ADHD
ADHD is not a problem with attention. It is a problem with regulating attention.
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We know that all kids have underdeveloped executive skills and the reality is that ADHD is, by definition, a regulation issue affecting these skills. ADHD is the most studied and one of the most common neurodevelopmental disorders diagnosed in childhood and it directly impacts the brain’s self-management system (“Attention-Deficit/Hyperactivity Disorder (ADHD)”).
Research indicates that kids with ADHD can be up to three years developmentally delayed, so aside from the behavioral symptoms we might see related to brain and neurotransmitter differences, we may simply see that executive skills are slower to mature. This affects everything required for academic performance and social engagement. When kids never seem to find success, learning becomes aversive and behavior gets worse. Strategies and tools are critical for success, but even more important for their mental health is helping these kids see that their brain (and how it works) is truly amazing, but it is different. And differences are hard when our world isn’t designed to meet them.
ADHD brain types typically need:
- Approximately 10% of U.S. kids are diagnosed with ADHD, and it is the second most impactful condition affecting childhood health in the U.S., up 30% from previous reports (BlueCross BlueShield, 2019).
- 90% of kids diagnosed with ADHD will have it into adulthood (Sibley MH et al. 2021).
- There are structural and chemical differences that prevent activation of the brain and this affects not only attention but emotional and behavioral regulation (Brown, 2021).
Research indicates that kids with ADHD can be up to three years developmentally delayed, so aside from the behavioral symptoms we might see related to brain and neurotransmitter differences, we may simply see that executive skills are slower to mature. This affects everything required for academic performance and social engagement. When kids never seem to find success, learning becomes aversive and behavior gets worse. Strategies and tools are critical for success, but even more important for their mental health is helping these kids see that their brain (and how it works) is truly amazing, but it is different. And differences are hard when our world isn’t designed to meet them.
ADHD brain types typically need:
- New, ever-changing, interesting, urgent, and FUN tasks.
- Organization, A PLAN, structure, routine, and verbal or visual cues.
- Encouragement to embrace their creativity, sensitivity, and thoughtfulness.
- Acknowledgement of the effort they are putting in despite how the outcome might look.