Understanding Neurodiversity
Neurodiversity is a concept that recognises and values the natural variations in human brain function and cognitive processing. It emphasises that neurological differences, such as autism, attention deficit hyperactivity disorder (ADHD), dyslexia, and others, are not disorders to be cured but rather variations that contribute to the diversity of human experience. This perspective advocates for the acceptance and inclusion of individuals with these differences, highlighting their unique strengths and challenges.
A diagnosis may create a label that if misused can result in judgment, stereotyping and discrimination, which can clearly have a negative impact. There are also positive outcomes of a diagnosis, namely understanding how and why someone is showing up as they are when their functioning is severely impaired; identification of treatment strategies, as well as access to medical insurance to pay for treatments. Even the term “disorder” can have a negative impact. It is much better to speak of differences along the human neurological continuum. Since the language of the Diagnostic and Statistical Manual of Mental Disorders (DSM) 5-TR, the diagnostic tool used by psychologists and psychiatrists uses the term “disorder” in the diagnostic title, we have referenced it below.
“ADHD is a complex brain state that researchers have found to be caused by the unique wiring of the brain of a neurodiverse individual.”
It’s best understood on a scale or spectrum. This means that the symptoms of ADHD can vary between individuals. They can also change over someone’s lifetime. It’s a disorder that requires management for an individual to be able to achieve their optimum functionality. This makes having a medical diagnosis extremely important and the first step to managing ADHD. Early diagnosis is key to providing timeous support and implementation of a management plan that someone with ADHD needs.
What is ADHD?
ADHD is a chronic life-long state that affects children and adults. This chronic state is found throughout society. It can be successfully managed when diagnosed correctly. This complex brain state is marked by a pattern of inattention and/or hyperactivity-impulsivity. People are usually diagnosed as children, as ADHD symptoms most often manifest between the ages of 3 and 6 years. Consequently, seeking support and a resulting diagnosis usually takes place during a child’s primary education phase. For those who only seek support later, as an adult or teenager one criterion is that the symptoms began before the age of 12.
ADHD symptoms are best understood on a spectrum. As such, they range from someone having difficulty sustaining attention to hyperactivity and impulsivity. It also means that those who have ADHD will differ in how able they are to accomplish daily activities.
A spectrum disorder refers to a condition that encompasses a variety of related disorders, which may also include individual symptoms and traits. The various aspects of a spectrum typically share similar characteristics or are believed to result from the same underlying cause.
ADHD is indeed considered part of the neurodiversity movement. While it has been established that ADHD is recognised as a neurodevelopmental condition characterised by symptoms such as inattention, hyperactivity, and impulsivity, it is also characterised by positive attributes.
Those with ADHD often possess unique cognitive strengths, such as creativity and problem-solving skills, but may also face challenges in traditional educational and work environments. Embracing neurodiversity means advocating for supportive systems that accommodate and appreciate these differences.
How is ADHD Diagnosed?
ADHD is a manageable state whereby a medical diagnosis is the first step towards successfully implementing a management plan.
An ADHD diagnosis is based largely on observation as there is no single test that diagnoses ADHD. That is why a level of expertise is needed to correctly give an ADHD diagnosis. Such expertise would be that of a psychiatrist or a psychologist.
For someone to be diagnosed with ADHD, they need to have persistent symptoms that cause ongoing issues. This means that ADHD symptoms are different from a “phase that children go through.” For an adult to be diagnosed with ADHD, these symptoms need to be present during childhood.
Many people have been diagnosed with ADHD and are able to have happy fruitful lives. The earlier a diagnosis is made the sooner a management plan can be implemented to assist the person with ADHD. Research shows that the earlier a diagnosis is made the better it is for the person with ADHD. It can help to decrease the chances of developing secondary complications.
Despite ADHD manifesting differently in each person, there are common traits and symptoms. However, without a medically based ADHD diagnosis, it may be suspected but it cannot be confirmed. This is because ADHD symptoms overlap with other chronic conditions. For example, trouble sleeping, and high levels of anxiety. Thus, as part of a diagnosis as is often the case when making a diagnosis, other disorders and physical conditions need to be ruled out such as hypothyroidism or mood disorders.
What Causes ADHD?
The causes of ADHD are unknown. However, scientists have shown that genetics has a role to play. Additionally, there are risk factors which are thought to predispose someone towards developing ADHD. For example, brain injury, substance abuse during pregnancy, low birth weight, and exposure to environmental risks before birth or at a young age.
How Does ADHD Affect an Individual?
ADHD is complicated because it can manifest in various ways as well as change over a lifetime. Younger children tend to exhibit hyperactivity-impulsivity as their primary symptoms. Later, during their school years, the primary ADHD symptom is often inattention. During teenage years, adolescents often battle with feelings of restlessness. While hyperactivity seems to decrease, inattention and impulsivity often continue. Additionally, antisocial behaviours and interpersonal relationship struggles become more obvious during adolescence. Adults with ADHD may have challenges within their workspace and possibly have a pattern of difficult or failed relationships. One of the most common markings of undiagnosed ADHD in adults is a history of poor academic performance.
Reasons adults with ADHD may experience poor academic performance:
- Inattention: Difficulty focusing on tasks, staying organised, and following through on assignments can lead to missed deadlines and incomplete work.
- Impulsivity: Adults with ADHD may struggle with impulsive decision-making. This can result in poor choices regarding study habits, time management, and prioritisation of tasks.
- Executive Function Challenges: ADHD can impair executive functions such as planning, organising, and self-regulating emotions. These challenges can hinder the ability to effectively manage academic responsibilities.
- Procrastination: A tendency to procrastinate due to difficulty with motivation or a preference for immediate gratification can lead to last-minute cramming and subpar work.
- Test Anxiety: Many adults with ADHD experience anxiety related to testing and performance, which can further impact their ability to perform well academically.
- Difficulty with Time Management: Managing time effectively can be a significant challenge, leading to struggles with keeping up with coursework and preparing for exams.
- Overwhelm: The volume of information and the pace of academic environments can be overwhelming, making it difficult for adults with ADHD to process and retain information.
- Low Self-Esteem: Previous academic struggles may lead to a lack of confidence, resulting in decreased motivation and performance.
These factors can create a cycle where academic difficulties reinforce negative beliefs about one’s abilities, making it essential for adults with ADHD to seek appropriate support and strategies for success.
ADHD symptoms can improve as the individual gets older. However, most people who are diagnosed with ADHD continue to have challenges throughout their lives. For many, with the correct interventions, ADHD symptoms can be successfully managed.
Why Are There Delays in ADHD Diagnoses?
Restless or inattentive phases are something that many children go through. This can make diagnosing a child with ADHD tricky as inattention is the symptom that most often presents in children. The result is that an ADHD diagnosis is often delayed while parents and educators seek to address what’s initially thought to be emotional or discipline challenges.
Many people with ADHD are highly functional. Furthermore, researchers have shown that there is no link between intelligence and ADHD. Thus, while completing homework or work tasks are made more difficult, work can still completed very well, thereby masking ADHD.
Factors that easily mask ADHD and can cause a delay in the diagnosis or a complete failure to detect:
- Compensatory Strategies: Individuals with ADHD often develop coping mechanisms and strategies to manage their symptoms. These can include time management tools, organisational systems, and techniques to enhance focus, which allow them to perform well in various tasks despite their challenges.
- Hyperfocus: Some individuals with ADHD can experience periods of hyperfocus, where they become intensely concentrated on a particular task or project. During these times, they can produce high-quality work, making it appear as though they are functioning at a high level.
- Diverse Strengths: Many people with ADHD possess strengths in creativity, problem-solving, and thinking outside the box. These attributes can lead to innovative approaches and successful outcomes in their work, despite difficulties with traditional tasks like completing homework or managing time.
- Intelligence Independence: Research indicates that there is no direct correlation between intelligence and ADHD. This means that individuals with ADHD can have average or above-average intelligence, allowing them to excel in tasks that leverage their cognitive strengths, even if they struggle with organization and focus.
- Masking Symptoms: The ability to produce high-quality work can sometimes mask ADHD symptoms. Colleagues and supervisors may not recognize the challenges that the individual faces, as their overall performance may meet or exceed expectations, leading to a misunderstanding of the difficulties associated with ADHD.
- Adaptation to Environment: In supportive or flexible environments, individuals with ADHD may thrive. Accommodations such as extended deadlines or alternative assessment methods can help them perform at their best, further obscuring the impact of their condition.
Overall, while ADHD can complicate certain aspects of work or academic life, many individuals find ways to adapt and succeed, making their challenges less visible to others.
The Benefits of Understanding the Diagnosis
Now that we have a deeper understanding of ADHD, it raises the question: how does a diagnosis benefit the individual? The advantages of knowing one’s diagnosis include:
- Access to Support: A formal diagnosis can open the door to tailored support services, including therapy, coaching, and educational accommodations.
- Personalised Treatment: Understanding one’s diagnosis allows for the development of a personalised treatment plan. This may include medication, behavioural strategies, and lifestyle changes.
- Increased Self-Awareness: A diagnosis can provide individuals with insights into their behaviours and challenges, helping them better understand themselves and their needs.
- Enhanced Coping Strategies: Knowing their diagnosis can empower individuals to adopt specific strategies and tools designed to manage ADHD symptoms effectively.
- Reduced Stigma: A diagnosis can help normalise the experience of ADHD, reducing feelings of isolation and stigma by framing it as a recognised condition rather than a personal failing.
- Improved Communication: With a diagnosis, individuals can more effectively communicate their needs and challenges to family, friends, and colleagues. Thus fostering better understanding and support.
- Connection with Others: A diagnosis can lead to connecting with support groups and communities of individuals who share similar experiences, providing valuable social support and resources.
- Educational Rights: For students, a diagnosis can ensure access to necessary accommodations in educational settings, such as extended time for tests and individualized instruction.
By understanding the benefits of a diagnosis, individuals with ADHD can take proactive steps toward managing their condition and improving their quality of life.
If you’d like to learn more about neurodevelopment and child development, have a look at these online short courses: