Great question. Neurodivergence is a very broad umbrella, so perhaps we use ADHD as an example? Executive function development is something we all must develop, but for someone with ADHD it can be slower, later and more effortful. The E.F. principles outlined in this 12-part series remain the same.
First, we educate ourselves and our children about how their brain works. Then we provide appropriate modifications, adapt environments, and intentionally practice and strengthen executive-function skills.
Medication can also be one part of that support. For some children, it creates a valuable bridge that reduces symptoms enough that they can practice the planning, organization, regulation, and other skills we’re trying to build. (Whether medication is used temporarily, longer-term or at all is an individualized medical decision.)
The same principles also apply for many other forms of neurodivergence such as ODD, ASD, dyslexia, SPD because the life skills still apply. What changes is the way in which we support growth of the skill, often with more scaffolding.
So neurodivergence doesn’t mean the skills are different or can’t grow. It means we recognize the brain we’re working with, provide the right scaffolding needed.
If it’s someone with ADHD you’re working with I highly recommend the book “smart but scattered”
What an incredibly insightful understanding of the psychology behind adult organization... or lack thereof! From someone who suffers from this plight (Susan, that is, Mike does not)... this has opened not only my eyes to see what's really going on but my heart as well -- because I want to take much better care of my future me! Thank you for such insight, Bethany!
This is a very helpful framework. It's how I feel about dishes. Haha! I always say "I'll thank myself tomorrow."
But what about people who's brain just works differently? Like someone who is neurodivergent?
Great question. Neurodivergence is a very broad umbrella, so perhaps we use ADHD as an example? Executive function development is something we all must develop, but for someone with ADHD it can be slower, later and more effortful. The E.F. principles outlined in this 12-part series remain the same.
First, we educate ourselves and our children about how their brain works. Then we provide appropriate modifications, adapt environments, and intentionally practice and strengthen executive-function skills.
Medication can also be one part of that support. For some children, it creates a valuable bridge that reduces symptoms enough that they can practice the planning, organization, regulation, and other skills we’re trying to build. (Whether medication is used temporarily, longer-term or at all is an individualized medical decision.)
The same principles also apply for many other forms of neurodivergence such as ODD, ASD, dyslexia, SPD because the life skills still apply. What changes is the way in which we support growth of the skill, often with more scaffolding.
So neurodivergence doesn’t mean the skills are different or can’t grow. It means we recognize the brain we’re working with, provide the right scaffolding needed.
If it’s someone with ADHD you’re working with I highly recommend the book “smart but scattered”
What an incredibly insightful understanding of the psychology behind adult organization... or lack thereof! From someone who suffers from this plight (Susan, that is, Mike does not)... this has opened not only my eyes to see what's really going on but my heart as well -- because I want to take much better care of my future me! Thank you for such insight, Bethany!