Does Your Age Matter in ADD Medications?

At what age can you start using ADD/ADHD medications?

image via Flickr, David Robert Bliwas

image via Flickr, David Robert Bliwas

None of these medications have a formal “indication” (i.e., approval by the FDA) for use in children under the age of 6 years. However, experienced physicians like myself are frequently called upon to evaluate and treat preschoolers. Oftentimes, these are some of the most challenging situations.

Children who present with ADD at this age often have profound attentional weaknesses that are associated with extreme temperamental traits and significant developmental delays.

In my experience, if the attentional component of these children’s problems is not treated with medication, it is unlikely progress can be made to correct or remediate other associated difficulties.

Therefore, in many of these circumstances, I have carefully and successfully used the stimulants and the non-stimulant, Strattera. I have had particular success using the stimulants Dexedrine and Dextrostat in ADD preschoolers who have associated language delays. Because children at this age generally can’t swallow pills, it may be necessary to use medications like Metadate that can be sprinkled on food. It is my opinion that only the most experienced clinicians should take on this difficult population.

Equally challenging are those ADD preschoolers whose behaviors are difficult to distinguish from normal. Some degree of distractibility, short attention span, and impulsivity can be the norm in children 3 to 6 years.

When is it a problem?

Do we just wait and hope he grows out of it?

Does failure to identify and begin treatment put the child at risk for learning failure, behavior control difficulty, poor peer relationships, and low self-esteem?

These are difficult questions. Again, my bias is that they require the expertise of a physician highly experienced with ADD. If, after a thorough evaluation, such a clinician is able to make the diagnosis of ADD, then there is no good reason to delay treatment with these medications.

Can these medications be used in adults with ADD?

image via Flickr, Steve Wilson

image via Flickr, Steve Wilson

All of the medications used to treat ADD are just as effective in adults as they are in children and adolescents. The underlying biological differences that cause the symptoms of ADD remain relatively stable from childhood through adult life.

Therefore, it makes sense that if the medications can help correct these differences in childhood, they should be able to do the same in adults.

At the present time, Strattera is the only medication that has a formal indication for use in adults. However, all of the stimulants have been used safely for many years in the treatment of ADD adults.

Obviously, the dosage levels required for adults are often different from those that are effective for children. Similarly, some of the side effects children and adults experience are different. In all other respects, however, use of these medications is the same in adults and children.


You’re not alone if you’re nervous about ADD/ADHD medication.  Public debate, often fueled by bias and misinformation, has stirred up a cloud of fear around effective medication treatment options.  In our practice, we’ve seen time and again that medication can be a powerful tool in treating ADD.  Don’t miss 7 Keys to Successful (and Safe) Medication Treatment for ADD!

Succeed in the Workplace in Spite of ADD

Are there jobs that are particularly good for the ADD adult?

image via Flickr, Nana B Agyei

image via Flickr, Nana B Agyei

It may seem that the presence of certain ADD traits make the ADD adult better suited for some jobs than others. However, we can find successful ADD adults in almost all jobs and all kinds of work.

Each person with ADD has a unique set of strengths and weaknesses that work together in a complex way to create ‘fits’ in world of work.

It is simplistic to think that an individual’s attentional characteristics, in isolation, should influence his career choice over the careful consideration of all parts of who he is.

What can an adult with ADD do in the workplace when ADD is interfering with job performance?

ADD can interfere with job performance in countless ways. Productivity problems, poor performance reviews, or probationary status may be indications that attention weaknesses are negatively impacting in the workplace.

When this occurs, the adult with ADD may invoke the Americans with Disabilities Act (ADA). Under this law, employers may be required to make accommodations that allow the person with a disability to be successful on the job.

In my experience, calling upon the ADA should be done cautiously and only when employment is at risk. When, upon considering the risks involved in sharing personal medical information with an employer, the adult with ADD chooses to invoke the ADA, he may begin by discussing with his employer, his disability, its impact upon job performance, and his request for accommodations.

When the request for accommodations are “reasonable” and will not cause the employer “undue hardship” or alter the job basic requirements, the employer is required to make those or similar accommodations.


Don’t miss our prior discussion about when and how much to share with your employer about ADD!

Behavior Change for the Adult with ADD

How does the adult with ADD work toward positive behavior change?

image via Flickr, Esther Gibbons

image via Flickr, Esther Gibbons

In my experience, the journey toward positive behavior change for the ADD adult begins with an experienced professional leading him through the same steps we encourage parents, teachers and childcare providers to use in managing behavior in children with ADD. That is, we help the adult with ADD to do the following:

  • Know who he is. It is important that he understand and accept his temperamental characteristics, his skills and abilities, his attentional abilities, his physical abilities, the stresses in his life, his attitudes and beliefs, and his self-esteem. He must understand which of these are changeable and which are not.
  • Set realistic expectations for himself. Based upon his understanding of his own unique profile of strengths and weaknesses, he defines behaviors are achievable for him.
  • Determine the factors contributing to an unproductive behavior and/or situation when it occurs.   In doing this, he asks himself the following questions:

◦ What is the expectation that is not being met?

◦ What are all the contributors to this failure?

◦ What role do I play in this?

◦ What role do factors outside of me play?

◦ What contributing factors are changeable and which are unchangeable or out of my control?

  • Develop a plan and put it into action. He refines the expectation as needed, and defines thoughts, actions, words and strategies that address all the factors that are under his control to maximize success at realizing the expectation, and tries it out in the real world.
  • Refine the plan when necessary. He reflects upon the success of the plan, and makes changes in the plan by modifying the expectation, the thoughts, words, action, and/or strategies.

In repeatedly guiding the adult with ADD through this sequence, the professional gives the adult progressively more responsibility. Ultimately, the adult becomes an independent problem-solver able to critically evaluate and modify his behavior in nearly any situation. In my experience, my adult patients who are open and committed to learning about themselves and how to effectively solve problems grow wise and become confident in their ability to deal with whatever is thrown their way.

How do limiting setting and use of consequences work with adults?

image via Flickr, Kaitlyn Rose

image via Flickr, Kaitlyn Rose

In adult life, limits and consequences are not generally defined in treatment or by supportive parents and teachers. Usually, it is our employer, our spouse, our friends, the police, the IRS, the bank, etc. who impose them.

Further, the limits are not always clearly defined and the consequences are often very serious. Treatment activities with the ADD adult involve clarifying the reality of the limits, defining strategies that promote success in meeting expectations, supporting and brainstorming plans when consequences do occur, and working with spouses, friends, and parents to help them allow the sometimes serious consequences to occur.


ADD/ADHD creates life challenges unique to each life stage.  Seek out care providers who have an appreciation for the challenges specific to adult expectations.  For help identifying a qualified care provider in your area, download Dr. Liden’s book, ADD/ADHD Basics 101.

How ADD Messes Up Marriage

image via Flickr, kylesteed

image via Flickr, kylesteed

What is the impact of ADD on marriage?

The impact of ADD on marriage is often profound. Over the years, in working with couples I have found extremely common events occur over and over and over again.

ADD and the Impulse Spouse

Frequently, marital difficulties begin before the wedding: the impulsive ADD individual meets someone; he quickly gets caught up in feeling—feeling loved, feeling sexual, feeling connected; with all the intensity of feeling, thinking does not occur; before the two really know each other, they get married. Maybe in a week, or a month, or six months, but very soon, one or the other and, often, both know they have made a terrible mistake.   Years later, they are in my office trying figure out what to do now.

ADD and the Child-Spouse

For couples that chose to marry after getting to know each other, the key issues are different. Frequently, I see them when the spouse who does not have ADD has reached his limit.   When they married, he loved her but now he has had enough. He is tired of getting her out of bed with a morning phone call or two or three, tired having to walk through an obstacle course of stuff to get to the shower, tired of ordering pizza for dinner, tired of the of the impulsive spending, tired of paying late fees because the bills were lost, tired of folding the laundry at midnight . . . he wanted a partner and feeling resentful that he has a child.

ADD and the Insensitive Spouse

There are still other couples that make their way to my office when the partner without ADD feels that her spouse is just not as connected to her as she had hoped. While he is a nice guy, he seems insensitive to her emotions, oblivious to her stresses, and in his own little world from after dinner to bedtime when she needs to talk.   Her conclusion is that she either has married an insensitive jerk or he doesn’t love her anymore. My experience with these couples is that, most often, neither of these is true. Rather, she has married a good man with ADD who still loves her. His poor attention, however, interferes with his ability to read between the lines, tune into nonverbal cues, and monitor his own lack of responsiveness.


Have you had relationships struggle or fail and now suspect the roots trace back to ADD’s challenges?  Looking for a change?  Get started with Dr. Liden’s book, ADD Basics 101, currently available as a free download e-book.

ADD: High Risk for Poor Communication?

ADD and Poor Communication | The Being Well Center

image via Flickr, Jesper Sachmann

Good attention is critical for efficient communication. In order to understand a message–to break it down and to process the elements–we must first pay attention to it. Similarly, to generate a response, we must focus on our own thoughts, translate them into words and sentences, organize them into a coherent message, and reflect on their appropriateness.

Attentional weaknesses, therefore, place the individual with ADD at high risk for poor communication skills.

The requirements for effective communication are at odds with the characteristics of ADD. Poor focus, distractibility, and short attention span lead the person with ADD to miss, get only part of, or totally misinterpret messages. The result is that he is frequently in a position where he must ask for repetition, request clarification, fake his understanding, or present himself as “out in left field.” Further, impulsivity, distractibility, and poor monitoring lead the person with ADD to produce messages that are disorganized, incomplete, and characterized by on-going revision.

Throughout the process of communicating, we must forever monitor our language and our behavior in order to be certain that we adhere to the unstated rules of communication such as being polite and using appropriate body language. This represents one of the biggest challenges for the person with ADD as these rules are rarely, if ever, explicitly taught.

Generally, we learn communication rules by paying attention!

We watch the people around us follow the rules and see the subtle signals we get when we break the rules. These critical rules include the following:

  • Take turns while you talk.
  • Do not monopolize the conversation.
  • Look at the person to whom you are listening or talking.
  • Talk on the topic.
  • Talk politely to adults.
  • Do not interrupt.
  • When changing the topic, introduce the change.
  • Let the person who is talking know that you are listening, that you understand, and that you are interested.
  • Carry your share of the conversation.
ADD and Poor communication | The Being Well Center

image via Flickr, Bruce Wunderlich

Because he has failed to learn the rules of the game, a person with ADD is frequently behind the eight ball even before the conversation begins!

For a person with ADD who has learned the rules, the challenge is no less–following the rules of communication, even when they are known, requires constant and efficient impulse control, filtering, and monitoring.


Successful treatment of ADD includes addressing all areas of an individual’s life, including communication.  Dr. Liden has been helping patients overcome the challenges of ADD through conscientious medication and creative approaches to life coaching for the past 30 years.  A more in-depth exploration of ADD/ADHD can be found in Dr. Liden’s best-selling book, Pay Attention!

 

Boost Creativity by Treating ADD

Are people with ADD more creative and does medication treatment interfere with creativity?

 

image via Flickr, telmo32

image via Flickr, telmo32

There is a fine line between creativity and impulsivity and distractibility.

When it comes to having new and unique ideas, there is something to say for the ADD population.

The rub, however, is that the impulsivity and distractibility that work together to promote the free flow of ideas usually combine with poor focus, inefficient monitoring, and short attention span to prevent even the best ideas from going anywhere.

In my experience, successful treatment allows the creative ADD mind to be focused, reflective, purposeful and planful enough so that the ideas it generates have a chance to become something in the real world.

To illustrate the difference successful treatment can make in the life of someone with ADD, let us introduce you to one of our patients, who we will call “Kory.”

Kory’s Story

medication add diagnosisWe first met Kory when he was 8 years old and in the second grade. At that time, he was making life miserable for his family, his teacher, and his peers. His parents described life with him as “bedlam.” Chaos and disruption seemed to happen whenever he was around. The same scenario seemed to play itself out at each and every social event Kory and his family attended. Without apparent reason, Kory started to “act-up.” His parents quietly scolded him. As Kory continued, his parents repeated their reprimand with hushed intensity. Kory explosively retaliated, physically and verbally. Startled, others stared in their direction. Angry and embarrassed, the family prematurely called it an evening. In response to this recurring scenario, family members began to walk on eggshells, hoping to avoid setting off Kory’s violent reactions.

Kory’s parents complained that getting him to assume any responsibility was nearly impossible. He required constant nagging to get anything done whether that was bringing his homework home, practicing his piano, or getting up in the morning. His parents resented Kory tremendously for the black cloud that seemed to be hanging over the family.

Kory’s teacher reported that he was not working to his potential. He was not following classroom rules, not listening to directions, and not being courteous to anyone. Reportedly, Kory attempted to take over all interactions with his peers. He was always punching, pinching, pushing, or tripping someone. Needless to say, Kory had no friends. His parents were worried about Kory’s future–they actually feared that he might end up in prison.

Kory is now in the sixth grade. For four years, Kory, his family, and his teachers have been involved in a comprehensive treatment program that we developed after a thorough evaluation. Life with Kory is no longer chaotic. His parents feel comfortable taking him nearly anywhere. Moreover, they are beginning to actually appreciate what Kory brings to the family. Generally, Kory is able to express his feelings appropriately now and is genuinely open to feedback concerning his behavior.

Kory, independently completes his homework and studies for upcoming tests on a daily basis. He is earning A’s and B’s in school. He has excelled in music and practices his piano and trumpet every morning without a hassle.

Kory is working hard to dispel his bad reputation with his peers. In fact, he has succeeded in establishing a few very nice friendships.

Kory continues to have his rough edges. However, for a 12 year old, he has a wisdom about him. He knows his strengths and weaknesses. He knows himself better than most of us do and because of this, when life’s challenges come his way, he will be able to creatively, responsibly, and wisely tackle them.


The Being Well Center treats individuals with ADD/ADHD from ages 3 to 93.  For more guidance on how to find successful treatment for ADD/ADHD, download Dr. Liden‘s guide ADD Basics 1o1.

Living on the ADD Edge

Why do so many people with ADD live life on the edge?

image via Flickr, Riccardo Palazzani

image via Flickr, Riccardo Palazzani

Living life on the edge: procrastinating and procrastinating only to complete the task, once again, at the eleventh hour, pushing the limits of the car’s maneuverability at 75 miles per hour, scheduling ten meetings in a five-meeting block of time, attacking the black diamond slope with beginner’s skills.

Each of these events provides the ADD individual with a “rush”—an adrenalin rush that is a consequence of the stress response. For all of us, the perception of danger sets off this response resulting in increased arousal; this allows us to hyperfocus.

By hyperfocusing in times of danger, we are more likely to save ourselves.

This series of events is clearly helpful for the ADD individual who struggles with focus otherwise.   By using the stress response, the competent individual with ADD is able to pull it all off again and again, making procrastination an art form.

The rush allows him to experience intense focus and, in this way, pull it off at 2:00 AM the morning it’s due, behind the wheel of the car, during meeting number four, and on the ski slope.

There is a rub to all this however; the stress response also results in elevated heart rate, increased blood pressure, and chronic anxiety.

The ADD individual living life on the edge thinking he has, time and time again, successfully avoided disaster in his life is actually a time bomb waiting to detonate.


What helps you hyperfocus?  Is it living “on the edge,” or have other strategies worked for you?  Dr. Liden discusses other ways to avoid the “ticking time bomb” approach in his best-selling book, Pay Attention! Answers to common questions about the diagnosis and treatment of Attention Deficit Disorder.

ADD and Temperament Extremes

Temperament Extremes | The Being Well Center

image via Flickr, Austin Kirk

Individuals with ADD seem to have a greater frequency of extreme temperamental characteristics, those inborn behavioral response patterns that shape how an individual approaches and responds to life’s events and circumstances.

The most common temperamental extremes identified in individuals with ADD appear to be high activity level, low threshold of response, high intensity of reaction, negative mood, slow adaptability, short persistence, and unpredictability of basic bodily functions such as eating, sleeping, and bowel habits.

This means that people with ADD tend demonstrate a short fuse, a low frustration tolerance, a tendency to demonstrate temper outbursts, and difficulty adjusting to change. In addition, they often seem more excitable, sensitive, cranky, and unpredictable.

Why is it that so many individuals with ADD seem to have extreme temperaments?

It may be that individuals with ADD come into the world with a greater number of these temperamental extremes. However, it is also possible that these behaviors seem to be more common in individuals with ADD because their attentional differences interfere with their awareness of and ability to control these built-in personality characteristics.

That is, it may be that extremes in temperament such as high activity level, high intensity, low threshold, negative mood, slow adaptability, and short persistence occur just as frequently in the non-ADD populations as in the ADD population.

In order to exert control over these temperamental characteristics, an individual must be aware of his extremes, monitor his behavior, and develop effective ways to keep his extremes in check. As this requires efficient monitoring, problem-solving, vigilance, and impulse control, it is likely that individuals with ADD will struggle with their temperament more frequently and as a consequence, demonstrate these characteristics more often.

What’s your experience with ADD and Extreme Temperaments?  Do you or a loved one fall strongly on one end or another of the temperament spectrum?  The Being Well Center follows The Being Well System, which looks beyond the symptoms of ADD/ADHD to take into account a person’s in-born temperament traits.  Treating the whole person is crucial to a successful ADD/ADHD treatment.  Talk to your doctor or care provider about your temperament traits.

9 Traits You Should Know About Your Temperament

Temperament refers to our in-born (not learned) behavioral style. We all come into the world with a unique set of temperamental characteristics that remain stable throughout our lifetime. These characteristics modulate how we respond to every situation in our lives. Understanding our own temperament as individuals and the temperament of our children is incredibly helpful in being the best we can be and in bringing out the best in our children.

In our experience, understanding the concept of temperament and applying that knowledge to ourselves as parents and spouses and to those around us helps us to better understand behavior…struggles, failures, and successes. In fact, failure to understand a child’s temperament and the role it plays in his behavior and performance can be a major source of frustration for parents.

add treatment, family, the being well centerIn our model, there are nine dimensions of temperament and we all fall somewhere along a continuum for each one. The ranges for these continuums are presented in the next section for each temperamental trait. It is important to know that where an individual falls along this continuum for any given temperamental trait is neither good nor bad…it just is! In fact, the same temperamental trait (e.g., being very intense) that is helpful to us in one situation may interfere with our behavior or performance in another.

A key goal should be to understand our temperament and the temperament of the children we live and work with. We need to critically consider how any extreme temperamental traits might be contributing to problems in performance, behavior, or social interaction. When temperamental extremes do interfere with performance, behavior or social interaction, we need to learn how best to work around or control these extremes.

Therefore, when we suspect that an ADD/ADHD child’s or adult’s temperamental characteristics play a role in his failure to meet an expectation at school or work, we know we must develop some type of accommodation to address this contribution.

1. Activity Level refers to the amount of activity from high to low that we engage in throughout our day. Some of us are always moving and physically active; others of us are more sedentary and spend most of our time engaged in quiet activities. The child with a high activity level is likely to be in his element in gym class and playing tag during recess and to have more difficulty staying settled during quiet seated activities; on the other hand, the child with a low activity level might prefer sitting and drawing or reading during free time rather than going outside to play an active game.

2. Rhythmicity refers to the predictability of our daily bodily routines for sleeping, eating and going to the bathroom. It ranges from highly regular to highly irregular. Those of us who are highly rhythmic are hungry, have a bowel movement, and feel sleepy at about the same times every day. Others of us, who are highly irregular do not have a schedule or rhythm at all…our wake-up time varies from day to day; we feel ready for bed at different times and need to go to the bathroom at various, unpredictable times throughout our day. This unpredictability can present a challenge for the child who is asked to adhere to a rigid school schedule where everyone eats and takes bathroom breaks at the same time every day.

3. Threshold of Response refers to the amount of stimulation, ranging from high to low, we require before responding. Those of us with a low threshold require very little to make us happy, sad, angry, etc. Others of us with a high threshold require a lot before we react. The child with a very high threshold may be injured and not seem to notice his pain. At the other extreme, the child with a very low threshold may be bothered by the slightest noise, the frown from the teacher, the tags in clothing, the buzz of the fluorescent lights, the seams in socks, and the taste, texture or smell of food.

4. Frustration Tolerance refers to the level of difficulty we are able to experience before we become frustrated. Frustration tolerance ranges from high to low. Those of us who have a high frustration tolerance are able experience an awful lot of difficulty before we feel frustration. Others of us who have a low frustration tolerance become frustrated very easily. The child with a high frustration tolerance may be able to deal with repeated struggles and failures in the classroom without experiencing significant frustration. The child with a very low frustration tolerance, however, can be quick to experience frustration when asked to perform tasks of only moderate difficulty. This, in turn, sets him up for repeated struggles and can turn into negativity towards school and other learning situations.

5. Intensity of Response refers to the strength of our responses ranging from high tolow. These responses can be demonstrated outwardly or experienced inwardly. So it is not always easy to judge someone’s intensity of response by what we see. Our intensity is independent of the quality (negative or positive) of our response and the immediacy of our response (threshold).

add in school children | the being well centerThose of us with a high intensity of response experience or show strong responses. When we are happy we are very, very happy; when we are sad, we are very, very sad; when we are angry, we are very, very angry. Others of us who have a low intensity of response barely show a blip on the screen when our emotions are set off. A child with high intensity may become overly silly at birthday celebrations, rageful during a conflict on the playground, and immobilized with nervousness on math time-tests. On the other hand, the child with low intensity of response may not seem to react at all; she does not experience extreme excitement over a special event or intense disappointment over a failure. In fact, we may find it difficult to read the reactions of a child with low intensity, often misjudging low intensity for not caring.

It is important to remember that when observing for intensity of response, we can’t always judge the book by looking at the cover; some very intense people experience all their intensity internally; nail-biting, skin-picking, complaints of a tightness in one’s chest, stomachaches, jaw aches, or headaches, etc., may be our only clues to what is going on inside.

High intensity of response (externally or internally) is a very powerful temperamental trait. When present, it can rule over everything: good thinking, paying attention, proper self-control, and appropriate social skills to name a few. Failure to identify a high intensity response pattern and appropriately accommodate for it can, inadvertently, set a child up for turning to a variety of other dysfunctional behaviors in an attempt to cope with her strong reactions including such things as over-eating, drug use, and developing an “I don’t care” attitude.

6. Mood refers to the overall quality of emotion throughout the day ranging from very positive to very negative. Those of us with positive mood spend the greater portion of our day in a pleasant mood; we are likely to put a positive spin on everything; problems are challenges. Others of us with a negative mood may seem more critical throughout our day; we are likely to see the glass as half empty. A child with positive mood is generally pleasant in the classroom and may even struggle to recognize when difficulties are present or percolating. The child with negative mood is likely to respond with frown, a headshake, or critical comment to most anyone or anything.

7. Approach-Withdrawal refers to our initial response to new persons, places, events, and ideas ranging from highly approach to highly withdrawal. Those of us who are highly approach readily jump into attempting new tasks, meeting new people, and trying new foods. Others of us who are highly withdrawal resist trying a new activity, avoid attending a party with strangers, and step back from a different kind of food. The child who is highly approach will not hesitate to start a conversation with a new student or teacher, jump into new activities and embrace new concepts and academic challenges. The child who is highly withdrawal may struggle with new students, avoid new playground activities, and step back from an unfamiliar concept in the classroom.

8. Adaptability refers to the amount of time and effort it takes to adapt or accommodate to a new person, situation, or concept after our initial approach or withdrawal response. This can range from easy (highly adaptable) to very slow (non-adaptable). Those of us who are highly adaptable easily integrate new routines, expectations, and concepts into our life. Those of us who are slow to adapt struggle tremendously with these same changes. In the classroom, the child who is highly adaptable readily goes with the flow regardless of the changes in his day, such as routines, class structures, and rules. The child who is slow to adapt may require an extended time to get into the flow at the beginning of each school year, struggle with changing expectations, buck new rules, and resist changes in routines. This same child may seem slow to understand and integrate new concepts that are presented even when they are in sync with his ability level.

9. Persistence refers to how long we stick with tasks regardless of their difficulty ranging from very long to very short. Some of us are highly persistent even in the face of tremendous difficulty; we keep going and going and going. Others of us spend only a short time on a challenging task before giving up and moving on to something else. The child with long persistence resists giving up and will practice a task repeatedly until he has mastered it. This same child may struggle to stop an activity when it is time to move on if he has not yet mastered or completed it. The child with short persistence may stop practice before mastery, struggle to stick with longer, more complex tasks, and be ready to put down a challenging book long before the last page.

A Final Word about Temperament

9 Temperament Traits | The Being Well CenterEach of our temperamental traits is important and plays a significant role in shaping who we are, how we behave, and how we experience and respond to the world around us. While we have defined and discussed these traits individually, it is important to remember that in the real world these traits do not exist in isolation; they interact with each other to influence our behavior in a complex way. Subtle differences in temperamental profiles can result in dramatic differences in how they present themselves in our homes and classrooms.

For example, a child with a negative mood, long persistence, slow adaptability, low frustration tolerance, and high intensity of reaction may be very difficult to work with when this set of characteristics interact with each other to result in frequent, very big negative reactions that last a long time in response to the inevitable changes and challenges that occur every day in the classroom.

On the other hand, a different child with a very similar profile including a negative mood, long persistence, slow adaptability, low frustration tolerance, but a low intensity of reaction may be much less difficult to work with. This is because his low intensity of reaction means his frequent, negative reactions to the changes and challenges in the classroom will be milder and, even if they do persist, their small magnitude may not register on anyone’s radar.

Therefore, as we examine a child’s temperamental profile, it is important to look closely at each trait separately and then consider how each of these individual traits may interact with the others to shape the behavior and personality we are observing.

We’d like to share a quick worksheet to help you apply the 9 Temperament Traits to yourself or a loved one.  Download: 9 TEMPERAMENT TRAITS WORKSHEET.  Where do you fall on the spectrum?  Your spouse?  Your children?

Sharing ADD/ADHD in the Workplace

What should the ADD adult share with his coworkers and employer?

When adults are first diagnosed and beginning treatment for ADD, often, they are excited to finally have an answer to a lifetime of frustration and struggle. In their excitement, they frequently want to share their experience with everyone who will listen. Unfortunately, this invariably leads to problems, particularly at work.

add_workplace_being_well_centerCoworkers and employers, who do not have a good understanding of ADD or the effects of medication, commonly put the ADD adult under the microscope looking for immediate positive changes and assuming any new unproductive behaviors are negative effects of medication use.

Because the newly diagnosed adult needs time to learn strategies for improved work skills, organization, interpersonal skills, and problem solving, this microscopic observation sets everyone up for disappointment.

Except when employment is already at serious risk, in my experience, it is wisest for the newly diagnosed adult to keep his personal medical affairs to himself, immediate family members and close friends.

 


The Being Well Center supports the whole person through all of life’s demands. We specialize in accurate diagnosis of ADD at any age, and we have extensive experience guiding adults with ADD through expectations across the lifespan.


Our current blog series is excerpted from Dr. Liden’s best-selling book, Pay Attention!: Answers to Common Questions About the Diagnosis and Treatment of Attention Deficit Disorder.