ADHD: It’s a Real Mind

Game!

By: Kristy Donaldson, M.Ed., LPC, RPT, CHST

Doctoral Candidate: Forensic Psychology

My Family

Plus one

that is not

pictured

Key Points & Objectives

• To identify diagnosable signs, symptoms, & key concepts of ADHD/ADD

• To better understand how belief in self & the power of the brain affect the ADHD/ADD student’s future

• To recognize the cognitive distortion of an ADHD/ADD student’s mind.

• To understand our own influences and why they were impactful

• To identify common types of treatment

• To identify the lack of students using services offered by the college they attend.

• To recognize the common academic/nonacademic issues plaguing college students

• To identify academic supports available and how professors/staff can be a support system.

What is your knowledge of ADHD?

Child

Adolescent

College

Potentially a Profile of Your College Student

A hyperactive child, prone to distraction, he was deemed "difficult" by his teacher. His mother

quickly pulled him from school and taught him at home. At age 11, he showed a voracious

appetite for knowledge, reading books on a wide range of subjects. In this wide-open curriculum

this child developed a process for self-education and learning independently that would serve him

throughout his life.

This hyperactive child went on to be one of the prolific inventors of all time with over 400

patents in an 8 year span of time. Who is this person?

***Hint*** You most likely use one of his most noteworthy inventions daily just “plugging”

things up.

Thomas Edison

The whole world called him a genius. But he knew

that having a good idea was not enough. It takes

hard work to make dreams into reality. That is why

Edison liked to say, "Genius is 1% inspiration and

99% perspiration."

Indeed, if you have ADHD, you are in very good company with the list of famous people

below who either have been diagnosed with attention deficit disorder, or have many of the

symptoms of this disorder that suggest they may have had it (in no particular order):

Albert Einstein

Galileo

Mozart

Leonardo da Vinci

Cher

Bruce Jenner

Charles Schwab

Henry Winkler

Danny Glover

Walt Disney

John Lennon

Greg Louganis

Winston Churchill

Henry Ford

Stephen Hawkings

Jules Verne

Alexander Graham- Bell

Woodrow Wilson

Hans Christian

Anderson

Nelson Rockefeller

Thomas Edison

Gen. George Patton

Agatha Christie

John F. Kennedy

Whoopi Goldberg

Rodin

Thomas Thoreau

David H. Murdock

Dustin Hoffman

Pete Rose

Russell White

Jason Kidd

Russell Varian

Robin Williams

Louis Pasteur

Werner von Braun

Dwight D. Eisenhower

Robert Kennedy

Prince Charles

Gen. Westmoreland

Eddie Rickenbacker

Gregory Boyington

Harry Belafonte

F. Scott Fitzgerald

Mariel Hemingway

Steve McQueen

George C. Scott

Tom Smothers

Suzanne Somers

Lindsay Wagner

George Bernard Shaw

Joan Rivers

Beethoven

Jim Carey

Carl Lewis

Jackie Stewart

“Magic” Johnson

John Corcoran

Sylvester Stallone

• An estimated 15 million individuals in America have

ADHD.

• Without identification and proper treatment, ADHD may

have serious consequences, including school failure, family

stress and disruption, depression, problems with

relationships, substance abuse, delinquency, accidental

injuries and job failure.

• Early identification and treatment are extremely important.

So what are the diagnosable signs and symptoms of ADHD/ADD?

Symptoms of Inattention

• Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other

activities

• Often has difficulty sustaining attention in tasks or play activities

• Often does not seem to listen when spoken to directly

• Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the

workplace (not due to oppositional behavior or failure to understand instructions)

• Often has difficulty organizing tasks and activities

• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as

schoolwork or homework)

• Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)

• Is often easily distracted by extraneous stimuli

• Is often forgetful in daily activities–even those the person performs regularly (e.g., a routine appointment)

Symptoms of Hyperactivity/Impulsivity

Hyperactivity

• Often fidgets with hands or feet or squirms in seat

• Often leaves seat in classroom or in other situations in which remaining seated is expected

• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or

adults, may be limited to subjective feelings of restlessness)

• Often has difficulty playing or engaging in leisure activities quietly

• Is often “on the go” or often acts as if “driven by a motor”

• Often talks excessively

Impulsivity

• Often blurts out answers before questions have been completed

• Often has difficulty awaiting turn

• Often interrupts or intrudes on others (e.g., butts into conversations or games)

A chart of ADHD brains and developing

controls.

The delay in

ADHD was most

prominent in

regions at the front

of the brain’s outer

mantle (cortex),

important for the

ability to control

thinking, attention

and planning

These brain scans indicated individuals with ADHD

have faulty off-switches for mind wandering.

Brain Scans ADHD vs. No ADHD

• Attention deficit disorder begins in childhood.

• The symptoms of inattention and hyperactivity need to show themselves in a manner and degree which is

inconsistent with the person’s current developmental level. That is, the individual’s behavior is significantly more

inattentive or hyperactive than that of his or her peers of a similar age.

• Several symptoms must be present before age 12 (which is why ADHD is classified as a neurodevelopmental

disorder, even if not diagnosed until adulthood).

• In the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), symptoms were required

before age 7. Now the age of 12 is seen as an acceptable criterion because it is often difficult for adults to look

retrospectively and establish a precise age of onset for a child. Indeed, adult recall of childhood symptoms tends

to be unreliable. Thus, the DSM-5 has added some leeway to the age cut-off.

Key Concepts to Keep in Mind About ADD/ADHD

ADHD is a neurobiological disorder that affects

individuals across the lifespan.

-

How powerful is the brain in supporting “perceived” thoughts?

The Power of Belief in Oneself

• Placebo studies are the perfect example, referred to as the “Lies that heal” by the

Historian of Science at Harvard University- Dr. Anne Harrington

• A study in Texas by orthopedic surgeons who scoped and cleaned out knee joints is

a good example of the power of belief. The group who just underwent the 3 small

incisions had the same outcome as those who had the full procedure.

• A study in Japan with 13 participants who were extremely allergic to poison ivy

showed a reaction to the leaf used to rub on their skin. However, the leaf was

harmless, although presumed to be poisonous.

Let’s talk about cognitive distortion and the

college ADHD/ADD student…

Selective Attention

achieved when only a small part of the situation is considered, while all else is

excluded

Focusing on Extremes

I made a B, now I am a failure.

Over Generalizing

I will never be successful in school because I never have been.

Talking Over Others

mind racing and blurted out statements are made impulsively and repeatedly

Catastrophizing

The end of the world as they know it. “Chicken Little” thinking.

Unfair

the everyone’s out to get me mentality

I feel it, so it must be TRUE

I have always been bad at math, so I always will be.

I have never been a good writer, so I will not pass this written assignment.

Must be someone else’s fault

It is never my fault

This is also seen due to a sense of entitlement

The “I-should” Factor

I should never get sad, I should never get mad because mad is bad.

Who positively influenced you the most during college?

Brief Mindfulness Activity

Take a moment to consider a professor or professors who influenced

you during your college experience.

• Identify why these connections came to mind and why you believe them to be of

importance?

• Did they encourage you in some way?

• Did they provide necessary needs to you at that time of your life/education?

• Did they bring balance, love, respect, safety, and security to you?

Facts about College Students and ADHD/ADD

• Obtaining accommodations and support services in college can dramatically

improve the odds of success for students with ADHD/ADD.

• The problem is this: many transitioning students with ADHD/ADD choose

not to disclose their disability and seek help.

• In fact a large-scale study (Newman et al., 2011) found that only 20% of

college students with a diagnosis who received accommodations and help in

high school, informed their universities of their disability status.

• Of those who did, only 19% used the resources available.

Factors of College Readiness

Not all college students with ADHD are the same and have the same level of

difficulty adjusting to college. Some families and schools have helped students

practice many of the daily living and academic skills that will be needed in

college.

However, some come to college totally unprepared to take charge of

themselves. Others have co-existing learning, emotional, physical and social

issues that can make transitioning to college more challenging.

Potential Academic and Nonacademic Consequences for

the ADHD/ADD Student in College

Academic Issues:

• procrastination or poor organization and time management

• lack of self-esteem

• difficulty keeping current with assignments and reading

• emotional and social problems as students make new friends, have to deal with roommates

and independently manage their emotions and stress level

• distractibility and difficulty

• focusing leading to problems with reading

• comprehension, note-taking, and completing assignments and tests in a timely fashion

Non-Academic Issues:

• self-care (managing sleep, independently waking up, forming healthy habits, setting limits on substance use)

• achieving balance (using the free time in college wisely to focus on classes and have time for friends and outside activities).

• difficulties with the executive functioning skills that are needed to prioritize, set goals, make and follow plans, and observe and manage themselves with no adult involvement can make being independent very difficult.

• Undiagnosed ADHD/ADD in the teen to adult years often increases the risk of felonious behaviors.

ADHD Interference in Learning

• Difficulty taking notes

• Difficulty keeping information, binders, assignments, classes organized

• Punctuality due to poor management of time and energy

• Difficulty staying “present” during an entire lecture if all presented for one type of learner ie: kinesthetic, visual, auditory

• Poor memory recall due to phasing in and out during lectures, reading assignments, and labs.

• Fatigue due to all the extra attention they have to give to maintain presence.

Basic Treatments

Cognitive Behavioral Therapy: The goals of behavior therapy are to learn or strengthen positive behaviors and eliminate unwanted or problem behaviors. Behavior therapy can include behavior therapy with parents, with children, or a combination. Teachers can also use behavior therapy to help reduce problem behaviors in the classroom.

• Behavior management training for families

• Behavior management in the classroom

• Organizational skills training

• Combinations of behavior treatments

Neurofeedback: Non invasive procedure. Providing response to brainwaves as shifts in brain patterns create brief interruptions in heard or visualized information. The interruptions provide the brain an opportunity to self correct into a more natural, relaxed, effective pattern, creating a higher state of mental alertness and flow.

Basic Treatments

Medications:

• Stimulants are the best-known and most widely used ADHD medications. Between 70-80 percent of children with ADHD have fewer ADHD symptoms when they take these fast-acting medications.

• Nonstimulants were approved for treating ADHD in 2003. Nonstimulants do not work as quickly as stimulants, but they can last up to 24 hours.

***Medications can affect each person differently. One student may respond well to one medication, but not another. The doctor may need to try different medications and doses, so it is important for the individual’s doctor to find the medication that works best for them.***

Vitamins & ADHD Treatment • B6- mood regulation and brain function

• B3- Curb restlessness & irritability, additionally helps to deliver magnesium, Vitamin C, Zinc, & Calcium to brain

• B12- helps regulate neurotransmitters, involved in the production & maintenance of myelin sheath which coats the wiring

of the brain. Deficiency found in this area can cause ADHD symptoms ie: confusion & memory loss

• B1 & B2- delivers glucose to the nervous system & brain, known as the brain fuel!

• Magnesium- plays significant role in decreasing hyperactivity. *tip* 1 cup of epsom salt in bath water at night can help*

• Zinc- Helps with memory, thinking, & IQ. Zinc helps with metabolizing melatonin which is important in regulation of

dopamine. *oysters are high in zinc*

• Fish oil- helps with positive mood & attention

• Probiotics- reduction of harmful bacteria in the gut

• Iron- Only if needed after blood test indication. Iron deficiency and ADHD behaviors are well noted to similarities

• Calcium- 1000 mg helps to calm, typically at night time.

Basic Treatments

School accommodations and interventions

• Make assignments clear – check with the student to see if they understood what they need to do

• Give positive reinforcement and attention to positive behavior

• Allow time for movement and exercise- ie: encourage the student stand in the back of the room

• Communicate with student on a regular basis

• Use an organizational system (ie: planner) to limit the number of things the person has to track

• Be sensitive to self-esteem issues

• Use the fidget item

• Involve a counselor or psychologist for appropriate ideas

Support for College ADHD/ADD Students

Check with Your University

• Many colleges have support for all first-year students and/or all students on campus.

• Make sure to use all available services proactively during transition.

• Partake in orientation experiences that are designed to connect students to campus and with

each other and to make them aware of campus resources and organizations.

• Having an individual act as a coach for transitioning college students can be very helpful.

**Sometimes family members or friends can act as a coach or mentor as students are

adjusting to their new setting.**

• There are also coaches who specialize in working with college students with ADHD. For

example the CHADD website pages offer information on coaching.

Accommodations are Available from the Office of

Access & Learning Accommodation (OALA)

• Alternate testing site when appropriate

• Time and a half on exams

• Assistance locating a peer note taker

• Other options available per the need of the student

Why Seek Support and Strategic Training?

• Strategy training involves teaching students academic strategies or skills that can be used to improve academic performance. (Available types of training on most campuses)

• Most of these interventions target students’ ability to take accurate notes, organize their school materials and organize their study time more efficiently.

• Organizational skills training aims at giving the student more responsibility and a sense of ownership of academic performance and lessening the involvement of teachers and parents. Resulting in higher belief in themselves as an independent college student.

“TAKE-AWAY” for Today

Your presence and support is relevant, necessary, and pertinent for each

college student’s future success, but even more noteworthy in the

student already working through the trials of their disability.

Inspirational Gift

even if you are a small forest surviving off of

moon alone.

your light is extraordinary.

-reminder

Excerpt from the book “Salt” by Nayyirah Waheed

Websites

• www.hopetherapyforkids.com

• www.therapyappointment.com

• Click find a therapist and find my name: Kristy Donaldson

Facebook • Kristy Donaldson, M.Ed., LPC, RPT, CHST (Professional Page)

Office

• Office Location: 6701 Sanger Ave, Ste. 103, Waco, Texas 76710

• Business manager Evonne Fraga

• Ph) 254-848-6284

*National Resource Center on ADHD: A Program of CHADD

www.help4adhd.org

www.chadd.org

*National Institute of Health http://www.ncbi.nlm.nih.gov/pmc/articles

Resources and References