Spectrum of Minds

Seizures, T.B.I., ADHD, Learning, Intelligence, Development, Executive Functioning, & Perceptions: Professional & Personal Reflections

noreply@blogger.com (Anonymous) — Mon, 30 Mar 2015 10:47:00 +0000

Main Areas of Interest on Spectrum of Minds.blogspot.com

Executive Functions of the Human Brain - Do You Know What These Are and How They Interact with Intelligence, ADHD, Seizure Types, and Functioning?
Epilepsy and Seizures
Intelligence(s) - Various Definitions of I.Q., Traditional IQ Testing, and the Limitations of this Type of Testing
The ADHD Spectrum & Executive Functions
Acquired Brain Injuries
Different Learning Disabilities-Disorders and Ways of Learning
Learning - How All of These Topics Effect the Learning Process
Learning & Coping Strategies
Cognitive-Neuro Diversity - Each Person Has a Different Mind and Brain Structure. - This Is Important to Global Change and Development.

One must first understand what the executive functions of the brain are, how they differ from what we commonly think of as "intelligence", and how these skills interact with the learning process as we understand it today. This includes many other crucial ideas that affect each of these elements.

Once one has a good concept of these ideas, they can begin to understand how cognitive functions are affected in seizure disorders, within the ADHD spectrum (which includes all subtypes), acquired brain injury, and specific learning disabilities. These effects have a substantial impact on how those impacted by these disorders learn, their intelligence(s), and their outcomes on traditional I.Q. tests.

This is my collection of visually informative resources on the previous topics. Each topic has affected me personally, professionally, or I find it quite interesting. Anything I share here was beneficial to my continued understanding.

Thank You for Learning with Me!

Beth D. Johnson, MEd+ Head Writer, Researcher,
SpectrumofMinds™

Teens and Young Adults with Epilepsy Must #DareTo Take Control!

noreply@blogger.com (Anonymous) — Fri, 06 Mar 2015 00:50:00 +0000

Teenagers and young adults with epilepsy are faced with major challenges to control their seizures and reduce triggers because of the time in their lives in which this occurs.

Do You Understand the Different Types of Neuroimaging?

noreply@blogger.com (Anonymous) — Tue, 03 Mar 2015 08:31:00 +0000

Different Types of Neuroimaging Used to Understand the Brain

Learn the Anatomy of the Brain!

noreply@blogger.com (Anonymous) — Mon, 02 Mar 2015 09:22:00 +0000

The Anatomy of the Brain

WOT html

noreply@blogger.com (Anonymous) — Sun, 01 Mar 2015 18:57:00 +0000

Infographics as a Learning Strategy for the More Visual Student

noreply@blogger.com (Anonymous) — Mon, 26 Jan 2015 09:46:00 +0000

INFOGRAPHICS

WHAT ARE THEY, HOW CAN THEY BE USED FOR TEACHING/LEARNING, AND HOW ARE THEY USED FOR ASSESSMENT OF DEEP LEARNING & APPLICATION/CREATION ?

This is a great summary video by Kathy Schrock showing how Infographics can be used as a creative and visual assessment in the classroom. This video sums up everything I have been trying to say.

EdWeb: Infographics as a Creative Assessment from Kathy Schrock

Infographics are a GREAT VISUAL TOOL to help students REALLY UNDERSTAND how to SUMMARIZE data, information, or WHATEVER! They have to THINK VERY CRITICALLY to do so! (Businesses are REALLY using these.) How can I show a lot of information or data about _____ with pictures in a creative way??? - I am trying to work on one, and it is NOT easy!

The kids who are into computers and graphics, will love this ! GROUP WORK OF ANY KIND goes hand in hand with this! I can see this working great in Biology, Language, Math of all Kinds, and every other subject!!!

An AMAZING example of an animated infographic!
This is a very complicated, professional infographic, but it is very COOL. The students would enjoy this one, alot!

School Assignment: To reinterpret the fairytale, Little Red Riding Hood

Slagsmålsklubben - Sponsored by destiny from Tomas Nilsson on Vimeo.

Music: Slagsmålsklubben, Sponsored by destiny

www.smk.just.nu

Animation: Tomas Nilsson

www.tomas-nilsson.se

DIFFERENT ONLINE SITES TO BUILD OR LEARN ABOUT INFOGRAPHICS

1⃣ VISUALLY

2. Info.gram

This is a wonderful site (has a free version, but to access the best stuff, you have to update to premium). It has lots of layouts to choose from and graphics to add, along with tutorials and instructions. It also now includes the following game, called Eyewire, which helps players understand neural networks (hopefully) by playing, along with infographics.

The guy talking in the video at the bottom is the author of Connectome: How the brain's wiring makes us who we are - he may tell you that, but I cannot hear what he is saying because I have the volume down so I do not wake anyone up - it is early morning (best time to get ANYTHING DONE) and I dare not wake a soul! I recognize his name, however.

Neural networks make you who you are. | Create infographics

Executive Functions: How Are the Higher-Order Cognitive Functions Of Our Brain Defined?

noreply@blogger.com (Anonymous) — Thu, 01 May 2014 15:06:00 +0000

The leaders in the area of executive functioning, which deal basically with critical higher order cognitive functions are Russell Barkley, Phd., Dr. Thomas Brown and Dr. John Ratey, among many others.

You can find much information on this subject online, within medical journals, professional books, and more, however, Russell Barkley has probably done the most extensive work on our brain's executive functions, themselves, apart from ADHD, and has written an entire book on this subject. His reflection on these critical cognitive functions and their purpose from a theoretical and biological standpoint is different in some major aspects from most others who research and write on the subject.

Barkley separates these functions into a hierarchy of skills or abilities that build upon each other and/or develop creating the ability for self-regulation. These internalized abilities continue to allow an individual to cooperate within a group, which allows societies to work together for individual and group goals.

He draws his ideas from Richard Dawkins' Theory of Evolution, in that the evolutionary goal of executive skill development is for humans and animals (they, too, have developed a degree of cognitive abilities) to work together.

Executive DYSFunctions + The ADHD Spectrum Equals Cause and Effect!

noreply@blogger.com (Anonymous) — Wed, 30 Apr 2014 19:51:00 +0000

ADHD is a Problem Based on a Mixture of One's Executive DYSfunctions! It Does Not Stem From Low Intelligence or LAZINESS!

Proven by thousands of brain imaging studies showing areas of the brain working TOO hard OR NOT hard enough to accomplish their tasks

Example of a Whole Brain Image Scan

EVERYONE has trouble with their executive functions from time to time

HOWEVER, those along the ADHD spectrum have trouble with their own specific mixture of executive DYSfunctions ALL the time (unless involved in something they are VERY INTERESTED IN).

** The ADHD Spectrum includes those who exhibit hyperactive and impulsive behaviors all the way to those who are extremely inattentive.

This includes during school ( for subjects and skills that they are not interested in) and those times when they are NOT at school (again, for those things for which they have no interest).

ADHD = Executive DYSfunctions

Executive dysfunctioning is THE main problem with the neurobiological disorder of ADHD, although this is debateable by some leaders in this area.

It is easy to see why problems with memory, self-regulation, time, and the mental management of time, among other cognitive problems could be mistaken for low intelligence, laziness, brain damage, etc.

HOWEVER, this assumption is based on perceptions that have NO basis in the most recent research in brain functioning.
What has been learned in the last 10-20 years through new brain imaging technology, such as FMRI, MET and other functional, as opposed to, static imaging of the brain, has increased "real" knowledge of what is truly behaviors we can only guess about and make assumptions concerning motivations.

Gene studies, beginning with the World Genome Project has allowed scientists and researchers to isolate specific genes that create deficiencies in specific neurotransmitters essential for the effective workings of those brain regions that control executive functioning processes.

This chart from Thomas Brown, Phd. summarizes the executive functions that are impaired in ADHD for your reference.

(Remember that ADHD is an umbrella term for any of the subtypes of this disorder.)

Different leaders in the field of attention deficit disorder, such as Dr. Russell Barkley and Dr. Thomas Brown, disagree on the exact executive functions involved in this disorder. However, they do agree that EF's are the main culprit involved in dysfunction. Regardless of their viewpoints, learning from what they know puts us all at a clear advantage when helping children and adults. In this short video, Russell Barkley discusses the executive functions involved in ADHD based on the research he follows.

Jonathan Mooney's Inspirational and Hilarious Thoughts on Dyslexia, Intelligence, Being Different, and ADHD

noreply@blogger.com (Anonymous) — Wed, 09 Apr 2014 02:03:00 +0000

Jonathan Mooney speaks on his life and his disabilities, including the problems with the way most people perceive differences such as these. He also shows how proved everyone wrong who predicted how he would turn out. This is an excellent speech in which Mooney MAKES incredibly important points!

What you Need to Know About Jonathan Mooney

Mooney grew up dyslexic and had extreme learning disabilities in a time when these problems were not acknowledged and helped on as broad of a scale as they are today (and we have a long way to go!). He learned to work with his differences and succeeded in college, making cognitive diversity his passion and life goal.

About His Books and Speeches

His books, as well as, his talks are funny and inspirational. He gives practical and knowledgeable advice to anyone who has or deals with those who have conditions that create brain "wiring" that makes them learn or function different from the "norm".

How Does A Doctor Determine if a Child or Teen Has a SubType of ADHD?

noreply@blogger.com (Anonymous) — Fri, 04 Apr 2014 05:56:00 +0000

Children mature at different rates (in different domains - cognition, social, motor, etc.) and have different personalities, temperaments, and energy levels. Most children get distracted, act impulsively, and struggle to concentrate at one time or another. It is quite easy to mistake these normal factors for ADHD-Primarily Hyperactive, AD/HD Combined: Hyperactive and Inattentive, or ADHD Primarily Inattentive.

However, there are specific characteristics for this disorder, an age of onset for specific subtypes, and consistency of symptoms across environments, situations, and age.

ADHD symptoms normally appear early in life, often between the ages of 3 and 6, but because symptoms vary from person to person, the disorder can be hard to diagnose. Inattentive subtypes may be more likely to develop symptoms in middle childhood. Parents may first notice that their child loses interest in things sooner than other children, or seems perpetually "out of control.” Sometimes it is teachers who notice the symptoms originally, when a child has trouble abiding by rules, or frequently “zones out" in the classroom or on the playground. Again, the symptoms depend on the individual and the subtype of this condition.

To date, their is no specific test for diagnosing a child (or adult) as having ADHD. Instead, a licensed health professional needs to gather information about the child, and his or her behavior and environment. A family may want to first talk with the child's pediatrician.

Some pediatricians can assess the child themselves, but many will refer the family to a mental health specialist, such as a neuropsychologist, with experience in childhood neuro-biological disorders such as ADHD. The pediatrician or mental health specialist will first try to rule out other possibilities for the symptoms. For example, certain situations, events, or health conditions may cause temporary behaviors in a child that seem like ADHD.

The referring pediatrician and/or specialist will determine if a child:

Is experiencing undetected seizures that could be associated with other medical conditions - these type of seizures look much like ADHD-primarily inattentive
Has a middle ear infection that is causing hearing problems
Has any undetected hearing or vision problems
Has any medical problems that affect thinking and behavior
Has any learning disabilities
Has anxiety or depression, or other psychiatric problems that might cause ADHD-like symptoms
Has been affected by a significant and sudden change, such as the death of a family member, a divorce, or parent's job loss.

A specialist will also check school and medical records for clues, to see if the child's home or school settings appear unusually stressful or disrupted, and gather information from the child's parents and teachers. Coaches, babysitters, and other adults who know the child well also may be consulted.

The specialist also will ask:

Are the behaviors excessive and long-term, and do they affect all aspects of the child's life?
Do they happen more often in this child compared with the child's peers?
Are the behaviors a continuous problem or a response to a temporary situation?
Do the behaviors occur in several settings or only in one place, such as the playground, classroom, or home?

A specialist who does a very good job of accessing a child, teen, or adult for ADHD pays close attention to the child's behavior during various situations. Some situations are highly structured, some have less structure. Others would require the child to keep paying attention.

Most children with ADHD are better able to control their behaviors in situations where they are getting individual attention and when they are free to focus on enjoyable activities. These types of situations are less important in the assessment.

A child also may be evaluated to see how he or she acts in social situations, and may be given tests of intellectual ability and academic achievement to see if he or she has a learning disability. (NOTE from Spectrum of Minds: Many of these traditional I.Q. and academic achievement tests are not as reliable as they claim to be in specific cases. Always get a second opinion or more, if possible,(we know it is costly - look for free or other sources).

Finally, if after gathering all this information the child meets the criteria for ADHD, he or she will be diagnosed with the disorder.

BEWARE of the doctor or clinician who asks a few simple questions and hands over a quick prescription!!! THERE MAY BE A LOT MORE THAN ADHD GOING ON !
DO NOT TAKE ANY CHANCES!

Let me give you a very true, but cautionary story. My brother-in-law's daughter was very impulsive

Jonathan Mooney Provides a New Perspective on Embracing NeuroDiversity in An Engaging and Hilarious Keynote

noreply@blogger.com (Anonymous) — Fri, 28 Feb 2014 23:28:00 +0000

Another great speech-story by Jonathan Mooney about being the "different kid" in school, his cognitive disabilities, how he was expected to fail as an adult, graduating from Brown University with Honors, and his perspectives on differences (which we share completely!)

We love everything Jonathan Mooney says about cognitive differences and their importance in our culture, including what he says about "normal" people being the exception, rather than the rule. Neuro-diversity or cognitive differences have allowed our civilization to develop and grow.

Passion and Motivation: The Real Doorways to Deep Learning, Intelligence, and Genius

noreply@blogger.com (Anonymous) — Thu, 20 Feb 2014 21:01:00 +0000

Scott Barry Kaufman explains why passion and motivation are extremely important, but overlooked, factors of deep learning, intelligence, and true genius.

This is only one of the many ideas Scott Barry Kaufman clearly explains in further depth through his research, writing, and from reflecting on his personal life experiences.

When one writes, reads, and deeply looks into a subject, concept, or anything that has personally & deeply affected them (change that order around any way you want), you can bet that the outcome, whatever it may be, is completely engaging and spectacular on many levels.

This talk, is a sample of Kaufman's fully sourced ideas from his latest book, which is just that. Especially for those of us who devour more information about the reality of the traditional I.Q. test, its history (ouch), and the realities of how it is being used (good and bad) in today's society (which so many educators and non-educators already know ) and need someone like Kaufman to put it into researched backed "prose."

Kaufman is a cognitive psychologist, an adjunct assistant professor of psychology at New York University, who has spent a great deal of time researching and investigating the development of intelligence and creativity. He received his doctorate in cognitive psychology from Yale University in 2009 and received his masters degree in experimental psychology from Cambridge University in 2005, where he was a Gates Cambridge Scholar.

He writes for Scientific American Mind and is on the editorial board for two open access journals.In his latest book, Ungifted: Intelligence Redefined, he explains with detail, research from a diversity of sources, and personal experiences, his personal philosophy and approach to individual achievement. This road to achievement includes not only one's genetic ability, but their level of engagement, motivation, and personal goals. The video above is another explanation of deep learning, intelligence, and true genius which ALL factor in for one to achieve personal success. He knows this from EXPERIENCE not research. Yet, the research from WAAAY BACK through today is there and spelled out for you on each page. I could not put it down. I have also read it again.

If I had been wearing a chearleading outfit I might have gone down the streets of Tarrytown, N.Y after making up a cheer for Kaufman and his ideas (that's where I was when I read it). I sure talked about it enough - I'm not sure if anyone there for my Uncle John's 80th birthday knew what I was referring to or not - it was busy.

ADHD and Learning Disabilities: A Completely Different, but Much Better, Perspective on Treatment!

noreply@blogger.com (Anonymous) — Sun, 09 Feb 2014 02:33:00 +0000

The 1st of several very informative TED talks about ADHD, learning disabilities, and other mental disorders, such as depression, that provides a new perspective on these conditions, why we view them in the wrong way, and why they are treated in the wrong manner.

This is an outstanding, interesting, and quite entertaining talk by David Anderson from Caltech.

Overview
Hyperactive fruit flies are helping researchers learn more about ADHD and learning disabilities, along with better ways to treat these disorders in ways that minimize or completely eliminate any side effects.
Researchers, while working towards a better knowledge of ADHD, and the learning disabilities that often exist with this disorder, are studying both intensely to determine the processes that regulate
them.
What This Video Explains
In this video, Professor David Anderson from Caltech, explains that our current understanding of ADHD, learning disabilities , and other mental disorders, such as depression as "chemical imbalances" in dopamine, noradrenaline, or other neurotransmitters is not a correct description. He explains that by studying a strain of hyperactive fruit fly (Drosophila) we can study the different nerve pathways involved in ADHD and learning disabilities. This helps provide safer and more effective treatments that target the specific sites and receptors in the brain, rather than flooding the entire brain with drugs.

Adult's with Attention Deficit Disorder: Information from Dr. Edward Hallowell

noreply@blogger.com (Anonymous) — Wed, 15 Jan 2014 01:38:00 +0000

Dr. Edward Hallowell is an expert on the spectrum of ADHD, which includes the condition ranging from predominantly inattentive to predominantly hyperactive, and he also has adult ADHD, as well. In this video, he speaks on this common condition in adults.

The Woman Who Changed Her Brain: Barbara Arrowsmith-Young at TEDxToronto

noreply@blogger.com (Anonymous) — Fri, 10 Jan 2014 17:33:00 +0000

The Woman Who Changed Her Brain tells Barbara Arrowsmith-Young's story of overcoming her learning disabilities on her own through plasticity using mental exercises she developed for herself. I have read this book and it is motivating, to say the least. It also includes many stories from the past that provide background to the beginning of neuroplasticity.Here, she speaks about this incredible book.

What REALLY Motivates People in Today's Society? Research "May" Prove It is Not What We Have Always Believed!

noreply@blogger.com (Anonymous) — Fri, 10 Jan 2014 17:31:00 +0000

What Are ALL the Elements that Drive Us to Do More???

The factors that motivate adults in the present day are not ONLY those that we traditionally attribute to motivation, such as more money - there are other influences on motivation for a large percentage of the population you may never have considered!

Watch this video and/or animation which both summarize Daniel Pink's research which show what ACTUALLY does motivate people in society today, in addition to rewards and consequences.

This information is detailed in his book, Drive, and once you understand the considerable research behind his point, you will understand his ideas completely !

I have just finished reading this book and it is extremely thought provoking. Every point Pink makes is backed with valid research and examples that prove how the rules of motivation have changed for many.

While there is hard scientific evidence for all of his points, as in many books, does this REALLY mean that the rules of motivation have TRULY changed???

ADHD & Its Overlooked Advantages for Learning

noreply@blogger.com (Anonymous) — Sat, 09 Nov 2013 16:14:00 +0000

Having ADHD Has Many DISADVANTAGES that Make Learning and Coping With Life Outside of the Classroom Much More Difficult. Yet, What Is Considered a Disorder Can Also Be Looked at as a Different Way of Thinking and Transformed into many Opportunities for Enhanced Growth and Deep, Expert Level Learning...

While finding strategies and solutions to overcome problems created by the limitations of this condition is critical, it is also (important) to know some that there are ADVANTAGES in the area of learning, as well.

While falling along the ADHD Spectrum may make it more difficult to sit attentively in a traditional classroom, focus on the most important points to be learned, to ignore distractions while reading, or find the internal stimulation to pay just a tiny bit of attention to something known to be very important, finding those things that "hook" the ADHD'er, their ability to hyperfocus, and their passions can lead to deep learning!

Digital Technologies and ADHD
Digital technology often facilitates an intensity of focus to the immediate feedback, multi-modality, and increasing level of challenges that define a specific video game, technology play, and use (including learning through technology). Playing video games and mastering digital technologies provide many children with ADHD an opportunity to“unwrap their gifts."

My Thoughts:

As is mentioned, this ability to focus with intensity in various situations of high interest is referred to as hyperfocus. We often wonder why children, teens, and even adults can zone in on specific things, but have so much trouble focusing on other things that are, perhaps, more important at the moment or are considered more important in general. Everyone is drawn to that which is specifically interesting to them and generally motivated to a much greater extent towards those things. This explains why reluctant readers might just pick up a book and read it if it happens to appeal strongly to the reader's interests.

However, for those who fall within the neurobiological spectrum of ADHD (somewhere between primarily inattentive to hyperactive with inattentiveness) most have an extremely intensive ability to hyper-focus on anything that holds their interest - FAR beyond that of those who do not fall within this category.

This type of intense focus can have dramatic effects on the physical growth of specific areas in the brain, as well as, the connections that join them, as those who have the ability to hyperfocus delve into the subject or skill at a much deeper level than their counterparts.

This ability also allows them to achieve a level of "expert" as a learner more easily. Expert learners, as opposed to novice learners:

"Control the learning process rather than become a victim of it
Are active, not passive, in their approach to learning
Are motivated (e.g., enjoy learning, have specific short-term and long-term goals, etc.)
Are disciplined (i.e., have learned good habits and use them consistently)
Are more aware of themselves as learners (e.g., know their own strengths and weaknesses)
Initiate opportunities to learn
Set specific learning goals for themselves
Have a larger repertoire of learning strategies from which to choose
Know not only what to learn, but how to learn
Plan their approach to learning
Monitor their learning while it's happening (e.g., notice when they're not learning and adjust their learning approach)
Are more adaptive because they do self-monitor while learning
Reflect more upon their own learning
Evaluate the effectiveness of learning approaches and strategies
Are more sensitive to the demands of specific academic tasks
Use learning strategies selectively
Use learning strategies strategically
Tend to attribute failures to correctable causes
Tend to attribute successes to personal competence

As a result of these differences, expert learners ultimately learn more with less effort. There's definitely a learning curve, but the pay-off is well worth the effort. "
(http://www.expertlearners.com/)

The usual problems with working memory often experienced by those within this group are not a consideration during these times of intense concentration. Due to their deep interest the facts and concepts are easily held within short term memory and through active and highly focused involvement, entrenched within their long term memory much easier because of continual application of concepts in short term memory.

READ MORE

from the:

ORIGINAL ARTICLE HERE

Changing Education Paradigms for Learning in Today's Society

noreply@blogger.com (Anonymous) — Fri, 25 Oct 2013 01:09:00 +0000

This video from RSA Animate visually and creatively explains the ways educational strategies and the overall paradigm for teaching/learning need to change. (This is not, however, an easy task - for ALL involved.) Yet, there are many schools that follow these ideas.

INFOGRAPHICS as a Creative Assessment in the Classroom

noreply@blogger.com (Anonymous) — Fri, 20 Sep 2013 19:19:00 +0000

INFOGRAPHICS as a Visual Based Learning Strategy and Assessment of Deep Learning

Infographics when created properly, can show that students have accumulated deep learning and higher levels of understanding, in regards to a concept or body of knowledge. Through creating infographics of varying degrees of complexity, students also apply what they are learning, by using higher thinking skills to create a visual representation of their thinking. Watch this informative video for more information.

Brain Injury - What is the Glasgow Coma Scale (GCS)?

noreply@blogger.com (Anonymous) — Sat, 31 Aug 2013 17:46:00 +0000

Doctors use the Glasgow Coma Scale to determine the severity of a head injury. This video explains this rating scale in detail and what it means to patients.

This video explains the Glascow Coma Scale, its different ratings and measurements, and what these scores mean for those with brain injuries immediately following injury and long term.

ADHD Subtypes: Signs & Symptoms

noreply@blogger.com (Anonymous) — Fri, 05 Apr 2013 10:49:00 +0000

The Key Areas or Behaviors of ADHD are:

1) Inattention

2) Hyperactivity and

3) Impulsivity or Self-Regulation

It is normal for all children to be inattentive, hyperactive, or impulsive sometimes.

For children with ADHD, these behaviors are more severe and occur more often.

To be diagnosed with the disorder, a child must have symptoms for 6 or more months and to a degree that is greater than other children of the same age.

It is important to remember that those with ADHD, regardless of subtype, cannot be fit to a specific "model". Each displays characteristics in their own way, depending on brain chemistry and the exact executive functions than are troublesome for them!

Inattention:

Children who have symptoms of inattention may:

Be easily distracted, miss details, forget things, and frequently switch from one activity to another
Have difficulty focusing on one thing
Become bored with a task after only a few minutes, unless they are doing something enjoyable
Have difficulty focusing attention on organizing and completing a task or learning something new
Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
Not seem to listen when spoken to
Daydream, become easily confused, and move slowly
Have difficulty processing information as quickly and accurately as others
Struggle to follow instructions.

Hyperactivity

Children who have symptoms of hyperactivity may:

Fidget and squirm in their seats
Talk nonstop
Dash around, touching or playing with anything and everything in sight
Have trouble sitting still during dinner, school, and story time
Be constantly in motion
Have difficulty doing quiet tasks or activities.

Impulsivity

Children who have symptoms of impulsivity may

Be very impatient
Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
Have difficulty waiting for things they want or waiting their turns in games
Often interrupt conversations or others' activities.

ADHD Can Be Mistaken for Other Problems

Parents and teachers can miss the fact that children with symptoms of inattention have the disorder because they are often quiet and less likely to act out. They may sit quietly, seeming to work, but they are often not paying attention to what they are doing. They may get along well with other children, compared with those with the other subtypes, who tend to have social problems.

But children with the inattentive kind of ADHD are not the only ones whose disorders can be missed. For example, adults may think that children with the hyperactive and impulsive subtypes just have emotional or disciplinary problems.

What is ADHD and What are the MAIN Subtypes?

noreply@blogger.com (Anonymous) — Fri, 05 Apr 2013 03:30:00 +0000

What is Attention Deficit Hyperactivity Disorder (ADHD, ADD) & What Are the MAIN Subtypes?

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. ADHD has common symptoms and 3 MAIN subtypes, however each person exhibits their own specific characteristics.

Symptoms include:

Difficulty staying focused and paying attention

difficulty controlling behavior

hyperactivity (over-activity)

ADHD has three subtypes:

1. Predominantly hyperactive-impulsive

Most symptoms (six or more) are in the hyperactivity-impulsivity categories.

Fewer than six symptoms of inattention are present, although inattention may still be present to some degree.

2.Hyperactivity (over-activity)

The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree.

Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD.

3. Combined hyperactive-impulsive and inattentive

Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present.

Most children have the combined type of ADHD.

The ADHD Spectrum

noreply@blogger.com (Anonymous) — Fri, 05 Apr 2013 03:02:00 +0000

What is Attention Deficit Hyperactivity Disorder (ADHD, ADD)?

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood.

Symptoms include:

Difficulty staying focused and paying attention
difficulty controlling behavior
hyperactivity (over-activity)

ADHD has three subtypes:

1. Predominantly hyperactive-impulsive
Most symptoms (six or more) are in the hyperactivity-impulsivity categories.
Fewer than six symptoms of inattention are present, although inattention may still be present to some degree.

2.Hyperactivity (over-activity)
The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree.

Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD.

3. Combined hyperactive-impulsive and inattentive
Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present.
Most children have the combined type of ADHD.

Causes

Scientists are not sure what causes ADHD, although many studies suggest that genes play a large role. Like many other illnesses, ADHD probably results from a combination of factors. In addition to genetics, researchers are looking at possible environmental factors, and are studying how brain injuries, nutrition, and the social environment might contribute to ADHD.

Genes

Results from several international studies of twins show that ADHD often runs in families. Researchers are looking at several genes that may make people more likely to develop the disorder. Knowing the genes involved may one day help researchers prevent the disorder before symptoms develop. Learning about specific genes could also lead to better treatments.
Children with ADHD who carry a particular version of a certain gene have thinner brain tissue in the areas of the brain associated with attention. This NIMH research showed that the difference was not permanent, however, and as children with this gene grew up, the brain developed to a normal level of thickness. Their ADHD symptoms also improved.

Environmental factors

Studies suggest a potential link between cigarette smoking and alcohol use during pregnancy and ADHD in children. In addition, preschoolers who are exposed to high levels of lead, which can sometimes be found in plumbing fixtures or paint in old buildings, may have a higher risk of developing ADHD.

Brain injuries

Children who have suffered a brain injury may show some behaviors similar to those of ADHD. However, only a small percentage of children with ADHD have suffered a traumatic brain injury.

Sugar

The idea that refined sugar causes ADHD or makes symptoms worse is popular, but more research discounts this theory than supports it. In one study, researchers gave children foods containing either sugar or a sugar substitute every other day. The children who received sugar showed no different behavior or learning capabilities than those who received the sugar substitute. Another study in which children were given higher than average amounts of sugar or sugar substitutes showed similar results.
In another study, children who were considered sugar-sensitive by their mothers were given the sugar substitute aspartame, also known as Nutrasweet. Although all the children got aspartame, half their mothers were told their children were given sugar, and the other half were told their children were given aspartame. The mothers who thought their children had gotten sugar rated them as more hyperactive than the other children and were more critical of their behavior, compared to mothers who thought their children received aspartame.

Food additives

Recent British research indicates a possible link between consumption of certain food additives like artificial colors or preservatives, and an increase in activity. Research is under way to confirm the findings and to learn more about how food additives may affect hyperactivity.

Signs & Symptoms

Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD.
It is normal for all children to be inattentive, hyperactive, or impulsive sometimes.

For children with ADHD, these behaviors are more severe and occur more
often.

To be diagnosed with the disorder, a child must have symptoms for 6 or more months and to a degree that is greater than other children of the same age.

Children who have symptoms of inattention may:

Be easily distracted, miss details, forget things, and frequently switch from one activity to another
Have difficulty focusing on one thing
Become bored with a task after only a few minutes, unless they are doing something enjoyable
Have difficulty focusing attention on organizing and completing a task or learning something new
Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
Not seem to listen when spoken to
Daydream, become easily confused, and move slowly
Have difficulty processing information as quickly and accurately as others
Struggle to follow instructions.

Children who have symptoms of hyperactivity may:

Fidget and squirm in their seats
Talk nonstop
Dash around, touching or playing with anything and everything in sight
Have trouble sitting still during dinner, school, and story time
Be constantly in motion
Have difficulty doing quiet tasks or activities.

Children who have symptoms of impulsivity may:

Be very impatient
Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
Have difficulty waiting for things they want or waiting their turns in games
Often interrupt conversations or others’ activities.

ADHD Can Be Mistaken for Other Problems

Parents and teachers can miss the fact that children with symptoms of inattention have the disorder because they are often quiet and less likely to act out. They may sit quietly, seeming to work, but they are often not paying attention to what they are doing. They may get along well with other children, compared with those with the other subtypes, who tend to have social problems.
But children with the inattentive kind of ADHD are not the only ones whose disorders can be missed. For example, adults may think that children with the hyperactive and impulsive subtypes just have emotional or disciplinary problems.

Who Is At Risk?

ADHD is one of the most common childhood disorders and can continue through adolescence and into adulthood. The average age of onset is 7 years old.
ADHD affects about 4.1% American adults age 18 years and older in a given year. The disorder affects 9.0% of American children age 13 to 18 years. Boys are four times at risk than girls.
Studies show that the number of children being diagnosed with ADHD is increasing, but it is unclear why.

Diagnosis

Children mature at different rates and have different personalities, temperaments, and energy levels. Most children get distracted, act impulsively, and struggle to concentrate at one time or another. Sometimes, these normal factors may be mistaken for ADHD.
ADHD symptoms usually appear early in life, often between the ages of 3 and 6, and because symptoms vary from person to person, the disorder can be hard to diagnose. Parents may first notice that their child loses interest in things sooner than other children, or seems constantly “out of control.” Often, teachers notice the symptoms first, when a child has trouble following rules, or frequently “spaces out” in the classroom or on the playground.
No single test can diagnose a child as having ADHD. Instead, a licensed health professional needs to gather information about the child, and his or her behavior and environment. A family may want to first talk with the child’s pediatrician.
Some pediatricians can assess the child themselves, but many will refer the family to a mental health specialist with experience in childhood mental disorders such as ADHD. The pediatrician or mental health specialist will first try to rule out other possibilities for the symptoms. For example, certain situations, events, or health conditions may cause temporary behaviors in a child that seem like ADHD.
Between them, the referring pediatrician and specialist will determine if a child:
Is experiencing undetected seizures that could be associated with other medical conditions
Has a middle ear infection that is causing hearing problems
Has any undetected hearing or vision problems
Has any medical problems that affect thinking and behavior
Has any learning disabilities
Has anxiety or depression, or other psychiatric problems that might cause ADHD-like symptoms
Has been affected by a significant and sudden change, such as the death of a family member, a divorce, or parent’s job loss.
A specialist will also check school and medical records for clues, to see if the child’s home or school settings appear unusually stressful or disrupted, and gather information from the child’s parents and teachers. Coaches, babysitters, and other adults who know the child well also may be consulted.
The specialist also will ask:
Are the behaviors excessive and long-term, and do they affect all aspects of the child’s life?
Do they happen more often in this child compared with the child’s peers?
Are the behaviors a continuous problem or a response to a temporary situation?
Do the behaviors occur in several settings or only in one place, such as the playground, classroom, or home?
The specialist pays close attention to the child’s behavior during different situations. Some situations are highly structured, some have less structure. Others would require the child to keep paying attention.
Most children with ADHD are better able to control their behaviors in situations where they are getting individual attention and when they are free to focus on enjoyable activities. These types of situations are less important in the assessment.
A child also may be evaluated to see how he or she acts in social situations, and may be given tests of intellectual ability and academic achievement to see if he or she has a learning disability.
Finally, if after gathering all this information the child meets the criteria for ADHD, he or she will be diagnosed with the disorder.
Some children with ADHD also have other illnesses or conditions. For example, they may have one or more of the following:

A learning disability.

A child in preschool with a learning disability may have difficulty understanding certain sounds or words or have problems expressing himself or herself in words.
A school-aged child may struggle with reading, spelling, writing, and math.
Oppositional defiant disorder.
Kids with this condition, in which a child is overly stubborn or rebellious, often argue with adults and refuse to obey rules.
Conduct disorder.
This condition includes behaviors in which the child may lie, steal, fight, or bully others. He or she may destroy property, break into homes, or carry or use weapons. These children or teens are also at a higher risk of using illegal substances. Kids with conduct disorder are at risk of getting into trouble at school or with the police.

Anxiety and depression.

Treating ADHD may help to decrease anxiety or some forms of depression.
Bipolar disorder.
Some children with ADHD may also have this condition in which extreme mood swings go from mania (an extremely high elevated mood) to depression in short periods of time.

Tourette syndrome.

Very few children have this brain disorder, but among those who do, many also have ADHD. Some people with Tourette syndrome have nervous tics and repetitive mannerisms, such as eye blinks, facial twitches, or grimacing. Others clear their throats, snort, or sniff frequently, or bark out words inappropriately. These behaviors can be controlled with medication.
ADHD also may coexist with a sleep disorder, bed-wetting, substance abuse, or other disorders or illnesses.
Recognizing ADHD symptoms and seeking help early will lead to better outcomes for both affected children and their families.

How is ADHD diagnosed in adults?

Like children, adults who suspect they have ADHD should be evaluated by a licensed mental health professional. But the professional may need to consider a wider range of symptoms when assessing adults for ADHD because their symptoms tend to be more varied and possibly not as clear-cut as symptoms seen in children.
To be diagnosed with the condition, an adult must have ADHD symptoms that began in childhood and continued throughout adulthood. Health professionals use certain rating scales to determine if an adult meets the diagnostic criteria for ADHD. The mental health professional also will look at the person’s history of childhood behavior and school experiences, and will interview spouses or partners, parents, close friends, and other associates. The person will also undergo a physical exam and various psychological tests.
For some adults, a diagnosis of ADHD can bring a sense of relief. Adults who have had the disorder since childhood, but who have not been diagnosed, may have developed negative feelings about themselves over the years. Receiving a diagnosis allows them to understand the reasons for their problems, and treatment will allow them to deal with their problems more effectively.

Treatments

Currently available treatments focus on reducing the symptoms of ADHD and improving functioning. Treatments include:
medication
various types of psychotherapy
education or training
or
a combination of treatments
Treatments can relieve many of the disorder’s symptoms, but there is no cure.
With treatment, most people with ADHD can be successful in school and lead productive lives.
Researchers are developing more effective treatments and interventions, and using new tools such as brain imaging, to better understand ADHD and to find more effective ways to treat and prevent it.

Medications

The most common type of medication used for treating ADHD is called a “stimulant.” Although it may seem unusual to treat ADHD with a medication considered a stimulant, it actually has a calming effect on children with ADHD. Many types of stimulant medications are available.
A few other ADHD medications are non-stimulants and work differently than stimulants. For many children, ADHD medications reduce hyperactivity and impulsivity and improve their ability to focus, work, and learn. Medication also may improve physical coordination.
However, a one-size-fits-all approach does not apply for all children with ADHD. What works for one child might not work for another. One child might have side effects with a certain medication, while another child may not.
Sometimes several different medications or dosages must be tried before finding one that works for a particular child. Any child taking medications must be monitored closely and carefully by caregivers and doctors.
Stimulant medications come in different forms, such as a pill, capsule, liquid, or skin patch. Some medications also come in short-acting, long-acting, or extended release varieties. In each of these varieties, the active ingredient is the same, but it is released differently in the body.
Long-acting or extended release forms often allow a child to take the medication just once a day before school, so they don’t have to make a daily trip to the school nurse for another dose. Parents and doctors should decide together which medication is best for the child and whether the child needs medication only for school hours or for evenings and weekends, too.
A list of medications and the approved age for use follows. ADHD can be diagnosed and medications prescribed by M.D.s (usually a psychiatrist) and in some states also by clinical psychologists, psychiatric nurse practitioners, and advanced psychiatric nurse specialists. Check with your state’s licensing agency for specifics.

Trade Name	Generic Name	Approved Age
Adderall	amphetamine	3 and older
Adderall XR	amphetamine (extended release)	6 and older
Concerta	methylphenidate (long acting)	6 and older
Daytrana	methylphenidate patch	6 and older
Desoxyn	methamphetamine hydrochloride	6 and older
Dexedrine	dextroamphetamine	3 and older
Dextrostat	dextroamphetamine	3 and older
Focalin	dexmethylphenidate	6 and older
Focalin XR	dexmethylphenidate (extended release)	6 and older
Metadate ER	methylphenidate (extended release)	6 and older
Metadate CD	methylphenidate (extended release)	6 and older
Methylin	methylphenidate (oral solution and chewable tablets)	6 and older
Ritalin	methylphenidate	6 and older
Ritalin SR	methylphenidate (extended release)	6 and older
Ritalin LA	methylphenidate (long acting)	6 and older
Strattera	atomoxetine	6 and older
Vyvanse	lisdexamfetamine dimesylate	6 and older

*Not all ADHD medications are approved for use in adults.
NOTE: “extended release” means the medication is released gradually so that a controlled amount enters the body over a period of time.
“Long acting” means the medication stays in the body for a long time.

Over time, this list will grow, as researchers continue to develop new
medications for ADHD. Medication guides for each of these medications
are available from the U.S. Food and Drug Administration (FDA).

What are the side effects of stimulant medications?

The most commonly reported side effects are decreased appetite, sleep problems, anxiety, and irritability. Some children also report mild stomachaches or headaches. Most side effects are minor and disappear over time or if the dosage level is lowered.
Decreased appetite.
Be sure your child eats healthy meals. If this side effect does not go away, talk to your child’s doctor. Also talk to the doctor if you have concerns about your child’s growth or weight gain while he or she is taking this medication.
Sleep problems.
If a child cannot fall asleep, the doctor may prescribe a lower dose of the medication or a shorter-acting form. The doctor might also suggest giving the medication earlier in the day, or stopping the afternoon or evening dose.
Adding a prescription for a low dose of an antidepressant or a blood pressure medication called clonidine sometimes helps with sleep problems. A consistent sleep routine that includes relaxing elements like warm milk, soft music, or quiet activities in dim light, may also help.
Less common side effects.
A few children develop sudden, repetitive movements or sounds called tics. These tics may or may not be noticeable. Changing the medication dosage may make tics go away. Some children also may have a personality change, such as appearing “flat” or without emotion. Talk with your child’s doctor if you see any of these side effects.
Are stimulant medications safe?
Under medical supervision, stimulant medications are considered safe. Stimulants do not make children with ADHD feel high, although some kids report feeling slightly different or “funny.” Although some parents worry that stimulant medications may lead to substance abuse or dependence, there is little evidence of this.
FDA warning on possible rare side effects
In 2007, the FDA required that all makers of ADHD medications develop Patient Medication Guides that contain information about the risks associated with the medications. The guides must alert patients that the medications may lead to possible cardiovascular (heart and blood) or psychiatric problems. The agency undertook this precaution when a review of data found that ADHD patients with existing heart conditions had a slightly higher risk of strokes, heart attacks, and/or sudden death when taking the medications.
The review also found a slight increased risk, about 1 in 1,000, for medication-related psychiatric problems, such as hearing voices, having hallucinations, becoming suspicious for no reason, or becoming manic (an overly high mood), even in patients without a history of psychiatric problems. The FDA recommends that any treatment plan for ADHD include an initial health history, including family history, and examination for existing cardiovascular and psychiatric problems.
One ADHD medication, the non-stimulant atomoxetine (Strattera), carries another warning. Studies show that children and teenagers who take atomoxetine are more likely to have suicidal thoughts than children and teenagers with ADHD who do not take it. If your child is taking atomoxetine, watch his or her behavior carefully. A child may develop serious symptoms suddenly, so it is important to pay attention to your child’s behavior every day. Ask other people who spend a lot of time with your child to tell you if they notice changes in your child’s behavior. Call a doctor right away if your child shows any unusual behavior. While taking atomoxetine, your child should see a doctor often, especially at the beginning of treatment, and be sure that your child keeps all appointments with his or her doctor.

Do medications cure ADHD?

Current medications do not cure ADHD. Rather, they control the symptoms for as long as they are taken. Medications can help a child pay attention and complete schoolwork. It is not clear, however, whether medications can help children learn or improve their academic skills. Adding behavioral therapy, counseling, and practical support can help children with ADHD and their families to better cope with everyday problems. Research funded by the National Institute of Mental Health (NIMH) has shown that medication works best when treatment is regularly monitored by the prescribing doctor and the dose is adjusted based on the child’s needs.
Psychotherapy
Different types of psychotherapy are used for ADHD. Behavioral therapy aims to help a child change his or her behavior. It might involve practical assistance, such as help organizing tasks or completing schoolwork, or working through emotionally difficult events. Behavioral therapy also teaches a child how to monitor his or her own behavior. Learning to give oneself praise or rewards for acting in a desired way, such as controlling anger or thinking before acting, is another goal of behavioral therapy. Parents and teachers also can give positive or negative feedback for certain behaviors. In addition, clear rules, chore lists, and other structured routines can help a child control his or her behavior.
Therapists may teach children social skills, such as how to wait their turn, share toys, ask for help, or respond to teasing. Learning to read facial expressions and the tone of voice in others, and how to respond appropriately can also be part of social skills training.
How can parents help?
Children with ADHD need guidance and understanding from their parents and teachers to reach their full potential and to succeed in school. Before a child is diagnosed, frustration, blame, and anger may have built up within a family. Parents and children may need special help to overcome bad feelings. Mental health professionals can educate parents about ADHD and how it impacts a family. They also will help the child and his or her parents develop new skills, attitudes, and ways of relating to each other.
Parenting skills training helps parents learn how to use a system of rewards and consequences to change a child’s behavior. Parents are taught to give immediate and positive feedback for behaviors they want to encourage, and ignore or redirect behaviors they want to discourage. In some cases, the use of “time-outs” may be used when the child’s behavior gets out of control. In a time-out, the child is removed from the upsetting situation and sits alone for a short time to calm down.
Parents are also encouraged to share a pleasant or relaxing activity with the child, to notice and point out what the child does well, and to praise the child’s strengths and abilities. They may also learn to structure situations in more positive ways. For example, they may restrict the number of playmates to one or two, so that their child does not become overstimulated. Or, if the child has trouble completing tasks, parents can help their child divide large tasks into smaller, more manageable steps. Also, parents may benefit from learning stress-management techniques to increase their own ability to deal with frustration, so that they can respond calmly to their child’s behavior.
Sometimes, the whole family may need therapy. Therapists can help family members find better ways to handle disruptive behaviors and to encourage behavior changes. Finally, support groups help parents and families connect with others who have similar problems and concerns. Groups often meet regularly to share frustrations and successes, to exchange information about recommended specialists and strategies, and to talk with experts.

How is ADHD treated in adults?

Much like children with the disorder, adults with ADHD are treated with medication, psychotherapy, or a combination of treatments.

Medications

ADHD medications, including extended-release forms, often are prescribed for adults with ADHD, but not all of these medications are approved for adults. However, those not approved for adults still may be prescribed by a doctor on an “off-label” basis.
Although not FDA-approved specifically for the treatment of ADHD, antidepressants are sometimes used to treat adults with ADHD. Older antidepressants, called tricyclics, sometimes are used because they, like stimulants, affect the brain chemicals norepinephrine and dopamine. A newer antidepressant, venlafaxine (Effexor), also may be prescribed for its effect on the brain chemical norepinephrine. And in recent clinical trials, the antidepressant bupropion (Wellbutrin), which affects the brain chemical dopamine, showed benefits for adults with ADHD.
Adult prescriptions for stimulants and other medications require special considerations. For example, adults often require other medications for physical problems, such as diabetes or high blood pressure, or for anxiety and depression. Some of these medications may interact badly with stimulants. An adult with ADHD should discuss potential medication options with his or her doctor. These and other issues must be taken into account when a medication is prescribed.

Education and psychotherapy

A professional counselor or therapist can help an adult with ADHD learn how to organize his or her life with tools such as a large calendar or date book, lists, reminder notes, and by assigning a special place for keys, bills, and paperwork. Large tasks can be broken down into more manageable, smaller steps so that completing each part of the task provides a sense of accomplishment.
Psychotherapy, including cognitive behavioral therapy, also can help change one’s poor self-image by examining the experiences that produced it. The therapist encourages the adult with ADHD to adjust to the life changes that come with treatment, such as thinking before acting, or resisting the urge to take unnecessary risks.

Living With ADHD

Tips to Help Kids Stay Organized and Follow Directions

Schedule
Keep the same routine every day, from wake-up time to bedtime. Include time for homework, outdoor play, and indoor activities. Keep the schedule on the refrigerator or on a bulletin board in the kitchen. Write changes on the schedule as far in advance as possible.
Organize everyday items. Have a place for everything, and keep everything in its place. This includes clothing, backpacks, and toys.
Use homework and notebook organizers. Use organizers for school material and supplies. Stress to your child the importance of writing down assignments and bringing home the necessary books.
Be clear and consistent. Children with ADHD need consistent rules they can understand and follow.
Give praise or rewards when rules are followed. Children with ADHD often receive and expect criticism. Look for good behavior, and praise it.
Some children with ADHD continue to have it as adults. And many adults who have the disorder don’t know it. They may feel that it is impossible to get organized, stick to a job, or remember and keep appointments. Daily tasks such as getting up in the morning, preparing to leave the house for work, arriving at work on time, and being productive on the job can be especially challenging for adults with ADHD.
These adults may have a history of failure at school, problems at work, or difficult or failed relationships. Many have had multiple traffic accidents. Like teens, adults with ADHD may seem restless and may try to do several things at once, most of them unsuccessfully. They also tend to prefer “quick fixes,” rather than taking the steps needed to achieve greater rewards.

Great Learning Links for You!

noreply@blogger.com (Anonymous) — Thu, 04 Apr 2013 18:42:00 +0000

Table of Contents: Resource of Learning Links - Open Source and Fee Based

Open Professionals Education Network (OPEN)

Executive Functions? What Are They?

noreply@blogger.com (Anonymous) — Mon, 25 Mar 2013 15:35:00 +0000

What are Executive Functions?

Hundreds or more of different researchers, psychologists, scientists, etc... have defined and specified the executive functions of the brain beginning in the late-1800's. The latest research from leading researchers on executive functions is provided here in several different learning formats.

Dr. Thomas E. Brown's Model of Executive Functions

Executive functions are crucial for all humans (and animals), including those who do not have ADHD/ADD or any type of learning disability. However, these type of disabilities, including work with those who have sustained brain injuries of different types and modern day technologies have led to our present understanding of executive functions. Therefore, it is hard to them from learning and functioning difficulties.

From more than 25 years of clinical interviews and research with children, adolescents and adults who have ADD/ADHD, Dr. Brown has developed an expanded model to describe the complex cognitive functions impaired in ADD/ADHD. This model describes executive functions, the cognitive management system of the human brain.

Although the model shows six separate clusters, these functions continually work together, usually rapidly and unconsciously, to help each individual manage many tasks of daily life. The functions appear in basic forms in young children and gradually become more complex as the brain matures throughout childhood, adolescence and early adulthood.

Everyone has occasional impairments in their executive functions, individuals with ADD experience much more difficulty in development and use of these functions than do most others of the same age and developmental level. Yet even those with severe ADHD usually have some activities where their executive functions work very well.

They may have chronic difficulty with ADHD symptoms in most areas of life, but when it comes to a few special interests like playing sports or video games, doing art or building Lego constructions, their ADHD symptoms are absent. This phenomenon of “can do it here, but not most anyplace else” makes it appear it that ADHD is a simple problem of lacking willpower; it isn’t. These impairments of executive functions are usually due to inherited problems in the chemistry of the brain’s management system.

Utilizing clinical interview methods, Dr. Brown studied children, adolescents and adults diagnosed with ADHD according to the DSM criteria. He compared their descriptions of their problems with those of matched normal controls. Comparisons between the ADHD-diagnosed and the non-clinical samples in each age group yielded reports of impairments that can be recognized in the six clusters of this model of executive functions:

Activation: organizing tasks and materials, estimating time, prioritizing tasks, and getting started on work tasks. Patients with ADD describe chronic difficulty with excessive procrastination. Often they will put off getting started on a task, even a task they recognize as very important to them, until the very last minute. It is as though they cannot get themselves started until the point where they perceive the task as an acute emergency.

Focus: focusing, sustaining focus, and shifting focus to tasks. Some describe their difficulty in sustaining focus as similar to trying to listen to the car radio when you drive too far away from the station and the signal begins fading in and out: you get some of it and lose some of it. They say they are distracted easily not only by things that are going on around them, but also by thoughts in their own minds. In addition, focus on reading poses difficulties for many. Words are generally understood as they are read, but often have to be read over and over again in order for the meaning to be fully grasped and remembered.

Effort: regulating alertness, sustaining effort, and processing speed. Many with ADHD report they can perform short-term projects well, but have much more difficulty with sustained effort over longer periods of time. They also find it difficult to complete tasks on time, especially when required to do expository writing. Many also experience chronic difficulty regulating sleep and alertness. Often they stay up too late because they can’t shut their head off. Once asleep, they often sleep like dead people and have a big problem getting up in the morning.

Emotion: managing frustration and modulating emotions. Although DSM-IV does not recognize any symptoms related to the management of emotion as an aspect of ADHD, many with this disorder describe chronic difficulties managing frustration, anger, worry, disappointment, desire, and other emotions. They speak as though these emotions, when experienced, take over their thinking as a computer virus invades a computer, making it impossible for them give attention to anything else. They find it very difficult to get the emotion into perspective, to put it to the back of their mind, and to get on with what they need to do.

Memory: utilizing working memory and accessing recall. Very often, people with ADHD will report that they have adequate or exceptional memory for things that happened long ago, but great difficulty in being able to remember where they just put something, what someone just said to them, or what they were about to say. They may describe difficulty holding one or several things “on line” while attending to other tasks. In addition, persons with ADHD often complain that they cannot pull out of memory information they have learned when they need it.

Action: monitoring and regulating self-action. Many persons with ADHD, even those without problems of hyperactive behavior, report chronic problems in regulating their actions. They often are too impulsive in what they say or do, and in the way they think, jumping too quickly to inaccurate conclusions. Persons with ADHD also report problems in monitoring the context in which they are interacting. They fail to notice when other people are puzzled, or hurt or annoyed by what they have just said or done and thus fail to modify their behavior in response to specific circumstances. Often they also report chronic difficulty in regulating the pace of their actions, in slowing self and/or speeding up as needed for specific tasks.

Most children, adolescents and adults with ADHD report these six clusters of impairments as chronic, to a degree markedly greater than persons without ADHD. The clusters are not mutually exclusive categories; they tend to overlap and are often interactive. Executive Functions impaired in ADHD are complex and multi-faceted.

This model is explained in detail in Dr. Brown’s book, Attention Deficit Disorder: The Unfocused Mind in Children and Adults, published by Yale University Press in 2005 and in his new book A New Understanding of ADHD in Children and Adults: Executive Function Impairments, published by Routledge, May 2013.

What Areas of the Brain Control Executive Functions?

Our executive functions are controlled mainly by the PREFRONTAL CORTEX OF OUR BRAIN AND RELATED NETWORKS.

The prefrontal cortex is shown in red. This is the main area that influences executive controls, however it also includes other related brain networks.

Brain Image Source (from above):
[By Polygon data were generated by Life Science Databases(LSDB). (Polygon data are from BodyParts3D.[11]) [CC-BY-SA-2.1-jp (http://creativecommons.org/licenses/by-sa/2.1/jp/deed.en)], via Wikimedia Commons]

Spectrum of Minds

Seizures, T.B.I., ADHD, Learning, Intelligence, Development, Executive Functioning, & Perceptions: Professional & Personal Reflections

Main Areas of Interest on Spectrum of Minds.blogspot.com

Teens and Young Adults with Epilepsy Must #DareTo Take Control!

Teenagers and young adults with epilepsy are faced with major challenges to control their seizures and reduce triggers because of the time in their lives in which this occurs.

Do You Understand the Different Types of Neuroimaging?

Different Types of Neuroimaging Used to Understand the Brain

Learn the Anatomy of the Brain!

The Anatomy of the Brain

WOT html

Infographics as a Learning Strategy for the More Visual Student

INFOGRAPHICS

WHAT ARE THEY, HOW CAN THEY BE USED FOR TEACHING/LEARNING, AND HOW ARE THEY USED FOR ASSESSMENT OF DEEP LEARNING & APPLICATION/CREATION ?

DIFFERENT ONLINE SITES TO BUILD OR LEARN ABOUT INFOGRAPHICS

2. Info.gram

Executive Functions: How Are the Higher-Order Cognitive Functions Of Our Brain Defined?

Executive DYSFunctions + The ADHD Spectrum Equals Cause and Effect!

ADHD is a Problem Based on a Mixture of One's Executive DYSfunctions! It Does Not Stem From Low Intelligence or LAZINESS!

Proven by thousands of brain imaging studies showing areas of the brain working TOO hard OR NOT hard enough to accomplish their tasks

EVERYONE has trouble with their executive functions from time to time

ADHD = Executive DYSfunctions

Executive dysfunctioning is THE main problem with the neurobiological disorder of ADHD, although this is debateable by some leaders in this area.

It is easy to see why problems with memory, self-regulation, time, and the mental management of time, among other cognitive problems could be mistaken for low intelligence, laziness, brain damage, etc.

Jonathan Mooney's Inspirational and Hilarious Thoughts on Dyslexia, Intelligence, Being Different, and ADHD

How Does A Doctor Determine if a Child or Teen Has a SubType of ADHD?

However, there are specific characteristics for this disorder, an age of onset for specific subtypes, and consistency of symptoms across environments, situations, and age.

The referring pediatrician and/or specialist will determine if a child:

Jonathan Mooney Provides a New Perspective on Embracing NeuroDiversity in An Engaging and Hilarious Keynote

Another great speech-story by Jonathan Mooney about being the "different kid" in school, his cognitive disabilities, how he was expected to fail as an adult, graduating from Brown University with Honors, and his perspectives on differences (which we share completely!)

Passion and Motivation: The Real Doorways to Deep Learning, Intelligence, and Genius

Scott Barry Kaufman explains why passion and motivation are extremely important, but overlooked, factors of deep learning, intelligence, and true genius.

ADHD and Learning Disabilities: A Completely Different, but Much Better, Perspective on Treatment!

The 1st of several very informative TED talks about ADHD, learning disabilities, and other mental disorders, such as depression, that provides a new perspective on these conditions, why we view them in the wrong way, and why they are treated in the wrong manner.

This is an outstanding, interesting, and quite entertaining talk by David Anderson from Caltech.

Adult's with Attention Deficit Disorder: Information from Dr. Edward Hallowell

Dr. Edward Hallowell is an expert on the spectrum of ADHD, which includes the condition ranging from predominantly inattentive to predominantly hyperactive, and he also has adult ADHD, as well. In this video, he speaks on this common condition in adults.

The Woman Who Changed Her Brain: Barbara Arrowsmith-Young at TEDxToronto

What REALLY Motivates People in Today's Society? Research "May" Prove It is Not What We Have Always Believed!

What Are ALL the Elements that Drive Us to Do More???

The factors that motivate adults in the present day are not ONLY those that we traditionally attribute to motivation, such as more money - there are other influences on motivation for a large percentage of the population you may never have considered!

Watch this video and/or animation which both summarize Daniel Pink's research which show what ACTUALLY does motivate people in society today, in addition to rewards and consequences.

This information is detailed in his book, Drive, and once you understand the considerable research behind his point, you will understand his ideas completely !

I have just finished reading this book and it is extremely thought provoking. Every point Pink makes is backed with valid research and examples that prove how the rules of motivation have changed for many.

ADHD & Its Overlooked Advantages for Learning

My Thoughts:

Changing Education Paradigms for Learning in Today's Society

This video from RSA Animate visually and creatively explains the ways educational strategies and the overall paradigm for teaching/learning need to change. (This is not, however, an easy task - for ALL involved.) Yet, there are many schools that follow these ideas.

INFOGRAPHICS as a Creative Assessment in the Classroom

INFOGRAPHICS as a Visual Based Learning Strategy and Assessment of Deep Learning

Tweet

Brain Injury - What is the Glasgow Coma Scale (GCS)?

Doctors use the Glasgow Coma Scale to determine the severity of a head injury. This video explains this rating scale in detail and what it means to patients.

This video explains the Glascow Coma Scale, its different ratings and measurements, and what these scores mean for those with brain injuries immediately following injury and long term.

ADHD Subtypes: Signs & Symptoms

The Key Areas or Behaviors of ADHD are:

1) Inattention

2) Hyperactivity and

3) Impulsivity or Self-Regulation

For children with ADHD, these behaviors are more severe and occur more often.

Inattention:

Children who have symptoms of inattention may:

Hyperactivity

Children who have symptoms of hyperactivity may:

Impulsivity

Children who have symptoms of impulsivity may

ADHD Can Be Mistaken for Other Problems

What is ADHD and What are the MAIN Subtypes?

What is Attention Deficit Hyperactivity Disorder (ADHD, ADD) & What Are the MAIN Subtypes?

What is Attention Deficit Hyperactivity Disorder (ADHD, ADD) & What Are the MAIN Subtypes?

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. ADHD has common symptoms and 3 MAIN subtypes, however each person exhibits their own specific characteristics.

Symptoms include:

Difficulty staying focused and paying attention difficulty controlling behavior hyperactivity (over-activity)

ADHD has three subtypes:

1. Predominantly hyperactive-impulsive

2.Hyperactivity (over-activity)

The ADHD Spectrum

What is Attention Deficit Hyperactivity Disorder (ADHD, ADD)?

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood.

Symptoms include:

ADHD has three subtypes:

Difficulty staying focused and paying attention

difficulty controlling behavior

hyperactivity (over-activity)