Behavioral Management for Defiant Children: Part 3

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Behavioral Management for Defiant Children: Part 3

parenting and child psychology | Parent Training | Psychologists | Toms River, NJ | Manahawkin, NJ | Freehold, NJ - Ocean County NJ

Behavioral Management for Defiant Children: Part 3

As we close this series on behavioral management for your “defiant child”, we will cover a program model that utilizes Alan Kazdin’s ABCs of parenting: Antecedent, Behavior and Consequence. The following method is a tried and true way to change and shape your child’s behavior, which will ultimately change and shape your relationships for the better. The strategy is both simple and powerful when used correctly and it works for all ages. What is this magic tool? We’re talking about a point chart. A point chart is a visual tracking tool that displays desired behaviors your child has accomplished and an associated reward system. Research has proven the effectiveness of a point chart, demonstrating that such a visual system both keeps your child engaged and incentivised and reminds you, the parent, to consistently implement the program. The steps below explain what this point chart system looks like when put in place and how you can begin effective parenting today: 

  • Define the “positive opposite”

Before you can begin, take a moment to think about the problems you are facing at home and what behaviors are making up those challenges. As we discussed in the last post, once you’ve identified the behavior you don’t want, it is important to phrase it in terms of a behavior you do want, or as Alan Kazdin calls it, the “positive opposite”. For example, if bedtime is a battle every night with your toddler throwing tantrums, perhaps your positive opposite is going to bed peacefully and quietly. With your desired behaviors in mind, we can then create the point chart. 

  • Create the point chart 

The point chart is a simple, visual system that displays the desired behavior, the days of the week, and markings of whether or not the desired behavior was accomplished each day. There is no correlation between creativity and effectiveness, so your chart can be as elaborate or simple in design as you’d like. If your child performs the desired behavior, they get a check mark or sticker in the box for that day. If they don’t, mark a dash, but do not leave it blank. Location and consistency are key to the chart success. Place it in a spot that both you and your child will see often, such as the fridge. This will help keep everyone honest about progress and promote consistency. Lastly, it is better to have fewer days that are successful, than more, less successful days. If you think you need to start out with 3-5 days a week on the point chart, that’s fine. You can always build from there. 

  • Establish a reward system  

Next, decide what the “currency” is for the point chart. There are a couple important factors for establishing the reward system:

  • Do not take away existing privileges or items in order to give them back later. Make sure the reward is something new the child receives. This will prevent resentment towards the chart and program. 
  • Start rewards right away by having small rewards for a few points to begin with. Depending on the age of your child, this can be small, cheap toys from a grab bag that they get to choose from or simple privileges. 
  • Reward consistently and immediately. Timing matters! 
  • Add in special rewards for higher points. Since these high value items take longer to achieve, it is helpful to have a second chart for them. The main chart should maintain the frequent and immediate praise and rewards that makes the program effective. 
  • Explain the point chart

Describe and present the chart to your child. Keep your tone warm and excited as you explain how it works and identify the desired behavior for them. Get them involved by letting them choose how they’d like to mark the chart and pick some rewards. 

  • Practice

Do a practice round with your child. Role playing is a great way to show what your expectations are and establish what verbal and non verbal prompts are associated with the desired behavior. Praise your child throughout the “practice round” and add points to the chart when completed. Immediately give your child a small reward for successful practice. This is the first opportunity to provide positive reinforcement that makes this program so effective. 

  • Get started! 

You are now equipped with the tools to see the change in behavior you are looking for. With effective and consistent implementation of this method, you can say goodbye to tantrums, attitude and opposition and start improving the relationship between you and your challenging children. For any questions or guidance on integrating the Kazdin Method into your home life, Dr. Gordon and his staff at Pathways Neuropsychology Associates have a wide breadth of experience and knowledge to share on parenting, child development and behavioral psychology. Call today to set up an appointment! 

Source: The Kazdin Method for Parenting the Defiant Child by Alan E. Kazdin, PhD

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Behavioral Management for Defiant Children: Part 3

Behavioral Management for Defiant Children: Part 2

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Behavioral Management for Defiant Children: Part 2

parenting and child psychology | Parent Training |

Behavioral Management for Defiant Children: Part 2

In the first part of this series, we discussed seven different myths about parenting. With these common parenting misconceptions cleared up and out of the way, we can begin to build a more effective and stable parenting foundation with Alan Kazdin’s ABCs of parenting: Antecedent, Behavior, and Consequence. Understanding and consistently implementing this method will lead to improved behavior from your children, decreased stress for you, and overall better relationships in your family. Let’s break it down:

Antecedent: The Before

Alan Kazdin describes the first part of his parenting strategy, the antecedent, as “everything that comes before a behavior”. This includes the way you describe and request a behavior, how this behavior is modeled, and the context, both verbal prompts and instructions and nonverbal cues, that precedes the behavior. 

One of the key ideas of the antecedent is changing the way you think of behaviors. Specifically, moving away from labeling behaviors in terms of what you don’t want, to phrasing behaviors in terms of what you do want. As you will begin to notice, there is a common theme among effective parenting: positive is stronger than negative. Requesting a behavior through the “positive opposite”, as Kazdin calls it, versus a negative approach (i.e. “Please put your dirty clothes in the hamper”, a positive phrase, instead of “Don’t throw your dirty clothes on the floor”, a negative phrase), is a stronger, more durable method for establishing desired behaviors. This is because it is much easier and effective to reward positive behaviors than to punish negative ones.

Behavior: The During 

Once you’ve set up the requests, contexts, and expectations for a desired behavior, the next step is to help your child successfully and consistently perform the behavior. There are two important components to Behavior: shaping and practice. Shaping is when a behavior is broken down into smaller, more doable steps, building upon one another until the ultimate desired behavior is achieved. The crucial piece to shaping is to reward the small steps that are in the right direction throughout the process, even if they are less than perfect. Finding any bit of success and acknowledging it provides the encouragement and stepping stones to eventually achieve the final, complex task. 

Just with any new skill, practice makes progress. In order to see consistency, your child will need ample opportunities to practice the desired behavior. Furthermore, as you may recall from the parenting myths, just because your child may be capable of performing a behavior or you’ve witnessed them perform it once or twice, it is by no means a solidified habit. Not only do children need practice, but they also must learn to associate the desired behavior with a reward. Therefore, these learning moments must be paired with positive reinforcement, which brings us to the final step: Consequence. 

Consequence: The After

The final, and perhaps most crucial, part to behavior management is the Consequence, any form of positive reinforcement that follows a behavior. After witnessing any form of a desired behavior, whether it is a small step in the right direction or the complete complex task, your most effective and most promising tool is to provide your child with a reward. Rewards can be anything positive, ranging from attention, words of affirmation, or gifts. The reward itself does not matter as much as it does to deliver it as consistently and immediately as possible following a behavior. The idea is to establish and solidify the association of the behavior with the reward.

There you have it; parenting as easy as A, B, C! Following these research-based, proven steps, you can be sure to see improvement in the behavior of your “defiant” child. In the final blog of this series, we will cover what this method looks like in action. Until then, bring any questions you have to Dr. Gordon and his staff at Pathways Neuropsychology Associates. With their expert knowledge on parenting and child psychology, they can help you learn more about how you can start implementing ideas of positive reinforcement into your daily routines and master behavior management. 

 

Source: The Kazdin Method for Parenting the Defiant Child by Alan E. Kazdin, PhD

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Behavioral Management for Defiant Children: Part 2

Behavioral Management for Defiant Children: A Series

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Behavioral Management for Defiant Children: A Series

Parent Management Training -Understanding Strong-Willed Children

Behavioral Management for Defiant Children: A Series

Relentless tantrums, opposition and attitude at every request, always on the brink of the next crisis at home or in public… sound familiar? If you are among the many parents who are at their wits end parenting your “defiant child”, this next blog series is for you. Taking the wisdom from Alan Kazdin, a leading child and behavior psychologist, and his parenting guide, The Kazdin Method for Parenting the Defiant Child, we will explore his tried and true, research-based parenting technique for approaching difficult children. The goal of his method is to hone in on your parenting craft and improve your child’s behavior, which ultimately and most importantly leads to improved relationships. This series covers myths of parenting, the ABC’s of positive reinforcement, and a program that puts it all together. 

Let’s begin with some myths of parenting. Much of the instincts parents have are positive, such as the natural inclination to shower children in hugs and kisses. However, when it comes to behavior management, there are some underlying assumptions that parents don’t always get quite right. Here are seven common misconceptions: 

  • Punishment is an effective method to change behavior 

While punishment has its place in parenting, it is not actually an effective method for changing behavior. Contrarily, punishment is a temporary fix that works in unproductive ways and, in reality, has negative consequences. The unwanted behavior may stop in that moment, but your child now knows what not to do in front of you instead of understanding the desired behavior. They may now avoid you, become more aggressive, or become resistant to the punishment. When the bad behavior inevitably comes up again, possibly with increased aggression, you will naturally increase the severity of punishment and thus the cycle continues and the behavior remains.  

  • Quantity of reminders equates to quality of behavior 

Parents often assume that if they remind their child to perform a task enough times, the child will eventually listen. As perhaps you’ve experienced, more often this just leads you to be exasperated and frustrated when their room is still a mess after your fiftieth reminder to clean it! Your reminders are actually working against you. In fact, studies have proven that more reminders leads to a lower likelihood of the desired behavior: nagging decreases the power of your requests while increasing your own stress levels. 

  • Rationalizing with your child changes behavior

Okay, so punishments and reminders aren’t working. Surely explaining to your child why a behavior is not okay will be the solution. Unfortunately, rationalizing with your child is also a dead end for changing behavior. While explaining is a great tool for increasing understanding, understanding in itself does not lead to action (this applies to adults as well- we understand that dessert is not great for our health, but does that always stop us from eating sweets?). There are no tangible positive or negative consequences to reinforce behaviors in just an explanation. Therefore, on its own, it is ineffective for behavior change. 

  • Too much praise will make children spoiled

Praise delivered in the right way can be extremely effective in shaping behavior. The quantity of praise is not as much a factor as is its quality. The key to effective praise is to practice noting specific, positive behaviors instead of giving out general, empty compliments. 

  • Behavior will be consistent if demonstrated once or twice 

Just because your child demonstrated capability of performing your desired behavior does not mean you can count on seeing it consistently. Just with creating or changing any new habit, behaviors have to be solidified through consistent repetition and reward, also known as positive reinforcement. 

  • All children within a family need the same approach 

What works with one of your children may not work for others. Some of your children may need different strategies that your other children did not need and that is perfectly okay. It is important to relax your expectations across your children and loosen up your timeline for development benchmarks by appreciating their inevitable differences. 

  • Children are purposely being manipulative 

While it may seem that children are acting difficult for the sake of being difficult and manipulative, it is more likely that they are acting out unwanted behaviors that have been unintentionally reinforced. For example, maybe your child is whining and crying to get something. You’re at your limit and in order to get the whining to stop, you give them your attention or maybe even concede to their wants. You feel relief when the negative behavior stops, but you’ve also unknowingly rewarded whining and crying.

Now that we’ve debunked some of the misconceptions of parenting, we can start to reimagine effective parenting. In the next part of this series, we will do just that by explaining the ABCs of positive reinforcement. In the meantime, if you have any questions or concerns about your parenting approach, Dr. Gordon and his staff at Pathways Neuropsychology Associates have a wide breadth of experience and knowledge to share on parenting, child development and behavioral psychology. Call today to set up an appointment!

Source: The Kazdin Method for Parenting the Defiant Child by Alan E. Kazdin, PhD

LET’S GET STARTED

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Behavioral Management for Defiant Children: A Series

Gender Differences in ADHD

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Gender Differences in ADHD

Gender Differences in ADHD | Psychologists | Toms River, NJ | Manahawkin, NJ | Freehold, NJ - Ocean County NJGender Differences in ADHD

A new study in the Journal of Attention Disorders sheds light on gender disparities in ADHD. The most striking difference is demonstrated in the physical manifestation of the disorder, where girls with ADHD are less hyperactive and show fewer motor responsive issues than their male counterparts. This was supported by observations from teachers who took part in the study, who reported more impulsive and inattentive behavior among boys. Girls also exhibit greater inhibition and cognitive flexibility (although this may be correlated to their faster brain development). Symptoms did overlap in their working memory and attention, where no significant differences were found among gender. 

These important findings help clinical psychologists better understand why girls get diagnosed less often than boys and bring to question whether current ADHD diagnostic practices are suitable for both genders. As girls may not outwardly display their attention deficit, they may go undetected in current ADHD screening processes and therefore miss out on helpful treatment. This study is a hopeful step in the right direction. With more research conducted on gender specific ADHD differences, psychologists are better equipped with more accurate information and tools to best address ADHD. 

If you are concerned your child may have ADHD, Dr. Gordon and his staff are highly trained in thorough, comprehensive ADHD evaluations. With expert and compassionate care, they will address your questions and concerns while providing proven, research based treatment. Call today to schedule an appointment!

Source: Attitudemag.com

The Pathways team of professionals has helped thousands of people with ADHD. We are Dedicated to effective and compassionate care for individuals with neurological challenges.

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Gender Differences in ADHD

Racial Bias in ADHD Evaluations and Diagnosis

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Racial Bias in ADHD Evaluations and Diagnosis

Racial Bias in ADHD Evaluations and Diagnosis | Psychologists | Toms River, NJ | Manahawkin, NJ | Freehold, NJ - Ocean County NJ

Racial Bias in ADHD Evaluations and Diagnosis

As our society continues the conversation on racial disparities, it is important to acknowledge and address its place in the psychology profession. Taking a look at ADHD evaluations and diagnosis, specifically, it becomes evident that there is great variance in treatment rates among racial and social groups. Black and BIPOC (Black, Indeginous, or Person of Color) children are diagnosed and treated for ADHD less often than white children. While there is currently not enough research to explain causation completely, there are several factors that unequivocally affect the diagnosis process, research, and social context. Understanding the factors that contribute to these disparities can help clinical care professionals administer more accurate and effective treatment. 

Methods and practices for ADHD diagnosis and treatment begins with research, and as it stands, research on ADHD that includes racial variation is scarce and limited. The vast majority of research is based on white male children of European-Caucasion descent. Lack of data on black and BIPOC children and ADHD results in limited understanding of the best ways to serve their communities. From the research that does exist, there are some trends psychologists are beginning to understand between ADHD and race. Prolonged exposure to prejudice, discrimination, and stereotyping can lead to trauma and stress, which are both linked to the onset ADHD-like symptoms. This can make differentiating between the behavioral and emotional contributions to ADHD like symptoms from actual ADHD symptoms challenging. Furthermore, parenting techniques for handling the challenging behaviors of children with ADHD vary across different cultures. What is commonly practiced and accepted by some cultures, may not be seen as appropriate by others. Understanding different parenting practices among cultures is an important focus of current research.

As the psychology community takes steps moving forward, it is important to acknowledge and be aware that even well meaning clinical care professionals may impart implicit bias in their diagnosis and treatment or may not fully understand some of the biases from past research. Here at Pathways NA we are committed to understanding and addressing these biases and advocating for equality.  

Source: Attitudemag.com

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Racial Bias in ADHD Evaluations and Diagnosis

A Relatively Quick Rundown of ADHD

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A Relatively Quick Rundown of ADHD

ADHD evaluation , ADHD Tips , TBI

A Relatively Quick Rundown of ADHD

Attention-Deficit Hyperactivity Disorder, or, ADHD, is a fairly common neurodevelopmental disorder, which is characterized primarily by abnormalities in areas such as attention, behavior, and academic performance. It normally develops in early childhood, usually by the age of 7. Estimates vary on the prevalence of ADHD, with the American Psychological Association (APA) reporting that roughly 5% of school aged children in the U.S. have ADHD; while the Center for Disease Control and Prevention (CDC) states that the amount is much higher, at 11%. Nevertheless, ADHD is among the fastest growing disorders in the country. In 2012, the CDC released a shocking nationwide study on the growth of ADHD between the years of 2003-2011, finding a whopping 42% increase of ADHD diagnosis within these eight years alone. 

Which begs the question; what leads to somebody getting diagnosed with Attention-Deficit/Hyperactivity Disorder? There are three key factors which all ADHD diagnosis share to some degree; inattention, hyperactivity, and impulsivity. While these are all common traits among children, especially young children, those who have developed ADHD display much higher levels of these three traits to the point where they become detrimental to their development. Additionally, there are a host of risk factors which make the development of ADHD more likely. 

Studies have shown that ADHD tends to run in families, meaning that if your Grandfather, Aunt, or even yourself have ADHD, then your child is more likely to develop it as well. Unfortunately, another strong risk factor is simply being born a boy. Boys are three times as likely to develop ADHD than their female counterparts, with the National Institute of Mental Health reporting that nearly 13% of men will be diagnosed with ADHD at some point in their lives. In addition to genetics and gender, prenatal situations during pregnancy, as well as nutrition, play pivotal roles in the development of ADHD. For example, the drug Acetaminophen, which has been used to treat fevers and morning sickness in pregnant women has been shown to have substantial effects on ADHD if taken long-term. Additionally, poor nutrition during pregnancy as well as during early childhood make the odds of developing ADHD much higher. 

Yet, nutrition can also be very beneficial in aiding ADHD treatment. In a series of long-term studies conducted by a wide range of nutritionists, it was found that diets low in added sugars are able to curve the effects of ADHD, especially if there is also good protein intake. Aside from their general health benefits, some foods that are particularly well suited for helping with ADHD are meats such as lean beef, poultry, and fish; as well as other foods like eggs, beans, nuts, soy, and low-fat dairy products. Unfortunately, the best foods to avoid are the foods that kids tend to enjoy the most, such as candy. 

While dietary adjustments are certainly helpful in correcting ADHD behaviors, medication is recommended for more severe cases. Normally, the first type of medications prescribed are stimulants. Though the naming of these medications may seem counterintuitive, stimulants have been proven to have strong results in those diagnosed with ADHD. You see, the brain is filled with a seemingly infinite amount chemicals called “neurotransmitters”, which in short are responsible for relaying signals between the nerve cells (neurons) of the brain. There are many different types of neurotransmitters, and stimulants focus on one of the most famous ones: dopamine. 

Dopamine is a very special neurotransmitter in that it is largely responsible for signaling the “perceived motivational prominence” of an action. In this role, dopamine essentially tells a person whether or not the outcome of a particular action will have good or bad consequences. In people with ADHD, this function of dopamine is likely to be disrupted, resulting in the brain being less able to tell when an action will have positive or negative outcomes. Stimulants, such as Adderall, Ritalin, and Concerta, increase the amount of dopamine in the brain, therefore helping to correct this disruption in most cases (70-80%) of ADHD. 

Furthermore, stimulants can be broken down into different sub-groups. Some are “shorter acting”, meaning that they kick in quickly but also do not last as long. Typically, people take these multiple times per day. Others are “longer acting”, which take longer to kick in but can last through most of the day and are usually only taken once or twice per day. Furthermore, there are also “Methylphenidate types”, and “Amphetamine types”, which are each broken down into the previously mentioned short and long acting.

As with any form of medication, there are side effects to be aware of. In stimulants prescribed for ADHD, these are generally rather mild, but can become quite the nuisance over time. These include but are not limited to; dizziness, lack of appetite, weight-loss, sleep issues, and rebound. The last of these side effects is perhaps the most frustrating, as, despite the stimulants working, the child becomes very irritable and upset when the medication wears off. Sometimes, boosters are used to mitigate the effects of rebound by inducing small amounts of the medication towards the end of when it is supposed to wear off in order to make it a bit easier on the child. 

However, there are cases where stimulants are simply not the right course of action to take. There are a few reasons why this may be the case. Sometimes, patients simply do not respond to stimulants, while other times the side effects are too strong. In this case, non-stimulant medication is recommended. Similar to stimulants, non-stimulants also focus on neurotransmitters; specifically, increasing norepinephrine, which plays a large part in attention. Yet, they may take up to 6 weeks to see results, unlike stimulants which are much faster acting. Some examples of non-stimulants include Intuniv, Tenex, and Strattera. Additionally, Antihypertensive medications can be used to treat hyperactivity, but this is normally reserved for more severe cases of ADHD.

In many cases of ADHD, therapy of some form is recommended. ADHD usually has a large impact on family functioning. Perhaps unsurprisingly, for families struggling with the symptoms of ADHD, family counseling is rather common. As kids with ADHD get older and their symptoms more prominent, psychotherapy may be used to help them better manage their expressions. Additionally, children who grow up with the disorder are more likely to develop feelings of isolation and have a hard time making friends. As a result, they are at higher risk for things such as loneliness and depression. Therefore, group therapy is relatively common for those with ADHD, especially as the child grows up. No matter what form it is in, the most important aspect of therapy for ADHD is the learning of coping mechanisms, which help the patient and their family learn how to better manage their symptoms.

As a whole, Attention-Deficit Hyperactivity Disorder is a difficult thing for a person to grow up and live life with. People with ADHD are often ostracized by their peers, teachers, and families alike due to their behavior; which is largely out of their control. It is a disorder which many people are at risk of developing, and rates have only increased over time. There are many speculations as to why this is the case, but as of now there is no definitive consensus. Yet, steps can be taken by parents in order to reduce the risk of their child developing ADHD. These include strong nutrition during pregnancy and in early childhood, avoiding smoking or drinking alcohol during pregnancy, limiting added sugars in the child’s diet, and allowing for plenty of physical play. If ADHD does develop, it is not the end of the world! Luckily, there are plenty of treatment options for the disorder, including therapy, ADHD/Executive Functioning Coaching,  and medication options.

If you or a loved one have questions or concerns about ADHD the staff at Pathways Neuropsychology Associates is here to help.  We provide a comprehensive assessment to get the right diagnoses and to direct you to the right treatment.  Our treatments include psychotherapy, Parent Management training, ADHD/Executive Functioning Coaching, and biofeedback.  We can also make recommendations for school accommodations.

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Puglisi-Allegra S, Ventura R (June 2012). “Prefrontal/accumbal catecholamine system processes high motivational salience”. Front. Behav. Neurosci. 6: 31. doi:10.3389/fnbeh.2012.00031. PMC 3384081. PMID 22754514.

Hodgkins, P, et al. “Amfetamine and methylphenidate medications for attention-deficit/hyperactivity disorder: complementary treatment options” Eur Child Adolesc Psychiatry, 2012, pp 69-72

Konofal, Eric, Michel Lecendreux, Isabelle Arnulf, and Marie-Christine Mouren. “Iron Deficiency in Children With Attention-Deficit/Hyperactivity Disorder.”

Jones, T W, et al. “Enhanced Adrenomedullary Response and Increased Susceptibility to Neuroglycopenia: Mechanisms Underlying the Adverse Effects of Sugar Ingestion in Healthy Children.” The Journal of Pediatrics, vol. 126, no. 2, 1995, pp. 171–177.

Glover V (April 2011). “Annual Research Review: Prenatal stress and the origins of psychopathology: an evolutionary perspective”. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 52 (4): 356–67.

https://www.understood.org/en/learning-attention-issues/treatments-approaches/medications/types-of-adhd-medications

https://www.cdc.gov/ncbddd/adhd/data.html

https://www.apa.org/topics/adhd

https://www.verywellmind.com/counseling-and-add-20870

https://www.psychologytoday.com/us/blog/mouse-man/200904/what-is-dopamine

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A Relatively Quick Rundown of ADHD

FDA Approves first medical device to treat ADHD in children

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FDA Approves first medical device to treat ADHD in children

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(CNN) The first medical device to treat childhood attention deficit hyperactivity disorder, or ADHD, was OK’d Friday by the US Food and Drug Administration. Designated for children ages 7 to 12 who are not currently on medication for the disorder, the device delivers a low-level electrical pulse to the parts of the brain responsible for ADHD symptoms.

Young people on amphetamines for ADHD have twice the psychosis risk compared to other stimulants, study says

Young people on amphetamines for ADHD have twice the psychosis risk compared to other stimulants, study says
“This new device offers a safe, non-drug option for treatment of ADHD in pediatric patients through the use of mild nerve stimulation, a first of its kind,” Carlos Peña, director of the Division of Neurological and Physical Medicine Devices in the FDA’s Center for Devices and Radiological Health, said in a statement.
Called the Monarch external Trigeminal Nerve Stimulation System, eTNS,and marketed by NeuroSigma, the treatment is only available by prescription and must be monitored by a caregiver.
The pocket-sized device is connected by wire to a small adhesive patch placed on the child’s forehead above the eyebrows. Designed to be used at home while sleeping, it delivers a “tingling” electrical stimulation to branches of the cranial nerve that delivers sensations from the face to the brain.

Excerpt from CNN. read the full story here

The Pathways team of professionals has helped thousands of people with ADHD. We are Dedicated to effective and compassionate care for individuals with neurological challenges.

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FDA Approves first medical device to treat ADHD in children

How are Creativity and ADHD Connected?

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How are Creativity and ADHD Connected?

How are Creativity and ADHD Connected?

How are Creativity and ADHD Connected?

ADHD is defined as a developmental disorder affecting proper usage of executive functions. One can think of executive functions as the brain’s “command center,” controlling focus, organization, memory, action, and effort. It is known as a neurological disorder, marked by distractibility, impulsivity, and hyperactivity. 

Although ADHD may have negative consequences for academic achievement, there may be a legitimate connection between ADHD and creative thinking.

Thinking Creatively

The definition of creativity is the use of the imagination or original ideas, especially in the production of an artistic work. The two main aspects of creative thinking are divergent thinking, and conceptual expansion.

What is Divergent Thinking?

Divergent thinking can be defined as the ability to think of many ideas from a single starting point.  It is a lateral process by definition. Once you sprout one idea you keep on coming with new ideas based on the original one.

Current research suggests that individuals with ADHD are exceptionally good at divergent thinking tasks. This can apply to  inventing creative new uses for everyday items. One has the original intended purpose for an item and creates a new idea for a new purpose of that same item.  An example of divergent thinking is how to handle a broken computer. One may simply think it is broken and believe one must get a new one. On the other hand, divergent thinking may lead to new solutions such as fixing specific parts, or selling laptop parts in order to make a new computer more affordable.

What is Conceptual Expansion?

Prior knowledge can be an obstacle to creativity. When we look to a prior model for inspiration, we may actually become stuck. This is a problem in creativity because as opposed to looking for a plethora of methods one is basing their creativity from other successful methods.

The ability to overcome recently presented information is therefore essential to creative thinking. Evidence suggests that ADHD may offer some benefits from confronting this problem.

The Takeaway

It is important to realize that although ADHD may have a connection to creativity, that doesn’t negate the fact that ADHD does create difficulties for individuals in many contexts that require focused, sustained attention—such as school. One should still see a specialist to deal with ADHD in order to create a concrete plan to structure their lives for success that will harness their creative side to it’s fullest potential.

The Pathways team of professionals has helped thousands of people with ADHD. We are Dedicated to effective and compassionate care for individuals with neurological challenges.

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How are Creativity and ADHD Connected?

5 Simple Techniques To Thrive With ADHD

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5 Simple Techniques To Thrive With ADHD

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5 Simple Techniques To Thrive With ADHD

Children with ADHD deserve to have the best opportunities for growth and development.  That is why it is important to know simple techniques that can help improve your child’s day to day life with ADHD.

Sleep

Getting the right amount of sleep is paramount in order to have the best brain functioning capability.  There are a couple of methods to improve sleep. Some key techniques to getting the right amount of sleep are sticking to strict bedtimes, not using phones or similar devices in bed and only using the bed for sleeping.

Strict bedtimes are important in order to establish a routine for your child. This helps when you build in these external controls at home. You are helping your child to experience more successes and also teaching them good habits and skills.

It has been demonstrated that using your phone before bedtime makes it difficult to fall asleep as well. This is because it prevents the production of melatonin in the body which is a hormone that controls sleep. It also keeps your brain alert to the stimuli.  All of these are important facets in improving sleep which improves functioning with ADHD.

Nutrition

Although there is a debate about the effects of sugar on children, it is clear that a good diet helps brain functioning and overall health. This is why it is important to emphasize protein at every meal and eat fewer processed foods. You can monitor how your children respond to certain foods and have a better understanding of your children’s health.

Exercise

There is a difference between exercise for focus and exercise for fitness. Fast workouts called high-intensity workouts can be used. These workouts are short but have similar health benefits to long workouts. This can be The Scientific 7-Minute Workout. There are also high-intensity interval trainer apps where you can access a quick routine from your phone for your child.

The Takeaway

All of these factors are important in improving functioning for those with ADHD.  Besides these important improvements to your children’s routine, it is also important to have a support system in order to make sure your child has the best possible system in place to work with their disability. Luckily, here at Pathways, we can you help establish a plan going forward specifically catered for your child’s specific needs in order to deal with ADHD in a proactive manner.

Dr. Gordon is an experienced ADHD expert. He is devoted to helping you learn more about ADHD and find solutions for each individual’s needs. Please feel free to contact us for any concerns or questions regarding ADHD about yourself, or a loved one.

The Pathways team of professionals has helped thousands of people with ADHD. We are Dedicated to effective and compassionate care for individuals with neurological challenges.

LET’S GET STARTED

The post 5 Simple Techniques To Thrive With ADHD appeared first on Pathways Neuropsychology Associates.


Source: Pathways Neuropsychology
5 Simple Techniques To Thrive With ADHD

How Your Mindset Can Have Profound Impacts on How You Live Your Life

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How Your Mindset Can Have Profound Impacts on How You Live Your Life

biofeedback - Psychologists | Toms River, Manahawkin, Freehold, NJ

How Your Mindset Can Have Profound Impacts on How You Live Your Life?

You may not realize just how much your mindset can impact your life. This can impact job choices, family life, and even attempts at learning a skill.  There are two main mindsets that people usually fall into. There is a Fixed Mindset and the Growth Mindset. 
 
 
Fixed Mindset
 
A fixed mindset is one where there is set expectations and limitations on the possibility of growth and change. Qualities such as giving up easily, ignoring feedback, and avoiding challenges are trademarks of this mindset.
 
Growth Mindset
 
A growth mindset is the exact opposite. It is one that seeks out challenges, learns from criticism, and is persistent. 
 
Does Mindset Make Much of a Difference?
 
Yes. A different mindset can create profound changes in one’s life. It changes one’s perspective and outlook on the world. This translates into being more productive and achieving more than thought possible.  A fixed mindset prevents necessary changes in our lives that can help us grow. 
 
In one study, Stanford psychologist Carol Dweck and her colleagues offered four-year-olds a choice: They could either redo an easy jigsaw puzzle or try a harder one. The children conformed to the characteristics of one of the two mindsets — those with “fixed” mentality chose the easier puzzles that would affirm their existing ability,  whereas those with the “growth” mindset wanted to challenge themselves with the more difficult puzzle in order to become smarter.
 
The Takeaway
 
If you find that you have a fixed mindset, it is not the end of the world. You can change your outlook and create the life that you truly want to live. A mindset is defined as the established set of attitudes held by someone. This is mutable. 
 
You can develop a growth mindset by viewing challenges as opportunities, trying various learning strategies, and cultivating a sense of purpose. 

We are Dedicated to effective and compassionate care for individuals with neurological challenges.

Biofeedback is an effective way to combat these problems.

Contact us and Schedule a Biofeedback appointment

LET’S GET STARTED

The post How Your Mindset Can Have Profound Impacts on How You Live Your Life appeared first on Pathways Neuropsychology Associates.


Source: Pathways Neuropsychology
How Your Mindset Can Have Profound Impacts on How You Live Your Life