Executive Function Skill

Time Blindness is Real – 5 Strategies to Help

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Time BlindnessHave you ever looked up and wondered, what happened to the last hour? Or scrambled to get out the door realizing you will be late again, even though you had plenty of time to get ready? Well, you are not alone – it happens to a lot of people. It is called “time blindness” and it is related to how you sense or feel the passage of time.

What is Time Blindness?

Time blindness is the brain’s struggle to appropriately sense, track and manage your actions based on a timeframe. It is a result of the chemistry of the brain and can interfere with your schedule, your priorities and your ability to get things done and/or meet deadlines. It may look like:

  • Constantly underestimating or overestimating how long tasks take
  • Feeling like there’s only “now” and “not now”
  • Difficulty transitioning between tasks
  • Forgetting future deadlines until they’re urgent

Why Does It Happen?

Most likely it is an executive function skill that develops in the prefrontal cortex and not something you can control. You can however, try to figure out where you struggle the most.

Time estimation: Is it in estimating how long things will take, or how much time has passed? Being able to “feel” how long it has been can be a challenge.

Temporal foresight: Is about managing the time you have and figuring out when to start on that big project rather than waiting until the deadline is close? It is important to be able to plan out the steps and calculate how much time you will need (in a logical manner).

Working memory: Your working memory holds the information you need in the moment. It has a limited capacity and all it takes is one more thing to remember and you may lose the other 7 things you were holding onto.

Emotional dysregulation: When emotions are running the show, the last thing your brain is focused on, is the passage of time. You may end up making impulsive decisions, procrastinating or hyper-focusing on lesser priorities.

So, when you lose track of time; it’s your brain, not your willpower.

This can result in:

    • Chronic lateness
    • Last-minute scrambling
    • Thinking you have time for that “one more thing”
    • Trouble starting tasks or projects with long term deadlines – or not being able to break large projects into manageable steps and spreading the workload out over time.
    • Struggling to plan ahead
    • Under or overestimating how much time something will take

Strategies to Help:

1. Make Time Visible and Audible – use analog clocks rather than digital as they show the passage of time more clearly. Use visual timers like a time timer or a countdown app and set backup alarms or reminders on your phone for the time you need to leave. Don’t dismiss the alarm until you are actually leaving. Make sure there is a clock within view.

2. Break down time into Blocks – You can divide your day or your activities into blocks that focus on similar tasks rather than an ambiguous plan like “work all morning.” Adults can really only focus for 90 minutes at a time (unless they are hyper-focusing), so make sure your blocks are a manageable size.

Try:

    • 25-min Pomodoro sessions with 5-minute breaks in between
    • 10-15-minute “power sprints” where you work until the timer goes off and then can switch to something else….unless you want to continue.
    • Build-in transition time so your brain has time to process the finished task before starting something new.

3. Anchor Your Actions – also known as habit stacking. Habit stacking is where you attach a new task or habit onto an already existing habit. Make sure it is something you already do regularly without having to think about it, so you can add the new task/habit onto it. For example: “After I finish breakfast, I will check my planner and priorities.”

4. Check Your Reality – Think about the tasks you do regularly and estimate how long you think they take. Time yourself and compare your estimate with the reality. Were you close, or way off? Save this information for when you need to meet a deadline.

5. Work Backward from the Deadline – A deadline, whether it is for a project or an appointment has several details that need to be broken down into their manageable (single task) format before you can estimate when to start the process. For example: If you have an appointment at a specific time, you will need to think about everything you have to do to be ready for it, including what time to leave to be on time. By breaking the big task (arrive on time for appointment) into smaller actions you will need to work backwards. Start with the appointment, now how long will it take to get there? That’s the time you need to leave. What needs to be done before you leave? Do you need to eat, or get dressed or put your work away? By working backwards, you can subtract the times for each step until you have the time you need to do the first thing. Often times we think, it should only take 15 minutes to get there. But in reality, that’s with no traffic or red lights and you forgot to add in finding a parking space and walking to the appointment. Adding a few extra minutes for a contingency plan may save you some stress of hurrying and provide a few minutes of scrolling time.

If you struggle with time, then try these strategies or create your own to support you rather than thinking there is nothing you can do about it. If you’d like some coaching around this topic, our 4 week, 45-minute session, ½ price special begins in July 2025. Find out more: https://square.link/u/LVY4DSS1 or email me: laine@thinkinganddoingskillscenter.com

Coaching Prompt:

“When was the last time I ran out of time—or underestimated how long something would take? What systems might help me next time?”

Does Homework HAVE TO be a Battle?

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Homework frustrationThe simple answer is NO! Homework does NOT have to be a battle.

The purpose of homework is to help reinforce the learning from class. It is also to encourage responsibility, independence, the development of time management skills (which are really self-regulation skills) and practicing problem solving strategies. Sounds great, is that what is happening in your home?

Or are there tears, tantrums, yelling, defiance and meltdowns? Or maybe it’s bribes, rewards or threats of losing what they hold most dear. What’s a parent to do if the kids are just not motivated to get started on their homework?

Where’s the Motivation?

Motivation is a challenge. An ADHD brain struggles with tasks that are boring, complex or difficult. If you are trying to motivate your child to complete something that falls under one of those categories, (like some homework) it may be as frustrating for you as it is for them.

“Motivation is a set of habits and routines, guided by your values and your identity, that you carry out every day.” “When you combine purpose, energy and small simple steps, you get sustainable motivation.” says Jim Kwik, author of Limitless.  Are you ready to change this?

How to Make Homework Less of a Battle

Create some structure – the school day is very structured. Students know what is happening each day and at what times. There are routines in the classroom that are followed and the expectations are clear.

James Clear (of Atomic Habits fame) says, the smaller the step, the more likely you will be motivated to do it. He also suggests that you schedule when you will work on it because you are more likely to work on something that has been scheduled rather than waiting until you feel motivated to work on it. Waiting for that feeling – rarely happens but you can help encourage motivation by setting up a routine that tells the brain it is time to get working on “x”. Clear calls it a “pregame routine” where it starts a series of motions that are simple to do but moves you in the direction of actually working on whatever it is. We’ll call it the “pre-homework routine.”

Pre-Homework Routine

At home, there should be clear expectations, structure and routines as well. Starting with what happens when they come home from school. Decide together what is the littlest thing they can do? For some that might be closing the door – others it might be taking the lunch box out of the backpack and putting it in the kitchen. Baby steps to start and then:

  • A protein snack will help recharge their tired brain
  • Taking 30-45 minutes of downtime (especially outdoors) will help to reenergize them.
  • Screens are a distraction and a time suck, so should be avoided until after the homework is done.

Homework is your child or teen’s “job” – they are accountable to their teacher, but more importantly to themselves. If they don’t do the work, they will get the zero. If they are not motivated by grades, just keep showing them the grade portal and the impact of each zero. No one really wants to fail. Sometimes, all the fuss is not about starting the homework at all. Sometimes, they are feeling overwhelmed or frustrated or even confused. They might be looking for your attention or trying to manipulate you into letting them disrupt the routine. Try to understand what is really bothering them. Offer some options, show empathy and encourage them but don’t let them manipulate you into postponing the homework routine.

  • Set a “homework time” to begin each day after their initial break. They can take short 5-minute breaks after each 25 minutes of work time (depending on age).
  • Designate a desk, table or counter as the homework zone and make sure it is clear and relatively distraction free. Check the chair and the lighting and put an analog clock within view.
  • If they choose not to work during that time, make it clear there will be no homework being done after a specific time. They need to have time to “chill out” between homework and bedtime.

The role of the parent, just like the teacher, is to set clear expectations around the homework routine and process. You are helping them create habits that will serve them their whole life.

  • Encourage independence but be available to guide them to their own solutions when stuck. Don’t provide answers.
  • Keep it positive. Praise their effort and persistence rather than their intelligence or skill. According to ADDitude Magazine, “When you praise your child, it creates dopamine — the neurotransmitter his or her brain lacks, which causes the ADHD symptoms— and the dopamine helps them to better control behavior. So, he or she can do more wonderful tomorrow.” It also helps to increase the positive/negative ratio. Do you know that it takes 3-5 positives to offset 1 negative comment?
  • Check on them occasionally but don’t interrupt them unless they are clearly distracted. Each interruption adds more time to regain their focus.
  • Be consistent as much as possible. Use a calendar that everyone can see and let the kids know what is coming up.
  • Each week, help them “reorganize” themselves by cleaning out their backpack, checking the agenda for what is coming up and depending on their age, making sure they have clothes for the week or have them do their laundry.

It will take longer than you think for the homework routine to become mostly automatic. Use a timer or something that lets everyone know it is time for it to start and stick with it. Creating routines reduces the stress of not knowing what to do next, helps a struggling working memory and best of all takes the battle out of the homework.

Learning happens when students are willing to learn, and have strategies that work for them like a homework routine. However, most important is that they feel good about themselves. So, use lots of praise (about their effort), humor and help them understand how they learn best. If school is a positive experience, then their superpower may one day make the world a better place.

ADHD Hacks: Empower Yourself with Strategies, Not Labels

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Aware and EmpowerOctober is ADHD Awareness/Empowerment Month. Each year the media, and the three national ADHD organizations, provide information on the latest scientific research to publicize and educate. The myths and misinformation continue to interfere with individuals seeking or getting help but, these three organizations are trying to help CHADD.org, ADDA and ACO.

Does it matter if you have been “officially” diagnosed? I don’t think so, unless you feel medication may help. Always talk to your doctor, of course, but medication doesn’t teach strategies and structure. Those are things you can try on your own. You can “experiment” with different ideas and then evaluate their success or failure. Pretend you are a scientist, and just collect the data – what worked and what didn’t and then build from there. No guilt, just learning.

What is ADHD?

ADHD is a neurobiological condition – meaning it is the result of lower levels of neurotransmitter chemicals that are important in the brain, which results in lower levels of stimulus in the brain. Non-technical definition: it is a chemical imbalance and not a personality/behavior or motivation problem. Just like near sightedness or hearing loss, it cannot be “fixed” at this point in time, but it can be helped.

Many people with ADHD are often very intelligent, but they may have difficulty showing it at times. That’s often a combination of the lower level of brain chemicals and difficulty with their executive function skills. Dr. Thomas Brown believes there are “6 clusters of executive function skills: activation, focus, effort, emotion, memory and action.” These executive function skills work together to help us get things done. (FYI they are not fully developed until around age 25 and yet we use them every day.) Inside these “clusters” are things like organization, planning/prioritization, working memory, self-regulation, focus and time management. Ever struggle with any of these?

Start Here

One of the most important, yet often most difficult things to do, is to consistently get a good night’s sleep. You know you feel better when you are well rested and are often more capable of handling frustration, stress and overwhelm without the added guilt of cookies, ice cream and/or junk food.

Meditation, relaxation exercises, and taking breaks can help manage those impulsive emotions before they break through. Remember, ADHD is a chemical imbalance, it is not “who you are”. Be gentle with yourself and keep those ANTS away. (ANTS=Automatic Negative Thoughts)

What do you need to do to create a nighttime routine that will help you get a good night’s sleep (most nights)? We’re not looking for perfection, just a routine that can become a habit. Include some screen free time, cozy pajamas and whatever else helps your body get ready for sleep. Reading in bed has been shown to be helpful for getting to sleep depending on what you are reading, of course. Give it a try, just don’t give up.

Organize for Ease of Operation

Are you a problem solver or a tolerator? (If that’s even a word). Think about the morning, when you are trying to get ready for your day, or get kids off to school. Is it calm and stress free or hectic and frustrating?

What is getting in the way and preventing you from a smooth start? (Hint: systems, routines and habits, oh my)

Are there:

    • Dishes in the sink from the night or days before?
    • Cluttered counters so there is no place to make breakfast or lunches?
    • Full dishwasher?
    • Crowded closet, yet nothing to wear?
    • Missing keys, pocketbook or left shoe?
    • Kids that need 98% of your attention to get ready?

Whatever it is, you can figure it out. You’re a problem solver and you can put systems and routines in place and get the family involved. Or you can continue to tolerate it and pretend the stress isn’t affecting you and impacting your relationships and your health. (But it probably is.)

Simplify, Simplify, Simplify

Declutter – things are just things. But they suck up time and energy both physical and mental every time you have to move them or work around them. They add frustration to your day when they are hiding your keys from view. If they don’t bring value or sentiment to your home then, they are just stealing precious moments of your life.

Clutter impacts your family whether you realize it or not. Visual clutter can easily overwhelm a brain with ADHD, increasing everyone’s stress level. Or maybe clutter is interfering with your motivation to prepare family dinners so you opt for quick microwaveable and possibly less healthy options.

Good nutrition is important for all brains throughout the day. According to Children’s Health, “good nutrition not only helps bodies grow strong – it can also help kids focus and even improve their behavior.…. While the right foods are important, it is just as important to help your child eat at consistent mealtimes throughout the day and to avoid hunger.” Craven, the author, goes on to say “That children need three meals every day and one to three snacks as well so, they should be eating about every three hours.”

Decluttering can save you time, money, energy and brain bandwidth. Clutter, most importantly, takes time away from the things that really matter. What can you do today to reduce the clutter in your home and life? Start today, even 10 minutes done consistently can make a huge impact.

Battery Recharge

Having ADHD can make it difficult to remember tasks at the right time and place, and it often distorts our sense of time—speeding it up unexpectedly, which can leave us feeling rushed or running late. When time is short, self-care is often the first thing to go. If your “batteries” are running low, the first thing to do, is to stop pushing yourself. Take a few minutes to do something that will help you recharge.

When you take care of yourself first, you are better able to take care of others. If you have kids that have ADHD, then these are three very important words to remember: consistency, predictability and simplicity. Dr. Jacque mentioned them as foundational for reducing anxiety and helping kids with ADHD thrive with fewer disruptive behaviors.

Managing the things you can, can help lower your stress level and give your ADHD superpowers a chance to shine. You’ve got this!

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What Your Child/Teen Wants You to Know about ADHD

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ADHD helpHey Mom/Dad (or Parent),

We are about to start a new school year and I am worried and scared that it will be like last year. I really do want to do well, but my ADHD keeps getting in the way and I don’t know what to do about it.

I do know that I get very upset when you raise your voice (yell) at me or ask me things like, “why didn’t you…” and then my brain just shuts down. I want you to be proud of me but, when your voice is loud or you use a different tone of voice, it makes me think you are mad at me. Could we celebrate my successes more and not focus so much on my grades because I am doing my best?

I know I forget things but reminding me a hundred times doesn’t help me remember. In fact, each time you interrupt me while I am doing my homework, it adds 15-20 more minutes for me to refocus on what I was doing. No wonder I finish my homework right before bedtime. I’d like to have some free time before bed to relax and chill out. Maybe that way I would be able to fall asleep faster and feel better in the morning.

How about we don’t talk about homework when I get home and instead let me have a snack, as I am having lunch very early and then I can to outside, or relax, and recharge a bit before starting homework. Then after about a ½ hour (say 4pm) I will start on my homework. Don’t ask me what I have for homework if I don’t have my agenda open in front of me. That’s why I write it down – so I don’t have to remember it. No interruptions please! I will take short breaks so if you have something to ask me, please wait until then.

I would appreciate it if every week you would tell me what appointments or after school activities I have, so I can put them in my agenda/planner. I don’t like surprises or changes in plans! And I don’t want to have something EVERY day after school. I need time to myself, to do what makes me happy so I can recharge.

I like to be able to predict what comes next, so if you can help me figure out a good bedtime and wake up time so I have time to do everything I need to without missing the bus, that would be helpful. (Use an alarm clock, not a phone.) If you help me make it a habit, then you won’t have to remind me of every step I need to do. That would be a relief! I can sometimes still hear your voice telling me what to do when I am on the bus.

Also, can we get all the clothes that no longer fit me, out of my dresser? It is so hard to find what I want to wear. I need fewer options and I need to figure out what to wear, the night before. My room needs help too. It is always so messy that I can’t work at my desk. What can we do to make it work better?

As for my homework….I don’t need you to check it for accuracy because that is my teacher’s job. I don’t need the answers either, but sometimes I just cannot understand the directions, or I have forgotten how to do it, or it is just too boring or complicated. Encourage me to think of other resources I can use to find the answers or help me break it down into more manageable pieces.

Let’s use technology where it can help me with reminders and alarms but save the gaming stuff for after my work is done. You know how easily I can get distracted:-p

Please tell me later if I said or did something that upset my friend as sometimes, I have no clue what he meant by what he said or how his face looked. Friendships are hard, but really important to me. I want to be a good friend.

Please be patient with me as I learn new skills. My teacher says that my brain isn’t fully developed yet and that I might need help developing strategies to help myself. I don’t need your strategies, just your help in figuring out what will work for me. And I like simple and easy.

So, if we can work together on these things, with patience and understanding that I am doing my best, I think I will be more independent and have more confidence in what I can do for myself.

Thanks Mom, (or Dad) I know you want the best for me, but this is who I am right now. With your help I can grow in a positive, self-confident way and take on the world!

Love,

Your child/teen with ADHD

How to Organize Any Space in 4 Easy Steps

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organizeSummer is coming – that’s the good news! We want to enjoy the summer but with graduations, weddings and bbqs happening every weekend, things can get ahead of us because we don’t have the time but we also don’t want to use what little time we do have on decluttering, so things can pile up- that’s the bad news.

You know that pile of mail (oh that’s right you handled that in last month’s newsletter) maybe it’s the family room or the kitchen that is frustrating you. If your very busy, overscheduled life is causing you to tolerate clutter then it is likely that you are losing valuable time dealing with its effects. The following four steps can be done separately or in tiny pieces depending on the time you have available. It’s easy to crack the C.O.D.E. to an organized life.

Each letter in the word CODE stands for a step in the process.

The “C” is for Collect.

Collect what needs to be organized or de-cluttered into one space. If it’s video games, cooking utensils, magazines, or laundry it doesn’t matter, just pick one and collect it all. You can get the whole family involved by having each person pick a “thing” and collect it in a laundry basket or plastic bin.

The “O” is for Organize.

Now organize the collection into sub categories by putting like items together. In the case of video games it might be by gaming platform, or separate kid’s games from teen games, or like and don’t like. With kitchen utensils it might be those you use often and those specialty items or the ones you use by the stove and those you use at the counter. As you do this with your category, you will notice what can be recycled or trashed, repurposed or removed to a different room. What is left is the important stuff – those things you love, use and/or need in your life.

Now “D” is for Decide.

This is often the hardest step of all. Asking yourself questions like, “What do I do with this?” or “Where is the best place for this?” can be difficult. Having the important things close by and the not so important (but still necessary) things away from the every day items will give you more space for the things you use daily. Some things may already have a place but began to overflow into the surrounding area. Now that you have collected those items you can sort, toss or pare down to suit your needs.

Wherever you decide to put things be sure to “contain” them. Things have a tendency to expand to fill all available space and by containing them you can curtail that. Draw dividers, kitchen organizers, bins, baskets, empty jars, storage bags, use whatever fits your need, will contain that category, and keep it from spreading. Now decide where each category is going and deal with them.

Last in the four step process is “E” for Evaluate.

After a week or so of using your new organization check the surrounding area to see if it is “contained” and evaluate if it is working for you. If not, then try something else. Keep trying until you find what works for you and your family. In order to maintain your organized home, be sure to evaluate each drawer, cabinet, closet or shelf periodically and use the C.O.D.E. to get it back under control. This is the key to staying organized – maintenance. It’ll also give you more time for summer fun. Enjoy!

Are You Enabling or Empowering Your Child?

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Empower don't enableWe all want our children to grow up to be responsible, successful members of society. Isn’t that what you want for your child? So, we “help” them at every turn so that they can make it to school on time, complete their homework perfectly, and get good grades.

But are you really helping or are you harming them?

Let me explain. If your child or teen has ADHD then you know that they struggle with routines, focus and remembering what they need to do as well as, doing what they know they need to do. You may feel that if you don’t remind your teen then they would never get out the door in the morning or finish their homework. And you may be right.

However, providing them with the information they need before they have had time to consider what comes next, does not help them develop the necessary skills to become independent instead it makes them dependent.

Think about these questions:

    1.  Are you helping your son or daughter create a routine to get out the door (with everything they need) or are you telling them what to do each day? (Ex. get your shoes on, did you brush your  teeth,  do you have your homework? And on and on.)
    2.  Are you empathizing and really trying to understand what they are feeling or are you just trying to solve their problem by telling them what they “should” do?
    3.  Are you checking their homework and making them correct it so that the teacher doesn’t know that they are struggling with it?
    4.  Are you reminding them of everything they have to do so that they don’t have to remember on their own?
    5.  Are you waking them up in the morning?

If you answered “yes” to even one of these questions, please keep reading because although you may think you are helping your children, in reality you are not. When you take away your child’s opportunity to problem solve by either telling them what they should do, or by doing it for them, not only do you handicap them from learning the skills but, you are chipping away at their self-esteem and self-confidence and fostering their dependence rather than independence.

For those with ADHD, learning routines and habits can take a bit longer than it does for those without ADHD (66 times). So it is important to start building the skills early so that by the time they get to high school, you have done your job and your teen is pretty independent. You want to feel confident that they can make it on their own at college. On the other hand, if you wait until they are a senior to start “letting go” and just drop the support you have been providing all along, they may not have the skills they need to succeed in college.

So, how can you empower them instead?

    1. Work on one thing at a time. Together decide what it will be. Empower your teen to come up with their own solutions just be sure to include how they want you to “support” them in this new process.
    2. Instead of saying you “should”…..try asking questions that lead to your teen figuring out their own solutions. Ex. “What do you think you could do to figure that out?” “How can you prevent that from happening again?”
    3. Learn about Executive Function skills so that you and your teen can better pinpoint which skill is weak. Is it getting started on things (task initiation), remembering (working memory) or finishing things (task completion) etc.? Weaknesses can occur in several executive functions but often there are EFs that are strengths as well. What looks like several areas of weakness could be the same EF showing up in a different context. How can you use the strengths to help compensate for the weaknesses?
    4. Change comes from within but here are three questions to ask that can help. Can the environment be changed to better accommodate for the weakness? Can the task be broken down into more manageable steps so that it is not so overwhelming? Does there need to be a system or a routine created to assist in solving this?
    5. Lastly, consider whether or not you are too close to the situation to really be able to help, or if you are finding it difficult to remain nonjudgmental then it may be time to find an Executive Function Coach or Counselor to work with your teen.

Jodi Sleeper-Triplett said this in her book Empowering Youth with ADHD:

…empowerment is about much more than helping the young person with ADHD accomplish goals: It’s about helping the young person identify strengths and resources; practice thinking about how to solve problems and meet goals; build skills; develop a positive self-image; and ultimately, lay a foundation for long-term success in the days, months and years to come. (p35)

And who doesn’t want that for their teen?

Use Your ADHD Super Powers and Get More Done!

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ADHD Super PowersJanuary 1st is meant to encourage thoughts of possibilities but it can also be a reminder of the previous year’s disappointments. For 2024, let’s make a deal, there’s enough negativity in the world, let’s focus on the positive this year. Are you in?

It’s time to embrace our neurodiversity and use our strengths to get things done. Every January there are numerous resolution strategies offered to make this your “best year ever”. Strategies such as having a word, theme, or intention for the year are plentiful. Setting SMART goals and breaking them down into small action steps may work for some, but the statistics say differently. Many people give up within two weeks of the new year. Here’s a clip from npr.org for reasons why.

This year though, let’s try to make small improvements using our ADHD Super Powers such as: being creative and thinking outside the box, being a problem solver, having high energy and being able to pivot when necessary. Also, let’s not forget the ability to hyperfocus.

If the goal is to “get the right things done,” then let’s see how the ADHD Super Powers can help.

Super Power: You are creative:

Your ideas are innovative, often more involved than they need to be, but still creative and you often come up with non-traditional solutions that can solve problems. Watch for places where a creative solution could save you time and energy and fix it when you can. For example:

    • If you have been procrastinating on a task, add some creativity to it, gamify it, break it down into teeny, tiny doable steps to easily cross off or work on it with a friend.
    • Make it a game with the family to race around and put things away so you start each day fresh
    • Dislike using a traditional planner, then create your own system by making it work for you and the way you think.

Super Power: You have high energy:

Your energy level is often directly related to your level of motivation and of course the basics like sleep and self-care. If you find yourself with lots of energy to spare:

    • Knocking off several mini tasks will keep the dopamine level up and that makes everything easier.
    • Be sure to have a list to look at filled with those mini tasks so you don’t have to try and think of them in the moment.
    • Keep track of all you do accomplish – it’s much better to focus on what did get done rather than what didn’t.

Super Power: You can pivot quickly and change course or task:

If something more urgent comes up you are able to change gears and quickly dive into it. You are often multi-tasking and that means you are only using 50% of your brain (because you are actually switching from one task to the other and back) but you can assess what is needed and get on it. If you do have to pivot:

    • Be sure to leave yourself a note of where to pick up on the current project, before you jump to the urgent one.
    • You are able to find ways to make things easier and are open to unexpected solutions
    • Life happens – when the unexpected happens, being able to easily pivot can provide other options and solutions minimizing the disruptions.

Super Power: You can Hyperfocus:

Hyperfocus is the ability to sustain attention and focus on the task at hand until it is complete. This often entails either high interest on your part, a looming deadline, or urgency from someone else. It does use up a lot of brain power so be careful how often you use it.

    • You have the ability to deep dive into a project or area of interest so set a timer or reminder notification before beginning so you don’t miss something else.
    • Use hyperfocus to develop the skills needed for a new hobby or a side hustle.
    • The increase in focus can lead to more creative solutions and an increase in attention to details that may not happen with frequent interruptions. Let others around you know that you don’t want to be interrupted.

A change in perspective is needed if you feel that your ADHD is the reason you “can’t” get things done, are always late or forget things. Use your ADHD superpowers to come up with creative strategies and solutions for those challenges and add some fun into each day. What do you want to remember 2024 for? What do you need to do to make that a reality? Use your super powers:-)

Secrets to Helping Kids with ADHD

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ADHD signsADHD, is it a superpower or kryptonite at home or at school? The truth is, it is probably both depending on the situation. All students want to learn, they often feel a great deal of pressure to “learn” and be able to show that learning when it is called for. How can you help your child learn to use their ADHD as a superpower and minimize the effects of kryptonite? Here are three ways to ensure better outcomes.

ADHD and the Brain

    1. Understand that ADHD is a chemical imbalance in the brain. That means that without enough dopamine and other neurotransmitter chemicals, messages are disrupted on their way from one side of the brain to the other. When everything is working the messages make it, but often they make it half way or more likely, they vanish – sometimes temporarily and other times, without a trace – forgotten.

Probable causes: interruptions, distractions or brain and body are trying to make their needs known. Working memory is responsible for holding onto all the information we need at the time to complete a task or solve a problem. When it is working at capacity and something or someone interrupts, something has to go. Sometimes it is easy to get it back and other times, your child has to start back at the beginning adding more time and stress to whatever they were doing.

When an ADHD brain is hungry, thirsty, tired or fidgety, it is best to stop and give it what it needs. The brain is always monitoring and sends out signals to get noticed until the problem is resolved.

Suggestions: Make sure your child or teen gets enough sleep, eats healthy, is active and has a snack with protein before beginning homework. Praise their effort. Remove distractions that you can and save your questions for later.

2. Impulsivity is often a kryptonite side effect of ADHD. It is like the pause button is broken, or that little voice in your head that warns you before you get in trouble or hurt, is asleep. I have also heard that it is a way the brain seeks out more stimulus because it is feeling like it doesn’t have enough. Impulse control is an executive function that isn’t fully developed until age 25, yet we ask children to control it long before then. Whatever the reasons, kids need a way to help themselves before they get in trouble.

Suggestions: One way to separate the impulsivity from the child is to call it something. Give it a name that you can refer to that separates it from your child’s sense of self. (Ex. The Cracken, Kevin (from the movie UP, Wacko Willy, etc.) Use humor when they show up and discuss what else Wacko Willy might have done instead.

Set clear expectations on behaviors before going somewhere. Make sure your child has a fidget in their pocket and use this 3-step model taken from Sarah Ward called: Stop, Think, Act.

When you notice emotions are building up, your child needs to: Stop (Take a few breaths, walk away, go outside, or chill in their room). Then have them think what started that, or what happened right before they got upset? Now, problem solve and brainstorm ideas that are more appropriate and use them to act next time.

3. Motivation is a challenge. An ADHD brain struggles with tasks that are boring, complex or difficult. If you are trying to motivate your child to complete something that falls under one of those categories, it may be as frustrating for you as it is for them. No one wants to mess up but, often those with ADHD are seen as messing up more often than their peers. The most common ways teachers and parents try to motivate is to take-away privileges. Or promising rewards so far in the future that the child feels they will never get it anyway. Rewards or punishments have little effect other than making children feel “bad” about themselves. This causes the brain to become stressed and a stressed brain cannot think clearly. That seems like a no-win situation.

Suggestions: According to Additude Magazine, “When you praise your child, it creates dopamine — the neurotransmitter his or her brain lacks, which causes the ADHD symptoms — and the dopamine helps to better control behavior. So, he or she can do more wonderful tomorrow.”  Increase the positive/negative ratio as it takes 3-5 positives to outweigh 1 negative.

Learning happens when students are willing to learn, and have strategies that work for them. However, most important is that they feel good about themselves. So, use lots of praise (about their effort), humor and help them understand how they learn best. If school is a positive experience, then their superpower may one day make the world a better place.

Want to learn more strategies to help your child or teen succeed with ADHD? Then join our next Thriving with ADHD in the Family Parent Class.

School’s Out – Preventing the Summer Slide

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summer learningTeachers talk about the summer slide all the time. That downhill slope that learning often takes during the summer months. We all lose some level of skill when we don’t keep using it. For students, the summer slide can set them back a month or more having to review what they have already learned.

Now, I am not talking about the facts they have memorized, but the process of being able to figure things out through understanding themselves and problem solving. In other words, thinking about how they think or metacognition. This is the real skill they need when it comes to learning.

So, what you can you do this summer to help minimize that summer slide?

    • Keep them reading. Find books that they are interested in (not just the ones on their summer reading list) and set aside some time each day for reading. After lunch, after dinner or before bed are great times and even better if you are able to read at that time too. Don’t forget to ask them about what they have read.
    • Going to camp or on outings? Let your children plan what they need, figure out the route or buy the snacks. Any way that you can get them thinking about how to approach the task of being ready is helpful. What have they done in the past that is similar to this and how can that help?
    • Take a walk in the woods, go geocaching, identify birds, flowers, rocks and trees. Get outside and play. Visit the tourist sites near you. What will they be studying next year? Is there an historic site that relates? Take in a museum or zoo.
    • Teach and/or reinforce skills through baking snacks, helping with meal prep, doing their own laundry, organizing their room, and/or writing a grocery list or their daily plan. Create a menu of fun activities they want to do. It is easier to check the menu than to come up with something to do in the moment. Do they want to learn something new or improve a skill?
    • Weekly (or more) game night. Play games that use math and reading but also keeps their “playing with others” skills active. Building with legos – have a competition. Puzzles too.
    • Keep some structure in their day. Kids thrive when they know what to expect. Having morning, mid-day and evening routines can break up the day and make it easier for them to switch activities or come up with new ones. Try a 30 minute “quiet time” after lunch. It works great if you want to swim after lunch but really should wait a bit. It’s a great time for reading, doing puzzles, word searches, or reinforcing weak skills through activities (although I am not a fan of the worksheets), things like math war, or memory games and even flashcards help.

Learning is a process and it takes time.

So, start small and scaffold things where you start with lots of help and then less help as they become more capable. Focus on the process of learning and not the outcome. Keep a growth mindset in mind where they are capable with effort even if they can’t do it “yet.” Allow choices it fosters ownership. Reflecting on what they have done leads to metacognition so be sure to use some of their successes to remind them when they are struggling.

Lastly, and most importantly, it is so easy to supply solutions to children’s statements and complaints like: “I’m hungry” or “Where is my bike”, or “I’m bored,” but when you do, you take away the opportunity to develop problem solving skills and encourage independence. (Also developing agency).

Encouraging your children to problem solve with your help and building on their confidence develops agency. Isn’t the goal to raise lifelong, independent learners with the confidence to handle anything? And, it can be fun!

Developing Agency Leads to Independence

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Celebrating agency up high on a mountainThe word “agency” keeps popping up in articles I read or podcasts I listen to so I thought I would look a bit deeper into it. Hope you find it helpful.

Agency is defined by the Cambridge Dictionary as “the ability to take action or to choose what action to take.” It is the belief that you have control over your choices and can affect change through the choices you make. How often do you feel that you have an impact on your life through the decisions and choices you make? So, what is agency?

Without Agency

  • Unclear goals
  • Emotions drive beliefs (whether true or not)
  • Indecision
  • Fear of Failure
  • Lack of confidence in your abilities

With Agency

  • Growth mindset (you believe you can do it, maybe just not “yet”)
  • Metacognition (you think about your thinking)
  • See learning as a process and yourself as a learner
  • Self-efficacy (belief in your abilities)
  • Ask open ended questions to problem solve

Agency isn’t just important for adults, but also for children to develop. Students have been through a lot of changes over the last three years and most of them adapted quite well. Some did not do well with the challenges and the constant changes. What do you think makes the difference, between a student who is resilient and adapts quickly and those that become more needy and less capable? Is it fear of failure, lack of confidence, or learned helplessness that interferes with a child’s development of agency?

Opportunities to problem solve and figure out what steps to take next have been replaced with the answers and solutions in order to save time (Ex. Study guides instead of study skills). Think about it, when was the last time your child came to you with a problem and you told them what to do? You may have missed an opportunity to help them develop agency and confidence in their own abilities.

I was surprised to read this article that discussed the increase in a child’s anxieties when you constantly solve their problems for them or make accommodations to diminish their fears. This line jumped out at me. “Kids look to their parents to see who they are, Dr. Leibowitz notes. So, when parents reflect back to them that they are helpless in the face of anxiety, and need to be protected, that’s what kids learn to feel about themselves.” That goes for problem solving too. They question their own abilities and instead rely on a parent or teacher to “save” them.

Learning is a Process

  • It takes time
  • Start small and scaffold with help
  • Focus on the process not the outcome
  • Allow choices – develops ownership
  • Self-reflection leads to metacognition
  • Growth mindset (capable with effort)
  • Leads to self-efficacy (belief in your abilities)
  • Which then leads to agency – knowing you can impact your life through the decisions and choices you make

Encouraging your children to problem solve with your help and building on their confidence develops agency. Isn’t the goal to raise lifelong learners with the confidence to handle anything that comes their way (depending on age of course)?

As an adult, you know yourself best and should keep that in mind when solving a problem or developing a strategy that will work for the way you think. We can’t always predict what success will look like so designing an “experiment” gives an opportunity to try things out without fear of failure. Make sure to think about what could get in the way of your success. Thinking about possible obstacles and then creating a plan for them, helps ensure greater success of your experiment. Each experiment provides more data (more clues as to what will work) even if you don’t get there on the first try.

Each experiment whether successful or not helps you learn more about who you are and who you want to be. It builds on your strengths and helps you find strategies you can use in other instances. This builds your “toolbox” that you can use in other situations. In the end, we don’t set the goals or do the tasks for the “fun” of crossing them off the list, we do them to show ourselves we are capable and in control of ourselves and our actions – and that develops agency.

If you’d like to learn more about helping your children develop agency, then join our Thriving with ADHD in the Family Parent Class starting Thursday, April 27th, 2023 at 7pm ET via Zoom.