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What is ADHD?
ADHD is a developmental disorder that leads to deficits in executive function, which can sometimes be called the capacities behind self-control. Within this disorder experts suggest there are 7 executive functions self-awareness, inhibition, verbal working memory, non-verbal working memory, planning and organization, emotional regulation, and self-motivation, which should work simultaneously to live a 'normal' life. Understanding which of these functions is your weakest can help individuals with ADHD develop strategies to manage their symptoms and improve their daily functioning.
Self awareness
A deficit in self awareness makes you less aware of your surroundings, how you act towards others. This may lead you to but into conversations and say things that may be inappropriate. You are also less aware of how others react towards you when you behaviour is affected by ADHD. You may also speak louder or constantly-known as the chatterbox within friendship groups.
Non-verbal working memory
Non-verbal memory, the third executive function to develop, enables you to remember through your senses—images, sounds, smells, and tastes. This allows you to replay events and pictures in your mind's eye. A deficit in this function means you may struggle to recall memories for learning from past experiences—hindsight. It also hampers your ability to apply what you've learned to anticipate future consequences—foresight.
Emotional regulation
Emotional regulation enables the use of executive functions, such as verbal and non-verbal memory, to recall thoughts and events that motivate us toward a goal. Emotions propel us into action, and with verbal and non-verbal memory, we can learn from the past and manage our feelings. ADHD impairs the ability to utilize these executive functions in unison. A lack of motivation occurs when the memory of a goal and its associated feelings do not resurface to propel us forward, and failing to learn from past relationships does not prevent repeating the same harmful mistakes. For individuals with ADHD, self-soothing is challenging, and emotions are often experienced more intensely and for an extended duration.
Inhibition
When a thought process or idea enters the mind our inhibitions give us the ability to see the idea to the end and evaluate it before acting on it. Having ADHD means that the thought processes is acted out before thinking about what the consequence's are and what that thought process may do to others. Impulsivity can mean that decisions of many variations are made too quickly and can be detrimental to your daily living.
Verbal working memory
This refers to the ability to evaluate your words before speaking, ensuring you say the appropriate things at the right moments, and discerning if it might be inadvisable to speak at a given time. Individuals with ADHD might find themselves interrupting, making inappropriate remarks, or veering off-topic in conversations as they verbalize their immediate thoughts. This can lead to perceptions of rudeness, and due to a lack of self-awareness, they may not realize how they are perceived by others. Such challenges often become apparent when addressing problems directly rather than contemplating them beforehand.
Self motivation
Self motivation involves emotional regulation managing our arousal levels and the emotions that propel us into action. It encompasses the ability to govern what drives us to complete tasks or start projects. Utilizing both verbal and nonverbal memory aids us in visualizing our goals, which keeps us motivated in the absence of rewards or external incentives. A lack of self-motivation can make starting tasks challenging and maintaining enthusiasm draining, especially when trying to preserve intense focus, knowing that once it dissipates, it's nearly impossible to regain. The inability to self-motivate can leave one feeling defeated when unable to finish a project or perform simple tasks like doing the laundry without an immediate reward.
Planning and problem solving
Planning and problem-solving involve the capacity to visualize images mentally, deconstruct them, and reassemble them. This cognitive function also provides various ways to reconfigure the image, enabling the selection of the most suitable option for a given scenario. ADHD can interfere with this process. While ideas may be abundant and profound, stimulated by the excitement-induced dopamine surge, the lack of executive function can result in an inability to organize these ideas properly, articulate possible modifications, and execute the best available option. This deficit hampers spontaneous thinking or 'outside-the-box' reasoning, often leading to premature actions and difficulty in identifying the optimal choice for the moment. Similarly, the challenge extends to processing received information or instructions. Deficits in working memory make it arduous to retain information for extended periods and to communicate it effectively.
These executive functions develop one at a time and in a specific order to enable the previous one to support the next starting with Self awareness.
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What is Autism?
Autism is a neurodevelopmental condition, where the development of the nervous system has not developed neurotypically which could be the result of genetic, neurobiological and environmental influences. This can lead to differences in behaviour which can last a life time.
Parents may pick up some early signs that their infant may developing differently my milestones that may not be achieved by specific ages. However, these changes are more prevalent by the age of two, sufficient enough for a professional to diagnose autism. However, the signs Autism may not always obvious in childhood and symptoms are are more profound in adolescence and adulthood. Many adults may still be undiagnosed.
Main Characteristics
Individuals may have difficulties with social communicating and interactions
Individuals with autism may find it difficult in taking their turn in activities, or in conversations-butting in and talking over others. They may find it difficult to share their interests.
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Individuals may have difficulty with non-verbal communication. They may not give eye contact when talking. They may use their gestures inappropriately or understand other people gestures in an unintended way. Facial expressions can be received out of context and be made out of context
Individuals may have express repetitive patterns of behaviour. They may have special interests and activities
Individuals may have repetitive movements in play. They may same the same thing or use the same objects when project making, cooking or school work. When pursuing an iterest it can be very focused and repetitive. Some individuals can be distressed with the smallest of changes
Individuals may have an atypical sensory response
Individuals can be oversensitive to smells, sounds, lights, tastes and touch. They may even have a heightened interest to a sensory input. Individuals can also be undersensitive to these sensory inputs where it can cause distress to have even the smallest amount affect them.
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