Important ADHD Articles: Exploring Time Blindness, Hyperarousal, and Autism in Women

Article written by: William Dodson, M.D., LF-APA

ADHD is usually misconstrued as mere hyperactivity and lack of focus, particularly in children. However, when we delve deeper into what actually defines ADHD, three primary features appear: an inclination-based nervous system, heightened emotional sensitivity, and acute sensitivity to rejection. These characteristics significantly set ADHD patients apart from non-ADHD individuals.

Article written by: Sharon Saline, Psy.D.

People with attention-deficient ADHD are not lazy or rebellious. They are innovative and creative individuals who find it hard to concentrate on tedious tasks. They experience a biological challenge of maintaining focus and commitment to an uninteresting task until it is accomplished. Often, their brains get exhausted much more quickly than normal.

Article written by: Ellen Littman, Ph.D.

Girls with ADHD usually hide their attentiveness issues and internalize their feelings, making it more difficult to notice their symptoms. Consequently, they are often diagnosed in their later years after unhealthy coping mechanisms have already disrupted their behavior. During treatment, they tend to restrain themselves and require encouragement to share their thoughts and feelings with their doctor.

Article written by: Russell Barkley, Ph.D.

ADHD should be seen as a performance disorder where individuals struggle to transform intention into action. This problem extensively relates to executive function challenges common in ADHD, which is frequently misconstrued as laziness or lacking motivation. As a result, it fosters low self-esteem and even depression.

Article written by: Gail Tripp, Ph.D.

Scientific studies indicate that ADHD children have unique responses to positive reinforcement and punishment compared to neurotypical kids. Children with ADHD are not sufficiently motivated by promises while positive reinforcement, though short-lived, is quite powerful to them. Most times, positive reinforcement works better than punishments, especially when their emotional regulation abilities are weak.

Writers: Kevin Antshel, Ph.D., Anne Stevens, Ph.D., Michael Meinzer, Ph.D., and Will Canu, Ph.D.

The number of college students with ADHD has risen significantly over the past two decades. The challenges they face include increased interpersonal and cognitive demands coupled with reduced parental involvement and enduring issues with executive function and symptoms of impulsivity.

Article written by: Ari Tuckman, Psy.D.

Life is a constant stream of stimuli and goals battling for our attention. It can be tough to switch off from distractions and focus on making good decisions. For individuals with ADHD, it is even harder to disconnect from the immediate and concentrate on the future until it becomes the present reality.

Article written by: Oren Mason, M.D., Tamara Rosier, Ph.D.

For several years, our understanding of how the ADHD brain functions was limited. This led to numerous misconceptions about the disorder. Many professionals attempted to teach ADHD patients to slow down using methods effective for neurotypical children, assuming similar wiring in their brains. The latest brain imaging research is helping to correct these misconceptions both among experts and those with ADHD.

Article written by: James M. Greenblatt, M.D.

"The key takeaway is that your child isn't a bad child, and you aren't a bad parent. ADHD isn't anyone's fault, so placing blame on your child’s behavior and trying to correct it with criticism will not help. The question becomes how to prevent oneself from being overly critical? How to treat your kid with respect rather than negativity? How to alter your own behavior to foster better behavior in your kid? The SAIL strategy is something I've successfully applied with many parents."

by Theresa Regan, Ph.D.

"Autistic females may exhibit a broader spectrum of emotions facially and vocally. They may be able to adapt to social norms effectively, but find it taxing and stressful. The complexities of female peer interactions can seem incredibly daunting and unenjoyable. It's also not uncommon for women with autism to struggle with an eating disorder. Studies have shown that approximately 23% of women with eating disorders fall in the autism spectrum."

by Monica Hassall, R.N., and Barbara Hunter, M.Ed.

"When faced with danger, the human brain has to respond immediately to decide how best to protect itself. This is commonly referred to as the 'Fight, flight or freeze' response. Nowadays, psychologists have identified a fourth 'F' - 'fib' - as a common response among children, teenagers, and even adults with ADHD when faced with real or perceived threats. Telling a 'fib' or creating a 'fabrication' can often provide temporary relief from fear, embarrassment, judgment, guilt, or shame."

by William Dodson, M.D., LF-APA

"Rejection sensitive dysphoria (RSD) is often associated with emotional dysregulation and is a common, disruptive manifestation of ADHD, especially in adults. 'Dysphoria' signifying unbearable, highlights the intense physical and emotional distress experienced by individuals with RSD when they face actual or perceived rejection, criticism, or teasing. The emotional intensity of RSD is often likened to a wound by my patients due to the disproportionate response to the triggering event."

by J. Russell Ramsay, Ph.D.

"The term 'procrastivity' combines 'procrastinate' and 'activity', accurately describing a struggle faced by adults with ADHD who are constantly busy but never make progress toward life's significant goals. The problem lies in execution - the individual knows what to do, but can't or won't do it, maintaining themselves occupied with tasks that are more agreeable but less crucial."

by Ryan Wexelblatt, LCSW

"Dominating conversations, lacking interest in others, making awkward jokes, and experiencing difficulties in unstructured social situations are all familiar struggles for children and adolescents with ADHD. Navigating social interactions involves various mental processes, called executive function skills. Deficiencies and delays in these skills, which I term as social executive function skills, are common in ADHD and account for many of the social problems our children face."

by Roberto Olivardia, Ph.D.

"Numerous studies demonstrate that ADHD individuals are three to six times more likely to develop eating disorders compared to non-ADHD individuals. In a study of patients treated for bulimia, one-quarter had ADHD. Additionally, the severity of eating disorders seems to increase with the severity of ADHD symptoms. Several factors - biological, cognitive, behavioral, and emotional - potentially explain this susceptibility to eating disorders in the ADHD population. Understanding these factors is crucial for developing successful treatment plans."

by Mark Bertin, M.D.

"A student with no evident learning disability isn't making progress in reading. Another student is socially excluded and eats alone. Despite a two-minute warning, a student keeps reading when independent reading time ends. These are less recognized ways ADHD symptoms can manifest at school, and there are effective ways to tackle each one."

by Cheryl Chase, Ph.D.

"There's significant overlap between dyslexia and ADHD in terms of reading challenges and heritability, and the two conditions frequently occur together. Both ADHD and dyslexia are related to academic struggles and learning difficulties, but for different reasons. This overlap further complicates assessments for ADHD and dyslexia when both conditions are present. A comprehensive evaluation that carefully considers all symptoms is essential to receive necessary support."

by Edward Hallowell, M.D., and John Ratey, M.D.

"ADHD is not an appropriate term — and it potentially carries a negative connotation. The phrase 'deficit disorder' places ADHD in the category of pathology, or illness, which is misleading. People with ADHD do not have an illness, nor do they lack attention; on the contrary, they have an excess of attention. The issue lies in controlling it. Hence, a more precise and acceptable term is required — which we already possess."

Authored by Kerry J. Heckman, LICSW

"Visualize the intricate network of a spider's web — one strand connects to numerous others; if just one delicate string is pulled, the whole web disintegrates. The experience is similar when living with ADHD and trauma — the symptoms are so interconnected that a single push might cause the whole structure to crumble."

Authored by Karen Hubert, M.Ed., and Maureen Bechard, M.S.

"Executive functioning refers to cognitive processes that facilitate the ability to concentrate, plan, organize, complete tasks, and more, often determining success in the classroom. Executive dysfunction is prevalent in children with ADHD, explaining why so many ADHD students are chastised for forgotten homework, disorganized projects, lack of test time, and more. However, ADHD students aren't the only ones grappling with EF skills. Educators should introduce executive functioning terminology to all scholars, regardless of their deficits. Assisting students in identifying their executive functioning strengths and weaknesses empowers them to address their needs in the classroom and beyond."

Authored by William Dodson, M.D., LF-APA

"Attention deficit hyperactivity disorder is a muddled, contradictory, variable, and exasperating condition. My research over the past ten years indicates that there is something fundamental about the brains of ADHD individuals that we have been overlooking — a quality that all have, and neurotypicals don't. That characteristic is the unique ADHD nervous system that manages attention and emotions differently than those without the disorder."

Authored by Roberto Olivardia, Ph.D.

"People with ADHD are twice as likely to develop cannabis use disorder (CUD), a problematic pattern of cannabis use that causes clinically significant impairment. Contrary to common belief, cannabis can lead to mental and chemical dependence. Contemporary marijuana, with higher THC concentrations than historically documented, compounds this. Furthermore, the negative impacts of cannabis are particularly magnified in individuals with ADHD."

Authored by Alison Kravit, Psy.D.

"The prefrontal cortex (PFC) is the focal point for attention, behavior, judgment, and emotional responses (like cars on a road). A person with ADHD tends to react to whatever holds their focus at that time — akin to the fastest car. In people with ADHD, the PFC is unregulated; there are no traffic lights or stop signs controlling which message (or car) takes precedence. A student could be highly intelligent and motivated, but if the teacher starts a sentence 'This breed of dog…' and the student's thought shifts to 'What is my dog up to?' they lose focus."

Authored by Beverley Holden Johns

"Auditory processing disorder (APD) results in a lack of synchronization between a child's ears and brain. This imbalance may provoke various challenges – issues with auditory discrimination, listening in noisy surroundings, remembering auditory information, and recollecting the sequence of spoken words. APD can cause communication problems, but it doesn't appear in routine auditory tests for hearing deficiency. It's a misunderstood, mostly ignored condition that might affect 3% to 5% of all children."

Authored by Thomas E. Brown, Ph.D.

"Research affirms that ADHD medication safely and effectively boosts neuron communication in the ADHD brain. Amphetamine has been in use since 1937, and Methylphenidate since 1956. More research has been conducted on these types of medicines than any other treatment you may ever use. Much of an ADHD prescriber's work is focused on adjusting titration, particularly in the initial weeks. These are the most frequently asked questions we encounter from patients during this process."

Authored by Bianca Acevedo, Ph.D.

“Recent research suggests that there may be three groups of sensitive people. About 40 percent of people fall into a moderately sensitive group (tulips). Low-sensitive individuals (dandelions) make up about 30 percent of individuals, and highly-sensitive individuals (orchids) make up another 30 percent. Some markers of highly sensitive people include needing privacy from stimulation, being easily overwhelmed by bright lights, strong smells, loud noises, clothing materials, and other stimuli, being affected by other people’s moods and feeling overwhelmed when asked to do too many things at one time.”

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