You wouldn’t expect a child to hit a baseball before learning how to swing the bat. Many children who struggle with behavioral challenges don’t have the skills they need to do what’s expected of them, and unfortunately, ADHD behaviors can lead to harsh — and mistaken — assumptions. There is the child who barges into a room, disrupting the conversation, or the one who laughs at a joke after everyone else has moved on in the conversation. These children may appear rude or awkward, but not all we see is what it seems.
How ADHD’s Executive Dysfunctions Impact Behavior
Certainly there are times when a child seems stubborn or selfish, but neuroscience suggests that it is a lack of skills, specifically the brain-based “executive function” skills, that hold him back — not willfulness or laziness. Executive function is the brain’s hub of skills — memory, organization, planning, self-regulation, and the ability to modify our behavior in response to others.
When these skills lag, advice about pushing through does not apply. Blaming and shaming only make matters worse. This is especially significant for children with ADHD, due to their complex differences in the brain’s pathways and processes for attention and behavior.
The conversation about ADHD and executive function skills most often focuses on academic skills. What’s missing, however, is recognition of how executive function affects social behavior. Social challenges are often traced back to underlying ADHD. Read on to learn how — and then, the next time your child’s behavior frustrates or baffles you, remind yourself: “If he could, he would.”
Kids Want to Please Their Parents
Generally speaking, children do not want to fail at being a kid or to disappoint their parents. Every child wants to succeed; every child wants to grow up to become a capable human being. The idea of “would if he could” is a lens through which you look at your child and reset your understanding of him. Once your child begins to develop executive function skills — whether by getting homework done or managing big emotions — his success will motivate him to want more.
Set aside discouraging assumptions about your child’s behavior and replace them with If he could, he would. A child needs continued support to navigate the academic learning curve and the social learning curve at the same time.
Here are some steps to turn this approach into action:
Believe that your child has the capacity to learn, and that he has good intentions — because it’s true!
Go for responses that encourage, illuminate, and engage.Recognize the qualities of character and effort that your child shows: when he shows empathy for someone, takes pride in something he does, or rebounds from a failure. Use comments that begin with “I noticed…” or “You showed…” to highlight the positive.
Identify sources of stress and distraction for your child, and find specific ways to minimize them. Stress in one area leads to stress in other areas.
Talk with your child about what he thinks is going on. Show curiosity and respect him as the expert on his own feelings and perspective. By doing so, you give him a chance to practice connecting internal feelings to outward behavior. That’s the executive function skill he needs to change behaviors that aren’t working for him.
It’s easy for a child to lose heart in the struggle to learn and grow. Show confidence in the qualities she brings to her challenges. The truth is that everyone is working on something.
ADHD Success Story: Matt Overcomes School Hurdles
Matt, who is six, was barely through mid-autumn in his first-grade class when he started to not want to go to school. He had meltdowns when it was time to get in the car, or on the way. He hated school and his mother could understand why. He spent most of the day either making trouble in class or being reprimanded for it.
We talked with Matt about what was so hard about the school day, and we identified some of the problems: Matt had reading problems that needed to be addressed with one-on-one tutoring. Stress of any kind overwhelmed him, whether related to reading, communicating about a difficulty, social anxiety, or upsetting interactions with his parents and teachers. Matt needed help with his communication and self-regulation skills.
When Matt’s challenges were acknowledged, his parents got the help he needed to address them. Matt began to develop skills, and his behavior improved. Matt wanted to do well in school, and once he had what had been missing, he could.
This article was originally published in ATTITUDE. Reprinted with permission from the author.