Dr G's ADHD Chat

ADHDers have difficulties with Executive Functioning. They will always have some difficulties in these areas, but they can learn to compensate for these deficits. Use of schedules and routines are some of the most frequently used strategies.

Adolescence is a rough time for ADHDers. They want all the trappings of Adulthood but are three years behind their peers in terms of maturity. This rises considerable concerns for parents regarding the principal signs of maturity—drinking, driving and dating. You, as the parent, have to observe and decide if your ADHDer is mature enough to handle these responsibilities.

Adolescence is a time of tremendous physical, cognitive and emotional changes. It has a significant effect on ADHDers to a greater degree than a typical teenager.

This episode is a follow-on to a previous episode in which the concept of executive functioning was introduced. We will cover the whole area of executive functioning in more detail specifically as it relates to ADHD.

ADHDers have poor executive skills because of extremely poor working memory. They forget requests, have trouble with organization and planning, have poor sense of time passage. These are all problems with executive skills that are normally done in ones mind. Because they have such poor executive skills, ADHDers rely on checklists, whiteboards and timers- external aids to executive functioning. This program will explore this area in more detail.

One of the most significant difficulties with ADHD is a significant weakness in working memory, the incidental memory of day to day information like requests for help. ADHDers constantly forget these non-significant bits of information which causes disruption and sometimes hurt feelings in the home or at work. One of the techniques for helping in these area is to make as many chores as possible part of a daily routine. Therefore they are harder to forget.

Relaxation Training (Meditation) is frequently recommended to reduce stress and increase, not only for ADHDers but for neurotypical as well. There are many kinds of RT, but. he simplest to learn and explain involve focusing on diaphragmatic breathing. Sometimes repeating a word or short phrase is added.

Dopamine is a neurotransmitter associated with satisfaction. The scarcity of Dopamine in the brain is associated with the symptoms of ADHD. Stimulant medication works by increasing the presence of dopamine in the brain. There are some non-medication ways of increasing dopamine in the brain. Use of the procedures are useful when it is inconvenient to use medication. Some ADHDers have been able to avoid medication altogether by using these techniques.

Most behavioral management programs insist on a combination of praise and punishment- praise for good behavior, punishment for bad behavior. This works reasonably well for behavioral issues. Unfortunately, ADHD is a neurologic condition so praise works really well because it increases dopamine. Punishment doesn’t work art all because it has no neurologic effect

ADHD is a disability that is not obvious or apparent. Therefore, ADHD kids are treated as if they have a behavioral problem, not a neurologic condition. ADHD parents are also dismissed as being too permissive and allowing their children to ride roughshod over them. As a result the whole ADHD family is frequently dealing with shame and embarrassment. The parents are embarrassed because they are seen as not being able to control their child’s behavior. The child feels shame and embarrassment because he or she can’t control his/her beha.vior