ADHD and the Case for Support Through Collegiate Age: Understanding the Lifecycle of Developmental Delays in Executive Function for ADHD and its Impact on Goal Setting

Abstract

Introduction It is well established that ADHD is a complex neurobiological disorder. Yet for all its frustrations, an alternative perspective in the understanding of how children diagnosed with ADHD develop executive functions as compared to their neurotypical peers can be liberating for those involved in their lives. When laid against the spectrum of neurotypical development for executive function, it becomes easier to conceptualize the common reference to the 3-5 year (30%) delay that exists between children with ADHD and neurotypically developing children [1]. When expectations and perspectives are adjusted accordingly for children and adolescents with ADHD, the result is often a nurturing environment that can ultimately lead to improved planning, self-regulation, emotional regulation, and overall decision-making of the child and to help develop those executive function skills. Abiding by the notion that the ADHD brain activates best when something is novel, interesting, scary, immediate, urgent, or pleasurable can help reframe an approach to difficult and long-range goals and activities that often lose novelty or may be less interesting. In addition, it presents several opportunities for support that can help foster continued development and provide an external voice for those individuals who have not yet developed this part of their cognitive function. ADHD coaching is one complimentary support service that is showing promising results in the areas of academic achievement in teens and college students, along with goal setting and goal/task completion.