ADHD #3
I hope last week you found success in increasing praise and adding in positive reinforcers! Did you notice an increase in prosocial behaviors? Or maybe you felt like it wasn’t all that helpful?
Children with ADHD struggle with impulsivity and inhibition, meaning they often act before thinking. Even if they want to do the right thing, it’s hard for them to carry it out. Their brains get in their way!
As of May 2022, the Centers for Disease Control and Prevent estimates that between about 2% of children 3-5 years old have a diagnosis of ADHD, 10% of those ages 6-11, and 13% ages 12-17. This is roughly just under 6 million children! That’s a lot of needs.
We can also look at the school-based statistics. According to the National Center for Education Statistics (NCES), Other Health Impairment (OHI) is the third leading disability type nationwide, behind specific learning disability and speech/language impairment. Students with ADHD may be verified for special education under the special education category of OHI. It is important to note that not all students with OHI are due to a diagnosis of ADHD.
You now have information on the prevalence of ADHD and how to understand and define executive functioning (see ADHD part 1). I truly believe the old saying “knowledge is power”. Just understanding that you are not alone and being able to concretely define higher level thinking skills, puts you in a better place to empathize with and understand your child!
There are various parental strategies to improve home structures to support children with ADHD. Last week, we focused on reframing our mindset and approaching our children with specific positive praise linked to reinforcers to activate their reward center. What if that’s not enough?
CHADD.org is an excellent parent resource! You can also talk to primary care providers regarding medication treatments and/or therapeutic treatments. For therapies, there are four approaches: behavioral, academic, organizational and self-regulation. The therapy provider can work with parents/caregivers and children to decide which approach, or combination of, is the most appropriate, depending on the developmental level of the child and the specific referral concern.
If I can just give two more pieces of guidance:
Take it one step at a time. If you choose to go the therapy route, this is not a magic fix. It takes time and commitment from all stakeholders for change to happen. You also may need to prioritize 1-2 concerns to focus on.
Be consistent. If you make a reinforcement plan or set up a routine, stick to it the best you can. Oftentimes children with ADHD have parents who have ADHD. It may be helpful to work with the help of other trusted adults in your life (another parent, aunt, uncle, family friend), if possible.
Remember asking for help shows strength 😀
Resources:
https://www.cdc.gov/ncbddd/adhd/data.html
https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities
