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Executive Function Skill
October 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 What Your Child/Teen Wants You to Know about ADHD
Hey 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
Summer 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?
We 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:
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- 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.)
- 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?
- Are you checking their homework and making them correct it so that the teacher doesn’t know that they are struggling with it?
- Are you reminding them of everything they have to do so that they don’t have to remember on their own?
- 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?
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- 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.
- 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?”
- 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?
- 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?
- 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!
January 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:
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- 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:
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- 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:
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- 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.
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- 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
ADHD, 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
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- 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
Teachers 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?
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- 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
The 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.
What’s In Your Closet?
I wonder who invented or designed the first closet. Maybe Mrs. Caveman got tired of tripping over Mr. Caveman’s club again and hid it behind a rock. Whatever the reason, closets can be either a black hole or a great tool for organizing. This month in celebration of Clean Out Your Closet Week, we are tackling the coat closet.
Pick the closet you use most often, it is usually closest to the door you use daily. First step of organizing is always sort. You can start with sorting the outerwear by season and/or owner. If possible take it out of the closet and sort it so you can actually see how much each person has. As the winter winds down you can see which coats and accessories still fit your child and which will not make it through another season. Decide which coats are regularly worn and which do not fit or are in poor condition. Donate those that you can and store the out of season ones. Do the same for the accessories such as, scarves, hats, gloves and shoes. Take everything else out of the closet and decide if it needs to be stored elsewhere or if it will remain in that closet. (If you do not have a closet near the door that you use most often, try to find a space to put up hooks for jackets and baskets for the other extras for each member of the family.)
Next, look at ways to utilize vertical space. Can you add another shelf? Often the top shelf leaves a lot of unused space up to the ceiling. Add another shelf there and although it will be harder to reach, it makes good use of that space near the ceiling for plastic (labeled) bins for seasonal or seldom used items. A basic shoe rack can double as a removable shelf and shelf dividers can keep things separated. Can you add another rod? Adding a rod off of the existing rod creates a lower rod for children to use at their height. Just remember to leave some space for full length items (if you have any). Sometimes closet space is actually hidden behind the wall of the closet and is difficult to use. If it is 10 inches or deeper, you might want to add some shelves or hooks for easy hang up.
If you like things to be “put away” then you may want to use part of this closet area as a “landing pad.” Use separate baskets, bins or shelves for each family member to store their accessories (hats, gloves, etc.) and backpacks. For young children make sure there are hooks or a rod low enough for them to hang up their own coat and a bin low enough for their mittens, ski pants, backpacks and hats. The fewer steps it takes children to put their things away, the more likely it is that they will do it. Walk them through what you want them to do as they come in the door and for younger children, also add a picture list of the steps to help them create the habit.
Now put everything back into the closet grouped in a way that works for your family whether it be by owner, type of jacket or color – the choice is yours. Make it functional and no one will ask – What’s in your closet?
Got questions? Leave them in the comments box….I’d love to hear from you.
“I’m Bored!” – Now What?
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Problem solving skills. We use them all the time at work, school, home and in social situations. They help us locate our keys, or solve a problem at work. For kids, they help them learn and think on their own without waiting to be told what to do.