| There are a lot of myths about ADHD, and there are | | | | and the differences in behavior as a result. To me, an |
| a lot of people who believe that ADHD is nothing more | | | | ADHD brain is simply processing, taking in, and |
| than a way to excuse or allow certain children to get | | | | experiencing the world in a different way. That doesn't |
| away with bad behavior. | | | | mean there aren't specific challenges for someone |
| I can tell you first hand that this is absolutely not true. | | | | with ADHD. |
| But I also understand why people can think that way. | | | | I'm not saying that at all. However, I am a firm believer |
| There are a lot of people who don't understand ADHD | | | | that all behavior can be controlled, shaped, learned, and |
| and how it affects a child. | | | | managed no matter what. That's the difficult part. |
| For the parent of a child with ADHD, there is nothing | | | | Most people focus on the hallmark symptoms of |
| more confusing and frustrating than trying to figure out | | | | hyperactivity, impulsivity, and inattention. Unfortunately, |
| what behavior you can expect from your child. As | | | | these are just a result of what is really going on for |
| someone who works with families affected by ADHD, | | | | the child with ADHD. |
| I can tell you that this is one of the most common | | | | The real struggles come from a difficulty with time |
| questions and struggles that parents face. | | | | management, organization, planning, decision making, |
| Why does my child behave this way? Is there anything | | | | working memory, and other related tasks we |
| I can do? Will they ever just get it? | | | | associate with "executive function." |
| Let's get one thing straight right away. ADHD is and | | | | Once we understand and accept this, we can shift the |
| never should be used as an excuse. However, it can | | | | idea that bad behavior is a part of ADHD and really |
| be a powerful explanation for what is going on. | | | | just a result of the all too real challenges these children |
| I always recommend that parents look at the behavior | | | | face, and often meet with little help and support. |
| and ask one question, "Is this behavior acceptable?" | | | | The next time your child exhibits a behavior that you |
| Once we have an answer, then we can figure out | | | | don't like, you don't have to accept it and you certainly |
| how we are going to deal with the behavior and what | | | | don't have to stand for them or anyone else using the |
| influence ADHD has on that specific behavior. | | | | excuse, "Oh it,s my child's ADHD." |
| Excuse Vs. Explanation | | | | Instead, you now know better and can work with your |
| The most important step right now is to truly | | | | child to be more aware of how and when they |
| understand and accept that ADHD is a real, biological | | | | become more impulsive, hyperactive, and inattentive. |
| condition. Whether you see it is a disorder, illness, or | | | | Now you know what tasks and activities lead to these |
| deficit is entirely up to you. However, I won't use those | | | | behaviors, which are ultimately a result of a child with |
| words. | | | | ADHD being very frustrated. |
| I want instead to focus on the differences in the brain, | | | | |