Websites, organizations, services, information, products and social networking sites dedicated to ADHD on the Internet.
ADD can certainly have a negative effect on your work life.
You may have trouble remembering information, managing your time, organizing and prioritizing, screening out distractions, and just getting started on tasks. You may have a hard time figuring out what is important and get bogged down and stuck on irrelevant details. You may find that deadlines seem to sneak up quickly or have a tough time simply planning out your day.
A renowned ADHD expert explains how physical activity changes your brain for the better and how exercise can act as a supplemental treatment for patients managing their symptoms with medication, therapy, and/or nutrition.
The symptoms of ADHD can create challenges for the adult in the workplace, just as they do for children in school. Some adults with ADHD have very successful careers. Others may struggle with a variety of challenges, including poor communication skills, distractibility, procrastination and difficulty managing complex projects. Seeking assistance from a career counselor, psychologist, social worker or other health care worker with career counseling training can be helpful in understanding and coping with ADHD on the job. Each individual with ADHD has a different set of challenges. Therefore, it is important to consider your unique picture, as you go about designing strategies, accommodations and modifications for the workplace. Below are suggestions for coping with many of the symptoms or impairments associated with ADHD.
Studies show that even half an hour a day can help kids function better and feel better.
Working memory is the ability to hold and manipulate information in mind over short periods of time. Complex thinking and learning draw on working memory. Working memory supports school learning across the curriculum, from following instructions, to learning to read, to solving mathematical and scientific problems. Given that much of classroom instruction depends on working memory skills, the academic environment may be particularly challenging for students with learning disabilities (LDs) who often have working memory deficits (Gathercole & Alloway, 2008; Dehn, 2008). Reduced working memory abilities might make it difficult for these students to process as much information or to process information as rapidly or automatically as their peers. Overall, students with working memory deficits will have to work much harder than their typically developing peers to learn and carry out classroom activities. Because we know that students with poor working memory will face substantial learning difficulties when task demands exceed available working memory resources, providing learning support in the classroom is important for overcoming poor working memory skills.
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