Category: <span>ADHD</span>

ADHD Mental Wellness Parenting Uncategorized • • • • • • • By Beth Church 0 Comments

Summer Series 5: Emotions Are Your Brain’s GPS: Helping Neurodivergent Kids Navigate Big Feelings

Written By: Julie Braciszewski, PhD, LP

Emotions First, Regulation Later: Understanding Neurodivergent Emotional Processing

Our brains are wired for emotion before anything else. Long before we can talk, plan, or problem-solve, our emotional processing systems are fully online. For neurodivergent individuals—including those with ADHD, Autism, learning disabilities, or executive functioning challenges—emotions often feel bigger, faster, and harder to manage.

Ever notice your child goes from zero to sixty emotionally in seconds? That’s not misbehavior—it’s biology.

Emotions are your body’s built-in GPS. When we learn to tune in, name them, and understand what they’re pointing us toward, we can transform big feelings into powerful guides.

 This Skill Set Targets:

  • Intense emotions and emotional dysregulation

  • Impulsivity and difficulty with self-control

  • Social skills and perspective-taking

  • Problem-solving and conflict resolution

“Name It to Tame It”: The First Step to Regulation

Did you know that humans all over the world share six core emotions? These emotions are universal and hardwired:

  • Happy

  • Sad

  • Angry

  • Fear

  • Surprise/Shock

  • Disgust

When children use clear, basic emotion words instead of vague ones like “upset” or “mad,” it gives their brain a better roadmap for what to do next. Start practicing emotional literacy by naming the emotion out loud, then ask:

“How big is that feeling right now? Let’s rate it from 0 to 10.”

You can also model by labeling emotions in yourself as well as fictional characters::

  • Yourself: “I feel sad right now. I think I need a break.”

  • Your child: “It seems like you’re feeling angry—maybe a 7?”

  • Fictional characters: “What do you think she felt in that moment?”

Boosting Inner Self-Talk for Better Reflection

Many children with ADHD and similar profiles experience a delay in developing self talk — the voice in your head that helps you reflect, reason, and pause before acting. That’s why increasing external self-talk can help regulate emotions and reduce impulsivity.

After labeling an emotion, try asking open-ended reflection questions:

  • “What do you think made her/them/you feel that way?”

  • “What do you think they/you want to do now?”

  • “Is that something that will help or hurt?”

This kind of dialogue builds emotional insight, problem solving and executive functioning skills over time.

Link Emotions to Motivation: What Is This Feeling Telling Me?

Each emotion gives us a biological message about what we need or what action we should take:

Emotion Message
Sadness You may need comfort, closeness, or a break
Anger Something feels unfair or threatening—defend or set a boundary
Fear You feel unsafe—gather more info, seek safety or support
Surprise/Shock Pause and assess—something unexpected happened
Disgust Avoid or move away from something potentially harmful
Happiness Move toward connection, play, or enjoyment

Try asking:

  • “What do you think your sadness is telling you you need?”

  • “What might that character do next, based on the emotion they were feeling?”

This step helps children translate emotion into action, increasing both motivation and emotional intelligence.

Final Thoughts: Emotions Aren’t the Problem—They’re the Map!

At our practice, we help neurodivergent kids, teens, and adults understand that emotions aren’t bad—they’re information. With the right tools and support, these emotions become stepping stones toward self-awareness, resilience, and connection.

If your child struggles with impulsivity, meltdowns, or social misunderstandings, you’re not alone. These strategies are a starting point—but sometimes individualized support makes all the difference.

Reach out for personalized emotional regulation coaching or support—we’re here to help your child thrive. Call 248-220-3332 or follow the link to make an appointment https://www.mbh-mi.com/make-an-appointment/  

ADHD Child Wellness Parenting Uncategorized • • • • • • • By Beth Church 0 Comments

Summer Skills Series #4: Physical Regulation for Neurodivergent Bodies & Minds: Tools to Slow, Go, and Grow

Written By: Julie Braciszewski, PhD, LP

Body Awareness Builds Brainpower: How Physical Regulation Unlocks Confidence and Calm

For many neurodivergent individuals—including those with ADHD, Autism, learning differences, or executive functioning challenges—the body doesn’t always match the moment. Sometimes, the energy feels like a rocket launch. Other times, it’s more like swimming through molasses. This tug-of-war between hyperactivity and under-activity can make everyday tasks—starting homework, daily routines, following directions, shifting between activities, or staying seated—feel monumental.

But here’s the powerful truth: with awareness and practice, we can teach our bodies when to slow down, when to go, and most importantly, how to respond with self-compassion.

Understanding Physical Dysregulation

Physical regulation refers to how we manage our body’s energy and movement in daily life. Neurodivergent kids, teens, and even adults often experience:

  • Hyperactivity: A revved-up, go-go-go feeling that can be hard to channel.
  • Underactivity: Feeling “stuck,” sluggish, or disconnected from physical energy.
  • Coordination and sensory challenges: Difficulty processing sensory input or coordinating movement smoothly.

These challenges become especially apparent during stress, social overwhelm, or academic strain—when other lagging skills like emotional regulation or communication come into play. That’s why learning to regulate physically can be a game-changer: it creates a stable platform from which all other skills can grow.

Let’s dive into three playful, effective strategies for supporting physical regulation in neurodivergent individuals.

1. Increase Awareness Without Judgment

Start by naming the experience in a neutral, observational way. This builds self-awareness without triggering shame or frustration.

Try reflective phrases like:

  • “Wow, I can see your body really wants to move right now.”
  • “Looks like your brain is having a tough time telling your body to get a move on.”

These statements validate the experience and introduce a sense of curiosity and control. Over time, they help kids and teens recognize their own internal cues.

2. Wonder Like a Scientist

When we respond to dysregulation with curiosity instead of correction, we create a sense of safety. Use open-ended questions to guide children and teens to connect with their needs.

Ask:

  • “I wonder what your body is trying to tell you?”
  • “What do you think might help you feel more ready to start?”

Approaching physical dysregulation as a clue, not a flaw, shifts the dynamic. Kids learn to become self-scientists—spotting patterns, exploring solutions, and advocating for themselves.

3. Cue and Practice Regulation Strategies

Physical regulation tools work best when they’re simple, fun, and consistently practiced. Here are some body-based strategies to try together:

  • Co-regulation: Move together! Go for a walk, do stretches, or dance. Your energy, presence and example helps them reset.
  • Movement breaks: Integrate silly, energizing breaks throughout the day—animal walks, jumping jacks, or “shake it out” songs.
  • Activate sensory cues: Use strong scents (peppermint or citrus), a light bop to the shoulder, or a spicy snack to stimulate alertness.
  • Calm cocooning: Support down-regulation with low sensory input—noise-canceling headphones, a soft blanket, or dim lighting can create a peaceful sensory retreat.

The key is consistency and flexibility—not every strategy works every time, and that’s okay. Keep exploring, and let your child lead the way. 

Final Thoughts: Confidence Comes from Connection

Building physical regulation skills is about more than managing energy—it’s about helping neurodivergent individuals feel seen, supported, and capable. With empathy, curiosity, and a toolkit of strategies, we empower them to meet life’s challenges with confidence and calm.

Whether your child is bouncing off the walls or stuck in slow motion, remember: the goal isn’t “perfect behavior.” The goal is connection, self-understanding, and growth.

ADHD Child Wellness Parenting Uncategorized • • • • • • • • By Beth Church 0 Comments

Summer Skills Series 3: Why Boredom Is a Brain Booster – Helping Kids Embrace the Pause

Written By: Julie Braciszewski, PhD, LP

Boredom Isn’t the Enemy—It’s a Superpower in Disguise

In a world filled with screens, swipes, and instant dopamine hits, boredom can feel like a bad word—especially to kids. But what if we told you that boredom isn’t something to fix… it’s something to foster?

Boredom is a break for the brain. It allows for:

  • Mental rest

  • Imaginative play

  • Creative thinking and building cognitive connections

  • Problem-solving

  • Emotional regulation

Helping kids build a tolerance for boredom doesn’t just reduce screen meltdowns—it helps their brains develop in deep, meaningful ways.

 Tolerating boredom targets important areas of self regulation and executive functioning:

  • Break the dopamine dump & deprivation cycle
  • Increase attention regulation
  • Reduce tech tantrums
  • Increase frustration tolerance and sustained focus

How to Build a Boredom-Positive Mindset (Without the Eye Rolls)

1. Start with the Right Mindset: Boredom = Brain Power

First things first: Let’s reframe boredom not as a problem, but a gift.

When kids say, “I’m bored,” they’re often in a transitional space—between structured stimulation and the freedom to explore their own creativity and intelligence. We begin to feel uncomfortable and seek input, activity or experiences. If we harness this initial discomfort and label it as a cue or an opportunity, the brain lights up with possibility.

Try a family mantra to shift the vibe. Make it validating, not dismissive.

  • “Boredom is your brain getting ready to create!”

  • “The cure to boredom is curiosity.” – Dorothy Parker

  • “Boredom means your imagination is about to wake up.”

Make it a poster. Put it on the fridge. Say it together. Make boredom an opportunity.

2. Create a Go-To Boredom Buster Bank

Don’t scramble for ideas when the “I’m bored” chant begins—plan ahead!

Build a boredom buster system:

  • A summer bucket list everyone contributes to

  • A popsicle stick jar with fun, screen-free activity ideas

  • A visual board of ideas grouped by type (indoors, outdoors, creative, physical)

Examples might include:

  • Make up a new board game, build an epic  blanket fort, DIY obstacle course, nature scavenger hunt, start a kid-friendly podcast

3. Introduce New Challenge Tasks

When boredom hits, it’s our brain telling us it’s time to grow! It’s the perfect time to do something new or challenging.

Try these:

  • Learn a new skill (juggling, typing, origami)

  • Start a puzzle or brain teaser

  • Build something from scratch (LEGOs, wood, recycled materials)

  • Invent a new recipe or snack combo, start a personalized cookbook

  • Design a toy or invention—draw it out, prototype it with paper or blocks

  • Make up a new handshake

  • Learn to speak a few phrases in another language

The goal? Push beyond “easy fun” into “creative challenge.”

4. Watch for Time Vortex Traps

Some activities suck time and drain dopamine—leaving kids and adults crankier than before. Time vortexes might feel good at first, but typically impact mood negatively and decrease tolerance for boredom in the long run.

⚠️ Keep an eye on:

  • Endless scrolling

  • Passive video-watching

  • “Just one more” gaming loops

These activities can hijack attention and tank frustration tolerance. Balance them with intentional downtime and active engagement.

5. Schedule ‘Mind Expansion Time’

Yes, you can schedule boredom—and call it something cooler.

Set aside 30–60 minutes a day for summer bucket list items, challenge tasks, or:

  • Open-ended play

  • Quiet thinking or prompted journaling

  • Reading something weird and wonderful

  • Tinkering, creating, or exploring

Call it “Imagination Hour” or “Brain Recharge Time.” Make it part of your daily rhythm—just like meals or bedtime.

6. Break out! Do Something You Don’t Usually Do

Break the routine to spark curiosity.

Ask your child:
 ️ “What’s something we always say we should do more often?”
 Maybe it’s:

  • Trying a new recipe

  • Visiting a local museum

  • Making cards for a neighbor

  • Going for a nature walk with a field journal

Make a “We Should Do That More Often” list—and pick one thing when boredom strikes.

Final Thoughts: Boredom Builds Brilliance

Boredom is more than a moment of “nothing to do.” It’s a launchpad for resilience, self-regulation, and imaginative growth.

With the right mindset and a few simple strategies, you can turn tech tantrums into moments of discovery—and help your child build lifelong mental wellness tools along the way.

So next time you hear “I’m bored,” smile and say,
 “Awesome. My brain’s about to do something amazing.” 

ADHD Child Wellness Parenting Uncategorized • • • • • • • By Beth Church 0 Comments

Summer Skills Series #2: Beating the Time Warp – A Fun Guide to Mastering Time Awareness

Written By: Julie Braciszewski, PhD, LP

⏰ “Wait…That Took HOW Long?!” — Understanding Time Blindness

Ever asked your child to clean their room, only to find them still deciding where to start 30 minutes later? Or maybe they swear their homework took “two hours!,” when the task really only took about 5 minutes? 

That’s time blindness—the brain’s subjective sense of how time is passing. And for people with executive functioning challenges, fun tasks move like lightening while less fun tasks move like molasses. Sure, this is true for everyone to some degree, but it is amplified in individuals with executive functioning challenges or ADHD.

Time blindness is a real executive functioning challenge that affects:

  • Time awareness
  • Task initiation
  • Sustaining effort
  • Frustration tolerance

When kids’ perception of time is not very accurate, their anticipatory anxiety over less fun tasks (like chores or homework) increases, they struggle to start tasks, stay on track, or feel successful. But the great news? Time awareness is a skill—and we can teach it through fun, low-pressure Time Estimation Trials.

What Are Time Estimation Trials?

Time estimation trials help you or your child practice predicting how long tasks will take—then compare that prediction to reality. This not only strengthens their sense of time but also builds metacognition (a.k.a. thinking about their thinking).

The result? Better planning, smoother transitions, and less stress around task completion.

Step-by-Step: How to Battle Time Blindness with Estimation Trials

Here’s how to make time awareness click in a way that’s fun and empowering:

1. Pick a Task

Start simple. Choose everyday tasks that your child already does. This should be a relatively neutral task – not one they hate, but not their most loved activity either:

  • Brushing teeth

  • Packing a school bag

  • Doing one page of homework

  • Putting toys away

Keep it bite-sized to avoid overwhelm.

2. Estimate the Time (and Write It Down!)

Ask your child:
 ️ “How long do you think this will take?”
 Have them write down their guess—even if it seems way off. This helps build self-awareness and gives you both a reference point.

3. Start the Timer and Complete the Task

Use a visual timer, stopwatch, or even a phone timer with a fun sound. Let them press start—kids love the control and it makes the process feel official!

4. Record the Actual Time

When the task is done, stop the timer. Write down how long it actually took. No pressure—just facts.

5. Reflect Together

Ask:

  • “Was it longer or shorter than you thought?”
  • “Wow, how did that 5 minutes feel? 
  • “What made it faster?” (e.g. focus, help, fewer distractions)
  • “What made it slower?” (e.g. getting distracted, needing help)

Help them connect the dots. This builds emotional regulation and frustration tolerance.

Pro Tip: Keep a “Time Estimation Log” to track progress over time. Watch their awareness grow!

Why It Works

Time estimation isn’t just a trick for better task management—it supports the brain to:

  • Recognize the passage of time

  • Anticipate effort and energy needed

  • Feel more in control (hello, task initiation and frustration tolerance!)

  • Build confidence and reduce meltdowns (Yay resilience!)

When kids start predicting their time more accurately, it boosts their independence—and self-esteem.

Real-Life Example:

Task: Unloading the dishwasher
 Estimated Time: 5 minutes
 Actual Time: 9 minutes
 Reflection: “I forgot to count putting the silverware away. Next time I’ll include that!”

See? No scolding. Just learning and growing.

Final Thoughts: Time Tracking Is a Skill—Let’s Teach It That Way

Time isn’t invisible to all kids—it just feels that way for many with executive functioning challenges. But with a little structure, curiosity, and encouragement, we can help them build their inner clock.

So, next time your child gets lost in the “time warp,” try a Time Estimation Trial. It’s simple. It’s supportive. And it works.

⏳✨ Time awareness doesn’t naturally develop for everyone — it’s built through experience and reflection!

ADHD Child Wellness Parenting Uncategorized • • • • • • • By Beth Church 0 Comments

Summer Skills Series 1: Build Better Routines, Build Better Minds

Written By: Julie Braciszewski, PhD, LP

We were thrilled by the amazing response to our recent workshop, “Living Your Best ADHD Summer: 5 Easy Breezy Skills.” Many of you reached out, eager for more—and we listened! We’re excited to announce the launch of our brand-new summer blog series, where every other week we’ll spotlight a fresh, practical skill designed to help you boost your or your child’s executive functioning all season long. Whether you joined the workshop or are just tuning in now, get ready for simple strategies, helpful tips, and a summer full of growth. Stay tuned—your best ADHD summer is just getting started!

Let’s Talk Routines: The Secret Sauce to Stronger Minds

If you’ve ever struggled to get your child to brush their teeth without a 20-minute negotiation, you’re not alone. But here’s some good news: building purposeful routines isn’t just about smoother mornings—it’s about helping your child develop essential executive functioning skills like planning, attention, and memory. Yep, routines can actually support brain development!

Executive functioning skills are the brain’s management system. When your child builds a routine, they’re working on things like:

  • Planning and organization
  • Working memory
  • Sustained attention
  • Task completion
  • Consistency and follow-through

And the best part? You can make this process fun, visual, and even LEGO-based!

Step-by-Step: How to Build a Brain-Boosting Routine

Step 1: Collaborate, Don’t Dictate

Kids thrive when they have a say in their day. So before laying down the law, team up. Ask questions like:
 ️ “What’s something that feels tricky in the morning?”
 “Want to help make a plan that works better for both of us?”

This collaborative approach builds buy-in, reduces resistance, and sets the stage for success.

Step 2: One Routine at a Time

Instead of overhauling your entire day, focus on ONE routine.
 Start small:

  • Getting dressed in the morning
  • Cleaning up toys
  • Packing a sports bag the night before

Choose just one. Master it. Then move to the next.

The pattern of routine building will transfer to new tasks, but it’s best to build the skill on just ONE routine.

Step 3: Break It Down—And Make It Visual

Executive functioning is easier to develop with clarity. Many tasks ADHDers struggle with might seem simple, but when we really break them down into concrete steps, we realize there’s a lot to remember and so many ways to get off track! 

Break each routine into small, doable steps. Make them concrete.
 For example, the “Get Dressed” routine could look like:

  1. Pick out clothes
  2. Put on underwear and socks
  3. Shirt on
  4. Pants on
  5. Comb hair

Pair each step with a picture, drawing, or even photos of your child doing each task. Visual supports make abstract tasks feel real and achievable.

Step 4: Model It Together (and Celebrate the Effort!)

Do the routine with your child at first. Narrate what you’re doing and highlight their engagement:

  • “Wow, you really stayed focused!”
  • “I love how you remembered the socks today!”

Praise effort, not outcome. A missed step isn’t a failure—it’s an opportunity to notice attention, persistence, and growth.

Step 5: Cue and Celebrate Independence

As your child gains confidence and consistency in completing the routine,, start cueing the steps instead of doing them together:

  • “What’s the first thing you do after picking clothes?”
  • “What’s next on your routine chart?”

When they complete a step independently, celebrate!
 A high five, a hug,  or a shout-out at dinner can go a long way.

Step 6: Support Smarter with Scaffolding

Some kids need a little more support—and that’s perfectly okay. Tailor the tools to their strengths:

  • Visual learners? Use colorful picture schedules or drawings they help create.
  • Auditory learners? Set reminders on Alexa or record fun sound cues.
  • Hands-on learners? Use toys to represent each step—like LEGO stations that guide the way through a bedtime routine.

The key is to make the structure supportive, not stressful.

Final Thoughts: Routines Are Brain Workouts in Disguise

By building purposeful routines, you’re doing more than creating structure—you’re helping your child grow their mental muscles. Executive functioning doesn’t come naturally to every brain, but with support, modeling, and encouragement, it can be developed over time.

So whether you’re tackling the morning madness or bedtime battles, remember: it’s not about perfection—it’s about progress, praise, and connection.

ADHD Child Wellness Parenting By Beth Church 0 Comments

ADHD Strengths That Might be Driving you Crazy as a Parent

Written by: Julie Braciszewski, PhD, LP

ADHD is a neurodevelopmental difference – meaning, ADHD brains are developing differently. (Click here for a more in-depth explanation of these brain development differences). And these differences result in behavioral and emotional patterns that can be important and unique strengths for individuals with ADHD.  However, these strengths can also cause disruption in the household and sometimes look like oppositional or disrespectful behavior. But as we understand these strengths better, we can develop conscious parenting strategies to support these patterns, help our ADHD kids thrive, and have a calm household.

Problem Solving Styles 

Your child’s way of solving problems might not match up with yours. One of the most notable strengths of kids, teens and adults with ADHD is their valuable strength in problem solving. They are often attending to different information or seeing the problem through a different lens, and thus go about solving problems in unique ways. This is one of the reasons you often see individuals with ADHD are so successful in less traditional career and work choices. However, in your household, when problems arise, the approach your child takes might make no sense to you and even cause you major frustration. In fact, you might feel like they aren’t listening to you or don’t want to solve the problem, when their brain can’t make sense of what seems to logical and linear to you. Taking a moment to help them verbalize what they actually identify as the problem (it might be different from what you identify!), what they see is contributing to the problem, and how they would like to solve it, is a collaborative cascade that helps support and hone this unique strength.   

Your Child Might Literally Perceive Time Differently! 

We all know that the experience of time is relative, but did you know this effect is amplified for your ADHD kid or teen? Isn’t this incredible!  This is such an asset when they find something they are super interested in, as they can spend a ton of time digging in and digging deep. But it also means that for difficult or undesirable tasks, time inches by at a painful and glacial pace. In your household this might mean these uninteresting or undesirable tasks are met with intense emotions, difficult behaviors or total disengagement. Starting with acknowledging this phenomena with empathy goes a long way to help get through challenging tasks. “Oh man, I know these 30 minutes of homework feel like 5 hours to you, that’s so hard.” Then, working to clearly and concretely delineate the time interval, for instance, by using visual timers, helps to reduce the frustration. 

Risk-taking Tolerance 

Did you know that kids with ADHD don’t process punishment or negative outcomes the same as their neurotypical peers? Individuals with ADHD are more likely to see negative outcomes as unrelated to their choices or actions, resulting in a tenacity and tolerance for risk-taking. While this might mean your kiddo is destined for big things, as a parent it may also drive you mad. In your household, that may mean that when you try to ‘teach your child a lesson’ through punishment, they don’t connect their choice or actions with the negative outcome, leading them to repeat the offense again and again. You might feel like they are ignoring you – but it’s actually because their brain is processing the outcome or punishment differently. ADHD brains are great at paying attention to and remembering the positive pay off, or reward. Admittedly, it takes a lot of practice and self-regulation on our part as parents, but turning to the positive replacement behaviors and rewarding these helps grow that choice-outcome connection much more effectively than punishment.

Emotional Intensity

For many individuals with ADHD, the difference in wiring (connectivity within the brain) and communication (neurotransmitters) in their brain also results in intense emotional experiences. This might be one reason individuals with ADHD tend to be very passionate and creative.  And as any parent of an ADHD kiddo or teen will tell you, helping their child learn to regulate, effectively express and use these intense emotions takes a lot of skill and perseverance. ADHD kids often need extra support to learn how to label their emotions, regulate and tolerate challenging emotions, and eventually use these intense emotional experiences to fuel creativity, productivity and deep, meaningful relationships.

If you would like help developing a plan to support your child or loved one’s strengths, please reach out!

 

ADHD Mental Wellness Parenting Testing By Beth Church 0 Comments

What Your Loved One with ADHD Wants You to Know

Written by: Jill Wasserman, MA, LPC

As a parent or partner to a loved one with ADHD, it can be difficult to fully understand the experience of navigating this world with ADHD. So we asked! We asked clinicians and clients with ADHD, what do they wish their loved ones knew?   

Before we tell you what they said, though, let’s chat about what ADHD actually is. ADHD is a neurodevelopmental disorder, meaning that there are real differences in the way ADHD brains communicate and store information. These brain development differences cause challenges with a group of behaviors commonly referred to as, ‘executive functions.’  The term, executive functioning, refers to self-regulatory behaviors such as attention, concentration, and focus, as well as task planning and initiation, transitioning from one task to the next, flexible problem solving, emotion regulation, impulse control, self-monitoring and organization. So in summary, ADHD is not simply a problem with focus and attention, it is a brain development difference that causes self-regulation challenges. As one of our clients said, “ADHD is so much more than ‘inability to focus’!”

So what did our ADHD clients say?

Here are a few things your loved on with ADHD wants you to know:

  1. I’m trying my best: Even when it seems like I’m not paying attention, not focused, fidgeting, restless, or not following instructions, I want you to know that I am really trying hard. My brain works differently. Please don’t think I’m lazy. I actually am working twice as hard, if not more, than my peers.
  2. There are unique and positive aspects to having ADHD:  I seem to do well in situations that require me to “think outside of the box”. I feel some of my greatest strengths are my creativity and innovative ideas. I think I see and experience the world a little differently than others and that’s ok. It actually really great sometimes. In addition, I find I can hyperfocus on things I really enjoy and feel passionate about, leading to high levels of productivity and mastery. Because I have had to overcome my own unique challenges, I have developed strong problem solving skills and resilience. I feel I am very determined to succeed.
  3. It can be hard for me to recognize when I am hungry, tired, and other physical cues: My brain is so busy with thoughts, swirling with information, and a flurry of activity that it can be difficult for me to pay attention to some of my most basic needs. I may even blow way past the point of hunger or being tired and become very dysregulated as a result.
  4. I need to take breaks: Long periods of work (and even short periods) can be draining. Taking short breaks can help me recharge. I need to move my body on breaks, my brain literally needs more blood flow. Sometimes I have no idea that I actually need a break and it’s helpful when you give me ‘permission’ to take a break.
  5. Structure and routine helps me: I may say that I feel “boxed in” but having a consistent schedule and routine helps me manage my tasks, time, and responsibilities better.
  6. Positive reinforcement: I know it’s frustrating when I don’t follow directions, don’t complete something, lose something… I am frustrated too. Please try to notice when I do something well or I am trying. This will work better for me when you are trying to praise or encourage my efforts.
  7. Please don’t forget…I have strengths! Please be aware and help me recognize my strengths. Supporting and nurturing these can do wonders for boosting my self-esteem and confidence. I can feel pretty down about the things I struggle with.
  8. I need help and support with organization: My brain categorizes information differently so keeping my space clean and organization strategies are not my strong suit. I need support with this. I also have a hard time keeping track of things and lose things easily. Please don’t be mad! I just need a better system. I like to keep things out and in view because if it is out of sight, it is out of mind. I can have trouble with something called object permanence so if it is put away, I might completely forget about it!
  9. Emotional support: I have a hard time regulating my emotions and often get very frustrated and upset. I tend to feel emotions intensely and don’t know what to do to cope sometimes. I can sometimes feel like I am on an emotional rollercoaster and it is very challenging for me to regulate. Your understanding and support is helpful. Having ways to manage and move through these big feelings is even more helpful.
  10. My “out of control” feelings are just as hard and uncomfortable for me to experience as they are for you to witness: When you’re calm it helps me to be calm. You model and show me adaptive and healthy ways to regulate. It’s almost like I borrow some of your “calm” when I can’t quite find mine.
  11. Clear concise instructions, please: Too much information can overload and overwhelm me. Please provide little bits at a time as clearly and concisely as possible. If I didn’t follow through with something, it’s because I was at capacity.
  12. I’m not being difficult on purpose! My behavior is not who I am. It is a direct result of the challenges I experience and how my brain processes information and input.
  13. Patience is key: With the proper supports and patience, I know I can achieve my goals. But please be patient with me. My progress and changes won’t happen overnight.
  14. Your words matter: If you ask me a lot of questions it can sometimes feel overwhelming and threatening to me to the point that I shut down. I prefer you also include statements and declarative language to help me not feel so on alert.

Conclusion

Even though the ADHD brain presents challenges, strengths in ADHD creativity, connection and problem solving ensure that each individual with ADHD can feel positive. As we help our loved ones navigate their challenges and provide them with the proper tools and supports it can be helpful to be mindful of their experiences and remind them of their strengths. By celebrating their unique abilities, perspectives, and by fostering a supportive environment, we empower them to thrive and reach their full potential!

If you feel you or your child could benefit from additional support for ADHD, please call us and speak with one of our highly trained specialists. Also, ask about our neuropsychological testing services!

Read more about ADHD by visiting the following links:

Blog- How Do We Know ADHD is a Real Disorder
https://www.mbh-mi.com/how-do-we-know-adhd-is-a-real-disorder/

Blog- Understanding the Relationship Between ADHD and Sensory Seeking Behaviors
https://www.mbh-mi.com/relationship-between-adhd-and-sensory-seeking-behaviors/

Other ADHD blog posts
https://www.mbh-mi.com/category/adhd/

ADHD Resource Guide
https://www.mbh-mi.com/adhd-rg/

 

ADHD Testing:

For more information about ADHD testing
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ADHD Dyslexia Individualized Education Plan Testing By Beth Church 0 Comments

Understanding Dyslexia: Myth Vs Fact

Written by: Julie Braciszewski, PhD, LP

Despite being one of the most common learning disorders, dyslexia is frequently surrounded by misconceptions and myths that can lead to stigmatization and hinder effective treatment. Our goal is to debunk some of the most common myths about dyslexia and replace them with facts. We hope to provide accurate information that can help individuals with dyslexia, their families, educators, and the general public better understand this condition. From the myth that dyslexia is simply about reversing letters, to the misconception that people with dyslexia have below average intelligence, we will tackle these falsehoods head-on. So, without further ado, let’s dive in and separate fact from fiction!

What is Dyslexia? 

Dyslexia is a neurodevelopmental disorder that impacts brain processes responsible for reading.  Dyslexia impacts how the brain processes symbolic information, such as letters and numbers, associates these symbols with meaning (such as sounds and amounts), and the speed and accuracy with which the brain processes this information.  

Myths versus Facts

Conclusion

Dyslexia is a condition that is widely misunderstood. It is a neurological condition that affects the way the brain processes written and verbal language. Individuals with dyslexia are just as capable as their peers, however, they may require additional support, treatment, and resources to help them learn and be successful. 

Having an understanding and awareness is key to eliminating the stigma associated with dyslexia or any other mental health condition. It’s our hope that we can collectively continue to educate ourselves and others about this condition, and foster an environment of acceptance and support for all learners.

We hope this post challenges you to look beyond the myths of dyslexia and perhaps even other conditions!

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ADHD Children Therapy Sensory Processing Disorder Therapy By Beth Church 0 Comments

Understanding the Relationship Between ADHD and Sensory Seeking Behaviors

Written by: Jill Wasserman, MA LPC
Edited by: Dr. Julie Braciszewski, PhD, LP

In the spirit of ADHD awareness month, let’s bust some of the myths out there and provide some accurate and potentially new, insightful information about ADHD.

First of all, what is ADHD? We hear about it all the time because it’s become pretty common in mainstream lingo, but what exactly does it mean? And why does it make sense to have a conversation about sensory seeking behaviors with ADHD?

What is ADHD?

In general, ADHD, or Attention Deficit Hyperactivity Disorder, is not just about hyperactivity or inattention. It’s actually all about difficulties regulating arousal, attention/concentration, impulse control, as well as other executive functions that guide organized, goal-oriented behavior. A person with ADHD may find it extremely difficult to focus and sustain their attention, sit still, keep track of their belongings, categorize and organize things, plan and execute larger tasks, and control impulsive urges and behaviors. For example, have you ever known someone who just can’t seem to keep track of their car keys? Or a child who struggles to remember to bring home their homework? Or maybe you know someone that no matter how hard they try, they just can’t seem to keep their room picked up. How about someone that seems to really take a deep dive into the things they enjoy, but can’t find the motivation to plan or do things that are less important to them? All of these behaviors are normal on their own, but when observed in combination with other ADHD symptoms, and to a degree that they are impairing functioning at work, home or school… that person might have ADHD!

Sensory Seeking Behaviors

In addition to the symptoms and behaviors mentioned above, ADHD and many other neurodevelopmental disorders can also cause sensory seeking behaviors.

Have you ever seen a child climbing all over or jumping off of furniture, stomping their feet, purposefully falling, bumping into things or bouncing around? Have you ever seen a child or adolescent or maybe even an adult chew on their shirt or sweatshirt strings? Have you ever seen a child watch tv or their iPad while upside down? Or maybe they did a lot of spinning around or swinging? Have you ever seen a child watch tv or their iPad really loud? Or make loud, sort of strange repetitive noises? Maybe yelling or screaming? Any of these behaviors at first glance may have seemed like this child was “acting out” or “misbehaving”. But let’s look at this from another lens.

If you answered yes to any of these, you may have seen kids engage in sensory seeking behaviors! Sensory seeking behaviors help individuals regulate (increase or sometimes decrease) the stimulation their brain is getting. And more often than not, these behaviors are missed, overlooked, or misinterpreted as “bad behavior or bad parenting”. They are not “bad behavior”, nor are they a result of “bad parenting”. These behaviors are really important signals to parents, teachers, and clinicians about an individual’s need for sensory INPUT, not OUTPUT. And if these sensory needs are not met, it typically leads to an increase in needs and an increase and frequency and intensity of these behaviors. Meaning, ADHD behavior gets more disruptive sometimes because the individual is trying to regulate but isn’t getting what they need.

Understanding the relationship between ADHD and sensory seeking is crucial for developing effective strategies to manage these behaviors. By recognizing these connections, parents, teachers, and mental health professionals can better support children and adolescents with ADHD who exhibit sensory-seeking tendencies.

There are five main types of sensory seeking behaviors:
1. Oral Motor input
Examples: chewing, snacking, sucking, licking

2. Tactile input
Examples: finger tapping, using handheld fidgets, sensitivity to clothing, always using a specific blanket

3. Proprioceptive input
Examples: using the entire body- crashing into things, bouncing, climbing walls, jumping, stomping

4. Vestibular input
Examples: being upside down, swinging, spinning

5. Auditory input
Examples: watching tv or listening to music very loud, making repetitive noises, yelling or screaming

Now What?
So you’ve noticed your child engaging in sensory seeking behaviors, the question then becomes “now what”?

As a clinician, when I notice that a child is exhibiting sensory seeking tendencies, I make recommendations to clarify what needs the child has that are being expressed by these behaviors, including ensuring their diagnosis is clear and correct, and then I provide additional treatment recommendations. These recommendations may include getting in contact with the pediatrician/primary care physician, a possible referral to a neurologist, additional testing/assessments for diagnosis clarification, getting a referral for occupational therapy and/or physical therapy, and any other relevant additional services. In therapy we then work to increase the parent’s and child’s awareness of these behaviors, learn what need they are signaling, and learn to engage in positive, proactive coping and regulation. We practice these coping and regulation strategies so sensory seeking behaviors are less disruptive at home, school and work.

What do the parents do?
Parents should first and foremost understand that they have done nothing wrong and they have already done something invaluable and very important for their child by getting them help and support. Then parents can work with their provider to track these sensory seeking behaviors by asking, “what is this behavior telling us my child needs?” By tracking and understanding sensory seeking through this lens, your clinician can help you make a plan to meet your child’s needs at home and at school.

Having a child with ADHD and sensory needs is not easy, but the help and support is out there! We are here for you and we are here to make things easier for you and your child. They don’t have to go through life struggling and neither do you. It can get easier and it will.

Conclusion

ADHD and sensory-seeking behaviors often intersect, leading to added challenges in social interactions and classroom settings. However, with the right support, treatment, and accommodations, these sensory needs can be effectively managed. This not only helps the child navigate their daily life more comfortably but also fosters an environment conducive to their growth and development.