ADHD

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Life Challenges: Cognitive, motor and social implications

Cognitive problems in ADHD

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Research indicates that persons with ADHD are

likely to exhibit 3 types of interrelated cognitive

problems:

• Executive Function
• Working Memory
• Speed of Processing Information

Poor EF function for ADHD at home and

school

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Problems seen in:

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•Getting started on complex task

•Holding instructions in mind while completing multi

step tasks

•Completing tasks: trying to organize & complete

several tasks within a specified time

Poor EF function for ADHD at home and

school

Problems seen in:

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•Monitoring errors in terms motor ( e.g , writing,

movement etc ) and cognitive function (e.g.,

calculation, reading etc )

•Monitoring how one’s actions affect others in social

context

•Reasoning through social and academic problems

Poor working memory and social

interactions/activities in ADHD

Problems seen in:

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•Keeping track of a conversation

Who said what?

To whom?

who asked what?

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•Keeping track of a game

Whose turn is next?

What cards have already gone?

What stage the game is at?

Slow Processing Speed in ADHD

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•Children with ADHD may move fast

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BUT

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research shows that person with ADHD are slow &

inconsistent in processing information

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• Slower and more variable in responding
• Slow and inaccurate when completing a task

What does ADHD mean for family?

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ADHD is a ‘family affair’

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Can be stressful for everyone

in the family

ADHD: Impact on parents

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• Parents typically spend more time helping the

child with ADHD to:

• get up and dressed in the morning
• get ready for school in morning
• complete homework
• get ready for bed at night

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• High levels of stress, frustration, & exhaustion are

often reported by these parents

• Can stress marital relationship

ADHD: impact on siblings

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•Siblings may have some similar but milder

difficulties

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•ADHD can result in disruption in family and sibling relationship ( Kendall, 1999).

Social functioning in ADHD

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In normal development, social skills are generally acquired

through incidental learning:

• watching people, copying the behavior of others,

practicing, and getting feedback.

• Usually start this process during early childhood.
• Social skills are practiced and honed by "playing

grown up" and through other childhood activities.

• Finer points of social interactions are sharpened by

observation and peer feedback.

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Children with ADHD often miss the details , and they may

pick up bits and pieces of what is appropriate but lack an

overall view of social expectations.

Social Functioning in ADHD

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• Children with ADHD experience significant social

difficulties

• Approximately 50 60% of Children with ADHD experience

rejection by their peers ( Barkley, 1990)

• 13-16 % of children in primary school classrooms are

rejected ( Terry & Coie , 1991).

• Many Children with ADHD are disliked within minutes of

the initial social interaction (Pelham & Bender, 1982) and

were then denied further opportunities to practice social

skills which, in part, leads to further rejection (Landau et al., 1998).

Specific ADHD play behaviours linked to rejection

by peers include

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Poor social function and outcomes

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Difficulty making friends:

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• Children with ADHD often do not notice how their behaviour affects other people.

They may interrupt others and have trouble filtering what they say and this could irritate others.

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• Difficulty retaining friends:

Children with ADHD can be very intense and demanding without realizing it. Difficulty with taking turns and waiting for things can cause friendships to burn out.

Poor social function and outcomes

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Difficulty making friends:

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• Children with ADHD often do not notice how their behaviour affects other people.
• They may interrupt others and have trouble filtering what they say and this could irritate others.

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Difficulty retaining friends:

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Children with ADHD can be very intense and demanding without realizing it. Difficulty with taking turns and waiting for things can cause friendships to burn out.

Poor social function and outcomes

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Struggle with conversation:

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• Children with ADHD can easily lose the thread of conversation, misinterpret what others are saying and become distracted by unrelated thoughts.
• Difficulty taking turns may result in even harder to be an equal participant

Over react to situation:

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• Children with ADHD struggle with self control. May lash out physically when upset, or have meltdowns which is inappropriate for the age.

ADHD in Adults

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• On average, adults with ADHD have more difficulty achieving in school and in their employment.

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They are:

• less likely to go on to higher education
• are more likely to be employed in skilled labour positions
• More likely to change jobs often.

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Adults with ADHD may do better in occupations

that are fast paced and involve risk taking and an

outgoing style of communication.

ADHD in adults

• They will continue to experience social difficulties
• They are likely to have problem with maintaining relationship (esp. romantic relationship)
• Adults with ADHD who become parents are more likely to

have children who also have ADHD.

• This is a double challenge for them they must manage own ADHD symptoms and help their child to manage theirs.
• ADHD can interfere with parenting and effective use of parenting strategies
• Children with ADHD require greater need for a parent who has a clear and consistent parenting style, to establish outines and structure in the home

ADHD in adults

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Without treatment /intervention, adults with ADHD will

continue to experience cognitive, motor and social

difficulties in life.