Flexibility & Structure Can Help Your Consistently Inconsistent Child or Student Survive An Often Inflexible & Unstructured World
(An Online Electronic Book)
Although ADHD is one of the most researched developmental disorders today, it remains one of the most misunderstood by many of those involved in the care and well-being of children and teens struggling with it’s multiple symptoms.
The myth that “ADHD is a myth” is a bald-faced lie! Current research and over 100 years of documents support that ADHD is a true struggle faced by millions of children, teens, and adults. The good news is that this struggle can be addressed through a multifaceted research-based approach.
This online electronic book contains up-to-date information and recommendations designed to help you better understand and address your child’s or student’s needs. It is designed to be read through chapter by chapter or to be used as a flexible resource: when specific problems arise, you can go to specific chapter and/or posts to consider the information and suggestions outlined in each chapter.
Inattention, Hyperactivity, and Impulsivity: Much of the confusion about ADHD occurs because the terms “attention deficit” and “hyperactivity” describe only the surface features of this challenge: these difficulties have been called “the tip of the iceberg”: the challenges faced by the child or teen with ADHD are much broader and deeper than this. In chapter one, you can explore some surprising aspects of the surface features of ADHD.
Gender Differences: Even more misunderstandings occur because ADD/ADHD symptoms are quite often different in boys and girls and men and women: you will discover these differences in chapter two.
Executive Functions: Although at first glance, they add more confusion to an already confusing situation, understanding your child’s executive functioning strengths and weaknesses can actually shed some light on the size and complexity of the ADHD iceberg (and challenges) you face hidden beneath the surface. In turn, this understanding can help you how to best help your child. You can undertake this extremely enlightening information in chapter three.
Changing Why’s to What’s: Once parents better understand the true depth and breadth of their child’s challenges, their next logical question is, “Why does my child have to struggle so?” In chapter four, you learn how to change your “why’s” into “what’s” as you strive to help your child. Once you conquer this question, the next one is, “What can we do?”
How Can Flexibility and Structure Help?: “Flexiture” is a unique combination of flexibility and structure that empowers parents and teachers to solve big and small problems faced by consistently inconsistent children and students who struggle with ADD/ADHD and related executive functions. In chapters five and six, you will tackle the tough questions, “What is flexiture?” and “How can it help my child or student?”
Behavior and Discipline: Over the years, ADD/ADHD has been seen as a behavior disorder and although we are learning that it really involves more than just behavior, parents and teachers still struggle with how to help their children and students stop misbehaving. You can explore numerous recommendations for addressing behavior and discipline problems in chapters seven and eight.
Language and Learning: Language and learning weaknesses are commonly seen in children, teens, and adults with ADD/ADHD and often add to the confusion about this multifaceted developmental challenge. In chapter nine, you will learn why your child or teen with ADHD struggles with learning and why ADHD is not a learning disorder.
- Numerous scaffolding and structuring tools designed to help parents and educators help their children or teens with learning struggles are detailed in chapter ten.
- Time-tested flexible accommodations for at home and at school are outlined in chapter eleven
- Proven active learning strategies are suggested in chapter twelve.
Self-Esteem: Parents and teachers often report that their teens with ADD/ADHD are often no longer hyperactive and they start to struggle with poor self-esteem because of years of difficulty and shame: in chapter thirteen, you will take up this topic and how to improve and maintain your child or student’s self-worth.
Social Thinking: Some children and teens with ADHD struggle with social thinking or the ability to utilize their executive functions in order to make and maintain friendships. In chapter fourteen, you will learn how to apply a number of flexibly structured strategies designed to help the child or teen with ADHD be more successful socially on the playground, and in life.
Treatment Options: Parents often complain that there are so many treatment options out there they don’t know what to do. You can consider the pros and cons of proven and unproven treatment in chapter fifteen.
New Thinking, Hope, and Resources for the Future: Finally, in chapter sixteen, you are asked to consider your impossible inattentive and impulsive child or student in a new light. If you want to continue learning, chapter seventeen provides you a list of additional resources for addressing the needs of your child or student who struggles with ADHD and related executive functions.
(c) 2009-2013, flexiture, monte w. davenport, ph.d.