Attention Deficit Disorder: Practical Coping Methods - part 2 ppsx

2.3.3 Manipulation
2.3.3.1 ADD Without Hyperactivity
ADD individuals can be excellent manipulators, however, again, this is due
to their extreme fear of someone getting angry at them. Also, because of
their guilt they don’t tend to ask for what they want in a straightforward
manner and therefore have to manipulate the situation to get it. Finally,
there are classic issues of self-esteem in this group. Since they believe they
don’t deserve anything anyway, they rely on manipulation to get what they
need rather than asking anyone for anything. These individuals are also
very secretive for the same reasons.
2.3.3.2 ADHD
Manipulation is a means to get what they want and often a game or sport to
see how far they can shift and move people. There tends to be a need for dom-
inance due to the low self-esteem that is a consequence of symptoms of the
disorder, and a consistent need to prove themselves better than others. Due
to their need to be right and to their rigid way of thinking, they are forced to
manipulate others to bend to their will as they do not see any other alterna-
tives. They also have no idea or capacity, due to the loss of the frontal pro-
cesses, of how to negotiate or bargain.
2.3.4 Reading and Math Problems
2.3.4.1 ADD Without Hyperactivity
Reading or math problems are generally due to an inattention to the whole,
which is characterized as a spatial problem, not a learning disability. This
means that the ADD individual has difficulty developing phonemic skills of
approaching words and learning language as they cannot sound it out and
then put it together as a whole. Often there are mispronunciations and the ten-
dency to memorize words. Bright individuals typically start off reading quite
well, however, as things become more complex, the words get longer and they
can no longer memorize the word. Reading begins to falter. As a result, they
read less and the problem becomes worse due to lack of interest. Typically,
these individuals mispronounce words and see a word differently; a word such

as “heir” is seen as “hair.” Math skills also present problems when there is a
spatial component, such as adding in one’s head, which requires a visual–spa-
tial whole. Geometry poses a specific problem for the same reason.
2.3.4.2 ADHD
Reading and math problems exist due to the presence of a true learning dis-
ability and an inability to learn from one’s mistakes and to use information
as feedback. Research indicates that there is a difference in the brains of the
ADHD individual that results in learning problems.
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Looking at ADD Without Hyperactivity
3.1 What is it?
ADD without hyperactivity is that true sustained attention disorder, one that
describes an individual as dreamy, out to lunch, and not always operating on
all four pistons. These are the individuals who have more conversations with
themselves than with anyone else. ADD without hyperactivity tends to
involve more of the parietal areas of the brain, as well as some of the subcor-
tical areas. The frontal or logic processes, however, are intact. Thus, these
individuals have difficulty understanding or “getting it,” but once they do,
they can use it and can truly rely on logic to function as well as they do. Skills
of logical reasoning and ability to analyze a situation are the assets they are
missing to figure out and survive in a world that is constantly confusing to
them.
ADD without hyperactivity is the less serious of the two subtypes of ADD
and not always recognizable. Thus, this disorder is often overlooked. This
can be seen in the child, adolescent, or adult who does not cause problems
but, instead, just about fades into the woodwork. They don’t bother anyone
or call attention to themselves, and, if they are bright, they will be able to

compensate to the degree that they can perform within the work or school
setting to an adequate level. Performance generally will not match their abil-
ities. It will, however, suffice and they manage to get by. The key issue about
this disorder is that they “get by.” They don’t maximize themselves and they
don’t operate to the level of their potential but they perform adequately.
3.2 What to look for
These individuals are hidden and not easily seen, noticed, or understood.
Very often, adults who are diagnosed complain that they were working with
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Over-Focused Subtype of ADD Without
Hyperactivity
4.1 Defining the Over-Focused Subtype
There is a subtype of ADD without hyperactivity that can look like a combi-
nation of ADD without hyperactivity and ADHD. The two disorders are gen-
erally seen as separate, and we do not sustain the belief that there is a
combination of ADD without hyperactivity and ADHD, but rather that there
is a subtype of ADD without hyperactivity.
The reason this is described as a subtype of ADD without hyperactivity, is
that the clinical picture — how the brain operates — shows ADD without
hyperactivity. The frontal processes are highly intact. Problems seen in an
evaluation are information processing, distractibility, slow cognitive speed
and all of the symptoms characteristic of ADD without hyperactivity. So the
symptoms of the disorder fit the classic pattern of an attention disorder with-
out hyperactivity, but they look hyperactive from what we call a behavioral
pattern — their behavior appears to be that of an individual with the classic
pattern of an attention disorder with hyperactivity. This is why professionals

in the field arrived at this combination disorder; it explains why both types
of symptoms are seen in one person.
In light of how the brain takes in information and the clear differences
between the two disorders, it seems virtually impossible to have such a com-
bination disorder exist. The two disorders use different biochemical systems
and to have an effect on different structures in the brain. It does not make
sense that a combination disorder would exist when the two disorders
appear so different in nature. Regardless, a certain subtype emerged in chil-
dren and adults diagnosed with ADD without hyperactivity. The group of
individuals had similar characteristics that seemed to have a more severe
attention disorder and also have more severe emotional and behavior prob-
lems both at home and at school. They were also more susceptible to having
other issues such as allergies, tics, asthma, and eating and sleeping problems.
Overall, they seemed “fragile.” They appeared highly sensitive, very over-
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ADHD Revisited
5.1 Where Do We See It?
This is a more severe disorder than ADD and therefore makes up a smaller
percentage of the overall population. In following the medical model, the
more severe the disorder the less it exists in the population. The common cold
is generally thought of as a milder illness and it happens very often. There are
billions of colds occurring every day as opposed to something like strokes
and heart attacks (although unfortunately they, too, are becoming far too
common). Strokes and heart attacks represent a more severe disorder and so
are seen less often than the common cold. ADHD is often seen in the criminal
population but is less visible in a private-practice clientele. ADHD individu-
als have difficulties in maintaining employment and, as a result, have neither

medical insurance nor a stable income. These individuals are impacted by
symptoms of the attentional disorder to the degree that their lives do not
recover. Their lives can become a series of endless failures, more trials and
tribulations.
5.2 A Severe Disorder
This disorder is pervasive and involves more of the areas of the brain that are
not operating as they should. Thus, these individuals may miss information,
not be able to grasp information, or may become confused. Once they do
manage to comprehend, they don’t know how to use it. Frontal processes are
nonfunctioning, and, therefore, the integrative processes are disabled. They
can’t understand pieces of information, they don’t see the whole picture, nor
do they think of the consequences of their behavior. The inhibition system is
disabled and there is no stop sign. So they want what they want when they
want it and they want it now. They operate out of the inappropriate because
there is no appropriate regulation. They have no “stop” for the emotions
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