Attention Deficit Hyperactivity Disorder, or ADHD, is presently one of the most overdiagnosed learning differences. Yet, there are still many misconceptions about it and how it affects one’s learning ability. Let’s dive straight into this topic and examine what ADHD is and is not.
What is ADHD?
Attention Deficit Hyperactivity Disorder, or ADHD, is a learning difference that can be identified by learners who are impulsive and/or are more likely to lose focus on tasks at-hand. ADHD is also likely to affect the learner’s executive functioning (e.g. working memory and coherence of thought). At the moment, research is still inconclusive as to an actual, confirmed cause for ADHD. There are threads being followed, like a slower development of the frontal cortex being associated with ADHD, but the verdict is still out there.
ADHD’s signs and symptoms
Children with ADHD may exhibit signs and symptoms that one can look out for, to tell if they might have the condition. Here are the most commonly known ones:
- When the child does a task that they are uninterested in, they lose focus or attention quickly. This is one of the most obvious signs of ADHD.
- When talking to the child, they are quick to break eye contact and start looking all about the room.
- When complex ideas are communicated to the child, he or she demonstrates incomplete understanding of what was told to them.
- The child fidgets excessively.
- The child has a tendency to cut off the speaker’s sentence or complete their sentence for them.
- The child is quick to jump to conclusions or make certain assumptions.
- The child reacts impulsively to situations, rather than respond calmly.
- The child is unable to stick to a schedule, especially if he or she was not the one who came up with it.
- The child can be described as careless or forgetful, and frequently loses things.
- The child frequently disobeys instructions or disregards what you are saying.
Some of these signs and symptoms may lead to other interesting observations:
- The child concentrates better while fidgeting. In fact, research from the MIND Institute of UC Davis suggests that fidgeting can help the student to focus better on the task.
- The child is less prone to losing items when he or she is the one in charge of safekeeping them.
- The child notices things (especially visual elements) that neurotypical students don’t.
- The child displays a lot of energy when interacting with others. “Abuzz with nervous energy” may be an apt descriptor here, which is different from natural childlike excitement.
There are also some behavioural characteristics that people don’t see as being an ADHD problem, but which tend to be observed more prominently in those with the condition:
- The child is unable to let go of negative emotions, including anger and disappointment.
- Relevant to the above, your child suddenly get angry about something that had happened in the past.
- The child may demonstrate anti-social behaviours, including making rude remarks or hitting another. The child may not even know that they are in the wrong.
- The child may struggle with expressing negative emotions verbally or in a healthy manner.
According to the NHS, to be formally diagnosed with ADHD, one must display “6 or more symptoms of inattentiveness, or 6 or more symptoms of hyperactivity and impulsiveness.” In fact, I have students who were not given the diagnosis because they did not meet that criteria, but nonetheless needed help with managing their behaviour. Ergo, knowing what the signs are can help you to understand and manage your child better, even if they don’t have the ADHD label.
ADHD myths and misconceptions
It is important to know what ADHD and its symptoms are. However, this knowledge may lead to a number of misconceptions about it. Here are six common questions that parents frequently ask me about ADHD.
Question #1: Can young people with ADHD focus?
Yes, they certainly can. It is true to an extent that children with ADHD may find it harder to stay focused. If they are constantly drifting off, it’s a sign that they do not understand what’s being taught, or that the task is too complex for them.
However, when clear instructions and methods like volume control are used, it helps the child to get back on track more easily.
Furthermore, if the child is interested in something, they will be hyper-focused on it. Thus, when handling ADHD kids, find out what they’re interested in and use their interests to reel them in. If they’re interested in Minecraft and you’re teaching Math, use Minecraft voxels to teach multiplication; if they enjoy playing first-person shooters, use screencaps from such games to draw analogues when teaching descriptive writing. By conditioning them to have a positive learning attitude, they can produce remarkable results.
This trait brings me to the next popular belief…
Question #2: Young people with ADHD need to keep moving. True or false?
Due to heightened levels of energy in people with ADHD, many feel the need to move or fidget when bored. That said, as mentioned above, they can sit still and focus on things that they’re actually interested in. When hyper-focused, they tend to fidget less.
Again, this is a major indicator of whether or not they’re interested in something. Use this to your advantage to better understand your child’s interests. Ideally, you’ll want them to sit still while doing something productive (rather than playing or watching videos on the mobile/tablet), so work towards that.
Question #3: Is it a good idea to use mobile devices to distract kids with ADHD?
Sure it makes your kids quiet and less active for a while, but it will likely bring out more ADHD symptoms in the long run. It is like taking one step forwards and two steps back.
Question #4: Is ADHD a result of poor discipline?
ADHD is widely believed to be hereditary and neurological. One does not develop ADHD from being poorly disciplined.
Of course, discipline is still important, but be moderate with it. Poor discipline practices (either from a lapse in or going overboard with) can aggravate the symptoms of ADHD. In some extreme cases, it can even lead to the development of Oppositional Defiant Disorder.
Speaking of discipline, here’s a trick I use in the classroom to manage kids with ADHD: if your child is all over the place and refuses to listen, rather than shouting (which, while useful and has its place in certain situations, does not always work), try lowering your voice until he/she is forced to lean over to listen. Then, proceed to be amazed when your child actually consents to whatever you want him/her to do.
Question #5: ADHD cannot be overcome, or it can only be suppressed with medication (Ritalin, Concerta, etc). Is this true?
ADHD cannot be “cured” because it is not a disease. However, it can be mitigated to a state where it does not manifest in one’s mannerisms.
As with a lot of learning differences, it is possible to manage ADHD behaviour naturally. Most of our students with ADHD don’t take medication prior to our educational therapy sessions. Yet, they have been able to listen attentively. The reason is simple: they were taught concepts such as mindfulness, information/keyword filters, and the ability to control one’s emotions (e.g. through controlled breathing). Such qualities help ADHD learners be more aware of their emotions and behaviour, and to take responsibility for their actions.
Of course, ADHD medication has its time and place. If medication that is prescribed by a doctor helps the child to calm down and focus, then it should be considered as an option. In fact, it can work with what has been proposed above.
Question #6: Do all people with short attention spans have ADHD?
People who demonstrate long attention spans can have ADHD too. Again, this comes down to interest and how the inattention manifests in the child’s/youth’s actions. Besides, haven’t you been in a lecture or meeting before that was boring to the point of making you fidget and check your phone every 10 minutes? But, you don’t have ADHD, do you? 🙂
Question #7: Do children grow out of ADHD naturally? Is ADHD just a phase?
It’s not just a phase. Although there is a sample of the population who will learn to circumvent the challenges of ADHD, not all do. Constant guidance and learning strategies are extremely important to helping children cope with ADHD.
Question #8: Are students with ADHD naturally rude or naughty?
Nope! While Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) can be co-morbidities of ADHD, it is wrong to assume that students with ADHD are naturally rude/naughty. I have ADHD students who are absolute angels. They come to class, greet me politely, and listen as attentively as possible.
I also used to have students who would lash out at others over the slightest provocation. However, these were usually symptoms of anger escalated by the impulsiveness trait of ADHD, rather than direct symptoms of the condition. In fact, these same students were genuinely sweet, respectful and honest towards me because I showed them the same level of respect.
Children and teens with ADHD are not naturally rude because of ADHD. Instead, rudeness is a sign that there is another problem that should be quickly nipped in the bud.
What ADHD means for students, parents and educators, and how it can be turned to one’s advantage
The American Psychological Association defines ADHD as “a behavioral condition that makes focusing on everyday requests and routines challenging”. In my professional observation, it is also a complex condition that affects individuals differently — no two students with ADHD have the exact same learning profile.
For students, this means that they have to be more self-aware. They need to develop introspection and self-reflection.
For parents and educators, they have to understand that ADHD is not a personality issue. Rather, it is a condition that should be addressed through patience and guidance (and medication, if necessary).
The bottom line is that ADHD has disadvantages, just like other learning difficulties. Despite this, it is important to understand that it is not an absolute hindrance. Knowing how to circumvent its issues, while tapping on what it can offer, will go a long way towards helping students with ADHD cope better, and even excel in areas of strength and interest. And just like everyone else, a child with ADHD needs love, care and guidance from family and friends. What ADHD means is that we, as a society, need to continue finding interesting ways to motivate and engage our students.
And that’s the way we should be going anyway, because students should find joy in learning.
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