ADD and Learning - a Mystery Solved

How would you rate your ability to stay focused, especially on new ideas? Are you quick to catch on, or do you usually need more time? Can you learn from reading, or are you better hands on? And how's your attention span? Are you easily distracted, or can you stay on track? Do you in fact have ADD? This then is what we're about to explore. How getting distracted affects your ability to learn. Including that folks with ADD learn some things better than those who don't have it. Does this surprise you? Does it contradict what you know? Can you guess what I'm referring to? Let's see. In this chapter of Plain Talk about Talk Therapy.

How About a Little Less Defining and a Little More Helping Please
"Pay attention, Sidney."

"F off Miss Wordsworth."

"What did you just say!"

"You heard me. F off."

"Sidney. Go to the principal's office. Right now."

"Thank you, Miss Wordsworth."

It's Hard To Treat What We Cannot Define
Many folks today take for granted we know how to define ADD. Yet if you were to Google ADD, you'd find an incredible variety of conflicting opinions. One site says, "ADD is a brain-based disorder that affects all aspects of one's life." Another says it is "a psychological term currently applied to anyone who meets the DSM IV diagnostic criteria for impulsivity, hyperactivity and / or inattention." Another says it is a "neurobiologically-based developmental disability estimated to affect between 3-5% of the school age population." Yet another says it is "one of the most common childhood behavior disorders." And yet another says, "About 35% of all children referred to mental health clinics are referred for Attention Deficit Hyperactivity Disorder, or ADHD. It is one of the most prevalent of all childhood psychiatric disorders."

So what is ADD? A "brain-based disorder"? A "psychological term"? A "neurobiologically-based developmental disability"? A "common childhood behavior disorder"? A "childhood psychiatric disorder"? Anyone have a clue? And yes. I know. ADD as a diagnosis is now passe. The term currently in vogue is ADHD with and without HD. Which to be honest, seems a bit convoluted don't you think? What is ADHD without HD? AD? ADHD minus HD? Sitting still but still not knowing what the heck is going on ADD? Argumentative Disruptive Disorder with a side order of stillness?

Obviously, there's something wrong here. These definitions all disagree. Moreover if we cannot agree on a definition, how can we possibly help.

Let's try this. Let's set aside all this technical talk and only look at what is obvious. Starting with that we all get distracted. And lose our focus. However some of us have a harder time getting the gist of new ideas. Especially when they are taught in fast paced classrooms where teachers rely more on words than deeds.

What am I saying? I'm saying that there are folks who do poorly in classrooms wherein fast paced word based learning is the norm. As opposed to slow paced action based learning. Moreover what makes this relevant to ADD is that these folks, the ones who have trouble with fast paced word based learning, are the ones who get ADD labels.

Now let me explain why.

The Two Gifts of Learning
Okay. What I've just referred to, rather abruptly, are the two main styles of classroom learning. Fast paced word based learning. And slow paced action based learning. Moreover, I've just used the first of these two styles; fast paced word based learning, to introduce these two ideas.

The thing is, while some folks will be fine with my having done this and will now be wanting to know more, others will have been jarred by this and may already be feeling lost.

If this is you, please take a breath.

Now notice what you're feeling, not what you're thinking. Your body, not your mind, remember?

Now gently give in to that you got lost, close your eyes and clear your mind.

Now open your eyes and imagine that I have placed two beautiful gift boxes in front of you. Notice the colors and ribbons and such.

Now read the name tags on these two gifts and see your name written there. In beautiful blue and yellow fountain pen ink. Complete with curls and swirls.

These two gifts are for you.

But you have to open them slowly.

Know if you open these gifts slowly, you will get the gifts. And if you hurry and open them quickly, you will likely throw out the gifts with the wrapping.

This is true in the classroom too. Words are the wrapping, not the gift. Remember and you'll get so much more.

Being Body First is ADD
For chapters now, I've been telling you that we all fall into one of two groups. Either you're in the Mind First person group or you're in the Body First person group.

I've also been telling you that there are two main differences between these two groups. The speed at which they sense life; quickly or slowly. And the place wherein these folks first sense life; either in their minds or in their bodies.

Which is which?

Mind First folks prefer to sample life quickly, while Body First folks prefer to sample slowly. Moreover, quickly sensed things become thoughts to human beings, whereas slowly sensed things become feelings.

Who does all this have to do with ADD and with the two styles of classroom learning? Basically just this. Because Mind First folks feel more at home with thoughts expressed quickly, they do best with fast paced word based learning. And because Body First folks feel more at home with physically based learning delivered at a nice slow pace, they do best with slow paced action based learning.

The thing is, because most folks see getting the gist of things quickly as the proof someone is smart, fast paced word based learning has become the norm in today's classrooms. And Mind First students, the stars. Which means what? Which means that Body First folks, those who learn best from slow paced action based learning, get relegated to what are seen as the dumb classes. You know. Home economics. Auto mechanics. Wood shop. Things like that.

So how do we explain putting kids in these classes? With words like aptitude and performing below grade level. And yes, overtly, their not keeping up with the "smart kids" is seen as no ones fault. However, in some ways, this is seen as the kid's fault. He or she just can't pay attention, remember. Hence the label; ADD.

My point here is, because we see speed with words as equating to intelligence, we see Mind First folks as smart and Body First folks as dumb. Or slow, if you use the more vague and indirect reference. Moreover, if you look at the symptoms we use to define ADD, you'll find they all describe Body First people.

So do all Body First folks deserve ADD labels? Absolutely not. In fact, no one does. And when you see how all this stems from not knowing about the mind body connection, you'll see why I'm saying this.

ADD in the Classroom
The upshot of having ADD is, this entitles you to "special help." What does the help look like? You get segregated from your peers. And slotted in with the dumb kids. Not the best of positions for a kid to be in. Then there's the visits to the school guidance counselor, where you get asked questions like, "So Sidney, how's the math going. Did you pull up the english grade? And is the medication still working for you?"

Of course, no one takes seriously your complaints about how you're being taught. Why not? Because they're certain they already know what your problem is. It's some combination of your genetics, your parents, the food you eat, and your bad attitude. Which means what? Which means you have to hear things at home like, 'Sidney, did you remember to take your pill. You know how you get when you don't take it?"

And when you ask how long you'll have to be on this stuff? Why of course. You might have to take it for the rest of your life. Which between this and the segregation and the being patronized, probably kills any desire left in you to even try to learn. Exit stage left the beautiful urges you were born with to explore your world.

Then there's the dreadful blankness you feel in school. Sure you're less restless now that you're on the medication. But what about the pain of boredom? The truth? More times than not, you simply long for the day to end. Or at times, you blurt out answers hoping to find some way to fit in. Even when these answers involve the right words though, more times than not, they make no sense. Or stray off the topic. Or challenge the teacher's authority.

And when you do this, what happens? In essence, everyone ignores you. Or just sighs. Or pities you. Once again. And yes. The whole class knows you just offered a hollow answer. But no one cares enough to call you on it. Too much trouble. So the focus just moves off you and you get ignored and forgotten. Or if the teacher's in a bad mood, then you get seen as disruptive and perhaps, get kicked out of class.

So are folks with ADD dumb?

The odd thing is, if you go by IQ scores, a lot of these folks have higher than average IQs. This I know personally. Some of the smartest folks I know fit this exact criteria. More than you might have imagined.

What's up with these smart but inattentive folks then? Are they smart but bored? Rebellious to a fault? Brilliantly disruptive? Victims of a mystery condition? The truth? It's none of this. In fact, despite all the conjecture about gross brain scan dimness and vaccinations, studies show people with ADD are neither dumber nor smarter than the average bear. They're just people whose minds and bodies respond differently to learning situations. Literally. In fact, the current research shows that in brain scans, less of their brains light up. Which only offers more proof for the mind body differences I've proposed.

Unfortunately the world hasn't caught on yet to that there is a second brain in us. The enteric nervous system. Moreover, even the folks who champion this as being physiologically important fail to look at how this affects learning. This despite the solid evidence that the gut is the home to our intuition and emotion.

Would we find that people with ADD light up more in their bodies than Mind First folks? The psychological evidence overwhelmingly points to this. Whatever the case though, we need to remember what our purpose is here. We are trying to help. Thus I'm not sure we need to wait for this evidence. In fact, I'm sure we do not. We need to do something now.

What can we do? We can start with a better definition.

What Is ADD Then?
Seriously now, so what is ADD?

[click here to read the rest of ADD and Learning - a Mystery Solved]