Children with Disabilities are NOT an Afterthought

September 15, 2020 update:  Karen Sharma, Executive Director of The Manitoba Human Rights Commission, has written and shared an open letter to Kelvin Goertzen, Minister of Education in Manitoba.  

This letter outlines the rights of students with disabilities as they relate to Covid-19 while in class, hybrid and/or distance learning, and ensuring accommodations are being met wherever and however students may be learning.  

Originally posted on August 29, 2020

Children with disabilities can not, should not, and will not be an afterthought

With schools and divisions working very hard to prepare for a return to classes this Fall amidst Coronavirus concerns, individuals and budgets are stretched to their limits.  This is an unprecedented time, and no doubt very stressful for many parents, children, and education staff.  

This blog post is not in any way intended as a knock on teachers, who are doing the very best they can with paltry budgets, very limited resources, and poor government support.  

This issue is much larger, and stems from a lack of provincial funding for education in Manitoba, and in Canada.  

On August 24, 2020, the Province of Manitoba announced an "additional" (so-called additional, not but not really, and I'll explain why...) $52 million in funding to "focus on putting in place the public health measures needed to keep students and staff as safe as possible while learning."  

So, why is this not really and truly additional funding?  Because the money is not presently in the pockets of the school divisions.  It is funding that is earmarked for schools, but each school has to apply for grants, prove and explain why they need the funding, and then cross their fingers and hope they get it...  eventually.  

This does not help schools now, when they desperately need it the most.  Parents are, understandably, asking schools a million and one questions and unfortunately schools don't have the answers because the province haven't given them enough information.  Parents, teachers, and students need plans right now, not in a few months' time, and they can't plan for funding they don't yet have and may not receive.  

How can parents possibly send their children to school when they don't know what it's going to look like?  

And here's the kicker: If parents of children with special needs don't want to send their children back to school yet, because they feel the school is unprepared, or they don't have enough information to feel confident in sending them, and decide to homeschool them?  Well, then the school loses the funding for that child, because they're not registered and in class.  So, if and when that student is ready to return, their school will have to re-apply and wait for their funding all over again.  It's a catch-22, it's not fair, and it disproportionately impacts children with special needs and their families.  

This isn't supposed to happen.  Legally, this isn't even allowed to happen.  

There have been Supreme Court Decisions (Moore vs. B.C., 2012), as well as the United Convention on the Rights of Persons with Disabilities, that have decreed this should not, and legally cannot, happen.  A fantastic summary on the implications of these is available on the Inclusive Education Canada website.  

Key points from this article include:

• “adequate special education is not “a dispensable luxury.”
• “human rights law requires education providers to make their services accessible to persons with disabilities."
• "the CRPD prohibits discrimination against children with disabilities and mandates the right to inclusive education."

Most relevant to our current situation is this: 

"School districts in Canada must take a proactive approach to budgeting and programming, to ensure that the rights of students with disabilities to accommodation are taken into account. Appropriate budgeting by provincial governments is also crucial. School districts make program choices within budgetary envelopes determined by provincial governments. Children and families must be ensured of their right to the benefits of public education in an inclusive community or neighbourhood school."

Note the word proactive.  Children with disabilities are not, should not, and can not be an afterthought.  Both provincial and divisional budgeting must include their needs, schools must be considerate of these needs when planning for our return to school next week.  

Manitoba's stated philosophy of inclusion falls far short of this and is very weak in comparison to the statements made in the CRPD.  

I understand that this is an incredibly challenging and unprecedented situation. However, that is even more true for persons with disabilities and their families, so the coronavirus is no excuse to continue putting their needs on the back-burner.  

Children with disabilities deserve, need, and must be treated as equally valuable and important members of their communities, including their school community.  They have every right to appropriate access to education, and parents are exhausted and tired of having to fight for this every step of the way. It's long past time for our provincial government and school divisions to step up and carry more of this responsibility, because parents and families cannot do it alone, and children should not continue to suffer due to poor funding and poor planning.  

If you need help advocating for your child, ensure you have done the following: 

1. Contact your school's principal, in writing.  If you speak on the phone or in person, take notes and follow up with an email summarizing your conversation so that you have documentation of the communication. 
2. If you have a school support team, you may seek their input as well.  This may include a school psychologist, resource teacher, guidance counsellor, or social worker.  
3. If you are not satisfied, contact the principal's next-in-charge.  For some divisions this is a Director of Student Services.  
4. If you are not satisfied, contact your division's Assistant Superintendent.  
5. If you are not satisfied, contact your division's Superintendent.  If you have been in contact with other divisional senior administration, it is likely they will have been aware of your concerns.  

On the Manitoba Education website, they have a formal dispute resolution protocol listed.  This may look slightly different for each division.  In our experience, these are the next steps to take:  

1. Parents have the right to hire or contact an advocate.  This can be a private advocate the family hires on their child's behalf, or a non-profit organization that can assist.  The Manitoba Advocate also plays a role in advocating for children in the public education system.  
2. If you are not satisfied, you can then file a formal complaint with your division's board of trustees.  Each division has a different board of trustees which should be listed on your school division's website.  
3. If no resolution can be found at this level, families can contact the Inclusion Support Branch of Manitoba's Department of Education.  
4. Finally, if none of these processes brings about a satisfactory resolution, families can bring their concerns right to the Minister of Education.  A Minister of Education is an elected Member of the Legislative Assembly (MLA) who is then appointed a portfolio based on their qualifications and experience, such as the ministry of education and training.  They are your representative at the Provincial level.  

This process can be incredibly long, stressful, arduous, and taxing.  And while all of these meetings and formal disputes are happening, children are still suffering and not receiving the support they need.  So in the mean time, parents may choose to homeschool, or move their child to a different school that may be better equipped to meet their needs.  

Parents & caregivers:    Find a support network.  Find one now and lean on them.  Whether it be other families who have children with disabilities, trusted neighbours, close friends, family members, whomever.  Don't forget to take care of yourself.  This system was designed for "typical" students and is not set up for those outside the "norm".  There have been small steps toward improvement over the past decade, but progress is slow and change takes too long, so gather your village and support each other because we are better parents and advocates when we ourselves are in a good place.  

Be kind to yourself and to each other, we're in this together.  

If you need assistance advocating for your child, contact us and we can recommend and provide resources, arrange services, or provide referrals.  

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

September 15, 2020 update:  Karen Sharma, Executive Director of The Manitoba Human Rights Commission, has written and shared an open letter to Kelvin Goertzen, Minister of Education in Manitoba.  This letter outlines the rights of students with disabilities as they relate to Covid-19 while in class, hybrid and/or distance learning, and ensuring accommodations are being met wherever and however students may be learning.  

When a Diagnosis is More Than Just a Label

"A diagnosis can help people find their cohorts, which in turn helps them to feel less alone."

When a diagnosis of ADHD is much more than just a label

 

Understandably, sometimes parents or caregivers are anxious about pursuing an assessment or diagnosis for their child because they are afraid of their child being labelled: Afraid of teachers or peers making assumptions about their child and not giving them a chance.  There is, of course, this risk with any diagnosis.  

However, if a child is struggling enough in their life that parents are considering intervention, then I would posit that some teachers, adults, and peers may already be making judgements based on the child's behaviour.  Worse, that child may be making harsh judgements of themselves, and without an explanation, they and others may blame those struggles solely on the child.  

Resources & Treatment

When a diagnosis of ADHD is made by a qualified professional, it can open up a world of information for families.  Once we have an understanding of what we are dealing with, we can educate ourselves, and we can find out what resources are out there for us to access.  We can develop skills and tools to manage the challenging parts of neurodiversity to make life easier for ourselves, and most importantly, for our children.  

A diagnosis also allows students to receive appropriate supports at school.  Where we live, we have something called an SSP (Student-Specific Plan), formerly called an IEP (Individualized Education Plan).  In the U.S. they also have IEPs as well as a 504 plan.  

 

 

Whatever the name of the document, the intent is for adults who care about and support the student (i.e. principal, teacher, guidance counsellor, school psychologist, parents) to meet and discuss ways in which the student is struggling, and then develop child-centered plans for meeting that student's needs.  

We can also seek treatment.  Whether in the form of counselling, an ADHD coach, pharmacological intervention (a.k.a. meds), once we have a diagnosis we can see what often works for others with the same diagnosis and try them out for ourselves.  

 

Self-Esteem

 

Many children with ADHD already struggle with low self-esteem.  If they are not taught that their ADHD is a nuerodivergence and are given the message (either intentionally or unintentionally) that their struggles are their own fault, this can truly wreak havoc on their self-image.  A diagnosis can help the child realize "oh, so that's what is different about me, it's not my fault!"  We usually need to help children come to this viewpoint, many will not get there on their own, especially if they've already begun to develop a negative self-concept.  We have to guide them to see that their brain is different and this will sometimes make certain things harder, and at times it can be a superpower.  

The more we provide support and help children develop skills and tools to manage their symptoms, the more success they will experience, and the better their self-image will become.  This will also set students up for better success in the future because they will have the scaffolding beneath them that will allow them to internalize and then utilize these skills independently.  

 

Understanding & Empathy

 

Not only can a diagnosis help a person understand themselves better, it can help others understand and support them more effectively.  As parents, there are times in our lives when we ask "why on earth would you do that?!"  Sometimes (but not always, sorry!) a diagnosis helps answer that question.  

Understanding and knowledge help us to be more compassionate toward children when their behaviours are challenging and test our patience.  They can help us see things from the child's perspective, which allows us to be more empathic.  So many children with ADHD desperately need more understanding and compassion from the people in their lives, and this starts with adults being better educated about ADHD and neurodiversity.  

 

A Community  

"You have ADHD?  Me too!"  A diagnosis can help people find their cohorts, which in turn helps them to feel less alone.  Just search for ADHD hashtags on social media and you will find a community of people supporting and accepting each other and celebrating their neurodiversity.  

#Neurodiversesquad (founded by Dani Donovan), #ADHDTwitter, and #NeuroTwitter to name but a few.  

There are various online and in-person groups that families can join to find others who are on a similar journey.  Knowing others are in the same boat can be very validating.  

One of the most important feelings in childhood is a sense of belonging, of being accepted and liked for who you are.  

Let's be honest, that's one of the most important feelings in adult life too. 

 

Seeking a Diagnosis?

If you suspect your child may have ADHD, but haven't begun the process of seeking a diagnosis, ADHD 2e Pro has created a page outlining some of the options available for next steps you can take.  

October is ADHD Awareness Month

Each year, the Centre for ADHD Awareness, Canada (caddac.ca/adhd) hosts an ADHD conference.  Due to Coronavirus restrictions, this year's conference will be held entirely online, but this makes it more accessible for those who cannot travel.  

Last year, the CADDAC created a series of videos called "ADHD and Me" aimed at children to help them understand ADHD better from a kid's point of view.  There are a series of "ADHD Speaks" videos from adolescents and adults with ADHD as well.  

 

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

  

7 Ways ADHD is Misunderstood

Seven (of the many) ways in which ADHD is about so much more than difficulty sitting still. 

"But he can focus on things he enjoys for hours at a time!" 

That was my own reaction when the school psychologist gently suggested that we learn more about ADHD to see if we wish to have our son assessed.  

Despite my degrees in Social Work and Psychology, I actually knew very little about the complexity of ADHD and the myriad of ways it can impact peoples' lives.  Having not been in University since 2009, it was certainly time to update and increase my knowledge.  Fast forward a year and a half and both our son and myself have been formally diagnosed (me at age 36! - My son by the school psychologist and his pediatrician, and myself by a psychiatrist specializing in Adult ADHD).  

Little did I know that this hyperfocus was also part of ADHD and that hyperactivity and inattentiveness are just two parts of a very complex disorder that Dr. Russell Barkley explains is not actually a disorder of attention, it's a disorder of regulation.

Following up on my previous post on the seven executive abilities that are impacted by ADHD, which Dr. Barkley reviewed in a recent podcast discussing Adult ADHD.  I wrote a separate blog post on this specific podcast, which you can read here.  

I have reframed and expanded on each of them below, relating them to struggles in children rather than adults.   

ADHD Results in a Deficit in Executive Functions:

1. Impulse Control.  The ability to STOP.  The ability to pause between the action and reaction.  The ability to pause before responding.
  "Response inhibition refers to the ability to withhold a cognitive or behavioural impulse that may be inaccurate or maladaptive." (Barkley, 2015).  
   
   Children are particularly vulnerable to this because their prefrontal cortex (important in decision making) is not yet fully developed, and even neurotypical children are impulsive.  Children with ADHD are thought to be approximately 30% behind their peers in PFC development, making the "stop and think" process even more difficult.  
   
   
2. Hindsight.  The ability to think about previous relevant information and use past experience to guide your current response. 
"Working memory deficits may adversely affect the social functioning of children with ADHD." (Kofler et al., 2011).  
   
   "Hmm, last time I did this... and this happened...  so maybe I should try...  this instead?"
   
   While most children with ADHD have average or above-average IQ (many are twice exceptional), learning from past experiences is more challenging when there are differences in the way they store and later access information as memories.  
   
   
3. Foresight.  Thinking ahead to longer-term consequences of your current behaviour before acting.  
   
   Children with ADHD have greater difficulty predicting possible outcomes of their choices and have greater difficulty connecting current behaviour with future consequences.  This means that delayed consequences such as detention, suspension, grounding, removal of future privileges, etc. are not likely to be effective in changing undesired behaviour.  Intervention, guidance, and support have to happen at the point of performance (meaning at the location and in the moment the behaviour is occurring). 
   
   Similarly, reinforcing positive behaviours must also occur at the point of performance, so we must make efforts to "catch" the child being good and not only be on the look out for negative behaviours.  
   
   
   
   
   
   Children with ADHD often struggle with low self-esteem and are often blamed for their disability.  Many children with ADHD internalize the constant negative messages from others, believing that it is their fault rather than being taught that their brains are wired differently.    
   
   So often I hear adults ask (and yes, I have heard myself say it!) "why isn't he learning from these consequences?"  That is why.  Impulsivity combined with a deficit in both hindsight and foresight (also referred to as working memory) make it very difficult for children with ADHD to learn from past mistakes without compassionate, non-judgemental support and guidance.  
   
   
   This means that a neurological difference is responsible for difficulty learning from consequences, not a desire to be "bad", and not from a lack of a desire to be "good".  
   
   
4. Self-talk.  Self-directed language to facilitate self-control.  
(Also referred to as verbal working memory or inner speech). 
   
   This is our inner monologue and refers to how we talk to ourselves inside our head to guide our decisions and remind ourselves of things we need to do.  Children start out having these conversations out loud when they are very young and as they mature these conversations gradually become internalized.  
   
   Each person's experience with ADHD is different, however ADHD experts such as Dr. Russell Barkley explain that the capacity for self-talk is less-developed and also develops later in life in people with ADHD.  The ability to talk to oneself in a positive and helpful way impacts one's self-esteem, memory, motivation, and decision-making.  Challenges with this executive function can have a significant impact on daily functioning.  
   
   
5. Emotional regulation.  The ability to manage one’s emotions to make them more socially acceptable.  

Our emotions are our motivation.  
   
   So, if a child with ADHD has "big feelings" (or emotional dysregulation), then they cannot entirely control the resulting behaviour.  They first need help with managing the feelings and developing self-regulation skills, only then can the behaviour change follow.  
   
   
   We don't hand a kid a basketball and expect them to sink a basket their first try, we teach them skills first.  Why, then, do we expect children to have the skills to manage their emotions if they haven't been taught?  
   

6. Self-Motivation.  Children with ADHD are dependant on the environment and its immediate consequences.
   
   
   This means that we, the adults, have to help them develop tools for self-reinforcing, especially (hopefully only - more on why below) for tasks they find less desirable.
   
   

   Addressing the presenting behaviour only "trains" a person to comply and do what is being asked of them, completely ignoring the underlying struggle that really needs to be addressed.

   
   

   For example, if we start a token economy system in the classroom or at home, it's highly important to involve the child(ren) as much as possible and give them as much ownership and control over the program as possible.  It is even more important that we gradually transition complete ownership and control of the program over to the child(ren) or students, once they are ready for this step.  
   
   Children and students need to find what is reinforcing for them, not have the adults decide what their rewards are, and they eventually need to be able to run this program for themselves so that they can do it on their own when they no longer have a teacher or parent's support.  
   
   Sound a little strange?  Think about the ways you do this for yourself in your own life.  
   
   "I had a good workout today, I'll reward myself with a beer"
   
   "I got in all my steps today, I think I've earned a little dessert"
   
   "After I finish this chore, I'll put my feet up and read a book" 
   
   

   Author's Note:  In my opinion, token economies should be used sparingly, and should only be used for undesirable tasks such as chores or homework, and should never be used to address behaviour challenges.  

   
   

   The reason for this is because behavioural problems come from a lack of skill, a lack of coping strategies, and/or underlying issues or concerns.  Addressing the presenting behaviour only "trains" a person to comply and do what is being asked of them, completely ignoring the underlying struggle that really needs to be addressed.  It's a bandaid solution because it does not teach skills or provide emotional support, and it puts the onus on the child, rather than on the competent adult with a fully developed prefrontal cortex.  

   
   

   

   
   

   For more on the problems with behaviourism and behaviour modification, Alfie Kohn wrote a blog post on the topic, as well as books on the subject called "Punished by Rewards" and "Unconditional Parenting".  

   
   

   But I digress....  Back to the List...  Now, where was I?  Oh yes!

7. The ability to plan and problem solve.  The ability to simulate multiple possible future options is the highest executive function in humans.  
   
   The ability to quickly run through multiple "hypothetical situations" in our mind, and then the ability to quickly change course when we run into a problem or when one of our options fails.  
   
   A lot of children (and adults) with ADHD struggle with cognitive flexibility (or flexible thinking).  When we have our mind set on something happening a certain way and that changes, it can be very difficult for us to adapt.  This is also a common struggle for people with anxiety, a comorbid condition with ADHD (meaning they commonly occur together).  Sometimes people with anxiety need to mentally prepare themselves for a situation, then if circumstances change this can greatly increase their anxiety because they haven't had an opportunity to mentally prepare.  

Important to note:

• Children with undiagnosed, untreated, or inadequately treated ADHD are 30% behind their peers when it comes to executive functioning.

2021 Note:  This was our most popular blog post in 2020, so we decided to expand upon this concept and have added a new blog about Common ADHD Myths.  

References 

Barkley, Russell A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis & Treatment. The Guilford Press.  

Kofler, M. J., Rapport, M.D., Bolden, J., Server, D.E., Raiker, J.S., & Alderson, R.M. (2011). Working memory deficits and social problems in children with ADHD. Journal of Abnormal Child Psychology, 39, 805-817. 

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

Seven Executive Abilities

Today I listened to a podcast featuring an interview with Dr. Russell Barkley discussing Adult ADHD.

In my opinion, the conversation starts off a bit slow (although that may just be my ADHD/impatience), and the host uses ableist language, such as describing "a mild case" of ADHD.  Nevertheless, it does contain some great content, starting around the 2 minute mark.  

The podcast host is possibly self-diagnosed and seems quite new to understanding ADHD, but it is my opinion that anything with Dr. Russell Barkley is worth listening to.  

I decided to blog some notes from the podcast on the parts that I found helpful or intellectually interesting.  

T/W:  It is also important to note that, near the end of the interview, with about 5 minutes left, the podcast host asks Dr. Barkley about being "politically incorrect".  Dr. Barkley speaks about the Neurodiversity movement and does make some comments that some may find controversial or offensive.  If you do not wish to listen to this, I recommend stopping the podcast around the 57 minute mark.  There is so much excellent content shared by Dr. Barkley that we do not wish those comments to detract from this important information.

Dr. Barkley described the seven executive abilities that are impacted by ADHD.  

 

7 Executive Abilities

As described by Dr. Russell Barkley

 

1. Self-Awareness :  People with ADHD experience difficulties with self-monitoring, they’re not as aware of what they’re doing as other people are. 
2. Inhibition :  The ability to stop what you’re doing voluntarily when you realize you’re making mistakes, study those mistakes, and begin to change to a more effective pattern.  
3. Verbal Working Memory :  Talking to yourself in your mind [your inner monologue] and reminding yourself what you’re supposed to do.
4. Visual Working Memory :  The ability to activate [call up in your mind] images toward a goal and use those mental images to get to where you want to go.  
5. Emotional Self-Regulation :  The ability to control your emotions so they don’t interfere with your goals.  Failing to control emotions such as frustration, impatience, hostility, and reactive aggression can cause us to lose the cooperation of other people we need to accomplish our goals.  (Dr. Barkley states that the best predictor of the number of friendships you are going to have in your life is the ability to regulate your emotions).  
6. Self-Motivation : People with ADHD have difficulty motivating themselves to do things they don’t find interesting, rewarding, or enjoyable.  
7. Planning and Problem Solving : The ability to envision a goal and to map out the options to get there.  When one encounters an obstacle, the ability to quickly brainstorm multiple possibilities to overcome those obstacles. 

More important points to note:

• People with ADHD who are brighter than average discover ways on their own to mitigate some of these executive problems.  
• 70-80% of cases of ADHD are genetically mediated.
• The remaining 20-30% come about through pregnancy or birth complications.  
• The frontal lobe is one of the most sensitive [vulnerable] parts of the brain to acquired injury because it still needs to evolve [continues to develop long after birth].  
• Once we acknowledge that we all have flaws, and own our flaws, they can be part of our uniqueness and we can then mitigate and compensate for them.
• We can "niche-pick" by choosing environments that utilize our strengths and allow our ADHD to be expressed without impairing us.  
• No other psychological disorder has medications as effective as those that have been approved for the treatment of ADHD symptoms.  

Another way I have seen these seven executive functioning challenges described, more so in relation to children, are as follows: 

ADHD Results in a Deficit in Executive Functions:

1.  Impulse Control.  The ability to STOP.  The ability to pause between the action and reaction.  The ability to pause before responding.
    

2.  Hindsight.  The ability to think about previous relevant information and use past experience to guide your current response. 
 

3.  Foresight.  Thinking ahead to longer-term consequences of your current behaviour before acting.
 

So often I hear adults ask (and yes, I have heard myself say it!) "why isn't he learning from these consequences?"  That is why.  Impulsivity combined with a deficit in both hindsight and foresight (also referred to as working memory) make it very difficult for children with ADHD to learn from past mistakes. 

This means that a neurological difference is responsible for difficulty learning from consequences, not a desire to be "bad", and not from a lack of a desire to be "good".  

4.  Self-talk.  Self-directed language to facilitate self-control.  
(Also referred to as verbal working memory).  

5.  Emotional regulation.  The ability to manage one’s emotions to make them more socially acceptable.  

Our emotions are our motivation. 

So, if a child with ADHD has "big feelings" (or emotional dysregulation), then they cannot entirely control the resulting behaviour.  They first need help with managing the feelings and developing self-regulation skills, only then can the behaviour change follow.  

We don't hand a kid a basketball and expect them to sink a basket their first try, we teach them skills first.  Why, then, do we expect children to have the skills to manage their emotions if they haven't been taught?  

6.  Self-Motivation.  Children with ADHD are dependant on the environment and its immediate consequences.

This means that we, the adults, have to help them develop tools for self-reinforcing, especially for tasks they find less desirable.

For example, if we start a token economy system in the classroom or at home, it's highly important to involve the child(ren) as much as possible and give them as much ownership and control over the program as possible.  It is even more important that we gradually transition complete ownership and control of the program over to the child(ren) or students, once they are ready for this step.  

Children and students need to find what is reinforcing for them, not have the adults decide what their rewards are, and they eventually need to be able to run this program for themselves so that they can do it on their own when they no longer have a teacher or parent's support.  

Sound a little strange?  Think about the ways you do this for yourself in your own life:

"I had a good workout today, I'll reward myself with a beer"

"I got in all my steps today, I think I've earned a little dessert"

"After I finish this chore, I'll put my feet up and read a book" 

Author's Note 

In my opinion, token economies should be used sparingly, and should only be used for undesirable tasks such as chores or homework, and should never be used to address behaviour challenges.  

The reason for this is because behavioural problems come from a lack of skill, a lack of coping strategies, and/or underlying issues or concerns.  Addressing the presenting behaviour only "trains" a person to comply and do what is being asked of them, completely ignoring the underlying struggle that really needs to be addressed.  It's a bandaid solution because it does not teach skills or provide emotional support, and it puts the onus on the child, rather than on the competent adult with a fully developed prefrontal cortex.  

For more on the problems with behaviourism and behaviour modification, Alfie Kohn wrote a blog post on the topic, as well as books on the subject called "Punished by Rewards" and "Unconditional Parenting".

 

But I digress....  Back to the Executive Abilities

7.  The ability to plan and problem solve.  The ability to simulate multiple possible future options is the highest executive function in humans. 

The ability to quickly run through multiple "hypothetical situations" in our mind, and then the ability to quickly change course when we run into a problem or when one of our options fails.  

A lot of children (and adults) with ADHD struggle with cognitive flexibility (or flexible thinking).  When we have our mind set on something happening a certain way and that changes, it can be very difficult for us to adapt.  This is also a common struggle for people with anxiety, a comorbid condition with ADHD (meaning they commonly occur together).  Sometimes people with anxiety need to mentally prepare themselves for a situation, then if circumstances change this can greatly increase their anxiety because they haven't had an opportunity to mentally prepare.   

Another important note:

Children with undiagnosed, untreated, or inadequately treated ADHD are 30% behind their peers when it comes to executive functioning.

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.