulant medication.

2. Non-stimulant medication

Please refer to the charts below for information on specific medications

Students

Students with ADHD may struggle with working memory, processing speed, organization, time management, and attention; all of which impact learning. Therefore, students may require classroom accommodations to help with their academic challenges. Below is a list of classroom accommodations that can be used if your child is struggling to keep up with grade level demands.

More resources on ADHD in Education please refer to our ADHD and Education page.

Types of Classroom Accommodations

Accommodations come in three distinct categories; instructional, environmental, and assessment. The following lists are examples of interventions that may impact the success of the ADHD student.

ADHD Symptoms, Impairments and Accommodations in the Elementary School Environment

This is a tool to help understand ADHD symptoms tied to potential individual classroom and learning impairments. The chart also lists appropriate accommodations for can be used for each specific impairment. Possible accommodations included in this chart are based on expert consensus opinion. There is no perfect accommodation for a given difficulty. Accommodations must be individualized.

Sample IEP

Also known as Special Education Plan (SEP), Individualized Program Plan (IPP), Student Support Plan SSP, Individual Support Services Plan (ISSP) depending on the province or territory Accommodations and modifications listed in the IEP are legal rights of the child.

The IEP must consider recommendations made by the committee who identifies the child. The IEP is a flexible, working document, which should be adjusted and improved with each reporting period
Download PDF

ADHD Symptoms, Impairments and Accommodations in the High School Environment

This is a tool to help understand ADHD symptoms tied to potential individual classroom and learning impairments. The chart also lists appropriate accommodations for can be used for each specific impairment. The possible accommodations included in this chart are based on expert consensus opinion. There is no perfect accommodation for a given difficulty. Accommodations must be individualized.

CADDAC'S MANDATE

CADDAC is a national charity that improves the lives of Canadians affected by ADHD through awareness, education, and advocacy.

Charitable Number: 828460329RR0001

by CADDAC. All Rights reserved.

Designed & Maintained by WP Expert

# data[].attributes.attachment_link.description
Symptoms must be at a level of impairment, meaning these symptoms are impairing their daily functioning, and they must be observed in two different settings before the age of 12 for a diagnosis to occur. The most important thing to note is that the medical professional you choose must be knowledgeable about ADHD.

# data[].attributes.attachment_link.readable_text
ATTENTION: Basics | Difficulties | Responses

Difficulties with Attention
According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), a standard reference source published by the American Psychiatric Association, there are three patterns of behavior that indicate ADHD: inattention, hyperactivity, and impulsivity (difficulty controlling one's actions). Signs of inattention as outlined in the DSM-IV include

becoming easily distracted by irrelevant sights and sounds

failing to pay attention to details and making careless mistakes

rarely following instructions carefully and completely

losing or forgetting things like toys, or pencils, books, and tools needed for a task

Signs of hyperactivity and impulsivity are

feeling restless, often fidgeting with hands or feet, or squirming

running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected

blurting out answers before hearing the whole question

having difficulty waiting in line or for a turn

Because everyone shows some of these behaviors at times, the DSM-IV contains very specific guidelines for determining when they indicate ADHD. The behaviors must appear early in life, before age 7, and continue for at least six months. In children, they must be more frequent or severe than in others the same age. Above all, the behaviors must create a real handicap in at least two areas of a person's life, such as school, home, work, or social settings. A child with some attention problems but whose school work or friendships are not impaired by these behaviors would not be diagnosed with ADHD. Nor would a child who seems overly active at school but functions well elsewhere.

Proper diagnosis offers some insight into what a child may be experiencing and helps direct parents and teachers to appropriate responses. Dr. Mel Levine and other researchers are developing an understanding of how brain function contributes to attention, and what interventions may work for some students. Dr. Levine views attention as consisting of three control systems: mental energy, processing, and production. Some children experience problems with all of these attention systems, while others may show strengths and weaknesses in different systems.

Attention Control Systems

Mental Energy
The first attention control system, mental energy, regulates and distributes the energy supply needed for the brain to take in and interpret information and regulate behavior. Children whose mental energy is not working effectively may become mentally fatigued when they try to concentrate, or have other problems related to maintaining the brain energy needed for optimal learning and behavior.

There are four mental energy controls. The first is alertness, a state of mind in which a child can effectively listen to and watch information being presented. Children who experience difficulty with alertness can appear to be daydreaming.

The second mental energy control is sleep and arousal balance. This control affects the ability to sleep well enough at night to be sufficiently alert during the day. Children who are experiencing trouble with sleep and arousal may find it difficult to get to sleep at night, or they may sleep poorly. They then have trouble getting up in the morning and may appear tired in class.

The third mental energy control is mental effort. This control initiates and maintains the flow of energy required for a child to start, work on, and complete a task. Mental effort is particularly important when children are faced with tasks that may not be especially interesting or personally motivating. Children who have difficulty with mental effort can benefit from having tasks broken down into smaller, more manageable parts.

The fourth mental energy control is performance consistency. It works to ensure a reliable, predictable flow of energy from moment to moment and day to day. Children who have trouble with performance consistency don't have problems all of the time. Sometimes they can concentrate and perform well, while other times they cannot. Their work output and behavior may be impossible to predict.

Processing
The second attention control system is called processing. This system helps a child select, prepare, and begin to interpret incoming information. Children who have difficulty with processing may have a range of problems related to regulating the use of incoming information.

There are five processing controls. The first is saliency determination. It involves selecting which incoming information is the most important. Children who have difficulty with this control may be distracted by things that aren't relevant and miss important information being presented.

The second processing control is depth and detail of processing. It controls how intensely children can concentrate on highly specific data. It enables them to focus deeply enough to recognize and remember necessary details.

The third processing control is cognitive activation. This active processing connects new information to what has already been learned through prior knowledge and experience. Children who are inactive processors are unable to connect to prior knowledge to assist their understanding of new information. In contrast, overactive processors are reminded of too much prior knowledge, making it difficult for them to maintain focus.

The fourth processing control is focal maintenance. This allows a child to focus on important information for the appropriate period of time. As Dr. Levine explains, "It isn't so much how long your attention span is, as it is how well-matched the duration of your attention is to the target at hand." Some children who don't concentrate long enough on certain things may concentrate too long on others.

The fifth and final processing control is satisfaction control. This control involves a child's ability to allocate enough attention to activities or topics of moderate or low levels of interest. "Insatiable" is a term used for children with poor satisfaction control who may be unable to concentrate on activities that are not exciting enough.

Production
The third attention control system is production. This area governs output -- including what children generate academically, behaviorally, and socially. Children with production control problems have a range of difficulties related to regulating academic and behavioral output. They may do things too quickly without thinking, planning, or previewing outcomes.

There are five production controls. The first is previewing. It involves considering more than one action or response and anticipating the likely outcome of a particular choice. Children who have difficulty with previewing may plunge into activities instantly and react too quickly.

The second production control is facilitation and inhibition. This is the ability to exercise restraint and not act immediately, to consider multiple options, and to choose the best one before acting or starting on a task. Children who have trouble with facilitation and inhibition frequently act impulsively and may appear to be doing only the first thing that comes to mind. These children may blurt out answers before being called upon in class.

The third production control is pacing, which means doing tasks or activities at the most appropriate speed. Pacing difficulties often show up in children's reading. Their reading pace may be so fast that they skip over words, have difficulty with multisyllable words, and show little reading comprehension.

The fourth production control is self-monitoring. It allows children to evaluate how they are doing while performing and after completing a task. This control allows children to regulate their attention and take corrective action.

The fifth production control is reinforceability. It allows children to use previous experience to guide current behavior and approaches to current tasks. Often called hindsight, this ability enables children to make use of precedent, experience, and prior knowledge to guide their decision making and actions.

Cause
Although scientists still know very little about the cause of ADHD, research suggests the disorder is biologically based. This means that there are likely chemical and/or structural problems in the brains of people with ADHD that inhibit their ability to focus, plan ahead, finish tasks, and so on.

Studies have shown significant structural and functional differences in the brains of children with ADHD relative to the brains of children who are progressing normally. One such study found several brain regions (prefrontal cortex, striatum, basal ganglia, and cerebellum) of children with ADHD to be significantly smaller than the same regions in children without ADHD.

Similarly, a study found that children with ADHD had much lower activity levels in areas of the brain that control attention, social judgment, and movement relative to non-ADHD kids. These decreased activity levels may be the result of structural problems in the brain -- connections that just don't exist -- or they may originate in chemical differences between ADHD children and non-ADHD children.

The neurotransmitter dopamine is an important brain chemical that has been linked to ADHD. A kind of chemical messenger, dopamine is thought to facilitate critical brain functions, including the ability to pay attention. In people with ADHD, researchers have found that receptors in the brain that normally respond to dopamine fail to work properly -- either because the brain is not producing enough dopamine or because it is reabsorbing the chemical too readily. Many researchers believe stimulant drugs like Ritalin work by making more dopamine available. Read about the medication debate.

Unfortunately, there is still much that remains a mystery. While researchers have identified chemical and structural differences between children with ADHD and non-ADHD kids, they are no closer to understanding what may cause these differences. Current research is focusing on environmental toxins, drugs, and genetic factors as possible causes of ADHD.

Given this uncertainty, the debate about how best to manage attention problems is not surprising. Although there is clear evidence that some children have benefited from drugs like Ritalin, for others, this may not be an appropriate response.

Signs of Attention Problems
A common misconception about children with attention problems is that they aren't paying attention at all. But children who struggle with attention may actually pay attention to everything; their difficulty is deciding what to focus on and maintaining that focus. And since attention is a complex neurocognitive process, there are several areas where signs of struggle appear.
Mental Energy
A student:

has difficulty concentrating; may complain of feeling tired or bored

does not seem to be well rested and fully awake during the day

has inconsistent work patterns that negatively impact quality and quantity of work

shows overactivity and fidgets -- especially pronounced when sitting and listening

Processing
A student:

processes too little or too much information; can't distinguish between what is important and what isn't

focuses too superficially or too deeply on information presented

has difficulty connecting new information with information already known

only pays attention to exciting information or highly stimulating activities

focuses for too brief a period

has problems shifting focus from one subject or activity to another

Try it yourself. Experience an auditory distraction.

Production
A student:

fails to preview the effects of statements or actions or to predict the outcomes of tasks or activities

has difficulty coming up with the right strategy or technique to accomplish a task

does not monitor quality of work or the effectiveness of strategies

does not use past successes and failures to guide current behavior, actions, or strategies

is apt to do too many things too quickly and some other things too slowly

has a poor sense of how time and how to manage it

If any of these signs occur inconsistently or in a particular subject area, they may be pointing to a different learning problem. When children struggle with reading, for example, because of a neurological breakdown that hinders their decoding ability, it is very difficult for them to concentrate and stay focused.

A controversial diagnosis

This question has nearly as many answers as there are people willing to voice an opinion on the subject. There has never been a consensus about the validity of the ADHD diagnosis in large part because researchers had, until recently at least, found no evidence of a biological cause. The question is further confounded by the fact that the criteria doctors use to diagnose the disorder are common behaviors that nearly all of us have demonstrated at some point: failing to pay attention to details, having difficulty waiting in line, and so on. See the essay to the left for more detail on diagnosis.

One view embraced by some neurologists, psychiatrists, and teachers asserts that there is no fundamental difference between people who regularly struggle with attention and those who can focus easily whenever they need to -- that any variation is only a matter of degree. These critics argue that scientific research has not uncovered a legitimate biological cause of the behaviors the American Psychiatric Association uses to define ADHD. They say the differences researchers have uncovered recently between people diagnosed with ADHD and people without are simply differences among people and not the causes of a disorder. ADHD-like behavioral problems, they argue, result instead from social factors, possibly including deficiencies in the parenting and education a child receives.

In contrast to this view, the majority of medical and psychiatric professionals accept that ADHD is a neurobiological disorder, meaning that the condition is caused by an abnormality in the brain -- either structural, or chemical, or both. They say the differences in diagnostic test results between someone with ADHD and someone without are measurable -- and significant. And, according to many ADHD researchers, their assertion of a likely biological cause is increasingly supported by brain research. Neuroscientists have found that, in general, certain areas of the brain are smaller in people with ADHD than in people without it, and their brains also produce smaller amounts of an important neurotransmitter.

# data[].attributes.attachment_link.title
Misunderstood Minds . Attention Difficulties | PBS

# data[].attributes.attachment_link.description
ATTENTION : Basics | Difficulties | Responses According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), a standard reference source published by the American Psychiatric Association, there are three patterns of behavior that indicate ADHD: inattention, hyperactivity, and impulsivity (difficulty controlling one's actions).

# data[].attributes.headline
10. Secondary school classroom accommodations

# data[].attributes.subject
10. Secondary school classroom accommodations

# data[].attributes.headline
11. Teaching strategies for Typical ADHD and EF impairments

# data[].attributes.subject
11. Teaching strategies for Typical ADHD and EF impairments

# data[].attributes.attachment_link.readable_text
If a child or youth you know is diagnosed with ADHD, it's important to learn about the disorder. It will help you to understand their behaviour and learn ways to manage it.

Treatment for ADHD usually includes some combination of:

Counselling

1. Behaviour skills training helps children learn:

good behaviours

how to work better with others

how to make choices that will help them reach their goals

2. Collaborative Problem Solving (CPS) teaches families how to work together to find solutions that pay attention to everyone's concerns.

3. Cognitive Behavioural Therapy (CBT) may be helpful for youth and young adults living with ADHD. They may easily feel frustrated or angry. They may act out when they don't know what to do with their troubling thoughts, feelings or behaviours. CBT can help them understand the thoughts behind their urges and how to deal with them before they become a problem.

4. Parenting skills training helps parents learn how to:

cope with ADHD symptoms

guide their child

predict problem situations

solve problems

enforce rules

give helpful feedback to their child

5. Family counselling helps all family members learn to cope with disruptive behaviour and encourage positive behaviour.

Changes at home

Here are a few things that may help children cope with troubling symptoms:

keep to the same schedule and routine every day, including a regular bedtime

use lists, charts, schedules or notes to help children remember important tasks or information

include children in managing their health - even a young child can tell you what's helping

regularly spend time doing things they are good at and enjoy

celebrate all successes, big or small!

Changes at school

Parents and schools can work together to help a child or youth cope with troubling symptoms. Here are some changes that may help:

move the child's desk to a quieter, less distracting area

use checklists and schedules to keep on track

make an Individual Education Plan (IEP) for them if it is necessary, which can help to:

provide different kinds of learning materials

set different learning goals

Healthy Living

Tips for healthy living activities that may help children cope with ADHD include:

regular physical activity to help restlessness

good sleep habits:

limit TV, video games and computer time before bedtime

try relaxing activities - quiet music, reading

same bedtime every night, even on weekends, holidays and vacations

a comfortable bedroom - dark, quiet and not too warm or cool

social activities to improve social skills and boost self-esteem like sports, dance or community volunteer work

other treatments like yoga and massage therapy to help children and youth relax and concentrate

social support such as a support group for parents and children living with ADHD to share information, learn new things, find help and stay connected with others

a healthy diet* - Canada's Food Guide has information on healthy eating in different languages

for additional healthy living tips and strategies check out our Healthy Living section

* In the past, people thought that ADHD might be linked to food products and food allergies. There is no clear evidence to show that ADHD or hyperactivity are caused by what we eat. Very strict diets that claim to "cure" ADHD can cause a lot of harm because children may not get the nutrients they need to grow. Many studies show that sugar does not cause hyperactivity. Researchers think sugar may be linked to hyperactivity because parents expect their children to be hyperactive after eating sugar. For more information on healthy eating, talk to a dietitian. Registered dietitians are available to answer your healthy eating and nutrition questions over the phone through HealthLinkBC by dialing: 811
Medication

There are two different types of ADHD medication:

Stimulant medication. These medications activate areas of the brain that control attention and body movements. This helps improve symptoms of ADHD. Stimulant medications are very safe and effective for children and youth who have been properly tested and diagnosed with ADHD.

Non-stimulant medication. If they can't take stimulant medication, children and youth may be prescribed other types of medications, such as antidepressants. The kind of medication will depend on the type of ADHD and other medical or mental health challenges.

Medication can help, but it may not solve all of the behaviour or social skills difficulties. That's why it's important to include education, counselling and skills training in the treatment plan.

# data[].attributes.attachment_link.description
If a child or youth you know is diagnosed with ADHD, it's important to learn about the disorder. It will help you to understand their behaviour and learn ways to manage it. Treatment for ADHD usually includes some combination of: Counselling 1.

# data[].attributes.headline
8. ADHD Expert Webinars & Podcast Episodes – Index by Date + Slides

# data[].attributes.subject
8. ADHD Expert Webinars & Podcast Episodes – Index by Date + Slides

# data[].attributes.attachment_link.readable_text
Register for Upcoming ADHD Webinars

Complete Archives: ADHD Webinars / Podcast Episodes + Slide Presentations

Coming here from our ADHD Experts Podcast and looking for an episode's slides? Find the episode number you're listening to and click the title. On the webinar replay page, enter your email address to download the slide presentation. Follow ADDitude's full ADHD Experts Podcast in your podcasts app:
Apple Podcasts | Google Podcasts | Spotify | Amazon Music | RadioPublic | Google Play | Pocket Casts | iHeartRADIO | Stitcher

July 31, 2020 [podcast episode #317]Ready, Set, Pivot: How to Prepare Your Kids (and Yourself) for an Unfamiliar School Year
with Sharon Saline, Psy.D.

May 19, 2020 [podcast episode #306]
Understanding the New ADHD Guidelines: A Parents' Guide to the Latest Standards for Diagnosing and Treating Children
with Mark L. Wolraich, M.D. and Joseph F. Hagan, Jr., M.D., FAAP

May 13, 2020 [podcast episode #305]
"I Thought I'd Be More Productive!" Why Women with ADHD Are Struggling While Staying at Home
with Michelle Frank, Psy.D.

May 7, 2020 [podcast episode #304]
Sensory-Smart Strategies for Children with Sensory Processing Disorder and ADHD
with Lindsey Biel, M.A., OTR/L, and Carol Stock Kranowitz, M.A.

April 17, 2020 [ podcast episode #298]
The Isolating Effect of Social Distancing for Teens with ADHD, Anxiety, and Depression
with Wes Crenshaw, Ph.D.

April 9, 2020 [ podcast episode #296]
QuaranTeens with ADHD: Keeping Your Impulsive Teen Safe at Home
with Wes Crenshaw, Ph.D.

March 25, 2020 [podcast episode #293]
The Secret to Making Friends: A People Skills Guide for Adults with ADHD
with Caroline Maguire, M.Ed., ACCG, PCC

April 9, 2019 [ podcast episode #268]
Engaging Career Paths for Teens and Young Adults with ADHD
with Rick Fiery

December 8, 2015 [ podcast episode #130]
What Really Causes ADHD-and What's the Best Way to Treat It?
with Stephen Hinshaw, Ph.D.

November 19, 2015 [ podcast episode #129]
Top 3 Pitfalls to Avoid When Taking ADHD Medication*
with Laurie Dupar, PMHNP, RN, PCC

October 21, 2015 [podcast episode #125]
Just Diagnosed? How to Succeed with Adult ADHD
with Michele Novotni

September 30, 2015 [ podcast episode #123]
Addressing ADHD Behaviors in the Classroom
with Chris Dendy

September 22, 2015 [ podcast episode #122]
Where Is My Notebook? Teaching Organization Skills That Last*
with Shari Gent

September 16, 2015 [ podcast episode #121]
Why Don't I Have a Best Friend?*
with Fred Frankel

June 24, 2015 [ podcast episode #110]
Summer Learning Strategies*
with Jodi Sleeper-Triplet

August 26, 2014 [ podcast episode #75]
The 10-Step Plan for Moms of ADHD Kids: How to Feel Supported, Understood, and Not Alone
with Kirk Martin

June 3, 2014 [ podcast episode #56]
"Defuse the Defiance-Treating Oppositional Defiant Disorder"
with William Dodson, M.D.

May 6, 2014 [ podcast episode #59]
The ADHD Explosion: The Facts Behind the Rapid Rise in Diagnoses
with Stephen Hinshaw, Ph.D.

November 25, 2013 [ podcast episode #48]
Secrets to Raising a Confident, Successful, Happy ADHD Child*
with William Dodson, M.D.

June 4, 2013 [ podcast episode #16]
ADHD in Women: How to Unlock Your Potential After a Midlife Diagnosis*
with Zoë Kessler

May 23, 2013
How Our Understanding of ADHD Is Changing*
with Dr. Thomas Brown

April 3, 2013 [ podcast episode #11]
The College Transition: How to Prepare Your ADHD/LD Teen for Success in Life*
with Theresa Maitland

March 15, 2013 [ podcast episode #9]
Your Back to School Game Plan*
with Chris Dendy

March 1, 2013 [ podcast episode #7]
Carrot & Stick: Dealing with Challenging Behaviors in Young Children*
with Mary Rooney, Ph.D.

January 22, 2013 [ podcast episode #36]
Tame Your To-Do List: Stay On Time & On Task with ADHD
with Beth Main

* slides not available

# data[].attributes.attachment_link.title
ADHD Expert Webinars & Podcast Episodes - Index by Date + Slides

# data[].attributes.attachment_link.description
Coming here from our ADHD Experts Podcast and looking for an episode's slides? Find the episode number you're listening to and click the title. On the webinar replay page, enter your email address to download the slide presentation.

# data[].attributes.attachment_link.title
Classroom Strategies for Teachers of Students with ADHD or LD

# data[].attributes.attachment_link.description
An educator who understands ADHD and learning disabilities can make a meaningful difference in children's lives. Become that inspiring teacher your students will remember into adulthood with these ...

# data[].attributes.headline
11. ADHD Parenting: behavior, discipline, schedules, routines, organization, health and nutrition, positive parenting, school and learning... 

# data[].attributes.subject
11. ADHD Parenting: behavior, discipline, schedules, routines, organization, health and nutrition, positive parenting, school and learning... 

# data[].attributes.attachment_link.title
ADHD in Children: ADD Parenting Help Behavior, Discipline, Self-Esteem

# data[].attributes.attachment_link.description
This comprehensive guide to parenting a child with ADHD won't waste your time with run-of-the-mill advice. You need ADD-tested strategies, and here they are - everything you need to know about oppo...

# data[].attributes.headline
9. The Important Role of EF and Self-Regulation in ADHD

# data[].attributes.subject
9. The Important Role of EF and Self-Regulation in ADHD

# data[].attributes.headline
13. Favorite Books for Kids with Learning and Attention Issues

# data[].attributes.subject
13. Favorite Books for Kids with Learning and Attention Issues

# data[].attributes.attachment_link.readable_text
The appeal of book series

Genres: humor, fantasy, mysteries, historical fiction and more

Topics: adventure, school, sports, fascinating facts and more

Popular formats: graphic novels, beginning chapter books, audiobooks and more

Books featuring kids with learning and attention issues

Who took the survey?

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.

# data[].attributes.attachment_link.title
Favorite Books for Kids with Learning and Attention Issues

# data[].attributes.attachment_link.description
Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.

# data[].attributes.headline
14. Comprehensive Parent Kits (ages 6-12 and 13-18): articles, books for parents and for children, websites

# data[].attributes.subject
14. Comprehensive Parent Kits (ages 6-12 and 13-18): articles, books for parents and for children, websites

# data[].attributes.attachment_link.readable_text
ADHD Families has pulled together a number of resources that we think will help with your questions about ADHD. This section will continue to build on the recommended resources and provide you with the support that you need.

Many of these resources are available through the CanLearn library or through the Family and Community Resource Centre at the Alberta Children's Hospital.

Recommended Articles

Brain Games are Bogus - The New Yorker. (PDF)

Many parents are looking for ways to help improve their child's memory and attention. Recently, brain games and other computer-based training programs have become quite popular. This article explains some of the limitations that research has found about these games. Parents need to consider the research as well as the claims that these companies make. ADHD treatment should include multiple approaches, with the understanding that there is no real "cure."

Dispelling Myths About ADHD. (PDF)

ADHD is a frequently discussed disorder in everyday culture, and as a result, there are a lot of myths about ADHD that families should be aware of. This article provides information about some common ADHD myths.

Démystifier le TDA/H. (PDF)

This is the French version of the above article on ADHD myths.

Reframing ADHD. (PDF)

The resource talks about how to think about ADHD differently and how ADHD affects students in various ways. If parents and teachers can shift their perspective, they can begin to see youth with ADHD in a more positive light and provide them with the support they need. This resource may also be helpful for teachers.

Recadrer Notre Perception du Trouble du Déficit de L'attention Avec Hyperactivité (TDA/H). (PDF)

This is the French version of the above article on Reframing ADHD.

Working Memory. (PDF)

Working memory can hold information in your mind while working with it or using it while completing a task. Often, individuals with ADHD have difficulties with working memory. This resource provides information about working memory and some strategies that may help accommodate working memory deficits. This resource may also be helpful for teachers.

Soutenir les Élèves Ayant des Problèmes de Mémoire de Travail. (PDF)

This is the French version of the above article on Working Memory.

Fidget Toys Fact Sheet. (PDF)

This resource provides general information about fidget toys and how they can be used to support and increase attention and concentration. Weblinks for related resources are also provided.

Info Rx - ADHD for Kids & Teens. (PDF) and Info RX - ADHD for Parents. (PDF)

These resource lists were compiled by CanLearn Society and the Family & Community Resource Centre. You can check with your local library or with The Alberta Library for the availability of these resources. These resources can also be borrowed from the Family & Community Resource Centre or CanLearn Society.

The Use of Alternative Therapies in Treating Children with Attention Deficit Hyperactivity Disorder - Canadian Paediatric Society. (PDF)

The brief article summarizes several alternative treatments for ADHD and what we know so far about their effectiveness for treating ADHD.

Recommended Books for Parents

Attention Deficit - Hyperactivity Disorder. H. Moghadam.

A concise book to address the concerns of parents and teachers of children with ADHD.

Can I Tell You About ADHD? : A Guide for Friends, Family, and Professionals. Susan Yarney.

Ben, a young boy with ADHD, explains how he was diagnosed, coping strategies, and what it feels like to have ADHD.

Some Kids Just Can't Sit Still! Sam Goldstein.

This story explains why children with ADHD react differently to situations in their daily lives. Symptoms of ADHD are explained in an entertaining way and this tale helps children to understand their differences, accept treatment, and retain positive self-esteem.

Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Russell A. Barkley.

This book provides guidance and tips about ADHD and treatment.

The ADHD Workbook for Kids: Helping Children Gain Self-Confidence, Social Skills, and Self-Control. Lawrence E. Shapiro.

The ADHD Workbook for Kids offers a simple way to help children with ADHD learn these critical skills in just ten minutes a day. The workbook includes activities for children with ADHD to learn how to handle everyday tasks, make friends, and build self-esteem. It also gives strategies to help them to learn to overcome the most challenging aspects of the disorder.

The ADHD Workbook for Parents: A Guide for Parents of Children Ages 2-12 with Attention-Deficit/Hyperactivity Disorder. Harvey C. Parker.

This workbook helps parents with the daily tasks involved in raising children with ADHD. The handbook offers practical instruction, helpful worksheets, and practical exercises that allow parents to advocate for their child in the classroom and build structure in the home. The strategies will help parents to manage behaviours, handle homework, and manage medication.

Recommended Books for Kids

A Walk in the Rain with a Brain. Edward Hallowell.

A little girl named Lucy learns that "everyone's smart! You just need to find out at what!"

All Dogs have ADHD. Kathy Hoopmann.

Filled with photographs of dogs, this book brings to life familiar ADHD characteristics such as being restless and excitable, getting easily distracted, and acting on impulse.

Attention, girls! : A Guide to Learn All About Your ADHD. Patricia Quinn.

Written for 'tween' girls (ages 7-11) who have ADHD. It provides practical tips and techniques for managing attention disorders and the effect this disorder can have on your life.

Cory Stories. Jeanne Kraus.

Cory describes what it is like to have ADHD by describing various aspects of his life and coping mechanisms.

Learning to Slow Down and Pay Attention: A Book for Kids about ADHD. Kathleen G. Nadeau and Ellen B. Dixon.

An illustrated book that provides strategies and tips for kids to cope with ADHD.

My Brain Needs Glasses: Living with Hyperactivity. Annick Vincent.

A funny book to help children understand what living life with ADHD is like.

Putting on the Brakes: Understanding and Taking Control of Your ADD or ADHD. Patricia O. Quinn and Judith M. Stern.

A guidebook for kids with ADHD to help them be successful in managing their ADHD symptoms.

Recommended Websites

CanLearn Society. CanLearn provides assessment services, resources, programs, and ADHD Coaching for families.

ADDvance. The ADDvance website was founded by Patricia Quinn, M.D. and Kathleen Nadeau, Ph.D., both internationally recognized authorities on ADHD. This website provides great information and resources for families on ADHD.

CADDRA. The Canadian Attention Deficit Hyperactivity Disorder Resource Alliance website provides information for children, adolescents, parents, and educators. Look for the "Public Info" tab.

CADDAC. Centre for ADHD Awareness, Canada. CADDAC is a national, not-for-profit, organization providing leadership and support in awareness, education and advocacy for ADHD organizations and individuals across Canada.

Community Education Service. The Community Education Service (CES) provides parents/caregivers and other community members with opportunities to access free, evidence-informed education sessions and resource materials to address child, youth, and family health and mental health needs. The Community Education Service (CES) falls under Alberta Health Services' Child and Adolescent Addiction and Mental Health Programs (CAAMHP).

LD Online. Resources for educators, parents, and children on ADHD and learning disabilities. This is an American site.

Understood: For Learning and Attention Issues. This is a great site with information on ADHD and learning disabilities for families and educators. This is an American site.

# data[].attributes.attachment_link.description
ADHD Families has pulled together a number of resources that we think will help with your questions about ADHD. This section will continue to build on the recommended resources and provide you with the support that you need. Many of these resources are available through the CanLearn library or through the Family and Community Resource Centre at the Alberta Children's Hospital.

# data[].attributes.headline
15. Books for Children With ADHD: Titles to Inspire and Teach Kids and Parents Alike

# data[].attributes.subject
15. Books for Children With ADHD: Titles to Inspire and Teach Kids and Parents Alike

# data[].attributes.attachment_link.description
Here is a list of books for children with ADHD to help them understand what the diagnosis means, which includes picture books, games, and activity books.

# data[].attributes.headline
16. 10 Books  about ADHD That Every Parent Should Read

# data[].attributes.subject
16. 10 Books  about ADHD That Every Parent Should Read

# data[].attributes.attachment_link.readable_text
Parenting a child with ADHD or LD is overwhelming and lonely. Consult these books to remind yourself that other parents have navigated these waters, and have incredible support, insight, and tips to share.

Blond girl and mother reading book

1 of 11

Taking Charge of ADHD book cover

2 of 11

8 Keys to Parenting Children with ADHD book cover

3 of 11

The Misunderstood Child book cover

4 of 11

The Explosive Child book cover

5 of 11

6 of 11

The Out-of-Sync Child book cover

7 of 11

The Complete Guide to Special Education book cover

8 of 11

Smart but Scattered Teens is a great book for parents of ADHD children to read

9 of 11

A New Understand of ADHD in Children and Adults is a great book for parents of children with ADHD.

10 of 11

The Dyslexia Empowerment Plan is a great book for parents with ADHD and dyslexia children to read

11 of 11

More Articles Recommended For You

# data[].attributes.attachment_link.description
Parenting a child with ADHD or LD is overwhelming and lonely. Consult these books to remind yourself that other parents have navigated these waters, and have incredible support, insight, and tips to share.

# data[].attributes.headline
14a. EF in the classroom: teaching strategies

# data[].attributes.subject
14a. EF in the classroom: teaching strategies

# data[].attributes.attachment_link.description
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual

# data[].attributes.headline
17. What are executive function skills and how to help kids

# data[].attributes.subject
17. What are executive function skills and how to help kids

# data[].attributes.attachment_link.readable_text
What Are Executive Function Skills?

Have you ever heard of executive function skills? They are an incredibly important set of skills we use every single day!

Beginning at a very young age, we apply this combination of skills to daily activities and situations, such as playing, learning, and socializing. Overall, they help us accomplish important things and reach new achievements.

Examples of ways we use executive functions skills:

.While playing peek-a-boo, babies know where an object is even if it can't be seen.

Children take turns and share with peers.

They learn to be okay with losing.

They follow directions from adults.

While socializing.

Baby learns to focus and pay attention to people as they talk.

They at first imitate others, then learn how to use gestures and expressions during communication.

Children learn to talk through issues with their friends and find a solution.

As they get older, they organize gatherings with their friends and follow-through with those plans.

At school.

Children manage their time properly in order to get assignments and tests done on time.

They pay attention to learn new things.

They keep handouts organized by subject so they can easily find the materials we need.

Executive Function: Know the Basics

When do we begin developing executive function skills?

Executive function skills begin developing when we are babies! We first start to use these skills at a very young age, possibly before our first birthday. Executive function skills become increasingly important in social and school settings, and continue to develop and change throughout our lives due to learning and life experiences.

Why do we need executive function skills?

Executive function is about functional skills. These are skills that help us with daily routines, school work, friendships, working, playing, etc. With executive function, we take what we know and find practical and important ways to use those skills.

For example, as a child we learn how a light switch works. Then, we apply that information to help us in a new situation or environment, such as knowing how to use a light switch in a different house, or how to figure out different types of switches. Using information we learned to solve problems is an important use of executive function skills.

What are some of the different areas of executive function skills?

There are many areas of executive function skills. Three of them are:

Working memory: This type of memory helps us remember and apply information to everyday activities, to put our memories to "work". An example of working memory would be remembering the rules of a game while playing that game.

Self-control: The ability to think about what to do before doing it, with control over our reaction. For example, self-control is at work when we raise our hand and wait to be called on before giving an answer.

Mental flexibility: The ability to switch efficiently between multiple subjects. This is a key skill set to participate in learning, play, and social environments that require problem solving, working with others, or trying new things. For example, mental flexibility is at work when we switch from recess to the classroom, and are able to appropriately function in both environments.

What do executive function skills help with?

Reading and applying what you learn

Getting to work or school on time

Completing a list of chores

Playing with friends and siblings

Cleaning your room

Cooking

Working with a group

Finishing a project

Asking for help when you need it

Checking over your homework before turning it in

Getting along with people even if you are upset

How can parents help develop and improve executive function skills?

Have predictable routines from a young age

Provide baby with age-appropriate toys and household items to play with and explore

As a baby, use imitation games such as clapping hands to build memory skills and teach baby how to copy you

As they grow older, continue to model the behavior that you would like to see in your children

Bring children along on errands

Let them try new things and complete tasks to help build confidence

Acknowledge good behavior

Talk through steps of an activity

Provide opportunities for free, creative play and problem solving

Executive Function Activities

Keeping every age active and using their executive function skills

Keep exercising your child's executive function skills using these everyday tasks.

What to Watch For

How to know if your child is struggling with executive function

Potential signs and risk factors of executive function issues in children include:

General delays in motor, cognitive, or communication development

Significant differences in responses to sensory experiences, e.g. too sensitive or not sensitive enough

Becomes easily frustrated and struggles to manage emotions or is not easily calmed as a baby

Has rigid routines and dislikes change

Struggles to make adjustments after getting used to doing something a certain way

Has difficulty completing simple, age-appropriate tasks

Difficulty with age-appropriate social interactions

Struggles to participate in age-appropriate play

Needs more help with tasks than other children his or her age

Struggles with time management

Difficulty starting task on their own

Disorganized

Difficulty using and applying information from memory

Forgets rules easily

Difficulty planning and completing projects

Appears impulsive

Poor emotional control

Struggles with open ended tasks

Executive Function skills are learned skills. With practice and a little help, all children can improve their executive functions. Practice makes better!

If you feel your child is struggling, talk to your healthcare provider. It's important to remember executive function skills use a combination of motor, sensory, and communication skills, so talk to your healthcare provider if you notice delays in any of those areas.

There are pediatric specialists who may be able to help your child with executive function including:

Physical Therapists: Strive to make every session fun, while working on improving strength, flexibility, range of motion, posture, balance, and movement patterns. If your child has difficulty in any of these areas, talk with your child's healthcare providers about the impact physical limitations can have on executive function development, and to see a physical therapist to address these issues.

Occupational Therapists: Help children master daily life skills by helping them strengthen the physical, cognitive, and sensory skills required to achieve every day activities. Occupational therapists address underlying skill limitations while providing adaptive strategies to help children perform daily tasks as independently as possible, which in turn helps children further build their skills and confidence.

Speech-Language Pathologists: Work to give children the tools to communicate effectively. Children may feel stressed or anxious if they are unable to express their feelings. Speech-language pathologists aim to improve a child's ability to use verbal and non-verbal communication, and engage in meaningful learning and social activities.

Developmental and Behavioral Pediatricians: Address developmental delays and disabilities, attention and behavioral issues, regulatory and habit disorders, and anxiety and stress management.

# data[].attributes.attachment_link.title
Learn the Basics of Executive Function | Free Resources

# data[].attributes.attachment_link.description
Executive function skills are important skills that we use everyday. Learn about how you can help your child develop & improve executive function skills.

# data[].attributes.headline
14b. Executive Function in the Classroom: Practical Classroom Lessons for Building Resilient Minds

# data[].attributes.subject
14b. Executive Function in the Classroom: Practical Classroom Lessons for Building Resilient Minds

# data[].attributes.attachment_link.description
This site and the lessons contained within were developed by a team of classroom teachers at Mountain View High School in Centreville, VA. Over ten years ago we identified a specific need in our...

# data[].attributes.attachment_link.readable_text
Executive skills are skills that youngsters need to function independently. They include planning, organization, task initiation, sustained attention, goal-setting, decision-making, and problem solving.

For children with LD or attention disorders, developing these skills often does not come naturally. Instead, they must be expressly taught through direct instruction, and nurtured through close supervision. Following are some key principles to guide you and your child's teacher as you work to improve these important skills:
1. Consider your child's developmental level
Understand what's normal for his age. If his skills are delayed or deficient you will need to intervene with tasks that match his actual developmental level. If you're not sure what's normal for his age, talk to his teacher and other parents.
2. Move from the external to the internal
Begin by changing things in her environment before trying to change her. For example, start with changing her physical or social environment, altering the tasks you expect her to perform, or changing the way you interact with her by providing cues, supervision, and encouragement.
3. Use-rather than fight 4. Modify tasks to match work capacity -5. Teach deficient skills your child 6. Provide the minimum support necessary for success 's innate drive for mastery and control 7. Use incentives to augment instruction
From an early age children work hard to control their own lives. Support this agenda by creating routines and schedules so he'll know what to expect. Build in choices to give him some control. Practice difficult tasks in small steps, increasing demands gradually, and using negotiation rather than authority.
8. Provide supports and supervision until success is achieved
The goal is to teach your child to engage in work by getting her to override her desire to quit or to do something preferable. This is done by making the first step of a task easy and immediately following with a reward. Gradually increase the effort she must expend to achieve the reward; either increase the task demands or increase the amount of time you expect her to work before earning the reward.
9. Gradually cut back support, supervision, and incentives
Rather than expecting your child to acquire skills through observation or osmosis, intentionally teach the skills he lacks. Define a skill and select a task with which to teach it. Outline the steps required to complete the task, and provide ongoing modeling, cueing, support, and supervision until he is able to perform the task on his own.

Adults often provide too much or too little support. In either case, the child does not develop the ability to perform the task independently. Determine how far your child can get in a task without help and then intervene. Do not do the task for her; offer enough support (physical or verbal, depending on the task) to get her over the hump and moving toward success.

Incentives can be simple (praise) or elaborate (a point system that lets him earn rewards daily, weekly, or monthly). For some tasks-and some children-mastery of the task is incentive enough. Other tasks, however, do not have built-in incentives. Rewards make the effort of learning a skill and performing a task less burdensome. Furthermore, placing an incentive after the task teaches the child to delay gratification-a valuable skill in its own right.

Parents often set up a procedure, see that it's working, then drop what they're doing yet still expect their child to be successful. For example, a parent may walk her child through the process of organizing his desk, then leave him to maintain the organization scheme before he's had a chance to practice and master it. Mastery does not come all at once; it's a process that requires your feedback along the way.
Peg Dawson is a psychologist at the Center for Learning and Attention Disorders in Portsmouth, NH and a member of Smart Kids' Professional Advisory Board.
While some parents fail to keep interventions in place long enough for their child to achieve success, others keep the same level of support and supervision in place long after their child is capable of acting independently. Remove supports gradually as your child achieves mastery of new skills. Remember principle No. 6: Don't cue or prompt your child when she doesn't need it. Likewise, don't go from all to nothing too abruptly. That's the equivalent of going from training wheels to pushing your child off on a two-wheeler and expecting her to ride without falling.

The long-term goal is to be able to send your child out into the world armed with a set of skills he can use to tackle problems on his own.

For more information, see Smart But Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential, by Peg Dawson, Ed.D and Richard Guare, Ph.D, Guilford Press, 2008.

Related Smart Kids Topics

# data[].attributes.attachment_link.description
Executive skills are skills that youngsters need to function independently. They include planning, organization, task initiation, sustained attention, goal-setting, decision-making, and problem solving. For children with LD or attention disorders, developing these skills often does not come naturally. Instead, they must be expressly taught through direct instruction, and nurtured through close supervision.

# data[].attributes.attachment_link.readable_text
By Peg Dawson, Ed.D with Eve Kessler, Esq.

Have you ever wondered why adolescence is characterized by change, confusion, high emotions, and impulsive decision-making? It's largely a function of brain development: The part of the brain responsible for decision-making (the frontal lobe) is still evolving, and will continue to do so until about age 25. Consequently, the ability for adolescents to make mature judgments is often overwhelmed by "gut" instincts rather than guided by thoughtful reasoning.

Everyone with ADHD has an executive function disorder, but so do many without attention deficits.

Thanks in part to underdeveloped executive functions during these turbulent years, teens can be woefully impulsive. They may lack the ability to consider consequences of their actions, control their emotions, sustain attention, be flexible when faced with setbacks, and self-monitor. They are likely candidates to engage in risky behaviors, including substance abuse, unprotected or random sex, gambling, eating disorders, self-mutilation, and preoccupation with appearance. Emotionally they may experience difficulties such as mood swings, suicidal thoughts, and aggressive behaviors. In school their poor planning and organizational skills may result in poor academic performance.

Improving EF Skills

To reduce risk-taking behaviors, teens must explicitly be taught executive function skills. They will not learn them by osmosis or from their surroundings. Parents may initially serve as their child's "external" frontal lobe, but the objective should be for adolescents to internalize the skills and strategies to become independent learners with the full array of executive functions.

For parents, it's a struggle to strike a balance-to allow teens the independence they crave and give them the positive feedback they need, while teaching them the skills and strategies necessary to make good judgments. While it is easy for teens to view parents as nagging or controlling, once they begin to feel more grounded and self-content and see positive results in their academic work and social relationships, they will understand the importance of making the skills their own.

Acknowledge and Address Challenges

For teens with executive function deficits, avoiding risky behavior is tied to taking responsibility for themselves. They need to move past denial to become comfortable with who they are; they need to acknowledge their strengths and challenges and learn to address their needs creatively and specifically.

The importance of this "buy-in" cannot be overestimated. Without it, teens struggle with their differences. They lack the self-esteem they need to succeed, become depressed and apathetic, and develop bad habits that are hard to break, such as making excuses and blaming others for their challenges and failures.

On the other hand, when teens are able to understand and confront their needs, they are likely to become efficient self-starters, more organized and goal-oriented than their peers. They often find creative ways to address problems, such as using cell phones as alarms, reminders and calendars for compiling lists and making notes throughout the day. Honing their self-advocacy skills, these teens feel comfortable describing accommodations or modifications in the classroom and, later in life, will be able to apply their advocacy skills in the workplace.

Finding a Passion

Another key to preventing risky behavior is for teens to find their passion. Many adolescents with executive function challenges thrive on out-of-the-box interests. Parents, in supporting their teen's quest to find activities to pursue enthusiastically should allow all doors to remain open for consideration. Theater, dance, visual arts, stand-up comedy, creative writing, journalism, entrepreneurship, and consulting are just a few possibilities to keep in mind.

Since many teens with learning and attention issues are late bloomers, this may be a long process and involve several false starts. Once teens find what they are looking for, however, their passions may serve as replacements for risky behavior. Pursued zealously, they will bring excitement and "highs" similar to those associated with addictions. And in addition, teens will gain self-esteem and self-confidence, learn important skills, and create friendships based on positive shared interests.
This article is based on a presentation by Peg Dawson, Ed.D., sponsored by Smart Kids with LD. Dawson is a psychologist at the Center for Learning and Attention Disorders in Portsmouth, NH and a member of Smart Kids' Professional Advisory Board. Eve Kessler, Esq., a criminal appellate attorney with The Legal Aid Society, NYC, is co-founder and President of SPED*NET, Special Education Network of Wilton (CT), and a Contributing Editor of Smart Kids.
Related Smart Kids Topics

# data[].attributes.attachment_link.description
By Peg Dawson, Ed.D with Eve Kessler, Esq. Have you ever wondered why adolescence is characterized by change, confusion, high emotions, and impulsive decision-making? It's largely a function of brain development: The part of the brain responsible for decision-making (the frontal lobe) is still evolving, and will continue to do so until about age 25.

# data[].attributes.headline
15. Some Thoughts	for	Teachers on Helping	Teenagers Develop Task Initiation

# data[].attributes.subject
15. Some Thoughts	for	Teachers on Helping	Teenagers Develop Task Initiation

# data[].attributes.headline
16. How to Set Up a Tier 1 Intervention for Promoting Executive Skill Development

# data[].attributes.subject
16. How to Set Up a Tier 1 Intervention for Promoting Executive Skill Development

# data[].attributes.headline
20. Tips for Caregivers and Parents on	Schooling at Home: What Role Do Executive Skills	Play?

# data[].attributes.subject
20. Tips for Caregivers and Parents on	Schooling at Home: What Role Do Executive Skills	Play?

# data[].attributes.attachment_link.description
In the amygdala, the cerebellum, and elsewhere.

# data[].attributes.headline
11. Sneaky Sensory Triggers in ADHD That No One Talks About

# data[].attributes.subject
11. Sneaky Sensory Triggers in ADHD That No One Talks About

# data[].attributes.attachment_link.readable_text
Virtually anyone can have a sensory processing issue; however, more often than not, sensory processing challenges affect the neurodiverse. More specifically, they're commonly seen in neurodevelopmental disorders such as ADHD and autism.

A 2015 review found that children with ADHD had substantially more sensory processing issues than neurotypical children. It is so prevalent that in 2019, researchers even called for sensory over-responsivity to be added to diagnostic criteria for ADHD.

These "hypersensitivities" are best characterized as having an extreme or heightened reaction to sensory stimuli such as sight, sound, taste, touch, smell. This emotional reaction is sometimes referred to as "sensory overload," characterized by difficulty regulating emotional responses to sensations. In short, the brain is overwhelmed with more sensory information than it can process, often resulting in feelings of anxiety, anger, and fear.

Although "sensory issues" may sound trivial, they can significantly interfere with everyday functioning and are beginning to be taken more seriously by the mental health community. Individuals more susceptible to these hypersensitivities experience sensations more intensely and for more extended periods than neurotypicals. Consequently, it's not uncommon for these individuals to demonstrate "fight or flight" behaviors such as agitation, panic, and a general feeling of being "unsafe."

Because all senses can be affected by sensory modulation difficulties, all aspects of life can be affected as well. The sensory processing literature is replete with evidence that sensory issues are associated with negative affect, aggressive behaviors, emotional reactivity, decreased overall well-being, social participation, and anxiety.

One study even found that more sensory issues in ADHD predict higher levels of aggression and delinquency. These unfortunate-and, more importantly, preventable-consequences speak to the importance of early detection and intervention.

Symptoms of Sensory Overload

Sensory overload can be triggered by overstimulation of one or all five senses, and the emotional and physical reactions can be mild, moderate, or severe.

In children, it often looks like a complete meltdown. It's not unusual for children to:

Cry

Whine

Run away

Avoid specific people, places, and situations

Close their eyes

Cover their nose

Cover their ears

Gag at different smells, tastes, and textures

Complain of nausea

Perseverate on a specific sensation-i.e., a tag, seam, or certain type of fabric

In teens and adults, symptoms include:

Inability to ignore loud sounds, strong smells, or other types of sensory input

Anxiety and fear

Extreme sensitivity to clothing or different textures

Feeling overwhelmed or agitated

Irritability

Difficulty focusing

Restlessness

Types of Sensory Triggers in ADHD and How to Handle Them
1. Touch-Tactile Sensitivities
Triggers: Hugs, unwanted personal contact, hair brushing, brushing teeth, touching sticky things, clothing that's too tight or itchy, holding a pencil, clothing tags, sock seams, certain fabrics.
How to accommodate:
Luckily, many brands now create sensory-friendly clothing for children and adults. A simple internet search will yield thousands of hits. There are even unique detangling hairbrushes available on the market for those who struggle with hair-brushing.
2. Sound-Auditory Sensitivities
Triggers: Loud noises, fireworks, music, barking, chewing, crunching, tongue clicking, tapping, slurping, swallowing, nail filing, chirping, whistling, and movie theaters. These triggers could indicate that the individual is struggling with a condition called misophonia, which is Greek for "hatred of sound." These sounds elicit extreme emotional reactions such as anger, rage, and disgust.
How to accommodate:
Earplugs, ear pods, and noise-canceling headphones are all valuable tools. Special headsets for the hearing impaired are also offered at certain movie theaters, which allow you to control the volume of the movie. Call ahead to see if your local movie theater carries the device.

Parents may also need to be understanding of their child wearing earplugs at the dinner table if it means eating together as a family. If that's not a viable option, allow for background music to muffle out the chewing sounds at dinner.
3. Sight-Visual Sensitivities
Triggers: Bright lights, flashing lights, video games, TV shows
How to accommodate:
Sunglasses, hats, dimming lights, and getting rid of fluorescent lightbulbs are all helpful solutions. Spending less time on screens can also reduce the likelihood of being triggered.
4. Smell-Olfactory Sensitivities
Trigger: Perfumes, colognes, aftershaves, cigarette smoke, gases, and food can cause individuals to become nauseous, gag, or even throw up. Many people report feeling distracted, "wound up," overwhelmed, and agitated by scents that others would have difficulty even noticing.
How to accommodate:
An excellent place to start is identifying triggers. Cooking with your family is a great way to understand which foods or scents elicit adverse emotional reactions. Making your environment as fragrance-free as possible is also helpful. Finally, keeping rooms well ventilated may be the best option. Keep a set of Kleenex with you at all times, just in case you need to cover your nose.
5. Taste and Texture-Gustatory Sensitivities
Triggers: Brushing teeth, hot food, cold food, specific textures-i.e., smooth, crunchy, or pureed food-particular flavors of food (i.e., food that is too sugary, too sweet, too salty)
How to accommodate:
Multiple sensory-sensitive toothbrushes are designed with soft bristles to reduce tooth and gum pain. As for food and eating issues, please note a significant difference between a "picky eater" and someone with a sensory processing issue. Picky eaters typically do not exhibit the extreme reactions seen during sensory overload. For example, a picky eater will not gag, panic, or cry when trying new foods. An individual with gustatory sensory issues might.

Occupational therapy for children is beneficial and essential as nutritional deficiencies are associated with this sensory issue.
To find a therapist, visit the Psychology Today Therapy Directory.

# data[].attributes.attachment_link.title
Sneaky Sensory Triggers in ADHD That No One Talks About

# data[].attributes.attachment_link.description
Sneaky sensory triggers could be ruining your day. Here's how to handle them.

# data[].attributes.headline
 21. 10 Tips for Helping Kids with ADHD Manage Screen Time

# data[].attributes.subject
 21. 10 Tips for Helping Kids with ADHD Manage Screen Time

# data[].attributes.attachment_link.readable_text
If you frequently battle about screen time with your kids (don't we all!) but want to learn how to enforce healthy boundaries, you're certainly not alone.

Most parents are concerned about their child's screen time. But parents and caregivers seem to have an extra challenge in helping kids with attention deficit hyperactivity disorder (ADHD) manage screen time.

"Electronic usage is part of daily life and is not inherently problematic, and as with many other issues, it is an issue of moderation," says Mary Jane Weiss, PhD, BCBA-D, LABA, of Endicott College.

While screen time is associated with some benefits and some adverse side effects, it's important for parents to examine their child's screen use, the impact it's having on the child, and the child's overall behavior and well-being.

One positive effect of screen time for children with ADHD, says Weiss, is a high level of engagement in a preferred activity.

"Many children enjoy screen time, and it can be used as a reward for other less preferred tasks (such as homework completion), and depending on the activity, screen time can also be instructive," she says.

For visual learners, Weiss says that engaging in academic tasks in virtual format may be more appealing and may even be more effective. It's also a social outlet for many kids with ADHD, which can be beneficial when used appropriately.

However, one area that can be negatively impacted by screen time is sleep, says Khadijah Booth Watkins, MD, MPH, associate director of the Clay Center for Young Healthy Minds at Massachusetts General Hospital. And for many kids with ADHD, sleep is already a challenge.

"This is particularly important for kids with ADHD as impaired sleep can worsen symptoms such as attention, concentration, and frustration tolerance," she explains.

Not getting enough sleep can impact us all, and it's important to make sure that our kids are getting enough sleep.

Screen time can also exacerbate concentration issues and mood disruptions for children with developmental disorders, as well as those prone to having anxiety issues, says Teodora Pavkovic, a nationally recognized psychologist and digital wellness expert at the K-12 EdTech company Linewize.

One reason, says Pavkovic, is that so much screen-based content is incredibly overstimulating for a child's nervous system. Plus, children can find it very difficult to disengage from technology once they have become engaged.

Screen time has its place in a child's life. However, how you go about enforcing healthy boundaries and approaching balance can increase cooperation and reduce arguments that often occur when kids are told to put a device down.

"We want to make sure our kids are striking a good and healthy balance between screen time and doing the other tasks that are developmentally appropriate and necessary such as extracurricular activities, spending time with friends, completing homework, family time, and so on," says Booth Watkins.

With that in mind, here are 10 tips for helping kids with ADHD manage screen time.

1. Create a family media plan

Getting buy-in from everyone in the family is an essential first step when teaching kids how to manage screen time.

One way to get off on the right foot is to create a family media plan together. This includes conversations, brainstorming sessions, and considering ideas from each family member.

Don't be afraid to be creative and think of ways to motivate and incentives to use to get your kids excited about the plan.

If you need help getting started, the American Academy of Pediatrics (AAP) has an excellent guide and interactive tool for creating a family media plan. They also have a media time calculator you can use once the plan is developed and implemented.

2. Make the guidelines age-appropriate

Screen time guidelines and boundaries should be age-appropriate. There are several recommendations online to help parents and guardians determine limits based on the types of content being consumed.

According to the AAP, there should be no screen time at all for children until 18 to 24 months, except for video chatting.

Kids ages 2 to 5 should be allowed less than 1 hour a day.

When it comes to older kids, the AAP recommends that parents and guardians negotiate limits and boundaries with their kids around screens. This is where the family media plan comes in handy.

3. Set a schedule

Boundaries and consistency are crucial for children with ADHD. To help with this, Pavkovic recommends setting up a consistent screen schedule (in collaboration with your child, if they're old enough) and minimizing their ability to move between too many different games or platforms during this time.

"Children with ADHD tend to find it hard enough to fight off distractions, so families are encouraged to really help them succeed with that as much as possible," she says.

4. Give a warning

Just before screen time starts coming to an end, Pavkovic suggests providing some time prompts in a calm way and avoid ending screen time abruptly.

Some children do find time-based limitations too difficult to adhere to, though, so in those cases, she recommends developing an achievement-based strategy like "when you win x-number of gold coins in the game, you can stop."

But of course, families will want to make sure that this remains within reasonable time limits.

For older kids, you can give a warning several minutes before screen time ends, with the goal of teaching the child to self-monitor with a timer, then go in and ask 5 minutes before the end of screen time, "How much time is left?" This will help the child learn to self-monitor, which is part of learning self-control.

5. Minimize the length of screen time

"Children with ADHD appear to benefit from shorter periods of screen-based activities more frequently," says Pavkovic.

For example, 40 minutes per day, 5 days a week, instead of 2 hours per day, twice a week. However, she says families are encouraged to tweak screen time to find a solution that shows the best behavioral outcome for their own child and then stick to this consistently.

6. Take advantage of parental tools and apps

Blocking apps, timers, and other tools are a parent's best friend. Not only do they eliminate the verbal back and forth between adults and kids when it's time to power off, but they also help parents keep tabs on what their kids are watching, doing, and viewing online.

Blocking apps and tools allow parents to turn off the internet connection to designated devices or block certain websites at specified times. Some internet providers and systems have their own programs you can use. Otherwise, there are a ton of free and subscription-based options such as:

7. Follow up screen time with physical activity

Teaching kids healthy behaviors about screen time can also translate to healthy behaviors in life. That's why Pavkovic recommends pairing up a screen time activity with some kind of physical activity so that the physical activity follows the tech-based one.

For example, after screen time is up, your child can choose from a list of physical activities like playing outside, bike riding, shooting baskets, dancing, or riding a scooter.

8. Be selective with screen time

Pavkovic says to be very careful about cutting out or reducing screen time that is beneficial to your child.

"If your child is able to socialize through technology or enjoys being physically active by playing online games or following exercise tutorials, find other screen time activities that could be curbed instead," she says.

This is also a great opportunity to encourage using screens for creativity, not just for consuming media.

9. Out of sight, out of mind

When not in use, put all screens away. This applies to parents, too.

"Our kids take their cues from us, and we need to be deliberate in modeling healthy screen time and limits," says Booth Watkins.

She points out that setting screen-free time and electronic-free zones that the entire family will adhere to can also be a good way to manage screen time in a way that doesn't feel punitive. The kid won't feel as targeted if the rule applies to the household.

For instance, no phones at the table for meals, or designate certain days and times as screen-free.

With that said, Booth Watkins says that parents may need to help kids think of other ways to spend their time.

"I often suggest, in advance, create a menu of activities that your child can choose to engage in, such as read a book, arts and crafts, play outside, play a board game, or other agreed-upon activities," she explains.

Additionally, removing all devices from bedrooms at least 30 to 60 minutes before bedtime is critical for sleep. Plus, too much time spent on devices at night can negatively impact your child at school the next day.

Finally, consider storing all screens in a location that only parents or guardians are aware of. This reduces the chance that your child will get up in the middle of the night to look for their device.

10. Reframe how you think of screen limits

Rather than think of this as screen time management, Booth Watkins says that we should think of this as helping our kids to develop healthy habits and healthy relationships with screen time.

"Kids with ADHD may need more support in helping them to internalize the new schedules and structure, especially since they may struggle in a greater way when it comes to tolerating delayed gratification," she explains.

# data[].attributes.attachment_link.title
Helping Your Child with ADHD Manage Screen Time

# data[].attributes.attachment_link.description
If you frequently battle about screen time with your kids (don't we all!) but want to learn how to enforce healthy boundaries, you're certainly not alone. Most parents are concerned about their child's screen time. But parents and caregivers seem to have an extra challenge in helping kids with attention deficit hyperactivity disorder (ADHD) manage screen time.

# data[].attributes.headline
22. 10 School Backpack Tips for Your Child with ADHD

# data[].attributes.subject
22. 10 School Backpack Tips for Your Child with ADHD

# data[].attributes.attachment_link.title
Helping Kids with ADHD Organize Their Backpack

# data[].attributes.attachment_link.description
An organized backpack can help kids with ADHD feel more prepared and successful at school. Try these 10 tips to help your child get organized.

# data[].attributes.attachment_link.readable_text
Evidence from research studies continue to dispel the myths and misunderstandings about ADHD. Here are some of the misconceptions and recent research available to address them:
Myth # 1: ADHD is Not a Real Disorder
ADHD cases have been described as far back as the textbook published in 1775 by Adam Weikard in German. Since that time, over 10,000 clinical and scientific publications have been published on ADHD (Barkley 2015). Research studies show numerous differences between those with and without ADHD (Roberts et al. 2015). ADHD impairs major life activities including social, emotional, academic and work functioning. It is a lifespan disorder with the majority of children with ADHD continuing to struggle with symptoms as adults. ADHD also runs in families with a heritability chance of 57% for a child if a parent has ADHD, and a 70%-80% chance for a twin if the other twin has ADHD (Barkley 2015). Brain scan studies show differences in the development of the brain of individuals with ADHD, such as cortical thinning in the frontal regions; reduced volume in the inferior frontal gyrus; and reduced gray matter in the parietal, temporal, and occipital cortices (Matthews et al. 2014).
Myth # 2: ADHD is a Disorder of Childhood
Long-term studies of children diagnosed with ADHD show that ADHD is a lifespan disorder. Recent follow-up studies of children with ADHD show that ADHD persists from childhood to adolescence in 50%-80% of cases, and into adulthood in 35%-65% of cases (Owens et al. 2015). A 16-year follow-study of boys diagnosed with ADHD found that 77% continued to have full or subthreshold DSM-IV ADHD (Biederman et al. 2012). A study of girls ages 6-12 years with childhood ADHD found that 10 years later, they continued to have higher rates of ADHD and coexisting conditions, including higher rates of suicide attempts and self-injury, compared to girls without ADHD (Hinshaw et al. 2012).
Myth # 3: ADHD is Over-Diagnosed
The rate of diagnosed ADHD in children has increased approximately 5% every year, according to the National Survey of Children's Health, 2003-2011. This has led many to wonder if the condition is being over-diagnosed. But the report based on the 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome found that children are being carefully diagnosed by healthcare practitioners. The vast majority (9 out of 10) of the 2,976 children diagnosed with ADHD had been diagnosed by practitioners using best practice guidelines (Visser et al. 2015). Possible explanations for increased diagnostic rates include improved awareness about ADHD among healthcare practitioners and parents, more screenings by pediatricians and other primary care givers, decreased stigma about ADHD, availability of better treatment options, and more cases arising from suspected environmental causes such prenatal exposure to toxins or high blood lead levels.
Myth # 4: Children with ADHD are Over-medicated
Most evidence from research studies suggest that levels of treating ADHD with medication are either appropriate or that ADHD is undertreated (Connor 2015). According to the National Survey of Children's Health (NSCH) 2003-2011, of the 5.1 million children with a current diagnosis of ADHD, 69% (or 3.5 million) were taking medication for ADHD. Data from the National Comorbidity Survey Adolescent Supplement, which included over 10,000 adolescents aged 13-18, found that only 20.4% of those with ADHD received stimulants (Merikangas et al. 2013). Data from the National Health and Nutrition Examination Survey report a 7.8% prevalence rate of ADHD among the 3,042 participants aged 8-15, but only about 48% of them were receiving treatment in the past 12 months (Merikangas et al. 2010).
Myth # 5: Poor Parenting Causes ADHD
Research studies point to genetic (hereditary) and neurological factors (such as pregnancy and birth complications, brain damage, toxins and infections) as the main causes of ADHD rather than social factors including poor parenting. Twin studies of children with ADHD show that the family environments of the children contribute very little to their individual differences in ADHD symptoms (Barkley, 2015). Although parenting practices do not cause ADHD, they can contribute to worsening of coexisting disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD), and inconsistent parental discipline as well as low paternal involvement have been found to be associated with ADHD symptoms (Ellis et al. 2009).
Myth # 6: Minority Children are Over-Diagnosed with ADHD and are Over-Medicated
Findings from the National Health Interview Survey (NHIS) 2011-2013 show that it is not minority children, but non-Hispanic white children who had the highest rates of diagnosis according to parent reports. The prevalence rates for non-Hispanic white children is 11.5%, compared to 8.9% for non-Hispanic black children and 6.3% for Hispanic children (Pastor et al. 2015). Analysis from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (n=17,100) had also found that minority children were less likely than white children to receive an ADHD diagnosis (Morgan et al. 2013). This same study found that children with ADHD were much less likely to use prescription medication for the disorder if they were Hispanic, African American or of other races/ethnicities.
Myth # 7: Girls Have Lower Rates and Less Severe ADHD than Boys
ADHD in girls and women has been recognized only in the past few decades, and more research studies are reporting on the substantial impairments they experience, often to the same extent as boys. They are at risk for many of the same coexisting conditions and impairments as males―oppositional defiance disorder, conduct disorder, academic and social impairments, driving problems, substance abuse and risky sexual behavior. Adolescent girls with ADHD may be more prone than boys to eating disorders, but by young adulthood this difference is reduced (Owens et al. 2015). A 10-year follow-up study of girls aged 6-12 years by Hinshaw et al. (2012) found a higher risk for suicide attempts and self-injury by adulthood among the girls. The latest diagnosis data as reported by parents of children ages 4-17 in the National Health Interview Survey (NHIS) 2011-2013 found a diagnostic rate of 13.3% for boys and 5.6% for girls. Other large community samples have found a similar gender ratio of 2.3:1.0, but by adulthood, studies have found that prevalence is nearly the same between genders (Owens et al. 2015).
References
Barkley, Russell A. (2015). History of ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th ed. (pp. 356-390). New York, NY: Guilford Press.

Barkley, Russell A. (2015). Etiologies of ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th ed. (pp. 356-390). New York, NY: Guilford Press.

Biederman, Joseph et al. (2012). Adult Outcome of Attention-Deficit/Hyperactivity Disorder: A Controlled 16-Year Follow-Up Study. Journal of Clinical Psychiatry 73(7):941-950.

Ellis, Brandi & Joel Nigg (February 2009). Parenting Practices and Attention-Deficit/Hyperactivity Disorder: New Findings Suggest Partial Specificity of Effects. Journal of the American Academy of Child & Adolescent Psychiatry 48(2):146-154.

Hinshaw, Stephen P. et al. (2012). Prospective Follow-Up of Girls With Attention-Deficit/Hyperactivity Disorder Into Early Adulthood: Continuing Impairment Includes Elevated Risk for Suicide Attempts and Self-Injury. Journal of Consulting and Clinical Psychology 80(6):1041-1051.

Matthews, Marguerite et al. (2013). Attention Deficit Hyperactivity Disorder. Current Topics in Behavioral Neurosciences 16:235-266.

Merikangas, Kathleen et al. (2013). Medication Use in US Youth With Mental Disorders. JAMA Pediatrics 167(2):141-148.

Morgan, Paul L. et al. (2013). Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade. Pediatrics 132(1):85-93.

Owens, Elizabeth et al. (2015). Developmental Progression and Gender Differences among Individuals with ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th ed. (pp. 223-255). New York, NY: Guilford Press.

Pastor, Patricia N. et al. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, no 201. Hyattsville, MD: National Center for Health Statistics.

Roberts, Walter et al. (2015). Primary Symptoms, Diagnostic Criteria, Subtyping, and Prevalence of ADHD. In R. A. Barkley (Ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th ed. (pp. 51-80). New York, NY: Guilford Press.

Russell, Abigail E. et al. (2015). Socioeconomic Associations with ADHD: Findings from a Mediation Analysis. PLoS One 10(6):e0128248.

Visser, Susanna N. et al. (September 3, 2015). Diagnostic experiences of children with attention-deficit/hyperactivity disorder. National Health Statistics Reports; no 81. Hyattsville, MD: National Center for Health Statistics.

# data[].attributes.attachment_link.description
Evidence from research studies continue to dispel the myths and misunderstandings about ADHD. Here are some of the misconceptions and recent research available to address them: Myth # 1: ADHD is Not a Real Disorder ADHD cases have been described as far back as the textbook published in 1775 by Adam Weikard in German....

# data[].attributes.attachment_link.readable_text
Some of the most prestigious scientific-based organizations in the world conclude that ADHD is a real disorder with potentially devastating consequences when not properly identified, diagnosed and treated.

Causes and Brain Chemistry

Research has demonstrated that ADHD has a very strong neurobiological basis.

Although precise causes have not yet been identified, there is little question that heredity makes the largest contribution to the expression of the disorder in the population.

In instances where heredity does not seem to be a factor, difficulties during pregnancy, prenatal exposure to alcohol and tobacco, premature delivery, significantly low birth weight, excessively high body lead levels, and postnatal injury to the prefrontal regions of the brain have all been found to contribute to the risk for ADHD to varying degrees.

Research does not support the popularly held views that ADHD arises from excessive sugar intake, excessive television viewing, poor child management by parents, or social and environmental factors such as poverty or family chaos. Of course, many things, including these, might aggravate symptoms, especially in certain individuals. But the evidence for such individual aggravating circumstances is not strong enough to conclude that they are primary causes of ADHD. A related problem that has some accumulating evidence is sensitivity to food or additives such as colorings and preservatives. Several controlled double-blind studies suggest that these might be important for a minority of children with ADHD, and a couple of controlled studies suggest a small effect on all children whether or not they have ADHD. Further research on this connection is warranted.

Structural and functional imaging research on the neurochemistry of ADHD implicates the catecholamine-rich frontal-subcortical systems in the pathophysiology of ADHD. The effectiveness of stimulant medication, along with animal models of hyperactivity, also point to catecholamine disruption as at least one source of ADHD brain dysfunction.

A 10-year study by National Institute of Mental Health found that brains of children and adolescents with ADHD are 3-4% smaller than those of children who don't have the disorder and that medication treatment is not the cause ( Brain Imaging in Children with ADHD).

Basic neuroimaging research is being conducted to further delineate the pathophysiology of ADHD, determine diagnostic utility of neuroimaging, and elucidate the physiological effects of treatment. However, the research is not definitive enough for practical application of neuroimaging.

Many of the symptoms classified as ADHD symptoms of inattention are actually symptoms of executive function impairments. Executive function refers to a wide range of central control processes in the brain that activate, integrate, and manage other brain functions.

Best put, Thomas E. Brown, Ph.D., of Yale University compares executive function to the conductor of an orchestra. The conductor organizes, activates, focuses, integrates, and directs the musicians as they play, enabling the orchestra to produce complex music. Similarly, the brain's executive functions organize, activate, focus, integrate and direct, allowing the brain to perform both routine and creative work.

The components of executive functioning that impact school or work:

working memory and recall (holding facts in mind while manipulating information; accessing facts stored in long-term memory)

activation, arousal and effort (getting started; paying attention; completing work)

emotion control (tolerating frustration; thinking before acting or speaking)

internalizing language (using self-talk to control one's behavior and direct future actions)

complex problem solving (taking an issue apart, analyzing the pieces, reconstituting and organizing them into new ideas)

Below is research on the science of ADHD as a real disorder.
American Medical Association (AMA)
Diagnosis and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents, April 1998
Citation: Journal of the American Medical Association 279(14): 1100-1107, 1998
ADHD "is a commonly seen neuropsychiatric syndrome that has been extensively studied over the past four decades . . . It should be noted that debate over ADHD within the research and medical communities has been mild and mostly concerned with nuances in the diagnosis and treatment paradigms. By contrast, highly inflammatory public relations campaigns and pitched legal battles have been waged (particularly by groups such as the Church of Scientology) that seek to label the whole idea of ADHD as an illness a "myth" . . . It is thus most important to separate legitimate concerns raised by scientific papers from abstract, distorted, or mendacious information from other sources." Surgeon General of the United States
Mental Health: A Report of the Surgeon General, December 1999
Full Text
Chapter Three (Children and Mental Health), Section Four is devoted entirely to the science of ADHD. "ADHD, which is the most commonly diagnosed behavioral disorder of childhood, occurs in 3 to 5 percent of school-age children . . . The exact etiology of ADHD is unknown, although neurotransmitter deficits, genetics, and perinatal complications have been implicated . . . The dopamine hypothesis has thus driven much of the recent research into the causes of ADHD." National Institutes of Health (NIH)
National Institute of Mental Health Multimodal Treatment Study of Children with ADHD, December 1999
Citation: Archives of General Psychiatry 56(12): 1073-86, 1999
This landmark study is "the first major clinical trial to look at childhood mental illness and the largest NIMH clinical trial to date."
Diagnosis and Treatment of Attention-Deficit Hyperactivity Disorder:
Consensus Development Conference Statement, November 1998
Citation: NIH Consensus Statement 16(2): 1-37, 1998
Full Text
ADHD "is a commonly diagnosed behavioral disorder of childhood that represents a costly major public health problem . . ." National Institute of Mental Health (NIMH)
Attention Deficit Hyperactivity Disorder (ADHD)
Rev. 2013
"Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity)." Centers for Disease Control and Prevention (CDC) Attention Deficit Disorder and Learning Disability: United States, 1997-98, May 2002
Citation: Vital Health Statistics 10(206), 2002
This report demonstrates "that ADD and LD [learning disabilities] are among the most common chronic conditions affecting school-aged children in the United States." 2002 International Consensus Statement on ADHD Citation: Clinical Child and Family Psychology Review 5(2): 89-111, 2002
Roughly 100 scientists from the international community created the consensus statement as a reference on the status of the scientific findings concerning this disorder. "As a matter of science, the notion that ADHD does not exist is simply wrong. All of the major medical associations and government health agencies recognize ADHD as a genuine disorder because the scientific evidence indicating it is so overwhelming." American Academy of Pediatrics (AAP) Clinical Practice Guideline: Treatment of the School-Aged Child with
Attention-Deficit/Hyperactivity Disorder, October 2001
Citation: Pediatrics 108(4): 1033-44, 2001 This guideline "is based on an extensive review of the medical, psychological, and educational literature" and "emphasizes consideration of ADHD as a chronic condition." Clinical Practice Guideline: Diagnosis and Evaluation of the Child with Attention-Deficit/Hyperactivity Disorder, May 2000Citation: Pediatrics 105 (5): 1158-70, 2000 "Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neurobehavioral disorder of childhood." American Academy of Child and Adolescent Psychiatry (AACAP) Practice Parameters for the Assessment and Treatment of Children and Adolescents with Attention-Deficit/Hyperactivity Disorder
American Academy of Child and Adolescent Psychiatry
In Press, 2007 "Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders of childhood and adolescence." Practice Parameter for the Use of Stimulant Medications in the Treatment of Children, Adolescents, and Adults, June 2001
Citation: Journal of the American Academy of Child and Adolescent Psychiatry 41(2 Suppl): 26S-49S, 2002 "Long thought of as a childhood disorder, ADHD is now known to persist into adolescence and adulthood." Mayo Clinic, Rochester, Minnesota Utilization and Costs of Medical Care for Children and Adolescents with and without Attention-Deficit/Hyperactivity Disorder, January 2001
Citation: Journal of the American Medical Association 285(1): 60-6, 2001 "Attention-Deficit/Hyperactivity Disorder (ADHD) is a relatively common behavioral disorder of childhood, with important consequences for affected individuals, their families, and society." How Common Is Attention-Deficit/Hyperactivity Disorder?, March 2002 Citation: Archives of Pediatrics and Adolescent Medicine 156(3): 209-10, 2002
According to Mayo researchers, this study is the largest population-based study of the occurrence of ADHD to date and "it indicates that this disorder is commonly seen in children between the ages 5 and 19 years." Other Web Sites:

CDC and ADHD Research
Information on CDC's current research efforts, activities, and research agenda.

Participating in Research (ClinicalTrials.Gov)
ClinicalTrials.gov provides regularly updated information about federally and privately supported clinical research in human volunteers. ClinicalTrials.gov gives you information about a trial's purpose, who may participate, locations, and phone numbers for more details. Before searching, you may want to learn more about clinical trials.

NIMH Clinical Trials on ADHD
These NIMH-funded studies are currently recruiting study participants.

# data[].attributes.attachment_link.description
Real Science Defines ADHD as Real Disorder Some of the most prestigious scientific-based organizations in the world conclude that ADHD is a real disorder with potentially devastating consequences when not properly identified, diagnosed and treated. Causes and Brain Chemistry Research has demonstrated that ADHD has a very strong neurobiological basis.

# data[].attributes.attachment_link.readable_text
Executive function refers to brain functions that activate, organize, integrate and manage other functions. It enables individuals to account for short- and long-term consequences of their actions and to plan for those results. It also allows individuals to make real-time evaluations of their actions and make necessary adjustments if those actions are not achieving the desired result.

Two prominent ADHD researchers involved in studying executive function are Russell Barkley, PhD, and Tom Brown, PhD.

Barkley breaks executive functions down into four areas:

1. Nonverbal working memory

2. Internalization of Speech (verbal working memory)

3. Self-regulation of affect/motivation/arousal

4. Reconstitution (planning and generativity)

Barkley's model is based on the idea that inabilities to self-regulate lie at the root of many challenges faced by individuals with ADHD. He explains that individuals with ADHD may be unable to delay responses, thus acting impulsively and without adequate consideration of future consequences―beneficial or negative.

Brown breaks executive functions down into six different "clusters."

1. Organizing, prioritizing and activating for tasks

2. Focusing, sustaining and shifting attention to task

3. Regulating alertness, sustaining effort and processing speed

4. Managing frustration and modulating emotions

5. Utilizing working memory and accessing recall

6. Monitoring and self-regulating action

According to Brown, these clusters operate in an integrated way, and people with ADHD tend to suffer impairments in at least some aspects of each cluster. Because these impairments seem to show up together much of the time, Brown believes they are clinically related.

Under Brown's model, difficulties in these clusters lead to attentional deficits, as individuals have difficulty organizing tasks, getting started, remaining engaged, remaining alert, maintaining a level emotional state, applying working memory and recall, and self-monitoring and regulating actions.

It is clear that executive function impairments have an adverse effect on an individual's ability to begin, work on and complete tasks. It is also commonly thought that deficits in executive functions are highly interrelated to symptoms associated with ADHD.
References
1. Barkley, Russell A., Murphy, Kevin R., Fischer, Mariellen (2008). ADHD in Adults: What the Science Says (pp 171-175). New York, Guilford Press.

2. Brown, Thomas E. (2005). Attention Deficit Disorder: The Unfocused Mind in Children and Adults (pp 20-58). New Haven, CT, Yale University Press Health and Wellness.

# data[].attributes.attachment_link.description
Executive function refers to brain functions that activate, organize, integrate and manage other functions. It enables individuals to account for short- and long-term consequences of their actions and to plan for those results. It also allows individuals to make real-time evaluations of their actions and make necessary adjustments if those actions are not achieving the...

# data[].attributes.headline
23. Helping Kids Who Struggle With Executive Functions

# data[].attributes.subject
23. Helping Kids Who Struggle With Executive Functions

# data[].attributes.attachment_link.title
Helping Kids Who Struggle With Executive Functions - Child Mind Institute

# data[].attributes.attachment_link.description
Learning specialists discuss how to help kids who have problems with executive functions stay organized and on top of their responsibilities.

# data[].attributes.headline
6. What Is Executive Function? And How Does It Relate to Child Development?

# data[].attributes.subject
6. What Is Executive Function? And How Does It Relate to Child Development?

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.readable_text
As essential as they are, we aren't born with the skills that enable us to control impulses, make plans, and stay focused. We are born with the potential to develop these capacities-or not-depending on our experiences during infancy, throughout childhood, and into adolescence. Our genes provide the blueprint, but the early environments in which children live leave a lasting signature on those genes.

This signature influences how or whether that genetic potential is expressed in the brain circuits that underlie the executive function capacities children will rely on throughout their lives. These skills develop through practice and are strengthened by the experiences through which they are applied and honed. Providing the support that children need to build these skills at home, in child care and preschool programs, and in other settings they experience regularly is one of society's most important responsibilities.

Being able to focus, hold, and work with information in mind, filter distractions, and switch gears is like having an air traffic control system at a busy airport to manage the arrivals and departures of dozens of planes on multiple runways. In the brain, this air traffic control mechanism is called executive function.

More Information on Executive Function

Guide: A Guide to Executive Function
Learn more about the basics of building executive function skills, and learn strategies that can help build them.

Working Paper 11: Building the Brain's "Air Traffic Control" System: How Early Experiences Shape the Development of Executive Function
This in-depth working paper explains executive function works, and gives recommendations for ways that caregivers and policymakers can effectively respond to the science.

This refers to a group of skills that helps us to focus on multiple streams of information at the same time, monitor errors, make decisions in light of available information, revise plans as necessary, and resist the urge to let frustration lead to hasty actions. Acquiring the early building blocks of these skills is one of the most important and challenging tasks of the early childhood years, and the opportunity to build further on these rudimentary capacities is critical to healthy development through middle childhood and adolescence. Just as we rely on our well-developed personal "air traffic control system" to make it through our complex days without stumbling, young children depend on their emerging executive function skills to help them as they learn to read and write, remember the steps in performing an arithmetic problem, take part in class discussions or group projects, and enter into and sustain play with other children. The increasingly competent executive functioning of childhood and adolescence enable children to plan and act in a way that makes them good students, classroom citizens, and friends.

Children who do not have opportunities to use and strengthen these skills, and, therefore, fail to become proficient-or children who lack the capacity for proficiency because of disabilities or, for that matter, adults who lose it due to brain injury or old age-have a very hard time managing the routine tasks of daily life. Studying, sustaining friendships, holding down a job, or managing a crisis pose even bigger challenges.

Correcting Popular Misconceptions of Science

The fact that young children have a difficult time with self-control, planning, ignoring distractions, and adjusting to new demands is hardly news to the adults who care for them. It is not widely recognized, however, that these capacities do not automatically develop with maturity over time. Furthermore, it is even less well known that the developing brain circuitry related to these kinds of skills follows an extended timetable that begins in early childhood and continues past adolescence and that it provides the common foundation on which early learning and social skills are built. Based on this new understanding, the following common misconceptions about the development of executive function skills can be laid to rest.

Contrary to popular belief, learning to control impulses, pay attention, and retain information actively in one's memory does not happen automatically as children mature, and young children who have problems with these skills will not necessarily outgrow them.
The evidence is clear that, by 12 months of age, a child's experiences are helping to lay the foundation for the ongoing development of executive function skills. These early abilities to focus attention, control impulses, and hold information "on-line" in working memory appear to be easily disrupted by highly adverse early experiences or biological disruptions. Evidence also shows that early interventions aimed at improving these capacities before a child enters school can have beneficial impacts across a broad array of important outcomes.

Contrary to popular belief, young children who do not stay on task, lose control of their emotions, or are easily distracted are not "bad kids" who are being intentionally uncooperative and belligerent.
Young children with compromised or delayed executive function skills can display very challenging behaviors for which they are often blamed. In most circumstances, however, it is the protracted development of the prefrontal cortex that is to "blame." Efforts to help affected children develop better executive function skills and adjustments of the demands placed upon them to avoid overtaxing their capabilities are much more helpful than punishment for difficult behavior. Particularly when adverse experiences or environments elicit a toxic stress response, it can be very difficult for even the most competent children to enlist whatever executive function skills they have. In these circumstances, the provision of a safe and predictable environment offers the sense of security needed for successful behavior change to occur.

Contrary to the theory that guides some early education programs that focus solely on teaching letters and numbers, explicit efforts to foster executive functioning have positive influences on instilling early literacy and numeracy skills.
Early evidence from randomized trials of interventions designed to foster the cluster of executive function skills (working memory, attention, inhibitory control, etc.) indicates benefits in early literacy and math skills compared with children who experience "regular" classroom activities. Indeed, there is also evidence that emerging executive function skills contribute to early reading and math achievement during the pre-kindergarten years and into kindergarten. This is not surprising insofar as the acquisition of traditional academic skills depends on a child's capacity to follow and remember classroom rules, control emotions, focus attention, sit still, and learn on demand through listening and watching. Neuroscientists are also beginning to relate specific aspects of executive functioning, notably attentional skills, to specific steps involved in learning to read and to work with numbers. It is important to emphasize that this research is in its infancy, and much remains to be learned. Not only do we need to understand the effectiveness factors that account for the emerging impacts on school readiness from interventions designed to focus on executive function skills, but we also need to examine whether effective early education programs that focus directly on social, numeracy, and language skills also have positive impacts on executive functioning. Thus, the highly interrelated nature of these capacities makes it difficult to label any single intervention as focused explicitly (or not) on the critical domains of executive functioning.

# data[].attributes.attachment_link.title
What is Executive Function? How Executive Functioning Skills Affect Early Development

# data[].attributes.attachment_link.description
As essential as they are, we aren't born with the skills that enable us to control impulses, make plans, and stay focused. We are born with the potential to develop these capacities-or not-depending on our experiences during infancy, throughout childhood, and into adolescence. Our genes provide the blueprint, but the early environments in which children [...]

# data[].attributes.headline
7. Understanding EF: Perspectives, Spring 2014

# data[].attributes.subject
7. Understanding EF: Perspectives, Spring 2014

# data[].attributes.headline
 8. Building the Brain's Air Traffic Control System: How Early Experiences Shape the Development of Executive Function

# data[].attributes.subject
 8. Building the Brain's Air Traffic Control System: How Early Experiences Shape the Development of Executive Function

# data[].attributes.headline
24. Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

# data[].attributes.subject
24. Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

# data[].attributes.headline
27. EF activities for 7- to 12-year-olds

# data[].attributes.subject
27. EF activities for 7- to 12-year-olds

# data[].attributes.headline
29. How Do I Know If My Child Has Executive Function Issues?

# data[].attributes.subject
29. How Do I Know If My Child Has Executive Function Issues?

# data[].attributes.attachment_link.readable_text
When we are concerned about kids being disorganized - so disorganized that they have trouble keeping track of their stuff and keeping up with schoolwork - the first thing we want to do is try to understand what's going on with them.

There are tests that highlight different kinds of organizational skills your child could be weak in. But the first thing to do is to get a good picture of when and how he's disorganized.

That's where your child's teacher can be very helpful. Ask her to give you a rundown of the things your child is struggling with. It also might be possible to have the school psychologist observe him in the classroom, to describe the things he seems to be having trouble with. Is he failing to bring his homework into class? Does he have trouble shifting from one activity to another? Writing down assignments? Putting materials where they belong? What seem to be his issues? They can help you decide whether testing would be a good idea.

And before you focus on organizational skills, you want to rule out other things that could be causing your child to seem disorganized. For instance:

If a child always seems to be forgetting to turn in his homework or losing his books, it could be because he has a learning disability and feels bad about doing, or showing, his teacher his work. "Rather than organizational issues, he might need help with math," notes Dr. Michael Rosenthal, a pediatric neuropsychologist.

Related: Social Challenges of Kids With Learning Problems

She could also be losing things and forgetting things because she's distracted by anxiety. And it could be an anxiety that she keeps to herself, perhaps because she's embarrassed by it, so her teachers and parents don't know about it.

A child could seem disorganized because she's depressed, which causes her to feel disconnected and indifferent about things she normally would care about. "The issue could be her motivation and mood," Dr. Rosenthal notes.

A child who's had a traumatic experience could be disorganized because he's constantly feeling stressed out.

But if you've ruled out these emotional problems that could be contributing to the behavior, it's possible that your child is disorganized because she has a weakness in what are called executive functions.

Executive functions are mental skills that we all use every day to get things done. We use them to set goals, plan how we're going to do something, prioritize, remember things, manage our time and possessions, and finish what we start.
Neuropsychological evaluation
Some children have weaknesses in executive functions, and, regardless of how bright they are, they struggle to do schoolwork and stay on top of things they're responsible for.

Some of these functions are more obvious than others, because they involve a child's behavior in the world - losing her jacket, forgetting her homework, not following directions. Others are less obvious but just as important, especially for learning: retaining facts, solving problems that take several steps, figuring out what's important in things she's reading, putting things in a reasonable order when she's writing.

There are several different kinds of tests that can be used to see what kinds of executive functions your child might be having a problem with.

The most comprehensive way to assess a child's organizational issues and determine their cause is a neuropsychological evaluation. This is made up of a set of tests, questionnaires, interviews, and observations that clinicians use to get a good picture of what each kid's strengths and weaknesses are. The test shows how kids complete tasks and process information.

Testing that measures how a child approaches a task that doesn't have a lot of structure to it. For example, when he is presented with something he has never seen before, and he don't know what the expectation is, how does he devise a strategy for solving this problem? Does he come up with a good, organized strategy or a haphazard, impulsive, ineffective strategy?

Parent and teacher questionnaires that parents and teachers complete to share their impression of what the child's organizational issues are. Are they pervasive, meaning they're present in all aspects of the kid's life - at school, at home, even recreationally? For example, parents can say if a child is also losing his equipment when he's playing sports, and things he cares about at home.
Other testing that focus on executive functioning issues
Clinical questionnaires are used to compare your child's responses to thousands of other kids to see what's normal and what's a problem.

The first kind is questionnaires that ask parents, teachers, and perhaps the school psychologist to observe closely the behaviors they see in a child and fill out a rating scale. The Behavior Rating Inventory for Executive Function (BRIEF) is an example of that kind of test.

The other kind of test is one in which a child is assessed by a psychologist who watches her perform a series of tasks and observes how she goes about each one. The Cognitive Assessment System (CAS) is that kind of test.
How to help
"Most parents who come in and say my kid is disorganized usually have some other problems, too," says Dr. Rosenthal. "Organization is often one piece of the picture. But it's important to be comprehensive in a neuropsych evaluation to evaluate all the other pieces, to isolate whether this is specifically an executive function problem or if there's a larger issue at play."

As a result, neuropsychological evaluations involve several sessions and require time and work on the part of the child as well as his teachers, parents and clinicians.

The evaluation includes:

Dr. Rosenthal says he spends 8-9 hours face-to-face with the child doing testing, about an hour-and-a-half interviewing parents, and additional time on the phone talking with teachers. Only after all of that is completed does he collect, score, and interpret the information.

There are two kinds of tests that measure executive functioning issues without doing a thorough neuro-psych evaluation (in fact both kinds are included in a neuro-psych evaluation).

Dr. Rosenthal reports that he's found the first group of tests, including the BRIEF, to be particularly good at identifying what is happening with a child. That's because kids can often function better in a controlled setting like a doctor's office, while functioning in the real world, where there are so many distractions and interruptions, is more challenging.

Once you have a good idea what your child's specific issues are, her teacher and a school psychologist will usually work together to find ways to support her in the classroom, focusing on her strengths and helping where she's weak.

Related: Helping Kids Who Struggle With Executive Functions

You may want to have her work with a learning specialist, who is trained to help her with the skills that she needs to perform in school, such as memorizing facts, digesting important information, organizing thoughts in writing, and solving multi-step problems.

The older a child gets, the more these executive functions affect her ability to learn as well as keep track of assignments and sports equipment. Helping her get more organized will not only make things easier for her (and for you) but will allow her to be as accomplished and successful as she can be.

# data[].attributes.attachment_link.title
How Do I know if My Kid Has Executive Function Issues?

# data[].attributes.attachment_link.description
When we are concerned about kids being disorganized - so disorganized that they have trouble keeping track of their stuff and keeping up with schoolwork - the first thing we want to do is try to understand what's going on with them. There are tests that highlight different kinds of organizational skills your child could be weak in.

# data[].attributes.headline
30. School Success Kit for Kids With ADHD

# data[].attributes.subject
30. School Success Kit for Kids With ADHD

# data[].attributes.attachment_link.readable_text
Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

Tools and strategies to help manage time, stay focused, and handle homework

Writer: Rae Jacobson

For kids with ADHD, the right approach to school can mean the difference between good grades, and the confidence that comes with them, and another round of, "I lost my homework ... again." Here are a few suggestions for tools and strategies to help kids with ADHD get set for success.

Calendar(s): Whether it's the New Year, the new school year, or any time a resolution is made to be better organized, calendars are key to kids with ADHD. Your child should have a school calendar with enough space to allow them to write down and organize (by color-coding!) assignments. We recommend a separate calendar for social engagements and after-school activities. Additionally, it helps to add everything to a digital calendar with a reminder function that can push notifications to their phone. Another feature of online calendars is the sharing function. This allows them to share their calendar with parents and teachers and helps everyone stay on the same page.

Backup Items: Avoid morning (and afternoon, and evening) panic by having multiples of items that are easily lost. Think about the things that tend to go missing: If disappearing socks are slowing you down, get more socks. If stealthy shoes (or keys, or gloves or hats or transit fares) are making them late, keeping backups on hand will help them get out the door on time.

Head of the Class: Literally. Sitting in the front of the room not only helps kids avoid the distractions (and temptations!) of back-row chatter and note-passing - it also promotes accountability. The harder it is for kids with ADHD to slip through the cracks, the better. When kids sit up front, it's easier for the teacher to notice if they're having a hard time and give you both a chance address the issue before it becomes a problem.

Prioritize: Kids with ADHD often have trouble knowing which assignments should take priority. Here is where color-coding can really come in handy. Arm them with highlighters- and backup highlighters! Assign each color a priority level. For example pink would be "high," blue, "medium," and green, "low." Having a pre-established system will help them build skills and get a sense of what to do when. You can also use apps like Remember the Milk, which allows users to add due dates, priority levels, and estimates of how much time each task will take.

Time Management: The eternal battle. Learning to effectively manage time is the grail for kids with ADHD. In addition to calendars, task timers like Focus Booster can help kids get better at judging how much time each task will take, and let them know when it's time to move on to something new. Timers aren't just helpful with homework and chores - they can also use one during longer tests to remind her him to switch sections and use their time efficiently.

Concentration Aids: White noise generators help block distractions and boost productivity. Try apps like Simply Noise that offer a few "types" of noise (pink or brown noise, rainstorms, calming music, etc) so kids can choose what works best for them. You can also use a white noise machine or run a loud fan at home to help kids during homework.

Recording Apps: No matter what accommodations kids have, paying attention to lectures and verbal instructions is a big part of doing well in school. Help kids stay on track by using recording apps with dictation functions. That way they can review any missed information later on.

Check the Policy: Assistive technology can be great for kids with ADHD, but a lot of it relies on smartphones. If your child uses apps to help them during school make sure you check his school's cell phone policy. If it's strict, you'll need to address it during IEP meetings.

Save and Share: Sometimes it seems like ADHD and Murphy's Law are one and the same. If homework can be lost, left behind or vanish, it'll happen. If your child is working on an important paper or project encourage them to use programs like Google Docs that are set to save frequently and backup to online servers. This way, he'll have access to documents wherever he goes and won't run the risk of losing his work if the computer encounters a problem.

A Clean Slate: For a lot of kids with ADHD, past difficulties can make it hard to have a positive outlook on school. Fears of messing up socially, failing in school, and disappointing parents and teachers are very real for kids with ADHD. Let your child know that the past is something you can both learn from, but otherwise agree to work from a clean slate. Talk about any anxieties they may have around school, and work together to make a plan to support them emotionally throughout the year.

Frequently Asked Questions

How can I help my child with ADHD focus in school?

You can help your child with ADHD focus in school by introducing more structure and organization into their daily life. For example, experts recommend color-coded calendars to help track and prioritize assignments. Seating the child at the front of the class will also help them stay on track by limiting distractions. Parents can also set up regular homework routines and some form of exercise after school.

This article was last reviewed or updated on October 30, 2023.

Rae Jacobson is a writer, ADHD expert, and former senior editor at the Child Mind Institute. Her work has appeared ... Read Bio

# data[].attributes.attachment_link.title
School Success Kit for Kids With ADHD - Child Mind Institute

# data[].attributes.attachment_link.description
Tools and strategies for children and teenagers with ADHD to help manage time, stay focused, and handle homework for success at school.

# data[].attributes.headline
31. Child won’t follow a routine or schedule? Try these 5 tips

# data[].attributes.subject
31. Child won’t follow a routine or schedule? Try these 5 tips

# data[].attributes.attachment_link.readable_text
For many kids, having a daily routine is reassuring. They know what to do and when to do it. They get used to that routine. But some kids won't follow a routine or schedule, particularly if it's new. That can be stressful, especially when you're counting on that routine to help keep everyone on track and the day running smoothly.

If your child resists following a routine, here are five tips to try.

1. Let your child help make the routine.

Kids like to be part of the decision-making process. When they have choices and a say in what's part of their routine, it's harder for them to refuse to do it. It also builds confidence. They feel like they can do what they need to do without your help - or with just a little help.

2. Be realistic about time and priorities.

Sometimes kids don't follow a routine because it's too stressful to get it done in the set time frame. Do a run-through to see exactly how long it takes. If you need your child to get dressed, eat breakfast, pack up, and get out the door in the morning, try it on a day when you aren't in a rush. If it takes 10 minutes longer than you planned for, go back and adjust it.

Be sure to prioritize what's important. It all feels important. But if you and your child are fighting every night about doing the dishes right after dinner, maybe they can be done a little later or first thing in the morning. Postponing the "extras" can cut back on stress and bad feelings.

3. Be clear when you explain the routine.

Sometimes when kids don't follow a routine, it's because they don't understand it or know how to tackle it. Be clear in setting out the order of what needs to happen and at what time. Then, go over each part of the routine and explain exactly what's expected for each task. Be specific when you give directions . Instead of "You need to vacuum today," try "Today, please vacuum your room and the hallway."

4. Put the routine in writing.

How often do you make yourself a to-do list so you won't forget what you need to do? Kids need those reminders, too. Write out routines and post them where they make sense. (For example, you could post the morning routine on the bathroom mirror.)

Just make sure to chunk the tasks into three to five items at a time. Any more than that can be overwhelming. For younger kids, you can also pair written items with picture schedules to help them see the task in action.

5. Know that kids need support to learn routines.

It takes time to learn and get used to new routines. Don't expect to see a change right away. Instead, keep an eye out for small improvements. Keep giving gentle out-loud reminders and pointing out the written schedule. If your child is having trouble, it's OK to help. And remember to praise the effort , not just the end result. Trying to follow a routine is much better than just not following it at all.

Be realistic about what can be done in a certain amount of time.

Be specific when you explain a schedule or routine.

Giving written, verbal, and picture support helps kids learn routines.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

# data[].attributes.attachment_link.title
Child won't follow a routine or schedule? Try these 5 tips

# data[].attributes.attachment_link.description
For many kids, having a daily routine is reassuring. They know what to do and when to do it. They get used to that routine. But some kids won't follow a routine or schedule, particularly if it's new. That can be stressful, especially when you're counting on that routine to help keep everyone on track and the day running smoothly.

# data[].attributes.attachment_link.readable_text
Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

# data[].attributes.attachment_link.description
Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

# data[].attributes.attachment_link.description
ADHD Toolkits For Parents & EducatorsADHD and School During a Pandemic The COVID-19 pandemic has created challenges for students, parents, and teachers as they transition from one learning environment to another. Find resources in this toolkit to help students succeed during this stressful time. ADHD & COVID-19 Resources ToolkitSimple Solutions for Living Through a Pandemic...

# data[].attributes.attachment_link.readable_text
While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent school and social failure and associated problems such as underachievement and poor self-esteem that may lead to delinquency or drug and alcohol abuse. Although life with your child may at times seem challenging, as a parent you can help create home and school environments that improve your child's chances for success.

Here are some ways to get started.

Don't waste your limited emotional energy on self-blame. ADHD is a disorder in certain areas of the brain and is inherited in the majority of cases. It is not caused by poor parenting or a chaotic home environment, although the home environment can make the symptoms of ADHD better or worse.

Learn all you can about ADHD. While a great deal of information on the diagnosis and treatment of ADHD is available, not all of it is accurate or based on scientific evidence. It is up to you to be a good consumer and learn to distinguish the accurate information from the inaccurate. How can you sort out what will be useful and what will not? In general, it is good to be wary about ads claiming to cure ADHD. Currently, there is no cure for ADHD, but you can take positive steps to decrease its impact. In addition, pay attention to the source of the information. If you're using the Internet, stick with reputable websites such as government (for example CDC), nonprofit (such as CHADD) or university resources (those that end in .edu).

Make sure your child has a comprehensive assessment. To complete the diagnostic process, make sure your child has a comprehensive assessment that includes medical, educational and psychological evaluations (involving input from your child's teacher) and that other disorders that either mimic or commonly occur with ADHD have been considered and ruled out.
How to help your child succeed at school

Become an effective case manager. Keep a record of all information about your child. This includes copies of all report cards, teacher notes, disciplinary reports, evaluations and documents from any meetings concerning your child. You might also include information about ADHD, a record of your child's prior treatments and placements and contact information for the professionals who have worked with your child.

Form a team that understands ADHD and be the team captain. Meetings at your child's school should be attended by the principal's designee as well as a special educator and a classroom teacher that knows your child. You, however, have the right to request input at these meetings from others that understand ADHD or your child's special needs. These include your child's physician, the school psychologist, and the nurse or guidance counselor from your child's school. If you have consulted other professionals, such as a psychiatrist, psychologist, educational advocate or behavior management specialist, the useful information they have provided should also be made available at these meetings. A thorough understanding of your child's strengths and weaknesses and how ADHD affects him or her will help you and members of the team go on to develop an appropriate and effective program that takes into account his or her ADHD.

Learn all you can about ADHD and your child's educational rights. The more knowledge you have about your child's rights under the two education laws, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, the better to maximize his or her success. Each state has a parent technical assistance center that can help you learn more about your child's rights (visit http://www.parentcenterhub.org/ptacs/ to find the center in your state).

Become your child's best advocate. You need to represent and protect your child's best interest in school situations, both academic and behavioral. Become an active part of the team that determines what services and placements your child receives in an Individualized Education Plan (IEP) or Section 504 plan. See Education for Individuals with ADHD for more information.

Communicate regularly. Adopt a collaborative attitude when working with your child's team-after all, everyone has the same goal, to see your child succeed! Let your child's teachers know if there are some major changes going on in your family since your child's behavior can be affected. Invite the teachers to contact you with any issues or concerns before they become a problem. Having open lines of communication between you and the school will help your child.

How to make life at home easier

Join a support group. Parents will find additional information, as well as support, by attending local CHADD meetings where available. You can find the nearest chapter to your home using the chapter locator.

Seek professional help. Ask for help from mental health professionals, particularly if you are feeling depressed, frustrated or exhausted. Helping yourself feel less stressed will benefit your child as well.

Work together. It is important that all of the adults that care for your child (parents, grandparents, relatives and babysitters) agree on how to handle your child's problem behaviors. Working with a professional, if needed, can help you better understand how to work together to support your child.

Learn the tools of successful behavior management. Behavioral techniques have been widely established as a key component of treatment for children with ADHD. Parent training will teach you strategies to change behaviors and improve your relationship with your child. CHADD offers the Parent to Parent Program, which provides basic education on many facets of ADHD. You can also identify parent training programs in your community through your local parent information and resource center (www.parentcenterhub.org/ptacs/).

Find out if you have ADHD. Since ADHD is often inherited, many parents of children with ADHD discover that they have ADHD when their child is diagnosed. Parents with ADHD may need the same types of evaluation and treatment that they seek for their children in order to function at their best. ADHD in the parent may make the home more chaotic and affect a parent's ability to be proactive rather than reactive.

Parent training will help you learn to:

Provide clear, consistent expectations, directions and limits. Children with ADHD need to know exactly what others expect from them. They do not perform well in ambiguous situations that don't specify exactly what is expected and that require them to "read between the lines." Working with a professional can help narrow the focus to a few specific behaviors, help you set limits and consistently follow through with consequences.

Set up an effective discipline system. Parents should learn proactive-not reactive-discipline methods that teach and reward appropriate behavior and respond to misbehavior with alternatives such as time outs or loss of privileges. Communicate with the other people who care for your child and work to be as consistent with behavioral techniques across settings and caregivers as possible.

Help your child learn from his or her mistakes. At times, negative consequences will arise naturally out of a child's behavior. However, children with ADHD have difficulty making the connection between their behaviors and these consequences. Parents can help their child with ADHD make these connections and learn from his/her mistakes.

How to boost your child's confidence

Set aside a daily special time for you and your child. Constant negative feedback can erode a child's self-esteem. A special time, whether it's an outing, playing games or just time spent with your child in positive interaction, can help fortify your child against assaults to self-worth.

Notice your child's successes, no matter how small. Make an effort to notice when your child is paying attention well or doing what s/he is supposed to be doing. Tell your child exactly what she/he did well. This can improve your child's self-esteem and teach him/her to notice gradual improvements, rather than being too hard on him/herself.

Tell your child that you love and support him/her unconditionally. There will be days when you may not believe this yourself. Those will be the days when it is even more important that you acknowledge the difficulties your child constantly faces and express your love. Let your child know that you will get through both the smooth and rough times together.

Assist your child with social skills. Children with ADHD may be rejected by peers because of hyperactive, impulsive or aggressive behaviors. Parent training can help you learn how to assist your child in making friends and learning to work cooperatively with others.

Identify your child's strengths. Many children with ADHD have strengths in certain areas such as art, athletics, computers or mechanical ability. Build upon these strengths, so that your child will have a sense of pride and accomplishment. Make sure that your child has the opportunity to be successful while pursuing these activities and that his strengths are not undermined by untreated ADHD. Also, avoid, as much as possible, targeting these activities as contingencies for good behavior or withholding them, as a form of punishment, when your child misbehaves.

# data[].attributes.attachment_link.description
While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent...

# data[].attributes.headline
9. Your Executive Functions Are Weak. Here’s Why.

# data[].attributes.subject
9. Your Executive Functions Are Weak. Here’s Why.

# data[].attributes.attachment_link.readable_text
ADHD and Executive Function Disorder (EFD) are tightly linked, but far from synonymous. They both make it exceedingly difficult to complete tasks and stay organized, but EFD impacts nearly all goal-directed behavior. How to tell the difference - and get it under control.

A woman with weak executive functions trying to get her laundry done.

1 of 16

An illustration of an ADHD brain with weak executive functions.

2 of 16

Woman writing illustrates one of your executive functions.

3 of 16

Woman driving and on the phone illustrates the ability to multi-task - one of your executive functions.

4 of 16

A teen with ADHD uses a laptop on the couch

5 of 16

Kids with ADHD often struggle in school due to poor executive functions.

6 of 16

Depressed girl talks to doctor in order to diagnose executive function disorder.

7 of 16

Mom helps child get ready for school to help with executive function disorder.

8 of 16

Accommodations for executive function disorder in kids and adults with ADHD.

9 of 16

Mom helps boy with homework to help with executive function disorder.

10 of 16

Bored kids in the classroom need help with executive functions.

11 of 16

Create a study area to help combat poor executive function.

12 of 16

A teen girl uses headphones and a tablet to get homework done despite executive function disorder.

13 of 16

A frustrated student puts her head down and refuses help for executive function disorder.

14 of 16

Girls are trying to overcome executive function disorder using tablets.

15 of 16

Father and son play checkers to learn executive functions.

16 of 16

Tags: ADDitude on Instagram, cognitive behavioral therapy, diagnosing adults, diagnosing kids, executive functions

More Articles Recommended For You

# data[].attributes.attachment_link.title
Your Executive Functions Are Weak. Here's Why.

# data[].attributes.attachment_link.description
ADHD and Executive Function Disorder (EFD) are tightly linked, but far from synonymous. They both make it exceedingly difficult to complete tasks and stay organized, but EFD impacts nearly all goal-directed behavior. How to tell the difference - and get it under control.

# data[].attributes.attachment_link.readable_text
Is It ADHD? Does It Cause Executive Dysfunction?

A child or an adult with attention deficit disorder ( ADHD or ADD) might be hyperactive, inattentive, and/or impulsive. Clinicians have always understood hyperactivity and impulsivity. The understanding of inattention, though, has shifted from primarily "the inability to stay on task" to a broader concept called executive function disorder (EFD), which involves a pattern of chronic difficulties in executing daily tasks. This is sometimes called executive dysfunction.

What Is Executive Function?

Think of executive function as what the chief executive officer of a company must do - analyze, organize, decide, and execute. Around the time of puberty, the frontal part of the cortex of the brain matures, allowing individuals to perform higher-level tasks like these:

1. Analyze a task

2. Plan how to address the task

3. Organize the steps needed to carry out the task

4. Develop timelines for completing the task

5. Adjust or shift the steps, if needed, to complete the task

6. Complete the task in a timely way

What Is Executive Dysfunction?
And what is executive function disorder (EFD)?
Executive dysfunction is a brain-based impairment that causes problems with analyzing, planning, organizing, scheduling, and completing tasks at all - or on deadline.

A child without problems with executive function may appear like this: A middle-schooler's teacher assigns the class a book to read, and writes the due date for the book report on the board. A student must be able to determine where to get the book and how long he thinks it will take to finish reading it. If the teacher has a specific book-report format, the student will have to keep it in mind as he reads the book and takes notes. He needs enough time to write a rough draft, get help from teachers or parents, if needed, and write a final draft by the due date. If the student has good executive function skills, the work will get done on time. If he has EFD, it won't.
[Self-Test: Could Your Child Have an Executive Dysfunction?] Recognize the signs and symptoms of executive dysfunction.
Children and adults with EFD have problems organizing materials and setting schedules. They misplace papers, reports, and other school materials. They might have similar problems keeping track of their personal items or keeping their bedroom organized. No matter how hard they try, they fall short.
A Tale of Two Children: One Diagnosed With EFD and ADHD, One Diagnosed With EFD and LD
Marcus, a fifth-grader, had difficulty staying on task and completing his schoolwork. He also had problems keeping his backpack and papers organized and remembering what to bring home from or take to school. Psycho-educational testing showed that he was bright, but that he had difficulties with processing speed and working memory. These findings, plus other studies, showed evidence of difficulties with executive function. The psychologist concluded that Marcus had ADHD, inattentive type, and started him on a stimulant medication. He showed significant improvement in all areas.

Ethan, a sixth-grader, received the same diagnosis but had a different result. The presenting problems, and the psycho-educational test results, were the same as Marcus'. Ethan was given a stimulant, but his symptoms didn't improve. A closer review of his psycho-educational test results showed that he had problems retaining what he read and with written work. Ethan had EFD, but his problems resulted in Learning Disabilities (LD). He needed tutoring, plus accommodations, to overcome his challenges.

Signs and Symptoms of EFD and LD

If you look at the criteria used to diagnose ADHD, inattentive type, you could understand why a child with EFD might be diagnosed as having ADHD. But it's important to know that EFD can cause learning disabilities (LD).
[Free Download: Executive Function Worksheet]
Martha Bridge Denckla, M.D., an expert on executive function disorder, says, "EFD can be a reflection of ADHD, but it might also indicate an LD." When a professional evaluating a child or adult finds evidence of EFD, it is essential for her to clarify whether the disorder results in ADHD, LD, or both. Only then can the child or adult receive the appropriate treatment for his specific problem.

In elementary school, a child learns to read, to write, and the basics of spelling, grammar, punctuation, and capitalization. She learns basic math concepts - addition, subtraction, fractions, and decimals. In middle and high school, with expanded executive function abilities, the student has a greater ability to organize and process information.

When reading, the student must organize the content before it can be stored. This is reading fluency. When writing, a student must be able to pull information from memory and to organize this information before he can start. A teacher might ask, "Can you tell me the theme of the book, and give examples to illustrate it?" The ability to retrieve and organize information in order to write a response is called writing fluency. Solving math problems requires retrieving learned concepts (formulas, rules) as well as known facts (multiplication tables) - and to use this information to find the answer.

A student with executive dysfunction might have difficulty organizing information before storing it in memory, or difficulty organizing information that is retrieved from memory. He might read a chapter but not retain what he has read. He might know the material but be unable to write an answer or start a paper because he cannot organize his thoughts. He might be able to write out math equations, but makes careless errors along the way.

When such students are tested, the results might show that their problems stem from EFD, but professionals are too quick to decide that the problem is ADHD. Professionals must look closely at the educational part of the assessment. If the results show that the student has difficulties with reading, writing, or math fluency, the EFD is also a reflection of an LD. It is vital to make the correct diagnosis - for the child's sake.

Not all practitioners understand that executive function disorder can bring a diagnosis of ADHD, LD, or both. Even when psycho-educational test results support a diagnosis of LD, some conclude that the child has ADHD, inattentive type.

Signs and Symptoms of ADHD and EFD

Russell Barkley, Ph.D., who has been at the forefront of exploring the relationship between ADHD and EFD, says, "It is not that the individual does not know what to do. It is that somehow it does not get done."

The symptoms of ADHD, inattentive type, often improve with a stimulant. The symptoms of LD don't improve with medication. The best way to manage LD is through specialized accommodations and one-on-one work with a learning specialist.

Observe your child closely at home. Now that you understand how EFD affects learning, look for signs of LD and ADHD. If the only focus is on ADHD, talk with your family doctor and school professionals about your concerns.

If necessary, share this article with the school administrators and other professionals to educate them about the relationship between EFD, LD, and attention deficit.
[How ADHD (Inattentive Type) Looks A Lot Like Learning Disabilities] Larry Silver, M.D., is a member of ADDitude's ADHD Medical Review Panel.

# data[].attributes.attachment_link.description
Executive dysfunction is a brain-based impairment that impacts a person's ability to analyze, organize, decide, and execute things on time. It causes assignments to be lost, deadlines to be missed, and projects to overwhelm. Learn how to recognize the signs of executive dysfunction, and how to differentiate them from ADHD and/or learning disabilities.

# data[].attributes.attachment_link.readable_text
When I talk with educators across the country, they often lament that students don't read much anymore, especially in the face of ubiquitous social and multimedia distractions. Even students with intact decoding and fluency complain that reading is just too hard, not worth the effort.

Why is reading such a challenge for so many?

One often overlooked factor is the role that executive function plays when we engage with text. Broadly put, executive function (EF) describes the cognitive processes that regulate self-directed behavior toward a goal.

Anytime we plan, prioritize and organize; maintain effort and focus over time; use working memory; resist temptation; or suppress a negative emotion, we engage our EF. It is well established that our EF processes require more mental effort and cognitive resources than routine or automatic behaviors. We can even measure the higher amounts of glucose (the brain's fuel) that EF processes consume.

If we think about what students face when they tackle a textbook, we can see EF at work, from planning where and when to read to extracting meaning in a way that supports understanding, retaining and applying information. In short, reading equals hard mental work.

Research by Laurie Cutting and George McCloskey has clearly established the contributions of EF to the reading process. EF integrates and synchronizes the many subprocesses involved in reading, such as phonological and orthographic aspects of word identification, retrieval of word meanings and concepts from long-term memory, and integration of prior knowledge with new information. EF is also involved when we deploy strategies to pace our reading appropriately (not too fast, not too slow), monitor comprehension and repair comprehension breakdowns.

Building upon their research, we can use Thomas E. Brown's model of executive function to identify an individual's EF-based reading challenges. Even more importantly for those who teach, tutor or coach, Brown's model guides us to scaffolds and strategies we can use to address those difficulties.

Brown's model includes six areas of EF that act singly and in combinations to shape behavior:

1. Activation

The first step in reading involves planning and preparing to read.

When we're faced with a typical academic reading assignment, we know it's going to require a period of intense concentration and mental effort. This is especially true when we've been assigned something to read, as opposed to selecting it ourselves. This is because the neural networks for EF activation are routed differently for tasks we want to do versus tasks someone else tells us to do.

Internally driven production is much easier to accomplish than external. Students can show stark contrasts gearing up for self-selected reading compared to assigned texts. Their reluctance to read is often attributed to personality traits such as lack of responsibility, apathy or oppositional defiance, rather than stemming from wiring differences in the brain's reward networks.

Our instinctive response to assigned reading is to avoid it, or at least procrastinate. But if we anticipate this tendency, we'll use our calendar to schedule a time and place for reading when our EF reserves are up to the task, such as when we're well rested and not hungry.

We'll program our smartphone or watch alarms to remind us as the time approaches; if we use the services of a coach, we'll schedule a point-of-performance check-in by text or IM to add a layer of accountability.

We'll also prioritize our assignments to tackle the hardest ones first, and plan an appropriate strategy. Depending on length and complexity and our purpose for reading, some assignments can be skimmed; others need close reading and annotation. We'll gather our tools (pencils, highlighters, laptops or tablets) and materials. All these planning/strategizing moves engage our EF in overcoming inertia for getting started.

2. Focus

At the point-of-performance, our EF switches to maintaining focus and effort.

When we're confused or lose focus we need to activate a strategy to repair comprehension or keep us awake. For some readers, digital text, with its customizable font type, size and color, column width, and words per page, can make the difference between staying engaged and falling asleep. Text-to-speech makes digital reading more multisensory and engaging than hard copy.

3. Effort

We may need to break a long reading into manageable chunks, with short breaks for rewards, hydration and aerobic exercise.

It helps to set a timer for bouts of focused effort and to resume reading when break time is over. A flexible approach to pacing is critical: Zoom along when content is familiar or repetitious (perhaps skim over a list of examples or an attention-grabbing anecdote), but slow down when the sentence patterns get more complex or introduce unfamiliar vocabulary and concepts.

4. Working memory

Working memory is taxed heavily by text reading. We have to hold onto multiple bits of information as we digest a paragraph, mentally uncovering the relationships that glue the concepts together into a comprehensible whole. Ditto for connecting patterns of thought from paragraph to paragraph to understand a thesis and evaluate evidence for its validity.

We need to actively monitor our comprehension, so we don't get to the end of a selection and realize we stopped absorbing information three pages back. For longer and more complex selections, we need to "outsource" our working memory by annotating or highlighting the text, creating visible "breadcrumbs" of our thinking.

5. Emotion

If this is an assigned text that's not intrinsically interesting or appealing, our first task is to tamp down reluctance and resistance. We might have to promise ourselves a reward for finishing the reading or visualize how satisfied we'll feel when it's behind us.

Some readings may trigger a variety of negative emotions (anger, shame, sadness) that color our ability to separate the author's views from our own long enough to understand the topic from his/her perspective. Probably the most common emotional block to fully engaged reading is boredom or apathy.

Again, using customizable digital text, enhanced with human-like text-to-speech can help many readers. Referring to a syllabus to understand the relevance of the reading to our course goals may heighten the saliency of the reading or at least remind us of its place in the conceptual schema of the subject we're studying.

6. Action

Action refers to the ability to monitor behaviors to see if they are advancing us towards our goals or leading us astray. If we're struggling to make sense of a passage, or falling asleep over the page, we need to change strategies. We may need to take a five-minute break with a drink of water, or find a different location (not in bed) or position for reading. Following a checklist of steps for active reading can anchor our strategic approach.

For classroom teachers, appreciating the critical contribution of EF to reading can help us structure reading assignments for success, building in scaffolds such as guided questions and reflection points, illustrating new concepts with vivid examples, making sure students understand the why as well as the what in order to enhance relevance.

We want to talk candidly with students about EF challenges and work collaboratively with them to individualize strategies. We can also give them feedback on how well they deploy those strategies.

For coaches, parents or reluctant readers, I hope some of the approaches outlined here will contribute to a higher ratio of engagement/frustration with academic reading.

# data[].attributes.attachment_link.title
The Reading Brain: Executive Function Hard at Work

# data[].attributes.attachment_link.description
When I talk with educators across the country, they often lament that students don't read much anymore, especially in the face of ubiquitous social and multimedia distractions. Even students with intact decoding and fluency complain that reading is just too hard, not worth the effort. Why is reading such a challenge for so many?

# data[].attributes.headline
12. How executive functions contribute to reading comprehension

# data[].attributes.subject
12. How executive functions contribute to reading comprehension

# data[].attributes.attachment_link.readable_text
Could you tell us how to teach "Executive function skills"? We don't teach them at our school, and our core program doesn't emphasize them. However, the graduate program I'm in says they are important. Our school district emphasizes the reading rope, and it doesn't even mention executive function. But my professor showed us the "Active View of Reading Model" which does include it. Which of these is the science of reading and what should I be doing to teach executive function? I teach third grade.
Shanahan response:

Let's first try to figure out what executive function is. Basically, the term executive function (EF) refers to a set of neurocognitive processes that we use for self-control or self-regulation. People have goals, they plan, they coordinate their actions, they focus their attention and shut out distraction, they adjust their focus and emphasis, and so on. EF is the boss man (or woman) in your head that takes charge of regulating your behavior and directing your attention and so on.

At the general level - and my description was pretty general - there isn't much disagreement about EF. However, when you drill down you start finding nagging discrepancies and contradictions. For instance, when I was in grad school a hot topic was metacognition, our awareness and management of our own thinking. Studies at that time showed that good readers monitored their reading - their metacognition was on the lookout for mistakes and misunderstandings so it could unleash fix up strategies (e.g., "I don't get it, I should reread that part").

These days, not all treatments of executive function include metacognition (Roebers, 2017). Some EF experts don't mention it at all, and others claim it to be a separate category of self-regulation, though why we'd have multiple guys/gals in our heads taking on those kinds of problems I don't know.

Another puzzler has to do with the role of "working memory." Working memory is the limited capacity system that holds information temporarily while we think about it. That's where we figure things out and solve problems and so on. Most or all definitions of EF include some prominent mention of working memory.

But there are disagreements about what that entails. Working memory can only manage a small number of items at a time - and that capacity is more due to neural architecture and genetics than training. It seems contradictory that executive function would be focused on working memory given that it is out of conscious control. Nevertheless, there have been many studies aimed at increasing the capacity of working memory as a way of addressing executive function.

Another way to conceptualize working memory is as a cognitive system that includes not only a limited capacity processor, but also the attentional processes that determine what enters working memory, our abilities to rehearse and otherwise renew information so it doesn't disappear before we're done with it, ideas about how to chunk information or move it along to long term memory, and so on. Those attention and memory management tools certainly seem to belong to EF.

If you look at that "Active View" model that you mention (Duke & Cartwright, 2021), you'll see that its authors lump several processes together under "self-regulation," including motivation, executive function, and strategy uses (not just comprehension strategies, but the ones we use when decoding or dealing with word meanings).

That model ignores metacognition (though the article mentions a study that included comprehension monitoring in its model), and it separates executive function and reading strategies (though they are each listed within the self-regulation category).

One thing is clear, even across a variety of definitions: executive function is closely related to reading ability. Students who demonstrate the best working memory, cognitive flexibility, self-control, and so on tend to be the best readers.

With that information on the table, let's turn to your question about teaching. You wanted to know how to teach Executive Function in reading, but there is an even more fundamental question that must be asked. Can we teach EF?

The answer to that question may depend to some extent upon what you include in the EF drawer.

If you focus on something like working memory capacity, you'll likely conclude that EF can't be taught or that it can't be taught sufficiently well to allow someone to read or learn to read any better (Melby-Lervåg, & Hulme, 2016). I was able to find one study in which general EF instruction had impacted reading achievement (Johann & Karbach, 2020), but it wasn't clear to me why this general flexibility training affected some reading tasks but not others (it improved student ability to choose words to fill blanks in sentences, but not reading comprehension or word reading ability), why only a game version of the training had any impact on reading, or whether the results were replicable.

On the other hand, if you include items that are more of the "applied EF" or "reading specific EF", then the possibilities are greater. I myself would include all those monitoring skills and reading strategies as part of EF, since EF is intentional and strategic in nature.

However, if you set those aside, the pickings are much slimmer, but Duke and Cartwright (2021) point out one really interesting example. Cartwright (and her colleagues) conducted a series of studies in which children in grades 2-5 learn to respond to words flexibly - sorting them both based on letters and meaning - which improved word reading abilities (Cartwright, et al., 2020). (The kids would sort words into a 2 X 2 matrix, with two meaning categories and two spelling patterns... words that begin with B are placed in the B column, but some of these words may be foods and others are toys, so "bread" must be put in both the B column and the food row, etc.).

Whether that training is leading to greater cognitive flexibility generally (executive function), or whether it is only helping kids to be more flexible in the specific task of switching between decoding and word meaning in reading I don't know. I presume the latter and suspect that in the long run, we won't be trying to teach EF but rather EF-like abilities specific to reading. (Either way it's a cool instructional task that would be easy to adopt into classroom practice and the results were impressive.)

The reason for my EF skepticism has much to do with "learning transfer." Getting people to apply their learning to tasks, problems, and situations very different from the ones that were the focus of their training is difficult and rare in all aspects of learning.

Fundamentally, EF is bound up in intentionality and self-regulation.

When it comes to teaching reading, we want kids to try to learn. That's why it can be so helpful to be specific about learning goals and why giving kids a clear idea about the purpose of lessons is so beneficial.

When it comes to reading, we want kids to try to understand texts based on their reading of an author's words. That's why classroom culture needs to convey a deep commitment to meaning in reading and writing.

Providing tools for solving problems and a sense of the conditionality or the need for flexibility is critical. For instance, teaching kids a phonics pattern like VCVe should include attention to words that don't follow that pattern (done, come, gone) as well as guidance towards flexibility ("if you try the long vowel and it doesn't make sense, try some alternatives"). Likewise, comprehension strategies need to be applied in different ways depending upon how difficult a text is or its length, and instruction should give students the opportunity to gain such insights.

What I'm arguing against here is a set of lessons on Executive Function.

What I'm arguing for is that we encourage students to be intentional, purposeful, goal oriented, self-aware, flexible, and strategic. Instruction should consider the role that EF must play in all aspects of reading. If something needs to be learned to the point of automaticity, then students should know that, and they need to know why drill and practice might play such a big role in those instructional activities. Likewise, if a skill needs to be applied conditionally, then students should be taught where to direct their attention to make the appropriate determination.

At this time, we don't have any set of executive function skills that if taught generally will improve reading achievement. Teaching the specifics of these EF skills within reading as they apply to reading is what is called for.

Oh, one more thing. Your school and your graduate program may not be as far apart as you fear. The reading rope was created by Hollis Scarborough in the 1990s to illustrate some of the complexity of reading and learning to read, organizing a set of skills efficiently into a single-page graphic (Scarborough, 2001). At that time, there were only a handful of studies on executive function within reading. Since 2000, that change; there are now hundreds of such studies. Not surprisingly, Scarborough added that variable to her model later on (Cutting & Scarborough, 2012). Both the rope and the active graphics are useful conceptions for conveying some broad ideas; don't expect either to provide a comprehensive representation of all that is known about reading, nor a roadmap for what to teach.
References
Cartwright, K.B., Bock, A.M., Clause, J.H., Coppage August, E.A., Saunders, H.G., & Schmidt, K.J. (2020). Near-and far-transfer effects of an executive function intervention for 2nd to 5th grade struggling readers. Cognitive Development, 56, https://doi.org/10.1016/j.cogdev.2020.100932

Cutting, L.E., & Scarborough, H.S. (2012). Multiple bases for comprehension difficulties: The potential of cognitive and neurobiological profiling for validation of subtypes and development of assessments. In J.P. Sabatini, T. O'Reilly, & E.R. Albro (Eds.), Reaching an understanding: Innovations in how we view reading assessment ( pp. 101-116). Lanham, MD: Rowman & Littlefield.

Duke, N.K., & Cartwright, K.B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25-S44. doi:10.1002/rrq.411

Johann, V.E., & Karbach, J. (2020). Effects of game-based and standard executive control training on cognitive and academic abilities in elementary school children. Developmental Science, 23(4), https://doi.org/10.1111/desc.12866

Melby-Lervåg, M., & Hulme, C. (2016). There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014). Psychonomic Bulletin & Review, 23(1), 324-330.

Roebers, C.M. (2017). Executive function and metacognition: Toward a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51. https://doi.org/10.1016/j.dr.2017.04.001

Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (vol. 1, pp. 97-110). New York, NY: Guilford.

# data[].attributes.attachment_link.keywords[]
how do we teach executive function in reading

# data[].attributes.attachment_link.title
How Do We Teach Executive Function in Reading? | Shanahan on Literacy

# data[].attributes.attachment_link.description
Could you tell us how to teach "Executive function skills"? We don't teach them at our school, and our core program doesn't emphasize them. However, the graduate program I'm in says they are important. Our school district emphasizes the reading rope, and it doesn't even mention executive function.

# data[].attributes.headline
15. Exercise and the ADHD Brain: The Neuroscience of Movement

# data[].attributes.subject
15. Exercise and the ADHD Brain: The Neuroscience of Movement

# data[].attributes.attachment_link.readable_text
"Think of exercise as medication," says John Ratey, M.D., an associate clinical professor of psychiatry at Harvard Medical School. "For a very small handful of people with attention deficit disorder, it may actually be a replacement for stimulants, but, for most, it's complementary - something they should absolutely do, along with taking meds, to help increase attention and improve mood."

While most of us focus on exercise as a way to trim our waistlines, the better news is that routine physical activity firms up the brain - making it a simple, alternative ADHD treatment. "Exercise turns on the attention system, the so-called executive functions - sequencing, working memory, prioritizing, inhibiting, and sustaining attention," says Ratey, author of Spark: The Revolutionary New Science of Exercise and the Brain (#CommissionsEarned) (Little, Brown). "On a practical level, it causes kids to be less impulsive, which makes them more primed to learn."

The latest news about exercise and ADHD is that it helps kids with the condition push through past failures and attack things they didn't succeed at before. "The refrain of many kids with ADHD is, 'No matter what I do, I'm going to fail,'" says Ratey. "Rat studies show that exercise reduces learned helplessness. In fact, if you're aerobically fit, the less likely you are to learn helplessness."
[Free Download: The ADDitude Guide to Alternative ADHD Treatments]
So how, exactly, does exercise deliver these benefits to the ADHD brain? When you walk, run, or do a set of jumping jacks or pushups, your brain releases several important chemicals.

Endorphins, for one, hormone-like compounds that regulate mood, pleasure, and pain. That same burst of activity also elevates the brain's dopamine, norepinephrine, and serotonin levels. These brain chemicals affect focus and attention, which are in short supply in those with ADHD. "When you increase dopamine levels, you increase the attention system's ability to be regular and consistent, which has many good effects," explains Ratey, like reducing the craving for new stimuli and increasing alertness.

You don't have to be a marathoner, or even a runner, to derive benefits from exercise. Walking for 30 minutes, four times a week, will do the trick. "Get your child involved in something that he finds fun, so he will stick with it," suggests Ratey. Team activities or exercise with a social component are especially beneficial.

Studies have also found that tae kwon do, ballet, and gymnastics, in which you have to pay close attention to body movements, tax the attention system. "A very good thing for kids and adolescents with ADHD," says Ratey.

More schools are including exercise in their curricula to help kids do better in the classroom. A school in Colorado starts off students' days with 20 minutes of aerobic exercise to increase alertness. If they act up in class, they aren't given time-outs but time-ins - 10 minutes of activity on a stationary bike or an elliptical trainer. "The result is that kids realize they can regulate their mood and attention through exercise," says Ratey. "That's empowering."
[Read This Next: Take It Outside! Treating ADHD with Exercise]
#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication

# data[].attributes.attachment_link.title
Exercise and the ADHD Brain: The Neuroscience of Movement

# data[].attributes.attachment_link.description
"Think of exercise as medication," says John Ratey, M.D., an associate clinical professor of psychiatry at Harvard Medical School. "For a very small handful of people with attention deficit disorder, it may actually be a replacement for stimulants, but, for most, it's complementary - something they should absolutely do, along with taking meds, to help increase attention and improve mood."

# data[].attributes.headline
16. MTHFR: Another Piece of the ADHD-Genetics Puzzle

# data[].attributes.subject
16. MTHFR: Another Piece of the ADHD-Genetics Puzzle

# data[].attributes.attachment_link.readable_text
If there's one thing we know for sure about ADHD, it's that no one knows for sure what causes it. Genetic inheritance and many environmental factors have been proven to increase a child's risk of being born with ADHD. Yet, no one can say that any one thing in particular that causes it thus far. Indeed, ADHD is a complex disorder that isn't likely caused by one certain genetic abnormality or environmental factor. Like autism, the disorder comprises a spectrum of symptoms varying in severity, and its causes are likely to mimic a similar pattern.

The genetic "instructions" for a child comprise a mash-up of instructions from each parent. The language of these instructions is our individual genetic code. Some genetic factors are passed along to offspring just as they appear in one parent - for instance, eye color or hair color. Other genetic traits are created by a new combination of different parent genes. Further still, abnormalities in the formation of genes can lead to differences and disorders; Down's Syndrome is a well-known example of that. Certain genetic abnormalities also increase the risk for ADHD and autism.

We have learned all of this through the growing field of genetic science. And we're learning more and more each day about neurological disorders, like ADHD and autism, through neurogenetics - the sub-field that brings together genetics and neuroscience to shed some welcome light on neurological disorders' causes and, someday, treatments.

We know that parents with ADHD are more likely to have kids with ADHD, because it is inheritable. But what specific genes lead to an increased risk of ADHD or autism? One culprit is MTHFR. MTHFR genes control a biological process in the body that affects neurological function. MTHFR abnormalities have already been linked to more than 60 disorders, including autism and mood disorders. They're seen in many individuals with ADHD as well.

What is MTHFR?

MTHFR is the name of both a gene and an enzyme in the human body - methylenetetrahydrofolate reductase to be specific. The gene tells the body how to make the enzyme. This enzyme is important to process folate or folic acid (B9) properly. In simplest terms, it turns folate into its bioavailable form, methylfolate, through a process called methylation. The methylfolate then converts amino acids for a variety of the body's functions, including the manufacture of serotonin and dopamine.
[Free Download: Is It ADHD or a Misdiagnosis?]
So, if the MTHFR gene is mutated, it cannot produce the enzyme correctly, which disrupts the processes on down the line - one of which is the production of serotonin and dopamine, key players in ADHD, autism, and mood disorders. The malformation of the MTHFR gene causes one's body to change folate into methylfolate at a reduced capacity (as low as 10% for homozygous and 50% for heterozygous). An individual may have too much folate in his or her body, and not enough methylfolate, which, again, hinders the processes on down the line.

MTHFR also aids the process of detoxification in the body. When it's not working properly, heavy metal and mineral levels can reach dangerous levels or imbalance, which can cause hyperactivity, mood disorders, and so much more.

How is MTHFR Treated?

If not treated, MTHFR mutations can cause a buildup of folic acid and make mood and behavioral disorders worse, and treatment of them more difficult (especially mood disorders). As such, this mutation often explains, at least in part, why some individuals have sensitivities or rare reactions to medications, and even supplements. It also explains why mood and behavior can worsen when your child takes an ordinary multivitamin, or even eats fortified cereals.

Treatment of MTHFR polymorphisms vary depending on the individual's genetic makeup, or genome. Methylated versions of supplements like folate (methylfolate) and B-12 (Methylcobalamin, hydroxycobalamin, or adenocobalamin) are often recommended, as well as the biologically active form of B6 (pyridoxal-5-phosphate or P-5-P), and a quality antioxidant. Steering clear of extra folic acid is advised, too.
[Study: Gene That Helps Brain Regions Communicate May Be Linked to ADHD]
How Do You Test for MTHFR?

It's best to work with a physician on testing for and treating MTHFR abnormalities. It's a complex process that requires a delicate experimentation to get it just right. Most physicians don't know anything about MTHFR, so you'll want to look for an integrative medicine doctor.

Laura, a Connecticut mom of two kids, stumbled upon the potential need for MTHFR testing for her kids when searching for online support. Her kids had been diagnosed with PANS (or PANDAS) - an autoimmune disorder triggered by an infection and characterized by sudden onset of mental, emotional, and behavioral health symptoms, sharing many symptoms with ADHD.

If you cannot find a physician to work with you, you can still get the test. It's available from different companies online and simply requires a saliva sample or cheek swab.

"We used 23andMe.com to obtain the raw genetic data, comparing how our genes compared to 'typical' genes for the general population," explained Laura. "I then took that data and ran it through the app on www.geneticgenie.org, which parsed out roughly 30 genetic data points and told me whether our results were 'typical' or 'atypical.' These particular points indicate whether your body is able to efficiently process, or methylate, various vitamins, amino acids, minerals and nutrients, many of which help the body generate key neurotransmitters - primary drivers of mental and behavioral health. Our Genetic Genie report flagged any genes that weren't working 'as expected' and had the potential of interfering with how the body made use of some of its neurotransmitters."

"My daughter saw the largest benefit. I started by addressing her MTHFR 'defect,' which hinders her ability to convert folate (vitamin B9) into a form that can work with vitamin B12 to ultimately make energy and serotonin. In the first few months of supplementing and zeroing in on the right doses of a specific form of Vitamin B9 (methylfolate) and the form of B12 that works best for her (adenocobalamin), I saw a huge improvement in her drastic mood swings. She became much steadier mood-wise, much calmer."

If your child's treatment isn't going well, or you feel like you're doing everything right but still must be missing something, testing for MTHFR polymorphisms may be a logical next step.
[Free Webinar: What Neuroscience Reveals About the ADHD Brain]
More Information on MTHFR and Neurogenomics
The U.S. National Library of Medicine: Genetics Home Reference Dr. Ben Lynch's MTHFR Website Dr. Amy Yasko's Nutrigenomics
" A Genetic Mutation That Can Affect Mental & Physical Health" on Psychology Today

# data[].attributes.attachment_link.title
MTHFR: Another Piece of the ADHD-Genetics Puzzle

# data[].attributes.attachment_link.description
ADHD is a very complex disorder. The number of factors contributing to symptoms is vast - and growing. MTHFR is a genetic abnormality that's somewhat common in individuals with ADHD, and its presence could explain a lot, and offer additional treatments. Here is what you need to know.

# data[].attributes.headline
17. Does Trauma Cause ADHD? And Vice Versa?

# data[].attributes.subject
17. Does Trauma Cause ADHD? And Vice Versa?

# data[].attributes.attachment_link.readable_text
The connection between trauma and ADHD is fascinating, if not fully understood. As research continues to fill in the blanks, Nicole Brown, M.D., MPH, MHS, recently answered questions from ADDitude readers about whether trauma begets attention deficit hyperactivity disorder (ADHD or ADD), what treatment options help children with ADHD who have experienced trauma, and what constitutes "trauma" in a diagnostic sense.

Q: Can trauma cause ADHD?

Research doesn't support the idea that trauma causes ADHD. Research does tell us that ADHD is a condition that's largely genetic and inherited, and that it causes specific areas of the brain to be underdeveloped or otherwise impacted. Because trauma affects those same areas of the brain, it exacerbates ADHD symptoms. The science, however, is still out on what actually causes ADHD.

Q: If a parent suspects that their child has ADHD and has undergone trauma, what is the process for diagnosis and care?

Often the first point of contact, a pediatrician will use screening tools (like the Vanderbilt assessment) and other diagnostic materials that ask about the core symptoms of ADHD. An astute clinician, however, will do more than just administer a screener to determine whether a child has ADHD - or something else that mimics or looks like ADHD. Medical conditions like hyperthyroid disease, for example, may look like ADHD. The astute doctor would order some blood tests to rule out this and other medical conditions. They would also take a really good family history, and ask questions about whether ADHD and other mental health conditions run in the family.

If all of those things together still point to a diagnosis of ADHD, but the child has also experienced trauma, that pediatrician or primary care provider should refer them to a behavioral health clinician who can provide the critical therapy and insight that's needed. They can further probe to see if the child is actually experiencing symptoms of traumatic stress and even PTSD, and suggest additional medication and therapies to treat those symptoms.

When it comes to ADHD and co-occurring trauma, clinical judgment is really important when thinking about starting any medication. Oftentimes, ADHD in children is managed with medication, but not necessarily by adjunctive behavioral therapy, which is so critical to their care. We know that having both medication and behavioral therapy is the gold standard; that is what makes the difference. In sum, pediatricians really should be working hand-in-hand with behavioral health providers to deliver a holistic, multi-modal treatment plan for the patient with ADHD and trauma.
[Click to Read: The Relationship Between PTSD and ADHD]
Q: What "counts" as trauma?

Researchers use the term ACEs, which stands for "adverse childhood experiences," to describe potentially traumatic events that occur before age 18. ACEs traditionally include incidents like physical and emotional abuse, neglect, and household dysfunction. Our conception of ACEs, however, is continuously broadening, and there's an explosion of science around it.

Death of a caregiver has traditionally been thought of as an ACEs type, for example. But the experience of almost losing someone close to you can be just as traumatic. Some children are also more at risk for certain unique traumatic stressors, as is the case with children of color experiencing stressors like systemic racism and concentrated poverty. Another important element to consider is that trauma is experienced, lived, and internalized very differently among people.

It is possible for "smaller" events to add up to trauma. Many studies on ACEs are limited in that they only look at the incidents in a "snapshot" form, not a cumulative form. The timing and accumulation of adverse events aren't considered, nor is how they may impact the health trajectory of an individual. But we absolutely know that the more ACEs experienced, the more negative outcomes that are predicted.

Q: Is there an especially sensitive age where children are more subject to or more adversely affected by ACEs?

When ACEs happen in early childhood, in the absence of protective buffers, there's a high, high risk of severe chronic health issues in adulthood and even risk of early death.

At the same time, early childhood is the most optimal time to intervene because the brain is so plastic - it can still be molded, shaped, and changed. We can change the trajectory of those brain changes that become permanent in the absence of the buffers by recognizing ACEs early on, getting families the support that they need to prevent more ACEs from occurring, and mitigating the traumatic stresses that they may be currently experiencing.
[Read: Did Childhood Trauma Cause My Son's ADHD Behavior Problems?]
Q: With trauma and adverse experiences in childhood, can there be delayed responses that manifest only in adulthood?

Absolutely. In fact, it seems like most of the literature on ACEs has actually been done in adult populations, and pediatric literature is catching up. What we're gleaning from the science is that ACEs cause changes in the brain and changes in different organ systems that begin in childhood and that translate to heightened risk for mood disorders and other chronic health conditions in later adulthood.

Q: Can the neural connections that are inhibited or damaged from trauma be rebuilt or strengthened?

Yes, particularly in childhood. Therapy is really important as a way of providing protective buffers and leveraging the child's strengths, which can create internal environments that are conducive to repair those neural connections.

Q: Is it ever "too late" for an individual to get effective help if interventions and treatment don't take place in childhood?

It is absolutely not too late. If these issues aren't dealt with in early childhood, it doesn't mean that the effects will be permanent. No matter if the patient is a teen or a young adult, it's really, really important for them to get help if they're struggling with traumatic stress and/or exhibiting symptoms of ADHD. Treatment has been shown to be effective in all age groups, including in adults, and so help at any time is important and effective.
The content for this article was derived from the ADDitude Expert Webinar "How Stress and Trauma Affect ADHD in Children of All Colors - and How to Heal the Wounds" by Nicole Brown, M.D., MPH, MHS, which was broadcast live on October 15, 2020.
Trauma and ADHD: Next Steps

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

# data[].attributes.attachment_link.description
The connection between trauma and ADHD is fascinating, if not fully understood. As research continues to fill in the blanks, Nicole Brown, M.D., MPH, MHS, recently answered questions from ADDitude readers about whether trauma begets attention deficit hyperactivity disorder (ADHD or ADD), what treatment options help children with ADHD who have experienced trauma, and what constitutes "trauma" in a diagnostic sense.

# data[].attributes.headline
18. Anxiety? Depression? Or ADHD? It Could Be All Three

# data[].attributes.subject
18. Anxiety? Depression? Or ADHD? It Could Be All Three

# data[].attributes.attachment_link.readable_text
Studies find that 80 percent of people with attention deficit disorder (ADHD or ADD) will have at least one other psychiatric disorder in their lifetime. The two most common are depression and an anxiety disorder, like obsessive-compulsive disorder (OCD) or generalized anxiety disorder (GAD).

ADHD without a comorbid disorder is the exception rather than the rule. Having ADHD is challenging enough, but the other disorders that accompany ADHD profoundly affect a person's daily life. A patient of mine, Antonio, knows this well. Although his ADHD was diagnosed when he was in fifth grade, his anxiety disorder was not caught until his last year of college.

"Everyone assumed that my anxiety behaviors were just the hyperactivity part of my ADHD," he says. Years of his life were spent suffering from paralyzing anxiety that resulted in his missing classes, being housebound for days, and not being able to work.

When ADHD and another disorder co-occur, there will likely be one of the following scenarios:
[Self Test: Could You Have a Generalized Anxiety Disorder?]
1. The ADHD has been diagnosed, but the comorbid disorder has not been. Doctors sometimes mistakenly chalk up depressive and anxiety symptoms to the ADHD diagnosis, as in Antonio's case. The comorbid disorder can be independent of the ADHD (primary) or a direct result of ADHD symptoms (secondary).

Corey was never an anxious person before he went to college. But, without the structure of high school and his parents' support, he felt lost. His ADHD and executive functioning deficits stymied him. He had severe anxiety about taking tests and writing papers, which led to poor sleep. His sleeplessness caused him to feel "on edge" all the time. He met the criteria for having an anxiety disorder and needed treatment, even though it was secondary to his ADHD.

A secondary diagnosis does not make anxiety less challenging to live with. There is a parallel to substance abuse. Most people who abuse drugs or alcohol are depressed or anxious, yet the addiction is a separate entity that must be dealt with, in addition to its underlying causes.

2. The depression or anxiety has been identified and diagnosed, but the ADHD has not been. Doctors see ADHD symptoms as part of the comorbid disorder. Janice had a severe binge-eating disorder, and her doctor assumed that her impulsivity and lack of concentration were due to that disorder. Her previous therapist questioned whether she really wanted to get better because she was late for many of her appointments.

3. ADHD and the comorbid disorder are both diagnosed and treated - the ideal scenario. A patient's doctor focuses on depression or anxiety's effect on ADHD and vice versa. The ADHD affects the comorbid disorder and, in turn, is affected by depression or anxiety, whether or not the comorbid disorder results from ADHD. When someone struggles with two conditions, the symptoms of each disorder are more intense.

To avoid the plight of Antonio, Corey, and Janice, it is important that your doctor get the diagnosis right. Here is a checklist of symptoms you and she should be looking for, questions your doctor should be asking you, and some tools she should be using to assess you.
[Free Download: How to Recognize and Treat Depression]
Depression: Coming Out of the Darkness

About 30 percent of those with ADHD will experience a depressive episode at some time in their lives. Depression can be independent of the ADHD, or it can result from ADHD symptoms. ADHD has a significant impact on the course of depression. Studies always find more depressive symptoms in individuals with ADHD than in their counterparts without ADHD. Increased severity of ADHD symptoms is correlated with higher depressive symptoms. When you have ADHD and depression, the symptoms of both conditions are worse than if you had either disorder alone.

In making a proper diagnosis of depression, your doctor will assess the following criteria, and should make distinctions between depression and your ADHD symptoms.

- PERSISTENT SAD OR IRRITABLE MOOD When a person has ADHD alone, sadness or irritability is context- or environment-specific. Your doctor should find out if you are always feeling sad, or whether there are certain scenarios in which your ADHD symptoms always come to the fore.

- LOSS OF INTEREST IN ACTIVITIES ONCE ENJOYED With ADHD, it is common for someone to enjoy something intensely, and then grow bored with it, moving on to something new and more stimulating. With depression, a person finds no enjoyment in anything.

- CHANGE IN APPETITE OR BODY WEIGHT With depression, there might be weight gain or loss of 20 pounds or more. Someone may lose his appetite, despite being surrounded by food and unengaged in anything else. With ADHD, loss of appetite is caused by hyperfocusing on another activity or related to stimulant treatment.

- SLEEPING TOO LITTLE OR TOO MUCH Your doctor should assess your sleep patterns for a period of time, not just in the last week. With depression, tiredness is unrelated to how much sleep you are getting night after night. Jack slept 14 hours a night for weeks during the throes of his depression, and always felt tired the next day. This was not due to sleep deprivation. Many with ADHD do not sleep enough (hyperactive types) or sleep too much (inattentive types), but what qualifies sleeplessness as a depressive symptom is the episodic nature of it; it occurs without a context.

- PHYSICAL AGITATION OR SLOWING Your doctor will ask if you are feeling agitated or slow, even when engaged in something that interests you. She will want to know if the agitation is environmentally triggered (such as the presence of an ex-boyfriend) or is something that feels internally caused.

- FATIGUE Is this a new feeling for you, or have you always felt like you lacked some energy? How have you been sleeping in the last month? Have there been any particular new stressors in your life that could cause the fatigue? How have you been eating? Have you had a sleep study to rule out sleep apnea or other sleep disorders? Are you seriously overweight? Your doctor should ask these questions to determine if symptoms are caused by environmental or behavioral factors, such as malnutrition or sleep deprivation, or a looming depression.

- FEELINGS OF WORTHLESSNESS OR INAPPROPRIATE GUILT Many with ADHD feel guilt over not getting something done in time, interrupting a friend in conversation, or running through the house and breaking Mom's favorite vase. With depression, this feels like a general sense of guilt and inadequacy.

- DIFFICULTY CONCENTRATING This is often one of the first symptoms of an emerging depression, and it usually gets lumped with the concentration challenges of ADHD. Is this concentration problem, to this degree, new for you, given your ADHD? Is it persistent? Does it occur during relaxing, enjoyable activities? Is the difficulty due to distractions from external (noises, people) or internal (thoughts or daydreams) stimuli?

- RECURRENT THOUGHTS OF DEATH OR SUICIDE It is always a serious clinical matter when someone has thoughts of suicide or a preoccupation with death. This should never be downplayed. Whether such thoughts are a result of ADHD-related struggles or not doesn't matter. Tell your doctor immediately if you are experiencing these thoughts. Remember that depression brings on a mindset in which it seems rational to take one's life.

- PSYCHOTIC FEATURES Hearing voices, visual hallucinations, paranoia, and delusional thinking are signs of something beyond ADHD. They can be part of a severe depressive episode, in which psychotic features are apparent. Do not be afraid to disclose this, even though you might feel ashamed to be talking about such symptoms.

In addition to these clinical criteria, your doctor will ask you about family history. Both ADHD and Major Depressive Disorder run in families. Studies find that depression in individuals with ADHD is often caused by relationship conflicts or social isolation related to ADHD symptoms.

Finally, your doctor should assess whether depressive symptoms are caused by, or exacerbated by, a medication you are taking or any side effects of a medication. A physical exam should also be conducted to rule out thyroid problems or other medical conditions.

Evaluating for Depression

Doctors often use empirically based surveys to add to a personal history.

>  The Beck Depression Inventory or Automatic Thoughts Questionnaire (for adolescents and adults) or Children's Depression Inventory (for children and adolescents) are quick, reliable surveys that could aid in the diagnosis of depression. The severity and course of a depressive episode may be charted if a patient monitors symptoms daily.

>  The Structured Clinical Interview for DSM-V Disorders (SCID-5) (for adults) and Diagnostic Interview for Children and Adolescents-Revised are reliable instruments that use the DSM-V criteria to assess for clinical disorders.

Anxiety: Worry Less

One study found that 27 percent of children with ADHD had more than one anxiety disorder compared to 5 percent of children without ADHD. Other studies find that anywhere from 20 to 30 percent of individuals with ADHD will struggle with a clinical anxiety disorder in their lifetime.

Having ADHD itself can cause lots of stress. Executive functioning issues affect every part of a person's life. Disorganization, time mismanagement, procrastination, and frustration over failed intentions create a state of anxiety for individuals with ADHD. Learning disabilities, which affect 50 to 60 percent of students with ADHD, are highly associated with academic anxiety.

Anxiety is defined as a feeling of unease, tension, or nervousness related to stressful or uncertain events. Most people have experienced a bout of anxiety (but not depression) at some point in their lives. The diagnosis of anxiety or having an anxiety disorder is made when the condition is more than a temporary state of being, it gets worse, and there is significant interference in the activities of daily living.

Getting a proper diagnosis for an anxiety disorder can be tricky, given that many symptoms mimic ADHD or are seen as related to ADHD. A physical examination should be conducted to rule out any other medical condition. You should report any medications or their side effects that cause anxiety. In addition, your doctor should inquire about the following to make a correct diagnosis.

- PERSISTENT WORRY Worry about paying bills, a job interview, or catching a flight are normal. If worry becomes constant and causes significant distress, it warrants clinical attention. When stress arises from ADHD symptoms, the treatment is focused on the ADHD. If it is clear that anxiety is beyond the ADHD, then anxiety disorder treatment is indicated.

- PHYSICAL SYMPTOMS Anxiety expresses itself in a variety of physical symptoms - cold or sweaty hands, shortness of breath, heart palpitations, dry mouth, flushed face, numbness or tingling in the hands and/or feet, nausea, muscle tension, migraine headaches, acid reflux, tics, erectile dysfunction, constipation or diarrhea, and dizziness. Your doctor should ask about all of these symptoms, as well as your history of panic attacks or phobias.

- SLEEP Anxiety makes it very hard to sleep. If you find it difficult to fall asleep or to slow your mind down, these things can occur without anxiety. In the case of anxiety, sleep problems are due to constant worry as well as fears and irrational thoughts.

- IRRATIONAL FEARS People with an anxiety disorder may know that their fears are irrational, but they cannot help taking them seriously.

- AVOIDANCE One of the common behaviors of anxious people is avoidance. Whether it is about things perceived as contaminated (OCD) or socially related situations (social anxiety disorder), avoidance is an attempt to prevent feeling anxious. However, avoidance only leads to more anxiety, since it prevents a person from practicing how to tolerate that situation.

- ATTENTION AND FOCUS With anxiety, a person finds it hard to stay focused because of worry, fear, and obsessive, unwanted thoughts. With ADHD, anxious thoughts can be a distraction, but they can also be pleasant.

- DEALING WITH CHANGE Those with ADHD often like change, as they get bored easily, but they may also find change stressful, since it requires new ways of engaging with their environment. People with anxiety are often wedded to routine, since it offers certainty in their lives. Your doctor should ask how well you deal with change and transition.

In addition to the above, as part of your evaluation, your doctor should always ask you about family history. Anxiety disorders run in families.

The following assessments are frequently used in diagnosing anxiety. Your doctor should be using one or more of these, or similar scales:

> SCID-5
> Yale Brown Obsessive-Compulsive Scale (Y-BOCS) for OCD symptoms
> Hamilton Anxiety Rating Scale
> Beck Anxiety Inventory
>  Revised Children's Manifest Anxiety Scale.

No assessment measure is empirically perfect, and none is a substitute for a comprehensive clinical interview and physical examination.

Knowledge is power. Dealing with ADHD symptoms is challenging enough. Dealing with depression or anxiety, too, is debilitating. Only with proper assessment and diagnosis can treatment for both, or either, be possible.
[What to Do When It's More Than ADHD] Roberto Olivardia, Ph.D., is a member of ADDitude's ADHD Medical Review Panel.

# data[].attributes.attachment_link.title
Anxiety? Depression? Or ADHD? It Could Be All Three

# data[].attributes.attachment_link.description
Studies find that 80 percent of people with attention deficit disorder (ADHD or ADD) will have at least one other psychiatric disorder in their lifetime. The two most common are depression and an anxiety disorder, like obsessive-compulsive disorder (OCD) or generalized anxiety disorder (GAD). ADHD without a comorbid disorder is the exception rather than the rule.

# data[].attributes.headline
33. 19 Techniques to Calm a Highly Sensitive Nervous System

# data[].attributes.subject
33. 19 Techniques to Calm a Highly Sensitive Nervous System

# data[].attributes.attachment_link.title
19 Techniques to Calm a Highly Sensitive Nervous System - Tiny Buddha

# data[].attributes.attachment_link.description
If you’re stressed, anxious, or overwhelmed, these techniques will calm your nervous system and bring you peace.

# data[].attributes.headline
19. What to know about ADHD and rejection sensitive dysphoria

# data[].attributes.subject
19. What to know about ADHD and rejection sensitive dysphoria

# data[].attributes.attachment_link.readable_text
Although rejection is not enjoyable for anyone, it can trigger an overwhelming emotional response in people with rejection sensitive dysphoria (RSD). Although researchers are still unsure why, it seems that people with attention deficit hyperactivity disorder (ADHD) may be more susceptible to RSD.

RSD is a condition in which a person feels extreme emotional sensitivity and pain due to perceived or actual rejection, teasing, or criticism.

Researchers are still unsure about the connection between RSD and ADHD. However, some suggest that it might relate to emotional dysregulation, which is the inability to manage emotional responses to stimuli and keep them within the usual range of reactions.

In this article, we discuss the connection between ADHD and RSD.

It is important to note that RSD is a controversial topic in psychiatry and that research is still ongoing. Some mental health professionals may not consider RSD a real condition and, therefore, may not treat it.

RSD is an overwhelming emotional sensation that a person may experience in response to an actual or perceived rejection or criticism. It is a serious condition that can result in low mood and self-esteem and is not a person being overly sensitive.

A person with RSD may experience a negative feeling, such as rejection, from an innocent comment, or they may perceive a mild disagreement as being very severe.

A person may sometimes internalize this overwhelming emotional sensation, causing a low mood and withdrawal from the situation. Alternatively, they may externalize their feelings, which could take the form of sudden anger or rage.

RSD can be difficult for the person and their loved ones, and it can harm relationships. In some cases, it may even lead to rejection, particularly if a person reacts with anger or impulsive behavior toward a perceived slight.

However, RSD is a relatively new and controversial topic in psychiatry. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) does not yet recognize RSD, and there are no official symptoms, so it may be difficult to get a professional diagnosis.

While the diagnostic criteria for ADHD do not currently include problems with emotion and mood regulation, people with ADHD may experience these issues.

Some ADHD experts note the existence of RSD and suggest that it occurs exclusively in people with ADHD.

However, as rejection is difficult to measure, other experts may not acknowledge RSD. They may also disregard it because it can present similarly to other conditions, such as depression, bipolar disorder, borderline personality disorder, and social phobia.

Other factors associated with ADHD may also increase the risk of experiencing rejection. These include:

Stimuli can trigger the central nervous system differently in people with ADHD, potentially changing how they perceive and respond to rejection.

ADHD itself may also lead to rejection. Other people may view individuals living with this condition differently and be critical if they do not conform to "social norms." This criticism can make a person more sensitive to future experiences of rejection.

The impulsive behavior of ADHD may also cause people to respond inappropriately to rejection. In turn, this can cause them to experience more rejection.

In a , children aged 10-15 years with ADHD presented high levels of sensitivity when they received feedback as part of a virtual game, suggesting that it may explain social dysfunction in those with ADHD.

Researchers have noted that difficulty regulating emotions may explain the problems that some children with ADHD experience when socializing. Other studies also report that peer rejection and victimization frequently occur among children with ADHD and may exacerbate the symptoms of RSD.

Experts continue to work on identifying the potential role of emotional dysregulation in ADHD and how it may explain the difficulty in processing emotions, such as rejection.

However, emotional dysregulation is to ADHD, and not all research supports the notion that ADHD increases the risk of rejection sensitivity.

For example, a 2017 review linked rejection sensitivity to several other mental health conditions, including borderline personality disorder, depression, and anxiety, but not to ADHD.

The symptoms of RSD can vary among individuals, but they may include:

frequently or obsessively thinking about negative experiences, especially experiences of perceived or actual rejection

perceiving rejection when it is not actually occurring

viewing small rejections as catastrophic

a chronic fear of rejection

misperceiving constructive criticism, requests for more information, or neutral feedback as rejection

perfectionism or people-pleasing tendencies

RSD is neither a medical condition nor an official diagnosis. However, a therapist may determine that a person has RSD based on the symptoms they describe in therapy. The therapist may diagnose it either as part of another condition, such as ADHD, or as a separate issue.

A doctor, therapist, or another mental health professional can also diagnose other conditions that may increase the risk of RSD.

At present, the treatment options for RSD are similar to those for ADHD, including using medication such as guanfacine (Intuniv) or clonidine (Catapres).

Just as when treating ADHD, people with RSD may benefit from combining different treatment methods. Treatment for both RSD and ADHD may involve:

Therapy: In therapy, a person may work on developing coping skills or dealing with rejection-related problems in a relationship. They may also learn how to minimize rumination, which is a common theme among people with RSD. Therapy can also help with other ADHD symptoms by supporting better time management and reducing negative impulses.

ADHD medications: ADHD medications, such as methylphenidate (Ritalin) and dextroamphetamine-amphetamine (Adderall), are highly effective in managing the core symptoms of ADHD. They may also help with RSD.

Antidepressants: Antidepressants can help with some ADHD symptoms, especially rumination or feelings of sadness. A wide range of options is available, and people should discuss the risks and benefits of each class of antidepressants with their doctor.

Support: Support for people with ADHD may include academic and career accommodations. Children may need behavioral interventions, such as time management help. Parents and caregivers of children with ADHD may benefit from specialized training on how best to help them.

People living with RSD may be able to develop skills and strategies for processing emotions in therapy or support groups. Some strategies that might help include:

Education: If a person knows that they have RSD, this may help them put their feelings into context. Learning more about the condition might help them understand how to process information.

Delayed responses: There is no need to respond to rejection or other negative experiences right away. People with ADHD sometimes behave impulsively. Pausing to think about how best to respond may help reduce potential conflicts.

Talking about rejection sensitivity: A person can make their friends, family, and other loved ones aware of their RSD. This knowledge may help people choose their words and responses more carefully when interacting with the individual.

Choosing the right relationships: Certain relationships, especially those involving abusive or critical people, may make RSD even worse. People in emotionally abusive relationships should consider leaving, if they feel able to do so. Those with highly critical partners may find that couple counseling helps.

Rejection can be a painful experience, especially for people with RSD. While the research is still unclear, experts suggest that RSD is more common in people with ADHD, possibly due to difficulty processing and regulating emotions.

If a person thinks that they have RSD, ADHD, or another condition that affects their mental health, they should speak with a therapist, psychiatrist, or primary care provider about the next steps.

# data[].attributes.attachment_link.title
What is the link between ADHD and rejection sensitive dysphoria?

# data[].attributes.attachment_link.description
Although rejection is not enjoyable for anyone, it can trigger an overwhelming emotional response in people with rejection sensitive dysphoria (RSD). Although researchers are still unsure why, it seems that people with attention deficit hyperactivity disorder (ADHD) may be more susceptible to RSD.

# data[].attributes.headline
20. Individuals with high ADHD-traits are more vulnerable to insomnia

# data[].attributes.subject
20. Individuals with high ADHD-traits are more vulnerable to insomnia

# data[].attributes.attachment_link.readable_text
Individuals with high ADHD-traits that do not meet the criteria for a diagnosis are less able to perform tasks involving attentional regulation or emotional control after a sleepless night than individuals with low ADHD-traits, a new study from Karolinska Institutet published in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging reports.

While it can cause multiple cognitive impairments, there is considerable individual variation in sensitivity to the effects of insomnia. The reason for this variability has been an unresolved research question for long. In the present study, KI researchers investigated how sleep deprivation affects our executive functions, which is to say the central cognitive processes that govern our thoughts and actions. They also wanted to ascertain if people with ADHD tendencies are more sensitive to insomnia, with more severe functional impairments as a result.

ADHD (attention deficit hyperactivity disorder) is characterized by inattention, impulsiveness and hyperactivity; however, the symptoms vary from person to person and often also include emotional instability.

"You could say that many people have some subclinical ADHD-like symptoms but a diagnosis is only made once the symptoms become so prominent that they interfere with our everyday lives," says Predrag Petrovic, consultant and associate professor in psychiatry at the Department of Clinical Neuroscience at Karolinska Institutet, Sweden, who led the study along with Tina Sundelin and John Axelsson, both researchers at Karolinska Institutet and the Stress Research Institute at Stockholm University.

The study included 180 healthy participants between the ages of 17 and 45 without an ADHD diagnosis. Tendencies towards inattentiveness and emotional instability were assessed on the Brown Attention Deficit Disorder (B-ADD) scale.

The participants were randomly assigned to two groups, one that was allowed to sleep normally and one that was deprived of sleep for one night. They were then instructed to perform a test that measures executive functions and emotional control the following day (a Stroop test with neutral and emotional faces).

The researchers found that the sleep-deprived group showed worse performance in the experimental tasks (including more cognitive response variability). Moreover, people with high ADHD-traits were more vulnerable to sleep deprivation and showed greater impairment than those with low ADHD-traits.

The effects were also related to the most prominent type of subclinical ADHD-like symptom, in that after being deprived of sleep, the participants who displayed more everyday problems with emotional instability had larger problems with the cognitive task involving emotional regulation, and those who had more everyday inattention symptoms had larger problems with the non-emotional cognitive task.

"One of the reasons why these results are important is that we know that young people are getting much less sleep than they did just ten years ago," explains Dr Petrovic. "If young people with high ADHD-traits regularly get too little sleep they will perform worse cognitively and, what's more, their symptoms might even end up at a clinically significant level."

# data[].attributes.attachment_link.keywords[]
attention deficit disorder; sleep disorder research; insomnia research; mental health research; add and adhd; sleep disorders; disorders and syndromes; mental health

# data[].attributes.attachment_link.title
Individuals with high ADHD-traits are more vulnerable to insomnia

# data[].attributes.attachment_link.description
Individuals with high ADHD-traits that do not meet the criteria for a diagnosis are less able to perform tasks involving attentional regulation or emotional control after a sleepless night than individuals with low ADHD-traits, a new study from Karolinska Institutet published in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging reports.

# data[].attributes.headline
21. Why is it critical to explore sleep problems with students who have ADHD?

# data[].attributes.subject
21. Why is it critical to explore sleep problems with students who have ADHD?

# data[].attributes.attachment_link.readable_text
Impaired sleep includes difficulty falling or staying asleep, sleep disturbances (e.g., nightmare, sleepwalking), or feeling tired or fatigued during the daytime (Cortese et al., 2009; Kirov & Brand, 2014). Sleep-related impairments can certainly look like attention deficit hyperactivity disorder (ADHD) symptoms-for example, both can be associated with difficulty paying attention, restlessness, and impulsive decision-making. Because of this overlap, figuring out what is really beneath the surface can be difficult. Sleep problems can also exacerbate ADHD symptoms, amplifying their effects, and pose greater difficulty in daily functioning, which ultimately can make an accurate diagnosis more challenging. For instance, struggling to arrive at school on time could result from an ADHD-related difficulty with time management, a sleep-related issue of a late bedtime, or a combination of the two factors.

Disruptions to sleep can come from many sources-perhaps the stress of following the news in the past two years alone is enough to make one lose sleep-but the consequences are consistent. A limited quantity or low quality of sleep affects physical health (e.g., correlated with diabetes, obesity, hypertension, and heart problems; Simon, 2020), along with cognition (e.g., focus, emotion regulation), and mental health. The impairments associated with ADHD are further complicated by a lack of sleep, such as exacerbating executive dysfunction. Regardless, for students with ADHD, sleep problems are critical to explore, given their far-reaching effects.

How pervasive are these problems?

As the developer of leading tools for the assessment of ADHD, MHS conducted research to better understand the relationships between ADHD and sleep problems. Large, nationally representative samples from the general population were collected, along with targeted clinical samples of youth with an ADHD diagnosis when developing the Conners 4th Edition. The Conners 4 TM captures parent, teacher, and self-reported ratings of youth (ages 6 to 18 years for parent and teacher; ages 8 to 18 years for self-report). The Conners 4 focuses on symptoms of ADHD and related impairments, as well as commonly co-occurring disorders to aid differential diagnosis. Additionally, items are included to screen for sleep problems.

Results of our studies confirmed that youth with ADHD report more problems with sleep than students in the general population. Parents of youth diagnosed with ADHD (N = 348) reported considerably higher rates of sleep problems than the parents of youth without any diagnoses (demographically matched general population sample of the same size). Difficulties staying or falling asleep were reported by parents for 10.37% of the general population sample, while 47.00% of parents of youth diagnosed with ADHD indicated these same difficulties. This dramatic difference means that youth with ADHD are more than 4 times as likely as youth without ADHD to experience sleep problems. Similarly, teachers were 3 times more likely to indicate that students with ADHD (N = 310) appeared tired during the school day than those from the general population. Students with ADHD were twice as likely as students from the general population to report sleep problems. These results, along with the growing body of evidence in the research literature, make it clear that ADHD measures must include content related to sleep problems.

What can we do to help?
Measure

It is recommended practice that ADHD evaluations include screening for sleep problems. Standardized behavior rating scales, like the Conners 4, provide a great option for screening for sleep problems, especially with a multi-rater perspective. By using norm-referenced standardized tools, a student's behaviors, actions, symptoms, thoughts, and feelings can be compared to others like them (e.g., same age). This comparison can help inform what is typical or concerning, relative to one's peers or expected developmental trends.

Additionally, targeted measures are available. The PROMIS ® (Patient-Reported Outcomes Measurement Information System) Sleep Disturbance and Sleep-Related Impairment tools are freely available. The measures were developed based on years of research (Yu et al., 2011), with a grant from the National Institutes of Health (NIH). As an added convenience to Conners 4 users, the 8-item short-form versions of the PROMIS Sleep measures are available free of charge in the MHS Online Assessment Center+.

Observe

Seek to educate parents and teachers to identify early indicators of struggle. For example, an adolescent who begins to take naps after school or falls asleep during class may be trying to cope with sleep problems during the night. Encouraging the student to keep a sleep log may help them observe their own patterns (Weiss & McBridge, 2018).
Build Better Habits

For those struggling with sleep, often the best place to start is establishing healthy routines around sleep hygiene. Experts recommend keeping a consistent schedule or rhythm, even if it looks different than it has in the past-perhaps virtual school arrangements offer the chance to go to bed later and wake later, and if that suits an adolescent's natural rhythm, it may make all the difference. Sticking with the same schedule, rather than initiating dramatic timing swings from weekdays to weekends, will help promote sufficient sleep. Getting some sunlight every day (usually 30 minutes is recommended) and incorporating some physical activity also improve sleep quality.
Learn More

You may wish to consult experts, academic literature, and additional resources to learn more about recent findings and recommendations related to these topics.
The Conners 4 will be available in early 2022.

For more information on ADHD or to sign up for the latest updates, please visit MHS.com/ADHDHub

# data[].attributes.attachment_link.title
Why is it critical to explore sleep problems with students who have ADHD? - MHS Assessments

# data[].attributes.attachment_link.description
Impaired sleep includes difficulty falling or staying asleep, sleep disturbances (e.g., nightmare, sleepwalking), or feeling tired or fatigued during the daytime (Cortese et al., 2009; Kirov & Brand, 2014). Sleep-related impairments can certainly look like attention deficit hyperactivity disorder (ADHD) symptoms-for example, both can be associated with difficulty paying attention, restlessness, and impulsive decision-making.

# data[].attributes.headline
22. Sleep Deprivation and importance of sleep for ADHD

# data[].attributes.subject
22. Sleep Deprivation and importance of sleep for ADHD

# data[].attributes.attachment_link.readable_text
Sleep deprivation

Sleep deprivation is often overlooked among students with ADHD/LD and adults. ADHD has a 50% co-morbidity with other learning disabilities.  The National Sleep Foundations notes that ADHD is linked with a variety of sleep issues.  A recent study found that children with ADHD and people with dyslexia had higher rates of daytime sleepiness than children without ADHD.

This of course combined with attention span issues can affect their quality of learning in the classroom.  Another studies show that 50% of children with ADHD had signs of sleep-disordered breathing, compared to 22% of children without ADHD.  There was also an increase in restless legs syndrome which again can impact the quality of sleep.

Whether a child has ADHD or not, the bottom line is that effects of sleep deprivation sleep will exacerbate attention issues, hyperactivity, impulsive behavior and increase oppositional behaviors. Noticeable signs of sleep deprivation include: excessive sleepiness, frequent yawning, irritability, daytime fatigue.

Why Sleep disturbances caused by ADHD have been overlooked for a number of reasons.

“Sleep problems did not fit neatly into the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM) requirement that all ADHD symptoms must be present by age 7. lack of sleep increased risk disturbances associated with ADHD generally appear later in life, at around age 12, on average. “

Children are very sensitive to the quality and the time spent in the sleep state.  Many children with ADHD can be profoundly impacted by a lack of quality sleep study which can lead to an increase in attention issues and hyperactivity.

Studies have found that there are problems starting and maintaining sleep in patients with ADHD. Sleep has been divided into various stages.

Non-Rem stages 3 and 4 together are known as Slow Wave Sleep, SWS.  Many believe that SWS plays an important role in cerebral restoration and recovery in humans.  “While certain drugs and even sound stimuli have been used experimentally to promote slow-wave sleep, “not just the presence but the timing of the slow waves may be really important.”  This is currently an area of much active research.

Importance of sleep

An improvement in sleep will benefit children with ADHD as well as those without ADHD.  To achieve a state of optimal wellbeing, all aspects of health conditions must be fully integrated with one another.

Proper nutrition, hours of sleep patterns, and exercise are factors that will improve the health of all children.
All children who incorporate a consistent exercise and sleeping habits plan are more focused in the classroom.  It has also been known for some time now, that diet is especially important for children with ADHD.  Now we can add, that the quality of sleep that children and adults for long term receive may greatly affect our state of wellbeing, quality of life as well.

References:

ADDitude Mag: This Is Why You’re Always Tired

Routers: Sleep disruption increases Alzheimer’s-related protein levels

Zahavit Paz is a co-founder of LD Resources Foundation. She’s a graduate of CUNY Graduate disabilities study program. She is often a presenter on Assistive Technology at professional conferences in schools and colleges and has written extensively on her personal struggle with Dyslexia and ADHD.  She is an advocate for individuals with LD and provides resources and information through the LDRFA website. More info about Zahavit Paz.

Related Post:

Understanding The Importance of Good Night Sleep

ADHD Diet and Nutrition: Foods To Eat & Foods to Avoid

ADHD and COVID-19: Tips and how to manage it

Related posts:

# data[].attributes.attachment_link.title
Sleep Deprivation and importance of sleep for Dyslexia, LD and ADHD - LDRFA

# data[].attributes.attachment_link.description
sleep deprivation will exacerbate attention issues, hyperactivity, impulsive behavior and increase oppositional behaviors

# data[].attributes.headline
23. Diet plays key role in ADHD symptoms in children

# data[].attributes.subject
23. Diet plays key role in ADHD symptoms in children

# data[].attributes.attachment_link.readable_text
Here's a good reason for children with attention deficit hyperactivity disorder (ADHD) to eat their fruits and vegetables: It may help reduce inattention issues, a new study suggests.

As part of a larger study, researchers asked parents of 134 kids with ADHD symptoms to complete a detailed questionnaire about the typical foods the children ate, including portion sizes, over a 90-day period.

Another questionnaire asked parents to rate symptoms of inattention -- a hallmark of ADHD -- in their kids, such as having trouble staying focused, not following instructions, difficulty remembering things, and difficulty regulating emotions.

Results showed that kids who consumed more fruits and vegetables showed less severe symptoms of inattention, said Irene Hatsu, co-author of the study and associate professor of human nutrition at The Ohio State University.

"Eating a healthy diet, including fruits and vegetables, may be one way to reduce some of the symptoms of ADHD," Hatsu said.

The study was published online recently in the journal Nutritional Neuroscience.

The data for this research was collected as part of the Micronutrients for ADHD in Youth (MADDY) Study, which examined the efficacy of a 36-ingredient vitamin and mineral supplement to treat symptoms of ADHD and poor emotional control in the 134 kids aged 6 to 12.

The study that evaluated the effectiveness of the supplement showed that children who took the micronutrients were three times as likely to show significant improvement in their ADHD and emotional dysregulation symptoms than those who took a placebo. That study was published last year in the Journal of the American Academy of Child and Adolescent Psychiatry.

Another study involving the same children, published earlier this year in the journal Nutrients, showed that kids whose families had higher levels of food insecurity were more likely than others to show more severe symptoms of emotional dysregulation, such as chronic irritability, angry moods and outbursts of anger.

The three studies all paint a similar picture, Hatsu said: A healthy diet that provides all the nutrients that children require can help reduce the symptoms of ADHD in children.

"What clinicians usually do when kids with ADHD start having more severe symptoms is increase the dose of their treatment medication, if they are on one, or put them on medication," Hatsu said.

"Our studies suggest that it is worthwhile to check the children's access to food as well as the quality of their diet to see if it may be contributing to their symptom severity."

Children in the MADDY study, all of whom met the criteria for ADHD, were recruited from three sites: Columbus, Ohio; Portland, Oregon; and Lethbridge, Alberta, Canada. The study took place between 2018 and 2020. Participants were either not taking medication or stopped using it two weeks before the study began.

The studies on fruit and vegetable intake and the role of food insecurity were based on data collected when the children were first enrolled in the study, before they began taking the micronutrient supplement or placebo.

Why may diet be so important in ADHD?

Researchers believe that ADHD is related to low levels of some neurotransmitters in the brain -- and vitamins and minerals play a key role as cofactors in helping the body make those important neurochemicals and in overall brain function, Hatsu said.

Food insecurity may play an additional role.

"Everyone tends to get irritated when they're hungry and kids with ADHD are no exception. If they're not getting enough food, it could make their symptoms worse," she said.

Also, the stress of parents who are upset about not being able to provide enough food for their children can create family tension that could lead to more symptoms for children with ADHD.

The MADDY study is one of the first to look at the relationship between ADHD symptoms and diet quality among children in the United States and Canada, Hatsu said.

That's important because Western diets are more likely than many others, such as the Mediterranean diet, to fall short on fruit and vegetable intake, she said.

"We believe clinicians should assess the food security status of children with ADHD before creating or changing a treatment program," Hatsu said.

"Some symptoms might be more manageable by helping families become more food secure and able to provide a healthier diet."

Additional Ohio State co-authors on the studies were L. Eugene Arnold, Lisa Robinette, Leanna Eiterman, Madeline Stern, Barbara Gracious, James Odei and Tonya Orchard.

Other co-authors came from Oregon Health & Science University, National University of Natural Medicine, University of Lethbridge, Orange Park Medical Center and Johns Hopkins University.

# data[].attributes.attachment_link.keywords[]
attention deficit disorder; mental health research; children's health; add and adhd; mental health; child development; food; food and agriculture; agriculture and food

# data[].attributes.attachment_link.title
Diet plays key role in ADHD symptoms in children: Study finds more fruits and veggies means less inattention

# data[].attributes.attachment_link.description
Here's a good reason for children with attention deficit hyperactivity disorder (ADHD) to eat their fruits and vegetables: It may help reduce inattention issues, a new study suggests. As part of a larger study, researchers asked parents of 134 kids with ADHD symptoms to complete a detailed questionnaire about the typical foods the children ate, including portion sizes, over a 90-day period.

# data[].attributes.attachment_link.readable_text
Contrary to popular belief, ADHD people do not lack motivation. When a challenge interests them, they become very productive and enjoy discovering non-traditional approaches.

This is because they tend to be creative problem solvers. This characteristic often shines in stressful situations in which they need to think quickly and 'outside the box' - not within the traditional norms. Because they are not linear thinkers, they often take an unconstrained attitude that frees them from the influence of others' knowledge.

According to one study:

"...Adults with ADHD showed higher levels of original creative thinking on the verbal task of the ATTA and higher levels of real-world creative achievement, compared to children and adults without ADHD"

And according to another study:
"ADHD individuals outperformed non-ADHD individuals on the Unusual Uses Task but performed worse than non-ADHD on the Remote Associates Test and the semantic IOR task. The relationship between hyperactivity disorder ADHD and creative ability was mediated, in part, by differences in inhibition."
People with ADHD are often perceived as spontaneous, easily distracted, enthusiastic, hyper-focused on things they are interested in and willing to take risks. Does this enable them to be more creative than others?

What is it to be creative?

Being creative means being able to create original ideas to solve a problem. It means being able to use one's imagination to bring new ideas to the world. Creativity is often associated with the fine arts, but it is valuable in many areas of human endeavor: business, science, personal relations, cooking - just about anything that benefits from infusions of fresh thought from time to time.

According to George Land, we are all born creative. He conducted research, concluding that most 5-years-olds have a creative imagination, but it drops as they age. The conclusion one might reach is that non-creative behavior is learned.

Video Watch George Land discuss the process of developing creative ideas

ADHD advantage: the ability to think without constraints

People who suffer from ADHD are impulsive. They enjoy thinking outside the box, without constraints. They get empowered when creative tasks, bring good outcomes. This gives them feelings of pleasure and reward as their level of dopamine is elevated.

Research studies show that people with ADHD have lower than normal dopamine levels. So that little kick from the feeling of success is quite vital to them. In other words, it can be quite motivating!

What's common to ADHD people is that they resist conformity. They tend to ignore normal approaches to a problem, use their vision and take extra risks, often before thinking. On the other hand, this behavior can be an asset that leads them to discoveries and achievements in the fields of science, business, technology, athletics, filmmakers, and art.

10 high achievers who have ADHD

Bill Gates - A software inventor, developer, Microsoft founder, investor and philanthropist. www.gatesfoundation.org

Michael Phelps - This swimmer has won 28 medals, including 23 records for Olympic gold, 13 Olympic gold medals in individual events, and 16 Olympic medals in individual events.

Adam Levine - American singer, songwriter, musician, record producer, entrepreneur, and actor.

Sir Richard Bronson - Creator of the Virgin brand and the new project 2020 Virgin Galactic

David Neeleman - Entrepreneur who founded Jet Blue and 4 other airlines

Justin Timberlake - American singer, songwriter, actor, and producer.

Thomas Edison - American inventor and businessman, America's greatest inventor.

Terry Bradshaw - Former professional football player and TV sports analyst

Brian Koppelman - This filmmaker created the show Billions

Leonardo da Vinci - Perhaps Italy's greatest artist, this Renaissance man excelled at drawing, painting, architecture, engineering and astronomy.

Hyperfocus is rewarding to the ADHD person

"Professor Michael Fitzgerald believes people with ADHD can "hyper-focus" on things of interest."
"He claimed that it was possible to identify ADHD traits in a list of historical figures, including Sir Walter Raleigh, Thomas Edison, Oscar Wilde, James Dean, Clark Gable, and even Che Guevara.... The same genes that are involved in ADHD can also be associated with risk-taking behavior."
Link: Attention-deficit hyperactivity disorder link to genius

Individuals with ADHD can enter states of 'hyperfocus' - long periods of time during which they focus intensely on something that interests them. That they can concentrate so well in this state might seem contradictory because in general, they have difficulty concentrating. However, when they are immersed in a desired task, something they find rewarding, they get completely absorbed and can lose track of time for hours at a time.

Link: Most ADHD people suffer from Executive Function Disorder

Hyperfocus is a rewarding activity for them - it helps them produce dopamine, which is the brain's pleasure/reward system.

Why individuals with ADHD love to start new creative projects

Adults with ADHD are happy to start new projects that are stimulating to them. Because of this, they tend to be more creative due to their curiosity and unusually high levels of engagement with the things that capture their interest. This is the bright side of ADHD! On the other hand, people with ADHD also have to work harder to concentrate.

ADHD is often misunderstood in adulthood as many individuals with ADHD were not diagnosed in their younger years when they were in school. Unfortunately, they may not even be aware of their problem. This can be a source of ongoing frustration. For example, they might not understand why certain tasks which are so easy for others can be so challenging for them.

In addition, there are a lot of misconceptions and a lack of understanding of how they learn. Therefore, it is important to become educated about children with adhd.
Despite dealing with this mental condition, many people have achieved incredible successes and even claim that their ADHD helped them succeed. Parents' support and getting diagnosed and early intervention is crucial to a successful outcome.

In conclusion, ADHD presents special challenges, but it also presents special opportunities for people who can harness the enthusiasm and hyperfocus that is possible to achieve with ADHD.

References

Book: Breakpoint and Beyond: Mastering the Future Today
By George Land
Personality and Individual Differences Volume 50, Issue 5, April 2011, Pages 673-677. Creative style and achievement in adults with attention-deficit/hyperactivity disorder
https://www.sciencedirect.com/science/article/abs/pii/S019188691000601X
Uninhibited imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder Holly A.Whitea PritiShah
Volume 40, Issue 6, Pages 1085-1322 (April 2006)

Book: Thinking Big, Creative Thinking, And Self-Discipline
By Joaquim Manuel Andrade

More info about Zahavit Paz is a co-founder of LD Resources Foundation. She's a graduate of CUNY Graduate disabilities study program. She is often a presenter on Assistive Technology at professional conferences in schools and colleges and has written extensively on her personal struggle with Dyslexia and ADHD. She is an advocate for individuals with LD and provides resources and information through the Zahavit Paz. LDRFA website.

# data[].attributes.attachment_link.title
Is the ADHD Brain More Creative? - LDRFA

# data[].attributes.attachment_link.description
Contrary to popular belief, ADHD people do not lack motivation. When a challenge interests them, they become very productive and enjoy discovering non-traditional approaches. This is because they tend to be creative problem solvers.

# data[].attributes.headline
25.Understanding ADHD: 11 Eye-Opening ADHD Facts.

# data[].attributes.subject
25.Understanding ADHD: 11 Eye-Opening ADHD Facts.

# data[].attributes.attachment_link.readable_text
There is a major misconception of what ADHD or Attention Deficit Hyperactivity Disorder is. But the reality is that ADHD shows up differently from one person to the next and individuals adhd diagnosis show different symptoms.

Today, according to centers for disease control, over 6 million children across the United States have been diagnosed with ADHD. Many of them are only diagnosed later in life because the condition can be difficult to pin down. In order to better understand the condition, here are a few facts about ADHD to enlighten you.

What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is classified as a neurodevelopmental disorder. This means that it causes both hyperactive and disruptive behaviors.

But ADHD is not always characterized by wild antics and children bouncing off the walls. Rather, it causes hyperactivity and disruption of the brain-not necessarily the body.

This results in common symptoms such as difficulty concentrating, forgetfulness, restlessness, anxiety, disruptive behavior and sleep patterns and, more.

While ADHD is considered a childhood disease, it can be carried over into adulthood. It can even go undetected for many years and be diagnosed later in adult life.

Facing Reality: Facts About ADHD to Better Understand the Condition

ADHD is a complex disorder. There is also no cure for the condition, however, it can be managed with counseling and some types of medications. Here are the real facts about ADHD that are worth knowing:

1. ADHD Looks Different in Everyone

The symptoms of ADHD do not show up the same in everyone. Some people with ADHD are introverted, withdrawn and suffer from social anxiety, while others are outgoing and extroverted.

Therefore each person's treatment will differ and will have to be done on an individual basis.

2. Having ADHD Doesn't Mean You Can't Focus

When you're diagnosed with ADHD many people believe your biggest problem is a lack of focus or attention.

But the main problem is the lack of focus on the right things. Most people with ADHD struggle to control what draws their attention. In other words, if something isn't interesting to them, they're much more likely to get distracted and tune out.

3. ADHD is Not Just a Childhood Condition

While this condition often starts in children and media focuses on children with ADHD, this condition is also common among millions of adults. In fact, over 4% of adults in the U.S. have ADHD.

However, symptoms of ADHD in adults appear differently, which makes the condition difficult to diagnose and treat. Some adults may also suffer from co-existing disorders such as anxiety and depression.

4. Medication is Not Always the Answer

Managing the condition with medication is not always a one-size-fits-all solution.

Besides medications, adults with ADHD need other types of assistance including counseling and group support. They may need guidance on how to prioritize tasks in their everyday lives or how to make constructive, rather than destructive choices. There are also many assistive technology tools to help them achieve everyday tasks.

5. Not Everyone with ADHD is Hyperactive

As mentioned, ADHD can present itself differently from one person to the next. Most people associate ADHD with hyperactivity and impulsivity, but it can show differently in some people.

It can cause introversion, severe anxiety, and depression. This means that some people are quiet, withdrawn, socially awkward. As adults, these people may need treatment, support, and encouragement.

6. ADHD Often Occurs with Other Mental Conditions

Research has shown that many children and adults with ADHD often struggle with a co-existing mental condition. In fact, over 30% of children and 25-40% of adults struggle with some form of anxiety disorder.

Sleep disorders are also two to three times more common in those with this condition.

7. Short-Term Memory Struggles Are a Daily Reality

Due to the nature of this condition, people with ADHD struggle with their short-term memory. This occurs because the brain is affected by hyperactivity or disrupted thoughts. For example, a person may remember a childhood memory with intense detail but forget about an important meeting they need to schedule.

This is where organizational skills and assistive technology tools are important to help keep track of tasks and other important activities

8. ADHD is Affected by Outside Stress

This is a condition that is affected at different stages of a person's life. ADHD also presents differently due to life stressors. Symptoms of ADHD may worsen as stress increases. These symptoms may also be exacerbated by different types of stress.

Therefore, it's important for adults with ADHD to recognize and prepare for periods of extra stress. The same goes for parents - they need to support and encourage their children during stressful times.

9. 3X As Many Men Are Diagnosed with ADHD

It's a well-known fact that boys are three times more likely to be diagnosed with ADHD than girls at a young age. This disparity doesn't mean that boys are more susceptible to ADHD. Instead, it points to the fact that symptoms of ADHD present differently in girls. These symptoms are often quite subtle and difficult to identify.

Typically, girls display symptoms of withdrawal, introversion, depression, social anxiety, persistent daydreaming, and verbal aggression.

10. Cases of ADHD Have Almost Doubled in the Past Decade

Diagnosed cases of ADHD have risen dramatically. The number of children now living with ADHD in the U.S. has increased by 42% over the past 8 years.

The Centers for Disease Control (CDC) states that up to 11% of children in America have been diagnosed with the condition.

In 2003, the U.S. saw a 7.8% increase in cases, versus 9.5% in 2007 and 11% in 2011. A major contributing factor to this is the increase in the number of children living in low-income households. Typically, these children are at greater risk, however, ADHD does not discriminate in a demographic sense. The condition impacts children of all races and socio-economic status..

11. ADHD Care Costs $42.5 Billion Annually

When it comes to managing ADHD, the cost is a major factor. Treatment and medications are expensive, while time spent in counseling and constant planning can also take its toll. ADHD, as a condition, takes its fair share of spending in the national healthcare system expenditures..

Studies have shown that the average cost of ADHD care, per person, totals $14,576 each year. This amounts to over $42 billion annually. Other costly factors include loss of work, special-needs education, and the toll on the juvenile justice system.

Find Learning Disability Support Just a Click Away

We hope these facts about ADHD have helped you understand the condition a little better. If you're looking for learning support for your child or a loved one, the LD Resources Foundation is a great resource center.
Founded in 2001, our mission is to bridge the gap between possibilities and realities for all those with attention deficit disorders.

# data[].attributes.attachment_link.title
Understanding ADHD. 11 Eye-Opening ADHD Facts.

# data[].attributes.attachment_link.description
There is a major misconception of what ADHD or Attention Deficit Hyperactivity Disorder is. But the reality is that ADHD shows up differently from one person to the next and individuals adhd diagnosis show different symptoms. Today, according to centers for disease control, over 6 million children across the United States have been diagnosed with ADHD.

# data[].attributes.headline
34. Apps and Sites for Improving Executive Function

# data[].attributes.subject
34. Apps and Sites for Improving Executive Function

# data[].attributes.attachment_link.title
Best Apps and Sites for Improving Executive Function | Common Sense Education

# data[].attributes.attachment_link.description
Help students to plan, organize, and be attentive. Explore this Best Apps and Sites for Improving Executive Function Top Picks list of 18 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

# data[].attributes.headline
35. Apps for Time Management, Note-Taking & Mind Mapping

# data[].attributes.subject
35. Apps for Time Management, Note-Taking & Mind Mapping

# data[].attributes.headline
36. 6 Homework Apps to Help Keep Your Child Organized

# data[].attributes.subject
36. 6 Homework Apps to Help Keep Your Child Organized

# data[].attributes.attachment_link.readable_text
6 Homework Apps to Help Keep You Organized

Posted on October 31, 2018 by Lauren Carrane

Managing everything you have to do as a student can seem like a full-time job. With so many classes, activities, club meetings, and homework assignments thrown at you every day, it can be very overwhelming to keep track of it all.

Luckily, there are some great homework apps you can install on your phone or tablet that can help you know what classes you have coming up each day and stay on top of all of your assignments.

Here are six of our favorites. We hope these help you stay organized all year long!

1. MyHomework Student Planner
Featured inUSA Today, Yahoo News, Time Magazine and more, this is one of the most popular student planner apps. Although the design is very simplistic and the app doesn't have a ton of features, it does allow you to track your classes, homework, tests and assignments. The home screen gives you an overview of all of the homework you have due, which you can filter by class, priority and type. In addition, if you sign up for a free myHomework account, you can sync your calendar across other platforms, receive homework reminders and sign on to the app using your Facebook account.
Although the myHomework app supports traditional school schedules as well as block schedules, it does not support alternating block schedules, so if you have an A/B schedule, this is probably not the app for you.

Available for: iPhone, iPad, Android tablets (Kindle), Android phones, Windows, Mac and Chromebook
Cost: Free for the basic version (with ads), or $4.99 per year for the premium version with no ads, ability to add file attachments, enhanced app widgets and external calendar access.

2. The Homework App
Featured inForbes Magazine, Lifehacker and Paste Magazine, The Homework App offers lots of ways to keep track of your homework. You can use the calendar to look at your tasks on a daily, monthly or yearly basis, and add subtasks so you can organize projects that have multiple steps. You can also set reminders to do homework tasks, and you can keep track of all of your teachers' contact info, too. Plus, The Homework App allows you to choose between an A/B schedule, weekly schedule or rotating schedule.
Available for: iPhone, iPad, iPod touch, or Android. Requires iOS 10.0 or later.
Cost: Free for the basic version (with ads), or upgrade to the "boost" version to gain access to instructors, subtasks, picture notes and an ad-free experience. Subscription options available for one month, six months or 12 months.

3. My Study Life
This app is a full-fledged homework management app with its own web application, which is awesome because you can check your assignments from your computer or your phone. Plus, the calendar view shows all of your classes and assignments at the same time, and it shows you incomplete tasks that are due soon so you know what to work on first. The design is unique, too, with circles showing what percentage of a task is completed and how much more you have to go.

Available for: iPhone, Android, Windows 8, Windows Phone and the web. Requires iOS 8.0 or later.
Cost: Free

4. Egenda
This simple, yet well-designed app makes it easy to add multiple types of assignments and manage day-to-day assignments. You can create daily reminders about what's due the next day, add notes to remember group members or assignment details. Plus, you can easily sort your assignments by class, due date, or completion to find everything you have to do in a snap. One word of warning: Since their last update, many users have been complaining about bugs, but the developers say fixes should be coming soon.
Available for: iPhone, iPad, iPod touch, and Android (4.0.3 and up). Requires iOS 8.0 or later.
Cost: Free, $2.99 for in-app products

5. Chalkboard
The best time to write down your homework is right when it's assigned. That's why it's great that at the end of each class, Chalkboard displays a notification that lets you add your homework assignment quickly and easily. Plus, the app automatically mutes your phone during class so you'll never get in trouble for having your phone ring accidentally. After school, you can set reminders to finish your homework at a time of your choosing. One downside: This app doesn't currently support A/B schedules.
Available for: Android (5.0 and up)
Cost: Free

6. iStudiez Pro
This app is one of the most elaborate in our list, with functionality that lets you input all kinds of events into your schedule (not just your classes), so you can add events for hanging out with friends or a club meeting to see your entire life's schedule in one place. Plus, this planner works with all types of class schedules, including a classic schedule, alternating (A/B) schedule, rotating schedule or block schedule.
Another cool feature is that you can organize all of your assignments by date, course or priority, and you can sort them by pending and completed as well. Other bonus features include the ability to add contact info for all of your teachers and the ability to enter your grades so you can track how your GPA is doing.

Available for: iPhone, iPad, iPod touch, mac OS, Windows, Android (0 and up). Requires iOS 10.0 or later.
Cost: $0.99 to $9.99

Unfortunately, none of the apps listed above will actually do your homework for you - that part's still up to you - but at least they'll make it more likely that you'll get it finished on-time and stress-free.

# data[].attributes.attachment_link.title
6 Homework Apps to Help Keep You Organized

# data[].attributes.attachment_link.description
Posted on October 31, 2018 by Lauren Carrane Managing everything you have to do as a student can seem like a full-time job. With so many classes, activities, club meetings, and homework assignments thrown at you every day, it can be very overwhelming to keep track of it all.

# data[].attributes.headline
26. DESR: Why Deficient Emotional Self-Regulation is Central to ADHD (and Largely Overlooked)

# data[].attributes.subject
26. DESR: Why Deficient Emotional Self-Regulation is Central to ADHD (and Largely Overlooked)

# data[].attributes.attachment_link.readable_text
What is DESR?

Deficient emotional self-regulation (DESR) is a relatively new term used to describe the problem of impulsive emotion coupled with emotional self-regulation difficulties - issues long associated with attention deficit hyperactivity disorder (ADHD or ADD). DESR may be new to the ADHD lexicon, however I argue that it is a core and commonly overlooked component of the disorder - and one that can help predict a patient's impairments, and even improve diagnostic and treatment practices.

Emotional dysregulation is noticeably missing from diagnostic criteria for ADHD. However, most patients and experts recognize that it is central to the disorder. DESR, a manifestation of emotional dysregulation, specifically refers to deficiencies with these four components of emotional self-regulation:

Ability to inhibit inappropriate behavior triggered by strong emotions. I argue that this emotional impulsiveness (EI) is an aspect of poor inhibition associated with ADHD that is illustrated by low frustration tolerance, impatience, being quick to anger, aggression, greater emotional excitability, and other negative reactions, all of which are related to the impulsivity dimension of the disorder

Ability to self-soothe and down-regulate a strong emotion to reduce its severity

Ability to refocus attention from emotionally provocative events

Ability to organize or substitute more moderate, healthier emotional responses in the service of goals and long-term welfare

To understand the role of EI and DESR in ADHD is to acknowledge the prominent role of emotional control difficulties in the disorder's appearance and outlook, including understanding the following:

Why these issues are prevalent in individuals with ADHD

Why major comorbid disorders often develop as a result of these challenges

The major life impairments not adequately explained by traditional symptoms of ADHD

A wealth of compelling evidence - from ADHD's clinical conceptualization over time to neuroanatomical and psychological research - clearly shows that EI and DESR are key components of ADHD and should be incorporated into the disorder's diagnostic criteria and treatment practices.
[Free Download: 15 Ways to Disarm (and Understand) Explosive ADHD Emotions]
EI and DESR: Evidence of Its ADHD Ties

1. EI and DESR in Historical Concepts of ADHD

Conceptualizations of ADHD have included emotional control problems for centuries. One of the earliest references to attention disorder in western medical literature, a textbook written by German physician Melchior Adam Weikard in 1770, characterizes those who have a "lack of attention" as "unwary," "flighty," "careless," mercurial," and "bacchanal."

EI and DESR through history ⁴:

1798: Alexander Crichton, a Scottish-born physician, includes emotional frustration in his description of disorders of attention, especially problems with persistent attention

1902: George Still, a British physician widely considered to be the "founder" of ADHD, includes emotional impulsiveness and poor regulation of emotions in his conceptualization of "defective moral control of behavior" (the precursor to ADHD)

1960s-1970s: Major clinical researchers at the time - including Mark Stewart, Dennis Cantwell, and Paul Wender - include emotion as a core feature in their concepts of "hyperactive child syndrome (now ADHD)."

So why isn't emotion considered in the diagnostic criteria for ADHD today?

1968: DSM-II references ADHD for the first time (as hyperkinetic impulse disorder) but fails to list EI or DESR as a feature of the disorder. It is excluded from all future DSMs, for unknown reasons, despite continuing research linking emotion to ADHD.

2. EI and DESR and the Neuroanatomy of ADHD

The brain structures and networks implicated in ADHD are also involved in emotion and would thus logically be expected to give rise to EI and DESR and be part of the disorder.
The frontal lobe, the anterior cingulate, the ventral striatum, and the amygdala all comprise the executive circuitry that has been repeatedly shown to be involved in causing ADHD ². Some of these structures also form the brain's emotional circuitry - the amygdala and larger limbic system to which it is connected is where emotion is generated, and the prefrontal cortex and related structures attend to these generated emotions. Thus, how we feel also influences how we think, and the dorsolateral PFC is where some thinking occurs, as well as working memory (or what we are holding in mind).
[The ADHD-Anger Connection: New Insights into Emotional Dysregulation]
3. EI and DESR in Neuropsychological Theories of ADHD

The frontal-limbic circuit - one of the four executive networks of the brain - is associated with ADHD and with symptoms of emotional dyscontrol, motivation deficits, hyperactivity-impulsivity, and aggressive tendencies. This emotional regulation network is also known as the "hot" circuit. I also refer to it as the "why" circuit, because it's absolutely crucial in decision making.

This network is also connected to the other executive networks that we know are implicated in ADHD. ADHD, of course, would be expected to disrupt this emotional regulation network substantially.

4. EI and DESR in ADHD Psychological Research

Emotional self-regulation is a major dimension of executive functioning required for daily life activities. It is also one of the most impaired dimensions in children and adults with ADHD . Ample evidence from an abundance of psychological research shows that children and adults with ADHD are highly likely to manifest EI-DESR 2 including low frustration tolerance, anger, poor inhibition of emotion, and emotional excitability .

Additional research on EI-DESR and ADHD:

Meta-analysis: Emotional dysregulation is a core feature of ADHD's psychopathology in adults

Developmental studies on preschool children find that negative temperament, irritability, and poor emotional regulation are strong predictors for ADHD later in life

Studies on family genetics and ADHD show that the genes implicated in ADHD are also responsible for associated emotional problems

5. EI and DESR Underpinning ADHD Comorbidities

Putting impulsive emotion and emotional self-regulation problems back into the realm of ADHD also helps us understand the basis for several of the comorbid conditions commonly associated with ADHD, especially that of oppositional defiant disorder ( ODD).

ODD is two-dimensional, comprising aspects of social conflict and emotion dysregulation. These two dimensions significantly contribute to the risk for later disorders. The emotional dimension, for example, in children contributes to the later risk for anxiety and mood disorders in teens.

Given ADHD's prevalence in ODD, we can assume that the emotional component of ODD arises biologically from ADHD. That is, ADHD likely creates one of the two dimensions involved in ODD. Indeed, the longer ADHD goes untreated and emotions remain dysregulated, the greater the odds that comorbid conditions, particularly anxiety disorders, will develop. This framework helps us understand why emotion and ODD are managed so well by ADHD medication, but only if ADHD is also present.

Meanwhile, the social component of ODD predicts later conduct disorder and antisocial behavior. This component of ODD, contrary to the biological aspect of emotionality, is likely learned, most often within family interactions.

6. EI and DESR and Impairment in Major Life Activities

Centering the role of emotion in ADHD predicts a variety of impairments that are not similarly associated with the traditional symptoms of ADHD: hyperactivity, inattention, and/or impulsivity.

Emotional dysregulation has been shown to uniquely predict the following 6

social rejection in children with ADHD

interpersonal hostility and marital dissatisfaction in adults with ADHD

greater parenting stress and family conflict in parents of children with ADHD; greater stress in parents with ADHD

road rage, DUIs, and crash risks during driving

job dismissals and workplace interpersonal problems

dating/cohabiting relationship conflict

impulse buying; poor finances

EI and DESR: Diagnostic Implications

Elevating EI-DESR's place in ADHD would greatly assist with differential diagnosis of the disorder from mood disorders and other conditions involving emotional dysregulation. In other words, it would reduce the odds of misdiagnosis for patients who are simply experiencing what is central to ADHD itself. (Individuals with ADHD are commonly misdiagnosed with mood disorders.)

Mood disorders, however, are common in individuals with ADHD, so comorbidity must be considered. Duration could be a guiding diagnostic principle used to distinguish a legitimate mood disorder from the emotional dysregulation associated with ADHD. Emotions, unlike moods, are of short duration, setting-specific, provoked, and easily traced to the source. EI-DESR is a "top-down" deficit in regulating rational emotional responses to events; its impact is typically shorter in duration than that of a mood disorder.

Mood disorders are generally "bottom-up" excessive expressions of emotions likely attributed to underlying amygdala-limbic system activities. Moods are of long duration - lasting hours, days, or weeks. Moods are cross situational, and irrational in the case of mood disorders (it is often not clearly understood, for example, what triggers a patient with bi polar disorder to become manic, or the opposite).

EI and DESR: Treatment Considerations

Re-centering ADHD on emotions also helps us understand treatment outcomes. It's why we often observe that ADHD medications impact core EI and DESR problems in patients with ADHD, albeit in different ways. Stimulants appear to quell and even dampen the limbic system, sometimes leading to complaints from patients about having robot-like, bland emotions. Non-stimulants like atomoxetine, on the other hand, act on a different part of the brain. They help to up-regulate the executive brain, giving patients more self-control of emotion. Prescribers sometimes utilize different drug combinations to allow patients more control over ADHD, including emotional problems.

Other treatment implications:

Secondary impairments from EI-DESR on major life activities may also be improved by ADHD medication.

Cognitive behavioral therapy (CBT) programs that target EF deficits, along with mindfulness-based approaches, might help with emotional regulation in adults with ADHD, especially if they are taking ADHD medication.

In children, emotional dysregulation is better handled through medication and then, to some extent, through behavioral parent training programs that focus on restructuring situations and interactions so as not to trigger strong impulsive emotions.

Parental ADHD could contribute to emotional dysregulation in children with ADHD, not just genetically through inheritance, but through modeling of poor emotional control and by engaging in emotionally provocative encounters with the child. Clinicians should screen parents for ADHD and treat their symptoms as well.

EI and DESR: Conclusions

Impulsive emotion and emotional dysregulation are core facets of ADHD. Impulsive emotion is linked to the impulsivity dimension of ADHD, and difficulties with emotional control is part of the large inattentive/executive dimension of ADHD. Historical concepts of ADHD include EI-DESR, and research in the fields of neuroanatomy, neuropsychology, and psychology also link ADHD to EI and DESR. This core relationship may help to explain, at least in part, why the disorder poses high risk for ODD and mood disorders, as well as the unique impairments some patients experience.

By recognizing that EI and DESR are involved in ADHD, we can significantly improve diagnostic and treatment practices.

DESR and EI with ADHD: Next Steps
The content for this article was derived from the ADDitude Expert Webinar Deficient Emotional Self-Regulation: The Overlooked ADHD Symptom That Impacts Everything [Video Replay & Podcast #369] with Russell Barkley, Ph.D., which was broadcast live on August 26, 2021. ³Koole, S. et.al. (2011). The self-regulation of emotion. In Vohs, K., Baumeister, R. (Eds).Handbook of self-regulation, second edition: research, theory, and applications.(pp 22-40). Guilford Press. ¹⁴Connor, D. Steeber, J. et.al.(2010) A review of attention-deficit/hyperactivity disorder complicated by symptoms of oppositional defiant disorder or conduct disorder. Journal of Developmental & Behavioral Pediatrics, 31(5), 427-440. doi: 10.1097/DBP.0b013e3181e121bd
SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

View Article Sources

# data[].attributes.attachment_link.title
DESR: Why Deficient Emotional Self-Regulation is Central to ADHD (and Largely Overlooked)

# data[].attributes.attachment_link.description
DESR, or deficient emotional self-regulation, is a core facet of ADHD that carries significant consequences. However, it is not included the disorder's diagnostic criteria. As new research confirms the prominent role emotional dysregulation plays in ADHD's appearance and individual patient outcomes , that may be changing.

# data[].attributes.headline
27. The ADHD Symptoms That Complicate and Exacerbate a Math Learning Disability

# data[].attributes.subject
27. The ADHD Symptoms That Complicate and Exacerbate a Math Learning Disability

# data[].attributes.attachment_link.title
The ADHD Symptoms That Complicate and Exacerbate a Math Learning Disability

# data[].attributes.attachment_link.description
Nearly a third of children with ADHD also have a math learning disability. These conditions and other comorbidities, when present in the same patient, are never separate and distinct. Their symptoms impact and complicate one another in ways that educators and clinicians must take into account when d…

# data[].attributes.headline
37. How to Help Kids Organize Their Homework

# data[].attributes.subject
37. How to Help Kids Organize Their Homework

# data[].attributes.attachment_link.readable_text
Do you know a student that struggles to organize homework? Maybe you see a messy backpack and homework that is always lost. Here we are covering tips and strategies to address disorganized students so homework can get done, important papers aren't lost, and kids can thrive in learning. Let's cover some important organization tips.

Today, I've got ideas and tips to help children with attention, executive functioning, focus, sensory, or learning difficulties get organized at home.

This is part of our Real Tips for Helping Your Sensory Child Get Organized series and a follow up to our post on Helping Sensory Kids Get Organized at School.

Tips to organize homework

Imagine a world where your body and brain are unsure of what's happening next. Imagine a world where your body and brain are unsure of what's happening now. There are noises coming at you from near and far, itchy socks scratching your toes, and a commanding urge to jump, fall, swing, and roll.

Now, imagine that you have to recuperate from a high-sensory day at school, full of bells, school buses, students voices, chalkboards, crowded hallways, single-file lines, and laborious writing tasks.

You now have to get off the school bus and fall into the evening home routine. There are homework duties, schedules, dinner time patterns, bedtime tasks, and settling down. The time at home is full of "Must-Get-Done" items that sometimes make the family time that is so precious more of a crazed 3 hours of "Non-Stop-Rushing".

The child with sensory needs often times have attention, behavior, visual perceptual, fine motor, and executive functioning problems. Then there are the issues of fidgeting, distractibility, motor planning concerns, problem solving issues, and memory difficult. All of these problem areas are a tornado of trouble when it comes to organization at home.

When students pile off of the school bus or jump in the car in the school pick-up line (or even finish up their homeschool day), there is often times a sense of busyness and rushing. It's a race to get home, homework done, dinner prepared, eaten, and cleaned up, before it's time to hurry off to appointments and activities.

We are a busy society and it's almost normal to fill our hours with things to do. Those commitments bring with them lists, dates, facts, and more commitments. We are focusing on so many things at one that brains are on constant overload.

And our kids are right there, feeling the burden of overwhelm. For the child with sensory processing disorders or kids with learning difficulties, it's a strain.

Tips for Disorganized Homework and Backpacks

Full disclosure: This post contains affiliate links.

For children with organization difficulties, it can be hard to stay in the moment of focus needed for the steps to just get started on their after school requirements. "Do your homework" is a multiple step process that is overwhelming for disorganized kids to break down into small and manageable steps. Kids with sensory issues often have executive functioning difficulties.

Executive functioning is the ability to plan, organize, and initiate a task while using working memory, impulse control, and self-monitoring. It's needed to manage and complete to-do lists. It's seeing the bigger picture of a project and taking the first step toward getting tasks like homework done.

When these concerns are combined with other co-existing troubles like distractibility, behaviors, and fidgeting; the steps of pulling homework folders from the backpack, sorting papers and removing what is not needed, sitting down to focus on several homework assignments, and work through the tasks is difficult. Then there is the putting away and focusing on other items on the after-school list.

Getting started on homework can be a daily battle. Then, once the initial task of starting on homework has been negotiated, there are the flexibility issues that a sensory child has. Adapting to changes in situations like a homework assignments can further overwhelm the child with sensory concerns.

Parents of children with these difficulties tend to over manage homework and after school tasks. The needs of the child to get started on homework steps prevents them from prioritizing and planning the steps, and as parents, we get into a routine of micromanaging the process.

The overwhelmed child needs a parent's guidance in organizing the steps of a task, but sometimes it is helpful to teach the child to build skills to improve organization.

Organizing Homework and Working Memory

Furthering after school organizational difficulties are deficits in working memory. Working Memory is the ability to hold information in our brain while wing or retrieving other information to complete a task.

It is this mental juggling that allows us to multi-task and think through the steps of an assignment while simultaneously completing it. This is a very difficult task for children with sensory needs.

Working Memory is taking home the homework tracker, packing the backpack with the correct books, arranging items in the homework folder, and recalling homework assignments.

Does any of this sound familiar to you? There are ways to help the child who is so overwhelmed by after school tasks, that they break down. There are ways to build organization skills, adapt to problem areas, and to manage prioritization. Try some of these tips for helping with the after school chaos:

Tips to help kids get organized with homework and after school tasks

Create an after-school Chill Out Zone. The school day is overwhelming and a sensory place to self-organize is a great way to re-charge.

Provide movement options like jumping, running, bouncing, and swinging. A mini trampoline is a great addition to the home.

Create an after-school plan. It should include post-school day calm down time, snack, homework time with scheduled brain breaks, and built in time to transition from homework to dinner and after-dinner activities.

Stick to a homework start time. Keep it consistent every day.

Create a homework location without distractions. Consider a tri-fold poster board if your homework space is in a high-traffic area like a kitchen.

Provide an uncluttered space away from toys or media.

Create a reward system for completing the chart. This might be something like a preferred activity.

Use a timer during homework tasks for movement breaks.

Provide fidgets toys during homework. We made a homework fidget bag that can be used everyday.

Schedule an active task after homework.

Provide one homework folder for all classes instead of several.

Modify tasks if handwriting is a difficult area for the child.

Break down assignments into smaller parts.

Use a single plastic bin to hold all required items for homework: pencils, pencil sharpener, crayons, ruler, erasers, etc.

Provide bins for school items. The backpack and any needed items like the backpack, school shoes, equipment, hats, and gloves can be placed in the bin and are at easy access for the next morning.

Use a homework checklist.

Homework Checklist

Take out planner or folder from the backpack.

Check for all materials.

Remove unneeded papers.

Make a list of homework assignments.

Start working.

Check work.

Put homework back into planner or homework folder.

Get Mom or Dad's signature on homework tracker.

Put planner and books back into backpack.

Put the backpack in a location where it's always placed.

Organized homework and transitions

Often times, kids have other activities or sports after school. It can be easy to get distracted after coming home and forgetting all about the homework. Being rushed doesn't help with keeping homework organized.

Transitions are often an area of difficulty for kids with executive functioning challenges, sensory processing differences, or learning disabilities. The inflexibility and inability to initiate tasks interfere with the flow from homework to other functional tasks.

A child with different needs will often times need outside cues to comprehend transitions.

Try a few of these ideas to help with organizing kids in the after-school and home time before bed time:

Create evening schedules that include dinner prep times and eating times. Include tasks that the child completes like helping to set the table and cleaning up after dinner.

Create an organization center with white boards for after school commitments like appointments and activities.

Create bedtime routine checklists or picture schedules.

Provide a calm-down time before bed at a consistent time every day. Encourage winding down with a darkened room and low lights.

These organization tips might not work for every child that is disorganized. Some kids might benefit from some of these organization tips and not others. These ideas and tools will take time.

It is important to build a structure that becomes part of the daily routine in your home.

Be sure to stop by and see tips for Helping Sensory Kids Get Organized at School to help your sensory child get organized at school. These tips will help your child with the after school organization transitions, too.

# data[].attributes.attachment_link.title
Tips to Organize Homework and Backpacks - The OT Toolbox

# data[].attributes.attachment_link.description
Do you know a student that struggles to organize homework? Maybe you see a messy backpack and homework that is always lost. Here we are covering tips and strategies to address disorganized students so homework can get done, important papers aren't lost, and kids can thrive in learning.

# data[].attributes.attachment_link.description
ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

# data[].attributes.attachment_link.keywords[]
add adhd "attention deficit" focus "jessica mccabe"

# data[].attributes.attachment_link.description
Have ADHD? Know someone with ADHD? Want to learn more? You're in the right place! Most weeks I post a new video with tips, tricks and insights into the ADHD brain. This channel is my ADHD toolbox -- a place to keep all the strategies I've learned about having and living with ADHD.

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.