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Tag: working memory

The Power of “Job Talk” For Adults

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After many years of on and off cigarette smoking, I was finally able to quit for good in February 2017. At the same time, I began running, and actually ran, and finished, my first half marathon in October 2017. Running was just something I did – not that  important, except when training for a race.

Fast forward a few years, to a long overdue check up. As the nurse took my pulse, she looked puzzled. She took it again, and shaking her head, said “your pulse is so low for someone your age.” At which point, I said, “I’m a long distance runner,” and it all suddenly made sense.

Just saying those words, “I’m a long distance runner,” changed so much for me. This isn’t just something I do, it’s part of who I am. Just thinking about that, on days I want to roll over and go back to sleep instead of putting in 8 miles, gets me to push off the covers and get moving.

And when runs, or races, don’t go the way I hope, it’s easier to deal with, because ups and downs are part of being a runner. The longevity implied by being, rather than doing, allows for success and failure, along a continuum.

Many – MANY – ADHDers struggle with task initiation, procrastination, and task avoidance. While this can be attributed, in part, to weak executive functions, and can, in part, be supported by a variety of strategies, there is also the cyclical shame and anxiety associated with these challenges. We can’t get started, so our work might be late or not as solid as it could be, which causes anxiety (“What if I can’t ever get this done?” shame (“I should be able to do this, why can’t I??”). Who wants to go through that over and over? Isn’t avoidance easier? (Ultimately we know the answer to that is no, but in the moment, that avoidance of shame and guilt is all we can handle).

How about approaching tasks slightly differently?

Kristen Jacobsen CCC/SLP, and Sarah Ward CCC/SLP propose using what they call “job talk” with kids. Rather than “Write this essay,” they suggest the declarative “We are essay writers,” claiming that using this format helps to activate non-verbal working memory and procedural memory, creates structure, and limits emotional reactions. Research has also been conducted on adult responses. When comparing reactions between “being a voter” (personal identity) and “voting” (behavior),it was found that the personal-identity phrasing significantly increased interest in registering to vote.

So how do you put this into action? 

You can be very broad about this, as I was with “I am a long distance runner.” However, if starting on a specific task is alluding to you, that can be the basis of your statement. “I am a job searcher,” “I am a kitchen organizer,” “I am a proposal writer.” Does that feel different to you? Do you start to imagine what that means? Prior thinking about your role is a mental dress rehearsal, which is a very powerful tool.

So – be a job talker today. And I’ll be a long distance runner. Let’s see how far we can get.

PS – Next post – calling tasks what they really are…to us (bad language included).

Resources:

Bryan, C. J., G. M. Walton, T. Rogers, and C. S. Dweck. “Motivating Voter Turnout by Invoking the Sense of Self.” Proceedings of The National Academy of Sciences 108.31 (2011).

Kristen Jacobsen and Sarah Ward. “360 Thinking: Breakthrough Strategies to Develop Independent Executive Function Skills.” (2023).

No Summer Slide For Executive Functions!

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In the words of Alice Cooper:

School’s out for summer,

School’s out forever.

I’m bored to pieces.

Before you hear that chorus of “Mom, what should I do? I don’t have anything to do. Tell my brother/sister to stop hitting me!” or you just surrender to letting the kids go on their iPads for eight hours, here are a few fun activities that in addition to keeping your kids occupied, will give them some great executive function practice (Ssshhhh! Don’t tell them this!) Note: these activities are designed for you or another adult to do with your child, in order to keep the task structured. Over time, your child may learn to structure these activities on their own.

Planning an outing – this could be anything from a trip to the ice cream shop, to a day at the beach, to a weekend at a hotel. Starting from the end goal, determine what steps are needed to get there (for example, going to the ice cream shop requires money and transportation; you need to know when you are going, how to get there, who is going and extending invitations to those who are not part of the planning, and what kind of ice cream you would like to get). Writing the steps is great practice for planning school projects and homework! More complex outings will require more planning; perhaps divide this up if you have more than one child involved. Executive functions utilized:  planning, organization, time management, working memory, emotional control, sustained attention, goal directed persistence, flexibility.

Cooking/Baking – Following a recipe is a great way to exercise the executive functions. And bonus! Math skills! The steps are already determined, but gathering ingredients and utensils, working with a timer (if necessary), deciding how much to make (doubling or halving definitely uses math), what size serving dish or bowls are needed – all of these can help your child use their executive function muscles. And think about the self esteem boost that comes from completing something delicious! Executive functions utilized: planning, organization, time management, working memory, emotional control, sustained attention, goal directed persistence, flexibility.

Crafts – there are so many different crafts, I couldn’t begin to list them all here. Crafting involves having a vision of what you would like the end result to be, and then determining the steps and materials that are needed to get there. So for example, if your child wanted to create a painting (assuming they have paint in the house), they would first have to decide what they would like their painting to look like. Planning backwards (and again, writing the tasks down), the steps would include putting on a smock, finding paper, paints, brushes and water, spreading newspaper on the table for spills, perhaps drawing the picture first, painting, and then cleaning up. After that, they can gather the materials (discussing these first is also good planning practice) and follow the steps to create their own Mona Lisa!  Executive functions utilized: planning, organization, time management, working memory, emotional control, sustained attention, goal directed persistence, flexibility.

These are just a few examples of how your child can continue their executive function development over the summer. So next time your child is “bored to pieces,” pull out that recipe book or paintbrush, and give those executive functions some exercise!

Why It’s Okay To Say “Hey, Siri?”

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I was chatting with a client the other day, discussing a strategy we had designed together to help keep her on track with keeping her house more organized and clean. When I asked her the question, “How will you remember to do this?” her response was “Well, I can set a reminder, but I really should be able to remember without it.”

She SHOULD remember without a reminder? What does that even mean??

The word “should” implies a rule or requirement, like you should eat vegetables, or you should drive under the speed limit. But as far as I know, there is no rule in this world that requires people to remember tasks, birthdays, and anything else, without any sort of support.

And yet, this is a common ADHD lament…I SHOULD be able to do this without using any of the many things that would make it easier/shorter/more likely to happen.

Interestingly enough, neurotypicals don’t feel this way. In fact, they embrace any and every thing that will help to make life easier. Apple watches, Alexa, air fryers, dashboard reminders for oil changes-these are all ways that technology helps to make things smoother. And it is not just ADHDers who are calling out, “Hey Siri?”

So that got me thinking about why neurotypical folks embrace futuristic enablers, and ADHDers feel guilty about using them.

I realized that, because ADHDers often feel like they are AT FAULT, they are incapable, they are lazy-possibly because they’ve been told that by teachers, family, and others-they want to show that dammit, they don’t need help! They can do it! I’m not going to need no stinkin’ Alexa!

This is quite the conundrum. Because ADHDers are NOT at fault, they ARE capable. They are NOT lazy-and there is nothing wrong with using supports that are available, just like neurotypicals do. In fact, it can be a real game changer for ADHDers.

Look, I sew things. Now I certainly know how to thread a needle, and sew by hand. But, when given the choice, I will always use my sewing machine. And that’s not because I’m lazy, or incapable. It’s because it makes it much more likely that I will complete the project I’ve started-and I’ll enjoy it more, because the time and drudgery of hand sewing is eliminated.

So, my ADHD friends, please do NOT eschew technology, or planners, or any of the things that can make it more likely that you will succeed. Be the intelligent, creative person you are, and utilize anything you can to improve your life.

I’m not going to say you SHOULD embrace supports. Maybe…just strongly consider it.

Structure Overload

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Make a list, they said. Make a list, and a time to check it, and an alarm for that time, and an alarm to set the alarm for checking, and, and, and…

Yes, structure can be super helpful to ADHDers trying to survive in a neurotypical world. But when does structure become a barrier to success?

Some of ADHDer’s challenges stem from weak executive functioning, and compromised working memory. Recognizing this, and realizing that support for these areas will be necessary, is pretty crucial for improving one’s ability to stay organized, meet deadlines, and generally deal with obligations that keep us employed, sheltered, and not pissing off relatives by forgetting their birthdays. There is no shame in needing strategies and support for executive function, just like there’s no embarrassment in wearing glasses if you have impaired vision. 

And those supports really need to be the right ones for you. If I wear my husband’s glasses, I will easily walk into a wall. And if he wears mine, he will likely drive off a cliff. If I tried to use his to-do list, I’d probably lose my mind. And vice versa.

Sometimes, though, we go overboard-and the very structure that is supposed to help us becomes a burden. It might be too much structure-scheduling every minute of every day-or not the right kind. Some people thrive with bullet journals. Personally, not my jam (and I have tried, I have the gorgeous journals with 5 pages filled to prove it).

When we over-structure, it can cause discomfort, even resentment. And that’s the tipping point at which one might say “I hate all of these lists. That’s it, I’m done!” And the ADHD free fall begins.

We’ve all been there. It lasts…until the scales shift, and there’s more discomfort with the free fall than the structure. And back and forth we go.

But, what if we built some free fall into our structures? For example, one day a week without a to do list. Or an hour every day built in for just…being. Or maybe, including some time every week for going down rabbit holes.

It’s tough to balance one’s ADHD tendency to go down the rabbit hole with the need for a plan, to not just get stuff done, but also to feel good about the effort. But both are parts of the ADHDers’ make up. So why not just own that…instead of trying to extinguish it?