Introduction
Besides researching and writing about ADHD, I also occasionally write reviews of current books on education for teachers on a website called Middleweb. This is a professional site geared for middle school teachers. While scrolling through the list of possible titles, I found a book that immediately captured my attention. The ADHD Empowerment Guide: Identifying Your Child’s Strengths and Unlocking Potential, by James W. Forgan, Ph.D. And Mary Anne Richey.
It was just what I needed. I mean really needed.
You see, some days, as I dig into the research and write about ADHD, I feel depressed and scared. Not only by the weight and breadth of the material but also by the preponderance of all the many problems that could plague a child/teen with ADHD. How will they ever succeed?
Find Your Kids’ Strengths: The Theoretical Part
When I saw this book, it sounded like a positive approach to a huge problem. After reading it, I think that it can be one of the ways a parent or teacher can help a child/teen.
In short, the authors use a child’s or teen’s strengths to introduce and teach new material while also using those gifts to shore up their weaknesses.
For finding a student’s strengths and gifts the authors suggest utilizing Howard Gardener’s Multiple Intelligence Theory and what they call the Keys to Success. This latter consists mostly of executive function skills.[1]
Briefly, the Multiple Intelligence Theory is a concept that originates in psychology. This theory suggests that there are many different kinds of intellectual strengths and that these are the ways children / teens process and present information.[2]
Armed with this beginning of positive thoughts, I searched for more information on positivity and ADHD. I found several articles that talked about methods that put the emphasis on strengths and building confidence in students.
People Respond to Positivity
One person of note in this area was Dr. Edward Hallowell.[3] Dr. Hallowell does a lot of work with positive psychology and has found research that supports this positive approach. As a proponent of a strength-based rather than a deficit-based approach, he has found that people respond to positive thoughts with motivation, creativity and learning rather than shutting down and feeling hopeless.
When he explains ADHD to patients and their parents, he uses a simile involving a Ferrari. He explains that their brains are like powerful Ferrari engines, but …coupled with bicycle brakes. So sometimes they go so fast that they pass up the directions and the stop signs.
Dr. Hallowell also reframes[4] some of the negative traits associated with ADHD. For example, “being restlessness” becomes being energetic, and “being distractible” is reconceived as being curious.
Reframing negatives into positive could also have a positive effect on young people’s social lives by highlighting the contributions these children/teens are making to our groups, rather than seeing them as nuisances.
Turn ADHD Into a ‘Superpower’
Further, Dr. Hallowell explains how some of their traits can be likened to “superpowers.”[5] Being hyper-focused, creative and inventive are examples of skills that are not only potentially useful in adulthood – for a lot of different occupations – but are also frequently displayed by ADHD-afflicted youths to greater extents than non-ADHD-afflicted youths. Or, so Dr. Hallowell suggests.
Another aspect of ADHD that lends itself to positive reframing is being a visual-spatial learner. My article on this subject[6] explains the strengths of visual-spatial learners and highlights the fact that they are often prized in business because of their outside-of-the-box thinking.
Along these same lines, an article in Scientific American[7] suggests that people who are highly creative and people with ADHD share similar traits such as
- Being impulsive
- Engaging in daydreaming
- Generating ideas quickly
- Having lots of energy
At least three other areas of creative thinking that dovetail with ADHD are worth noting here.
The first is what you might call “divergent thinking.” This is the ability to generate many ideas from one jumping-off point. Alternatively, we might think of it as the ability to view a situation from various perspectives. But of these are highly prized in contemporary culture.
A second notion is that of “conceptual expansion.” This related concept builds upon the divergent thoughts just sketched. We may say that it’s the ability to go beyond the assumed or received view of a concept, to “expand” that conception by including new and fresh thoughts.
In turn, and thirdly, this expansion allows a person to overcome what we might term “knowledge constraints.” Being trained in a particular school of thought or being stuck in a certain viewpoint can stifle creativity. The ability to suspend or transcend the constraining force of such background information – to “let go” of assumptions – can open new avenues for creation and invention.
According to the article in Scientific American, people with ADHD can excel in these areas.[8]
A further look into creativity suggests that the ADHD students so-called “weaknesses,” especially in executive functioning, are aids to creativity. Let me explain these ideas further.
Modern neuroscience has rejected the folk notion, propounded in some quarters, that there are “left-brained” and “right-brained” people. The belief in the dominance of one side of the brain over the other in some people presumably was an outgrowth of the simple observation that humans vary in terms of our creative and logical abilities.[9]
But, with the advent of brain scans, scientists can us imaging equipment to actually observe the portions of the brain that activate or “light up” during various activities. Even though this sort of investigation is in its infancy, scientists are persuaded that our brain use doesn’t fall into neat, “left-side” and “right-side” categories.
The reality is that cognitive abilities – like creativity – are high-level dispositions. Engaging in “creative” exercises include both “sides” of the brain (that is, it involves numerous brain structures) to some extent. This is intuitive, since creativity arguably implicates both logical thought as well as emotion.[10]
Although different brain structures may have their specialties, that might not be the whole picture.
Research is showing that the creative processes involve interplay with various areas of the brain. You perform different tasks as you concentrate, perceive, process, etc. Also, needed areas of the brain are called forth, or recede, as needed for the particular job. Some researchers liken this to a computer, which may call various functions and dismiss them when their tasks are complete.
Some relevant brain structures include the following.
The so-called “Executive Function Network” includes the prefrontal cortex and parietal lobe. This network is needed because of the concentration and communication that is necessary for a task.
The “Default Network” involves numerous structures from the parietal and prefrontal cortexes, to the precuneus and the temporal lobe. It is used when you recall experiences that you have had in the past. But it is sometimes called the “Imagination Network” because it also the network utilized when you envision yourself in different places, having different experienced, or acting in various time periods. This network involves the.
The “Salience Network” assists us in picking out an idea, method or fact that stands out as important and different from the rest. It also allows us to switch from one network to another by filtering and communicating the information to other parts of the brain. This function is basically located in the anterior insula and the dorsal anterior cingulate.[11]
The Practical Part
Parenting Strategies & Household Tips
Be Your Kids’ Biggest Cheer Leader. – Life’s pressures are what they are. But part of maintaining a positive attitude is having people in your corner. Be a consistent and dependable source of encouragement for your kids. It will go a long way.
Help Them Get Adequate Amounts of Sleep. – I will tackle this subject at greater length in a dedicated post. (In the meantime, for a bit more information, see my previous article, HERE.) Suffice it to say that it’s difficult – if not practically impossible – to stay alert, focuses, and positive when you’re grumpy, tired, or sleep-deprived. Give your little ones – and not-so-little ones – the help they need on a physical level by supporting a healthy schedule. This means purposefully building in copious amounts of rest. The American Academy of Pediatrics suggests the following guidelines.[12]
- Babies: Infants and newborns need the most rest: around a full 14 hours. Likely this will be intermittent, as any parent quickly finds out!
- Toddlers: For the first couple of years, kids require approximately 12.5 hours of sleep. This may be a long period of nighttime rest along with an extended daytime nap.
- Preschoolers/Kindergarteners: As children age, they will need less sleep. By the time you start them in school, they will probably be down to around 11.5 hours. Again, this will be overnight sleep plus naptime.
- Elementary-School Kids: From first to fifth grade, your children will drop another hour or so, down to about 10.5 hours.
- Middle-School Youths: Starting around sixth grade, and proceeding through eight grade, sleep needs will fall a little more, to between 9.5 and 10 hours.
- Highschoolers: Teens still need more rest than adults. At about 9 hours for every 24-hour period, the challenge, here, is getting it all in amidst the various school-related and social activities. But, try!
Make Your Home Into a Sanctuary. – With all the craziness of life, we could all use a safe space to unwind and recharge. Let your kids know – by word or, preferably, by deed – that your home is just this sort of thing. I’m not advocating total isolationism. But having a kind of retreat can be invaluable. It might be wise to restrict television and video time. Plan in quiet activities – like board games, card games, and puzzles – that promote deep(er) thought.
Post Family Expectation and Rules. – For young ones who have problems with memory work, make it easy to follow family rules. Or, at least, make it straightforward to know what the rules are. Don’t overly complicate rules. And display simplified statements of rules where they are easily seen.
Set a Good Example. – Granted: this one is easier said than done. If you’re frantic, panicked, and stressed, don’t be surprised when your kids are the same way. They learn by example. And you probably share a fair degree of genetics. So, do your best to lead by example. Learn and practice meditation or relaxation techniques. Make time to unplug from distractions. Do what you need to do to keep your own attitude high, and you’ll be much more effective at assisting your kids to do the same.
Spend Quality Time With Your Children. – Take time to have daily conversations. Share meals. Accommodate (some of) their requests by scheduling events that matter in your kids’ lives. This tip doesn’t have to involve anything fancy. But there’s really no substitute for it. Despite occasional appearances and protestations to the contrary, kids – even teenagers – want and need to have parents present in their lives.
Stay Alert for Negative or Poisonous Influences. – This means be on the lookout for bullies (including cyberbullies), depression (and other psychological difficulties), drug use, involvement with the “wrong crowd,” and so on. I don’t mean to end on a sour note. But this is vital. When it comes down to it, you’re first and foremost a parent – not a friend. Sometimes you have to be the “bad guy” (or gal) and intervene in your kids’ lives to help restore balance.
Teaching Strategies & Classroom Tips[13]
Let me bullet-point these for easy reference.
Give Choices. – There are always multiple ways to complete a task or practice a concept. For example, if the subject is history, students could make an object for a time capsule to showcase a time period. Alternatively, they might act out a story or draw a picture. Or, for the more linguistically inclined, they could write an essay.
Have Visual Reminders. – Students with ADHD often have poor memories. Or, perhaps, they lack the ability to utilize their memories effectively. So, posting classroom rules or activity steps can provide them with a powerful assist. Anchor charts can be very helpful in this regard.
Use Active Class-Participation Techniques. – This increases engagement and retention. Students can give thumbs up/down for yes/no answers.[14]
Incorporate Hands-on Learning. – This could be as simple as acting out a play or scene in a book or making a model to illustrate a concept. It could be more involved. Although it lies beyond the scope of the present article to unpack, here I would point to various techniques advocated in the so-called “STEM-approach” to learning: Science, Technology, Engineering and Math. There is a variation on this (i.e., “STEAM”) which adds art into the mix.[15] The idea is to marshal many disciplines to explore a topic.
Use Problem-Based Learning (PBL). – PBL is an approach to content delivery that departs from more traditional classroom techniques. Instead of lecturing on a topic, students are given a global or local problem to learn about and solve. The idea is to summon the student’s creativity and pique his or her curiosity and imagination.
Focus on Strengths![16]
Help teens and children set goals. – Helping them set personal and academic goals assists them in finding something that can focus them. Elsewhere (see my dedicated article, HERE), I have unpacked the acronym “SMART” (Specific, Measurable, Attainable, Relevant, and Time-Bound), which details the aspects of successful goal setting and goal achievement. There are subjective and objective elements at play. To get the student’s self-assessment, ask them to tell you what they are good at – and what they need to improve. Objectively, survey your own classroom records and try to ascertain strengths and weaknesses from grade tracking and other empirical data.
Let them teach or explain something. – If a computer problem pops up during a work period, I will often ask the class, “Who can copy and paste a picture?” If a person volunteers, then I will ask him or her to show it to another group of kids.
Ask students to make a list of favorite ways to learn. – Is it reading an article, listening to a podcast or making something? This gives insight into learning preferences.
Allow time for self-reflection. – After an assignment is finished, students should frequently reflect on what they did well and what they need to work on further, and also on what they have learned.
Set up cooperative learning groups. – This can really tap into all students’ gifts and talents. By allowing them to explore and take risks as a group it minimizes the weaknesses of individuals while highlighting everyone’s strengths.
Final Thoughts
For much of its history, our teaching profession has looked at just one way of delivering information – just one way of learning – for everyone. Hopefully, that is a thing of the past for all schools. By recognizing that children might learn differently from one another, in different subject areas, we can reach more of our struggling students and open up new possibilities and opportunities for all.
For more ADHD-related resources, please visit my new “Resources” page, HERE. (It’s a work in progress!)
Notes:
[1] See the whole review here: https://www.middleweb.com/40489/adhd-challenges-focus-on-strengths-potential/
[2]Eve Herndon, What Are Multiple Intelligences and How Do They Affect Learning Feb. 6, 2018 Cornerstone University- Build a Life That Matters https://www.cornerstone.edu/blogs/lifelong-learning-matters/post/what-are-multiple-intelligences-and-how-do-they-affect-learning
[3]Edward Hallowell, M.D. Your Brain is a Ferrari ADDitude Inside the ADHD Mind https://www.additudemag.com/how-to-explain-adhd-to-a-child-and-build-confidence/?platform=hootsuite
[4] “Reframing” has to do with thinking about things in a different way. Practically, it means to take a “negative” quality and reconceive of it as something positive.
[5]Edward Hallowell, PhD. “Wanted: Future ADHD Superheroes” https://www.drhallowell.com/wanted-future-adhd-superheroes/
[6]Joanne Bell, “Is It ADHD or Just the Visual-spatial Learning Modality?” Thinking Through ADHD http://thinkingthroughadhd.com/index.php/2018/11/03/is-it-adhd-or-just-the-visual-spatial-learning-modality/
[7]Scott Barry Kaufman, “The Creative Gifts of ADHD” October 21, 2014 https://blogs.scientificamerican.com/beautiful-minds/the-creative-gifts-of-adhd/
[8]Holly White, Scientific American March 5,2019 https://www.scientificamerican.com/article/the-creativity-of-adhd/
[9] Or, at least, in terms of the extent to which we display these abilities.
[10]Angels Garcia-Cazorla, The Creative Brain: “The Imagination Network” May 2014 Connecting the Growing Brain-Neurotransmitters and Synaptic Metabolism in Paediatic Neurology http://www.connectingthegrowingbrain.com/the-creative-brain-the-imagination-network/
[11]Menon V., Brainmapping An Encyclopedic Reference 2015 https://med.stanford.edu/content/dam/sm/scsnl/documents/Menon_Salience_Network_15.pdf
[12] All these figures will be +/- 2 hours.
[13]ADHD Editorial Board, Chris Zeigler, M.S. Teaching Students with ADHD: Strategies That help Every Child Shine ADDitude Inside the ADHD Mind updated Sept. 26, 2019 https://www.additudemag.com/teaching-strategies-for-students-with-adhd/
[14] There is also something termed “Four Corners” (4 Corners). I reviewed a book that sketches numerous ideas. See my thoughts, here: https://www.middleweb.com/36470/making-every-student-an-active-learner/
[15] There is even a further innovation that variously incorporates reading or religion (depending on the type of school), which results in the acronym STREAM.
[16]Rebecca Alber, “Ditch the Deficit Thing” Additude Inside the ADHD Mind https://www.additudemag.com/ditch-the-deficit-thing/