If you missed our recent webinar, Is it ADD/ADHD? An Expert Review of Symptoms and Assessments—it was one of our most highly attended events to date! Packed with valuable insights, the session sparked so many thoughtful questions that we ran out of time to answer them all live. But don’t worry, we’ve gathered the top audience questions and had our expert guest, Jeffrey Bettencourt weigh in. His answers were just too good to keep to ourselves.
1) How do you find a reputable local testing professional?
To find a reputable local testing professional, start by conducting a Google search for “approved proctors near me” or “test centers near me.” You can also check the National College Testing Association (NCTA) Proctoring Network for a list of test centers. Additionally, license associations like PIA and IIA often have approved testing locations.
Here’s a more detailed breakdown:
- Local resources- Many colleges and universities offer proctoring services for various exams, including those required for specific licenses or certifications.
- Learning centers- Tutoring and learning centers sometimes offer proctoring services as well.
- Check for accreditation- Ensure the testing center or proctor is accredited and meets the
requirements of the specific test you are taking. - Read reviews and testimonials- Look for online reviews and testimonials to gauge the reputation
and quality of service provided by the center. - Interview potential assessment professionals- Be sure to “window shop” and ask questions. A seasoned professional will recognize the value of a potential client”s needing to be assured of the processes. Assessments can be pricy, it’s a good idea to ask if there are payment arrangements available.
2) Do ADD/ADHD signs appearing differently in males vs. females?
Yes, the presentation of ADD/ADHD symptoms can differ between males and females:
- Males are more likely to exhibit hyperactive and impulsive behaviors.
- Females are more likely to present with inattentive symptoms.
This difference can lead to females with ADD/ADHD being underdiagnosed or overlooked because
their symptoms are less noticeable than those of males.
Additional thoughts:
- Males with ADHD:
- More likely to show externalized symptoms like hyperactivity, impulsivity and fidgeting.
- May be more disruptive in the classroom or home.
- More likely to be diagnosed with the hyperactive-impulsive or combined subtypes of ADHD.
- May struggle to stay in their seats, act without thinking or be physically restless.
- Females with ADHD:
- More likely to exhibit inattentive symptoms like difficulty focusing, easily being distracted or daydreaming.
- May show more internalizing symptoms like anxiety, low self-esteem or depression.
- May struggle with organizing tasks, staying on track or remembering instructions.
- Can experience difficulties with executive functioning skills like planning and prioritizing.
- There could be biological differences- Research suggests that there may be differences in brain structure and function between males and females with ADD/ADHD.
- Societal expectations and stereotypes- Boys can be expected to be more boisterous and active, typically girls may be expected to be quieter and more compliant. This can influence how ADD/ADHD symptoms are perceived and diagnosed in each gender.
- Differential referral rates:
- Boys are more likely to be referred for evaluation and treatment for ADHD than girls, possibly due to a greater emphasis on disruptive behaviors in males.
- Females with ADHD may be less likely to be diagnosed because their symptoms are often less noticeable or may be attributed to other conditions.
3) As children develop into adulthood, will ADD/ADHD become more acute?
Yes and no. ADD/ADHD symptoms, generally untreated, can become more notable because with age, symptomology can begin to have a snowball effect. ADHD impacts lifestyle choices, career direction and long-term relationships. For a few “lucky” people, whose ADHD profile is minimal, ADHD symptoms can be managed with healthy life choices and work to their benefit. In my experience, that is a very small group.
4) Can environmental factors influence ADD/ADHD? If so, how?
Yes, environmental factors can influence the development and expression of ADD/ADHD. These factors can either increase the risk of developing ADHD or exacerbate existing symptoms.
Noteable factors include:
- Maternal substance use: Smoking, alcohol use or opioid use during pregnancy have been linked to an increased risk of ADHD in children.
- Maternal stress: High levels of maternal stress during pregnancy may also increase the risk of ADHD.
- Psychosocial factors:
- Maternal depression can create a less supportive home environment and may be associated with increased ADHD risk.
- Lower household income and socioeconomic status may also be linked to an increased risk of ADHD.
- A less stimulating and/or unsupportive home environment or one with frequent disruptions can affect the severity of ADHD symptoms and contribute to co-morbid conditions.
- Early childhood factors: Babies born prematurely or with low birth weight may be at a higher risk for ADHD.
- Exposure to toxins: Exposure to lead, pesticides or air pollution during prenatal and early childhood development may increase the risk of ADHD.
- Diet: While there’s no definitive link between specific foods and ADHD, some studies suggest that excessive sugar intake or certain food additives might worsen symptoms.
- Screen time: Excessive time spent watching television or other screen media in childhood has been linked to a higher risk of ADHD.
- Sleep: Lack of sleep-in children may also increase the likelihood of developing ADHD.
- Brain Injuries: Brain injuries can lead to ADHD symptoms.
- Stressful Life Events: Significant life stressors, such as family conflicts or traumatic experiences, can exacerbate ADHD symptoms.
Important note: While environmental factors can influence ADD/ADHD, it’s crucial to remember that ADHD is primarily a neurodevelopmental disorder with a strong genetic component. Exposure to environmental risk factors does not guarantee the development of ADHD and many individuals with ADHD have no family history of the condition.
5) What alternatives are available if the child is adamant about not going on medication?
GREAT question. Here’s a excellent article on alternative treatments.
6) Are there specific assessments educators can use within the classroom setting?
There are always screening tools available. They typically aren’t standardized but more to provide
direction for parents. Most educators are reluctant to endorse or communicate thoughts that a student may have ADD/ADHD to parents, it could become a HIGH liability situation. It’s better for school staff to refer to any ADHD types of symptoms/behaviors or opinions as observations and avoid USING the terms ADHD or ADD. Often better to talk about that area of concern as a general observation without using the term ADHD.
Learnfully offers the SPARK assessment to assess your learners current level of functioning and create a detailed path forward without a formal diagnosis.
7) Curious about living with ADHD as an adult.
Living with ADHD as an adult can present unique challenges related to inattention, impulsivity
and hyperactivity, impacting daily life, work and relationships. However, with proper understanding and
strategies, individuals can manage their symptoms and thrive.
There are many books written to address and support the dynamics of adults with ADHD, I encourage you to search for some that may fit your lifestyle and support the answers you are looking for. The following are recommended ideas, but can be difficult for most adults who have never, or only slightly, addressed their ADHD:
- medication
- therapy
- lifestyle modifications
- time management and organization
- creating a support system
- self-advocacy/understanding your ADHD
- seeking support
- seeking professional help
- treatment plan
- resources
Specific challenges include the wide zone of ADHD’s typical personality profiles and executive functioning challenges:
- inattention
- impulsivity
- hyperactivity/restlessness
- emotional dysregulation
8) How do you customize instructions for those with working memory issues? Applied chunking and writing keywords, but I still feel something is missing.
Here are some great tips on supporting working memory. Learnfully also has a wealth of information on the subject of working memory.
9) What cultural obstacles stand in the way of getting a student diagnosed? I get the feeling that a student I am supporting has a family opposed to getting him evaluated for cultural reasons. They seem like they are in denial, and I’m not sure if this has something to do with their culture or if they are just put off by the general stigma associated with having a diagnosis.
Cultural beliefs and values can create obstacles for families seeking ADD/ADHD diagnoses. Factors like a focus on family harmony, a reluctance to label individuals with disabilities, and a fear of stigmatization can hinder the process. Furthermore, limited access to resources, financial constraints and communication barriers can also contribute to delays in diagnosis.
Here’s a more detailed look at the potential cultural obstacles:
- Fear of stigma- In some cultures, seeking help for mental health concerns, including ADHD, can be perceived as a weakness or a reflection on the family’s parenting abilities. This can lead to reluctance to accept a diagnosis due to the potential stigma associated with it.
- Labeling concerns- Families may be hesitant to label their child with a diagnosis, fearing it will impact their future or limit their potential.
- Family dynamics and harmony- In some cultures, maintaining family harmony and unity is highly valued. A child’s diagnosis can be perceived as a source of conflict or discord within the family, leading to resistance to seeking help.
- Emphasis on family responsibility- Some families may believe that a child’s behavior problems are a result of their own parenting failures or that the child is simply “difficult,” rather than attributing it to a possible underlying condition like ADHD.
- Limited access and resource constraints- Limited access to mental health professionals, particularly those who are culturally competent, can be a significant barrier for some families.
- Financial constraints- The cost of evaluations, therapies and medications can be a barrier for some families, particularly those with limited financial resources.
- Language barriers- If the family is not fluent in English, communication with healthcare professionals can be challenging, leading to misunderstandings and delays in diagnosis.
- Emphasis on traditional remedies- Some families may prefer to rely on traditional remedies or alternative therapies rather than seeking formal diagnoses and treatments.
- Different perceptions of disability- Cultural beliefs about disability can vary, and some families may not fully understand or accept the concept of ADHD.
- Lack of awareness- Many families may not be aware of ADHD or its potential impact on their child’s development and learning.
- Denial or minimization- Some families may be in denial about their child’s symptoms or may attribute them to other factors, such as being “lazy” or “disobedient.”
- Trust issues- Some families may have difficulty trusting healthcare professionals or the system, leading to distrust and reluctance to seek help.
NOTE: It’s important to remember that not all families of different cultures will share these same beliefs or experiences. However, understanding these potential cultural obstacles can help educators and healthcare professionals approach these situations with sensitivity and cultural awareness. Building trust, being patient and offering culturally appropriate information can help families overcome these barriers and seek the support their children need.
10) How to help people understand the value of getting diagnosed so that they can move forward?
Getting diagnosed with ADD/ADHD offers several benefits, including understanding symptoms, accessing appropriate treatments and gaining a sense of control. A diagnosis can also help individuals connect with support networks, understand their condition better and improve their overall well-being.
- Understanding and validation- A diagnosis provides a label for a cluster of symptoms, experiences or problems, helping individuals understand what they are going through and feel validated.
- Access to treatment- A diagnosis allows individuals to access appropriate and evidence-based treatments, including therapy, medication or other interventions.
- Connecting with support- Diagnoses can help individuals connect with support networks, including support groups, online communities or other individuals facing similar challenges.
- Reducing anxiety and uncertainty- A diagnosis can reduce anxiety and uncertainty associated with unexplained symptoms and behaviors.
- Improved self-understanding- Learning about the diagnosis and the condition itself can provide individuals with a deeper understanding of themselves and their experiences.
- Advocacy and rights- Diagnoses are often necessary for accessing certain benefits, such as Social Security disability support or protection under the Americans with Disabilities Act.
- Addressing stigma- Openly discussing mental health conditions and seeking treatment can help normalize mental health care, reducing stigma and discrimination.
- Education and awareness- Educating oneself and others about mental health conditions can help combat misconceptions and stereotypes.
- Self-compassion- Remembering that mental health conditions are common and do not define an individual’s worth can be helpful in overcoming self-stigma.
- Learning about the condition- Taking the time to understand the diagnosis and the condition itself can empower individuals to manage their symptoms and move forward.
- Connecting with support groups- Online communities or therapists can provide valuable support and guidance.
- Developing coping strategies- Learning coping mechanisms, such as therapy, medication or mindfulness techniques, can help manage symptoms and improve well-being.
11) I have a student whose doctor and school think she has attention issues. She has a lot of trouble at school and especially when in large groups. She is easily distracted. She often pays attention and does well one on one in a tutoring situation. What is interesting is that she has been taking piano lessons since the age of 4- she is now almost nine years old, and she is able to follow directions and play in public at recitals, etc. Would this high level of performance be possible for someone who has ADD? I don’t think she is currently on any medications.
YES, It is possible for a child with ADD/ADHD to excel in activities like playing piano, even while struggling with focus in school settings, as their ability to concentrate can vary depending on the specific task and environment.
Here’s why:
- Individualized focus- When playing piano, the student is actively engaged in a one-on-one interaction with the instrument and the teacher. This can provide a more focused environment compared to the distractions of a classroom.
- Structured task- Piano lessons often have a clear structure with set exercises and goals, which can help a child with ADHD stay focused and follow a defined path.
- Passion and interest- If the student has a genuine interest in music, it can significantly enhance their ability to focus and persevere during practice sessions.
- Overwhelming stimuli- In a classroom with many students and distractions, a child with ADHD might find it difficult to filter out unnecessary stimuli and focus on the teacher’s instructions.
- Social pressure- The social dynamics of a classroom can also be challenging for children with ADHD leading to increased distractions or anxiety.
- Individual differences- Not all children with ADHD will exhibit the same level of performance in different areas. Some may excel in music but struggle with academics, while others might have the opposite experience.
- Support and accommodations- Providing appropriate support and accommodations in the classroom, such as individualized attention, visual aids or structured breaks, can significantly help students with ADD/ADHD manage their focus and succeed academically.
What you can do:
- Communicate with the school- Discuss your child’s unique strengths and challenges with the school to explore potential accommodations that might support her learning in a classroom setting.
- Seek professional evaluation- If you have concerns about your child’s attention and learning, consider seeking a professional evaluation from a pediatrician or neuropsychologist to gain a better understanding of her specific needs.
In conclusion, while a child with ADD/ADHD may face challenges in certain situations, their ability to excel in activities like playing piano demonstrates that attention and focus are not always static and can be influenced by individual interests and the structure of the activity.
12) Support programs for possible younger ADD/ADHD (below the age of 5-years) for enrichment activities?
Try Kinder MUSIK: Kindermusik.com
About Learnfully and ADD/ADHD
Learnfully offers a full range of services for learners with ADD/ADHD. We can provide educational therapy to your learner without a formal diagnosis. Contact us to get started today!
