Task Initiation is often a challenge for children and adults with an executive functioning disorder. For a child, it may be lack of initiative in doing homework while for an adult, it may include forgetting or putting off paying bills. Children and adults with task initiation issues generally have a diagnosis of autism, ADHD, Intellectual disability or a learning disorder.
Signs of a task initiation impaired executive functioning skill would be someone having difficulty in getting started on a task and keeping the effort needed in order to complete the task. A child or an adult require external cues in order to complete the task. Also, it will require understanding what is expected and understanding the task. Here are a few strategies:
Limit Distractions. In the classroom any type of added sensory input can defer the student from getting started in their school work.
Create a List. Visual support will help to increase getting the work done for a school-age child, you may want to create a to-do list which the steps are broken down into smaller steps. When a person with an executive function is given a task, it may be overwhelming, making it more difficult to get started.
Use Cues. A clock or a timer will help the child or adult stay on time and understanding the amount of time it will take to complete a task
Break task down. Create where the work is done in chunks so that the work will not be as overwhelming for the student.
Have you ever conducted a training with employees where you experienced a participant interrupting you while you were talking, blurting out answers before you complete your sentence or appearing not to pay attention? Chances are you may have an employee diagnosed with ADHD.
Most people think of children when they hear the word ADHD, but the fact is that ADHD can continue into adulthood and as a life-long challenge. Currently, 4.4% of the U.s adult population is diagnosed with ADHD. Of these adults, 38% are women and 62% are men.
What is ADHD?
Attention deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders which is often characterized by a pattern of inattention/or hyperactivity/impulsivity that can impact workplace learning through making careless mistakes,the inability to complete a task, staying organized and excessive talking throughout the training.
Typically, a person with ADHD, the difficulties lies in the part of the brain that allows people to perform higher level task known as the executive function. 90% of people with ADHD also have an executive function disorder. This is the part of the brain that engages in goal-direction and self-regulations.
Two Types of ADHD:
Types of ADHD
Type 1: Inattention Without Hyperactivity
Trouble paying attention
Trouble following direction
Trouble following through with task
Easily distracted
Seems disorganized or careless
Slow to process information
Type 2: Hyperactivity Without Inattention
Trouble paying attention
Restlessness
Impulsive speech and action
Excessive talking
Difficulty waiting turns
May have a quick temper
Overactive
Challenges Training Employees with ADHD
Workplace learning in most cases for the participant means learning new information, participating in training activities, sitting for a period of time and given direction.
A participant with ADHD may have difficulty in sustaining attention and remaining focused during lectures.
May need questions repeated
May have difficulty in grasping main ideas or details during the lecture.
Become easily distracted by both internal (day dreaming) or external (noises) stimuli.
May blurt out an answer before a question has been completed.
May have difficulty in listening in environments with noise distractions.
Difficulty in following through with instructions
May talk excessively
Difficulty in taking turn in a conversation.
The upside is that often when a person with ADHD is interested in a topic, they may hyperfocus, meaning they will fully participant in group discussion, and show great enthusiasm for the subject matter.
Strategies that help in training employees with ADHD include:
Telling participants what they will learn
Vary instructions- auditory alone will not be effective, participants with ADHD will need visual aids as well.
Allow for frequent breaks.
Summarize key points of the training as a way to reinforce the lesson
Create a leadership role such as assisting in setting up any training equipment and giving out training material.
When possible, alternate between physical and mental activities.
Stick to the expectation of the time. It will be difficult for the participant to sustain focus once a time of dismissal is given.
Conduct a stretching activity for the group when possible, I would sometimes include a game of “would you rather.” This works great but should tie into the theme of the training.
Tips to remember:
A diagnosis of ADHD also qualifies under the American Disabilities Act regarding workplace accommodations.
Studies show that in the United States, 6.4 million children between the ages of 4-17 have been diagnosed with ADHD. The average age of ADHD diagnosis is 7. Males are almost three times to be diagnosed with ADHD than females.
The DSM-V defines ADHD as a persistent pattern of attention and or hyperactivity-impulsivity that interferes with functioning of development. Inattention symptoms include the following:
often fails to give close attention to details
often has difficulty sustaining attention in task or play activities
often does not listen when spoken to directly
Often does not follow through on instructions
Often has difficulty organizing task and activities often avoids, dislikes or is reluctant to engage in task that requires sustained mental effort.
Hyperactive symptoms include:
trouble paying attention
restlessness
excessive talking
loud interaction with others
frequent interventions
may have a quick temper
The following links provide tools, resources and information for parents and special education educators on providing support to children diagnosed with ADHD.
Accommodations
Information on classroom accommodations including teaching techniques, learning style, schedule, environment, material, assistance and behavior management.
The following links are tips and strategies that are specific to teaching techniques and helpful information on behavior approaches, rewards, eliminating distractions and seating arrangements
Executive functioning helps students analyze a task, planning, organization, time management and finishing a task. The following links provide articles on understand executive functioning and its relationship to ADHD.
