Flexiture for ADHD & Executive Functions


Flexibility & Structure Can Help Your Consistently Inconsistent Child or Student Survive Our Often Inflexible & Unstructured World

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 its 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 has up-to-date information and recommendations designed to help you better understand and address your child’s or student’s needs.  You can read through chapter by chapter or when specific problems arise, you can use the search feature to consider suggestions in specific chapter sand/or posts.

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 are “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 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 will 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 Flexibility and Structure Can 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, we will tackle the tough questions, “What is flexiture?” and “How can it help my child or student?”

Behavior and Discipline: Over the years, ADHD has been considered a behavior disorder, and although we are continuing to learn 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 many 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.

Self-Compassion: Parents and teachers often report that in their teens, students with ADHD are often no longer hyperactive, but they start to struggle with poor self-concept because of years of difficulty and shame: in chapter thirteen, we will take up this topic and outline how to improve and support your child or student’s self-compassion.

Social Cognition: Some children and teens with ADHD struggle with social thinking or the ability to use their executive functions to make and keep up 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 methods in chapter fifteen.

New Thinking and New Hope:  Finally, in chapter sixteenwe consider your impossible inattentive and impulsive child or student in a new light.

Resources for the Future: If you want to continue learning, chapter seventeen provides you a list of more 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.

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