Understanding ADHD Fundamentals
Expert-defined terms from the ADHD Coaching and Strategies course at LearnUNI. Free to read, free to share, paired with a professional course.
ADHD – Attention‑Deficit/Hyperactivity Disorder; a neurodevelopmental con… #
Related terms: Executive Function, Neurodiversity. Understanding ADHD fundamentals begins with recognizing how these core symptoms affect daily functioning, academic performance, and interpersonal relationships. Example: A student who frequently forgets assignments and interrupts peers may be exhibiting ADHD. Practical application: Coaches use symptom checklists to tailor interventions. Challenge: Differentiating ADHD from typical developmental behaviors or comorbid conditions.
ADHD Assessment – A systematic process involving clinical interviews, rat… #
Related terms: Diagnostic Interview, Rating Scale. The assessment provides baseline data for coaching goals. Example: A parent completes the Conners‑3 questionnaire while a clinician conducts a semi‑structured interview. Practical application: Coaches review assessment results to prioritize executive‑function skill building. Challenge: Ensuring cultural sensitivity and avoiding over‑reliance on self‑report.
ADHD Coaching – A collaborative, goal‑oriented partnership that supports… #
Related terms: Strength‑Based Approach, Accountability. Coaches focus on actionable plans rather than diagnosis. Example: A coach helps a client establish a “daily launch routine” to improve morning productivity. Practical application: Use of weekly check‑ins and progress tracking sheets. Challenge: Maintaining client motivation when setbacks occur.
ADHD Subtypes – Classification of ADHD into Predominantly Inattentive, Pr… #
Related terms: Inattentive Type, Combined Type. Subtype identification guides coaching focus. Example: A client with the inattentive type may need more organizational systems, whereas a hyperactive‑impulsive client may benefit from impulse‑control techniques. Practical application: Tailor executive‑function exercises to subtype‑specific challenges. Challenge: Symptoms can shift over time, requiring flexible coaching plans.
Adult ADHD – ADHD that persists into adulthood, often manifesting as diff… #
Related terms: Late Diagnosis, Comorbidity. Adults may have developed coping mechanisms that mask symptoms. Example: An employee frequently misses deadlines despite high intelligence. Practical application: Coaching includes career‑specific skill building, such as “focus blocks” and email triage. Challenge: Stigma and self‑perception issues may hinder engagement.
Arousal Regulation – The ability to modulate physiological and emotional… #
Related terms: Self‑Regulation, Stress Management. Individuals with ADHD often experience under‑ or over‑arousal, affecting focus. Example: A student feels sleepy during morning classes (under‑arousal) and restless during quiet tasks (over‑arousal). Practical application: Coaches teach breathing techniques, movement breaks, and sensory tools. Challenge: Identifying the precise arousal state without objective measures.
Behavioral Activation – A strategy that encourages initiation of goal‑dir… #
Related terms: Positive Reinforcement, Task Initiation. Activation counters procrastination common in ADHD. Example: Using a timer to start a 10‑minute “brain dump” session. Practical application: Coaches set up habit‑forming cues linked to existing routines. Challenge: Sustaining activation when intrinsic motivation wanes.
Brain‑Based Learning – Educational approaches that align with how the bra… #
Related terms: Neuroplasticity, Learning Styles. For ADHD learners, incorporating movement and visual aids improves retention. Example: Using color‑coded notes and kinetic learning stations. Practical application: Coaches design study plans that integrate short bursts of activity. Challenge: Balancing accommodations with curriculum standards.
Chunking – Breaking larger tasks or information into smaller, manageable… #
Related terms: Task Segmentation, Micro‑tasks. Chunking supports working‑memory limitations common in ADHD. Example: Instead of “write essay,” create steps: Outline, paragraph 1, paragraph 2, etc. Practical application: Coaches develop checklists that list each chunk. Challenge: Ensuring the client does not become overly dependent on external chunking structures.
Coaching Contract – A written agreement outlining the scope, goals, respo… #
Related terms: Informed Consent, Boundaries. Contracts set expectations and protect both parties. Example: A contract states weekly 45‑minute sessions, goal of improving time management, and confidentiality clauses. Practical application: Coaches review the contract at the first session and revisit it quarterly. Challenge: Negotiating terms when client expectations shift.
Coaching Ethics – Professional standards governing confidentiality, compe… #
Related terms: Professional Boundaries, Confidentiality. Ethical practice builds trust. Example: A coach refuses to diagnose ADHD, referring the client to a licensed clinician. Practical application: Coaches maintain a code of ethics checklist. Challenge: Navigating situations where personal values conflict with client choices.
Comorbidity – The co‑occurrence of ADHD with other mental health or medic… #
Related terms: Dual Diagnosis, Co‑existing Conditions. Comorbidities amplify functional impairment. Example: A teenager with ADHD and generalized anxiety may avoid school due to fear of failure. Practical application: Coaches coordinate with mental‑health providers and adjust strategies to address anxiety triggers. Challenge: Distinguishing which symptoms belong to which condition.
Concentration – The sustained mental effort required to focus on a task o… #
Related terms: Focused Attention, Attention Span. ADHD often reduces concentration capacity. Example: A student can only maintain focus for 8‑minute intervals before distraction. Practical application: Coaches introduce Pomodoro‑style intervals with scheduled breaks. Challenge: External distractions can quickly erode concentration despite timed techniques.
Executive Function – A set of higher‑order cognitive processes including… #
Related terms: Working Memory, Self‑Monitoring. Executive‑function deficits are core to ADHD. Example: Difficulty remembering multi‑step instructions. Practical application: Coaches use visual planners, “to‑do” boards, and self‑reflection journals. Challenge: Deficits may be pervasive, requiring ongoing reinforcement.
External Cueing – The use of environmental prompts (e #
G., Sticky notes, timers, alarms) to trigger desired behaviors. Related terms: Prompting, Environmental Supports. External cues compensate for internal cue‑recognition deficits. Example: A kitchen timer signals the end of a study session. Practical application: Coaches help clients place cues strategically (e.G., A note on the bathroom mirror). Challenge: Cues can become ignored if overused or not salient.
Focus Strategies – Techniques designed to direct attention toward a speci… #
Related terms: Mindful Attention, Distraction Management. Focus strategies are essential for productivity. Example: Using a “focus playlist” of instrumental music. Practical application: Coaches teach the “5‑minute rule” – commit to work for five minutes, then reassess. Challenge: Intrinsic impulsivity may override planned focus attempts.
Goal‑Setting – The process of defining clear, measurable, achievable, rel… #
Related terms: SMART Goals, Outcome Planning. Goal‑setting provides direction and motivation. Example: “Complete three pages of report by Friday 5 pm.” Practical application: Coaches break goals into weekly milestones and track progress. Challenge: Overly ambitious goals can lead to discouragement if not met.
Hyperfocus – An intense, often involuntary concentration on a preferred a… #
Related terms: Attention Dysregulation, Task Switching. Hyperfocus is a double‑edged sword for ADHD. Example: A gamer plays for hours, missing meals. Practical application: Coaches set “time‑out” alarms and teach self‑monitoring cues. Challenge: Harnessing hyperfocus for productive tasks without allowing it to dominate the day.
Impulse Control – The capacity to resist urges that may be socially inapp… #
Related terms: Inhibitory Control, Self‑Regulation. Impulsivity is a hallmark of ADHD. Example: Speaking out of turn in meetings. Practical application: Coaches use pause‑and‑reflect scripts (“Count to three before responding”). Challenge: Impulsivity can be heightened under stress, requiring adaptive strategies.
Inattention – Difficulty sustaining focus, frequent distractibility, and… #
Related terms: Distractibility, Mind Wandering. Inattention is a core ADHD symptom. Example: A student reads a paragraph but cannot recall the main idea. Practical application: Coaches incorporate visual organizers and frequent check‑ins to reinforce attention. Challenge: Distinguishing inattention from lack of interest or motivation.
Learning Styles – Preferred modalities through which individuals process… #
Related terms: Multisensory Learning, Neurodivergent Preferences. While evidence suggests flexibility, matching instruction to preferred styles can aid ADHD learners. Example: A kinesthetic learner benefits from standing desks. Practical application: Coaches recommend study techniques that combine reading, speaking, and movement. Challenge: Over‑reliance on a single style may limit skill development.
Medication Management – Coordination of pharmacological treatment, includ… #
Related terms: Stimulant Therapy, Non‑Stimulant Medication. Medication can improve neurochemical regulation but is not a standalone solution. Example: A client reports decreased appetite after starting methylphenidate. Practical application: Coaches maintain a medication log and discuss functional changes. Challenge: Respecting client autonomy while encouraging adherence.
Motivation – The internal drive that initiates and sustains behavior towa… #
Related terms: Intrinsic Motivation, Extrinsic Rewards. ADHD often disrupts motivation pathways. Example: A teenager feels unmotivated to study because the material feels irrelevant. Practical application: Coaches link tasks to personal values (“Why does this matter to you?”). Challenge: Maintaining motivation when immediate feedback is lacking.
Neurodiversity – A paradigm that views neurological differences, includin… #
Related terms: Neurotypical, Strengths‑Based Perspective. Embracing neurodiversity reduces stigma. Example: Recognizing a client’s rapid idea generation as a creative asset. Practical application: Coaches highlight strengths while addressing challenges. Challenge: Balancing acceptance with the need for functional accommodations.
Neuroplasticity – The brain’s ability to reorganize and form new neural c… #
Related terms: Brain Training, Skill Acquisition. Neuroplasticity underlies the effectiveness of coaching interventions. Example: Practicing mindfulness can strengthen prefrontal regulation over time. Practical application: Coaches design incremental skill‑building exercises. Challenge: Progress may be slow, requiring patience.
Non‑Stimulant Medication – Pharmacological options for ADHD that do not c… #
Related terms: Medication Alternatives, Side‑Effect Profile. Non‑stimulants may be preferred for certain medical histories. Example: A client with hypertension chooses atomoxetine. Practical application: Coaches monitor behavioral changes and report to prescribers. Challenge: Non‑stimulants often have a slower onset, affecting expectations.
Observation Reports – Structured documentation of a client’s behavior in… #
Related terms: Behavioral Rating, Functional Assessment. Observation data enriches coaching plans. Example: A teacher notes that a student can stay on task for 15 minutes when seated on a wobble cushion. Practical application: Coaches use reports to identify environmental triggers. Challenge: Reports may be biased or incomplete.
Organization Systems – Structured methods for managing physical and digit… #
Related terms: Digital Declutter, Physical Workspace. Disorganization is a frequent ADHD challenge. Example: A client loses receipts weekly. Practical application: Coaches implement a “one‑in‑one‑out” rule and a weekly review ritual. Challenge: Maintaining consistency amidst changing priorities.
Over‑generalization – A cognitive distortion where an individual draws br… #
Related terms: Cognitive Bias, Negative Self‑Talk. ADHD clients may over‑generalize failures, leading to reduced self‑efficacy. Example: “I missed one deadline, so I’m a failure.” Practical application: Coaches use cognitive‑behavioral techniques to reframe thoughts. Challenge: Entrenched negative patterns require repeated intervention.
Parental Coaching – Guidance provided to parents of children with ADHD to… #
Related terms: Family Systems, Parent Training. Parents influence environmental structures. Example: A parent learns to use a visual schedule at home. Practical application: Coaches model praise techniques and consistent routines. Challenge: Parental burnout can limit implementation fidelity.
Passive Listening – A communication style where the listener does not act… #
Related terms: Active Listening, Communication Skills. Coaches encourage active listening to improve client insight. Example: A client feels unheard when the coach merely nods without summarizing. Practical application: Coaches practice paraphrasing and ask clarifying questions. Challenge: Balancing empathy with directive coaching.
Performance Anxiety – Excessive worry about evaluation or failure that in… #
Related terms: Social Anxiety, Self‑Criticism. ADHD may amplify anxiety due to past negative experiences. Example: A client freezes before a presentation. Practical application: Coaches employ exposure techniques and relaxation drills. Challenge: Anxiety can coexist with impulsivity, complicating interventions.
Personalized Learning Plan – An individualized roadmap that outlines acco… #
Related terms: IEP, Section 504. While formal plans are school‑based, coaches can create supplemental versions. Example: A plan includes weekly check‑ins and use of noise‑cancelling headphones. Practical application: Coaches collaborate with educators to align supports. Challenge: Ensuring the plan remains dynamic as needs evolve.
Practice Reinforcement – Repetition of skills with positive feedback to c… #
Related terms: Skill Mastery, Positive Feedback Loop. Reinforcement strengthens neural pathways. Example: A client practices “two‑minute tidy” daily and receives acknowledgment. Practical application: Coaches schedule brief, frequent practice sessions. Challenge: Maintaining motivation when progress feels incremental.
Priority Mapping – A visual technique that categorizes tasks by importanc… #
G., Eisenhower Box). Related terms: Task Prioritization, Time Management. ADHD clients benefit from clear hierarchies. Example: “Urgent & Important” tasks appear on a sticky note; “Low‑Priority” tasks are listed separately. Practical application: Coaches guide clients to update the map each morning. Challenge: Shifting priorities can cause map fatigue if not reviewed regularly.
Procrastination – The voluntary postponement of intended tasks despite fo… #
Related terms: Delay Discounting, Task Initiation. Procrastination is pervasive among ADHD individuals. Example: A client delays starting a report until the night before it’s due. Practical application: Coaches employ “break‑it‑down” tactics and immediate‑reward systems. Challenge: Underlying anxiety or perfectionism may fuel avoidance.
Psychostimulants – Medications that increase dopamine and norepinephrine… #
G., Methylphenidate, amphetamine). Related terms: Stimulant Therapy, Side‑Effect Management. Stimulants are first‑line pharmacological treatments. Example: A client reports sharper focus after taking a morning dose. Practical application: Coaches monitor functional changes and adjust behavioral strategies accordingly. Challenge: Side effects like insomnia require coordination with prescribers.
Reflective Journaling – A written practice where individuals record thoug… #
Related terms: Self‑Reflection, Metacognition. Journaling aids executive‑function development. Example: A client writes nightly about tasks completed and obstacles encountered. Practical application: Coaches provide prompts (“What worked today?”). Challenge: Consistency can be difficult for clients with low motivation.
Self‑Advocacy – The ability to assert one’s needs, rights, and preference… #
Related terms: Assertiveness, Accommodations. ADHD individuals often need to request supports. Example: A college student requests extra time on exams. Practical application: Coaches role‑play conversations and draft email templates. Challenge: Fear of stigma may inhibit self‑advocacy attempts.
Self‑Compassion – Treating oneself with kindness, recognizing common huma… #
Related terms: Self‑Kindness, Mindful Acceptance. ADHD clients frequently experience self‑criticism. Example: After missing a deadline, a client practices “I’m doing my best.” Practical application: Coaches introduce brief self‑compassion meditations. Challenge: Ingrained negative self‑talk may resist quick change.
Self‑Monitoring – The process of observing one’s own behavior, thoughts,… #
Related terms: Self‑Regulation, Feedback Loops. Effective self‑monitoring supports habit formation. Example: A client logs time spent on each activity during the day. Practical application: Coaches teach “behavior‑track cards” and review data weekly. Challenge: Accuracy may suffer if the client is distracted during logging.
Self‑Regulation – The ability to manage emotions, impulses, and attention… #
Related terms: Emotional Control, Impulse Management. ADHD often impairs self‑regulation. Example: A client reacts angrily to minor setbacks. Practical application: Coaches introduce “pause‑plan‑act” frameworks. Challenge: High emotional reactivity can derail regulation attempts.
Set‑ting Goals – The act of defining desired outcomes and establishing pa… #
Related terms: Goal Formulation, Outcome Mapping. Clear goals guide coaching sessions. Example: “Increase on‑time task completion from 40% to 70% in three months.” Practical application: Coaches break goals into SMART components and review progress regularly. Challenge: Goals may be too vague or overly ambitious, reducing effectiveness.
Sleep Hygiene – Practices that promote consistent, restorative sleep, inc… #
Related terms: Circadian Rhythm, Sleep Disorders. Poor sleep exacerbates ADHD symptoms. Example: A client who watches videos late at night struggles with morning focus. Practical application: Coaches develop a “wind‑down checklist” and track sleep duration. Challenge: Habit change may be resisted due to ingrained night‑owl patterns.
Social Skills Training – Structured interventions that teach appropriate… #
Related terms: Peer Interaction, Communication Coaching. ADHD can impair social reciprocity. Example: A client frequently interrupts friends. Practical application: Coaches use role‑play and video modeling to practice turn‑taking. Challenge: Generalizing practiced skills to real‑world settings.
Stress Management – Techniques for reducing physiological and psychologic… #
Related terms: Coping Strategies, Resilience Building. Stress magnifies ADHD impairments. Example: A client experiences heightened distractibility during exam periods. Practical application: Coaches schedule short “stress‑release” breaks during study sessions. Challenge: Clients may view stress‑reduction activities as time‑wasting.
Task Initiation – The ability to start a task without undue delay #
Related terms: Starting Block, Procrastination. Initiation deficits are common in ADHD. Example: A client hesitates to open a work document despite a looming deadline. Practical application: Coaches employ “5‑minute start” prompts and visual cues. Challenge: Underlying anxiety may still impede initiation despite prompts.
Time Blocking – Allocating specific chunks of the day for particular acti… #
Related terms: Calendar Management, Structured Scheduling. Time blocking reduces decision fatigue. Example: A client reserves 9‑10 am for email processing. Practical application: Coaches help clients color‑code blocks and set reminders. Challenge: Unexpected interruptions can disrupt blocks, leading to frustration.
Time Perception – The subjective experience of how quickly or slowly time… #
Related terms: Temporal Discounting, Time Blindness. Misjudging duration leads to missed deadlines. Example: A client believes a 30‑minute task will only take 10 minutes. Practical application: Coaches use timers and “time‑estimation” exercises to calibrate perception. Challenge: Habitual underestimation may persist despite feedback.
Time Management – The set of skills for planning, organizing, and allocat… #
Related terms: Prioritization, Deadline Tracking. ADHD often impairs time‑management abilities. Example: A client routinely runs late for appointments. Practical application: Coaches introduce “buffer zones” and habit‑stacking techniques. Challenge: Chronic lateness can erode trust with others.
Trait‑Based Approach – Focusing on stable characteristics (e #
G., Impulsivity, creativity) rather than solely on symptom reduction. Related terms: Strength‑Based Coaching, Personality Profiling. Recognizing traits informs personalized strategies. Example: A client’s high novelty‑seeking trait can be directed toward entrepreneurial projects. Practical application: Coaches align tasks with trait strengths. Challenge: Traits may also present challenges that require mitigation.
Transition Planning – Structured preparation for major life changes (e #
G., School to work, adolescence to adulthood). Related terms: Life Skills Development, Future Planning. Transitions often trigger ADHD difficulties. Example: A high‑school senior struggles with college application logistics. Practical application: Coaches create step‑by‑step timelines and checklists. Challenge: Unpredictable obstacles can derail transition timelines.
Visual Schedule – A graphic representation of daily or weekly activities,… #
Related terms: Visual Planner, Routine Chart. Visual schedules provide external structure. Example: A child uses a picture board to track classroom tasks. Practical application: Coaches assist clients in designing digital or paper schedules. Challenge: Over‑reliance may reduce internal planning skills.
Working Memory – The capacity to hold and manipulate information over sho… #
Related terms: Short‑Term Memory, Executive Function. Working‑memory deficits impede multi‑step tasks. Example: A client forgets the second instruction after completing the first. Practical application: Coaches teach chunking, rehearsal, and external memory aids (e.G., Checklists). Challenge: Limited capacity may cause frustration when tasks exceed memory span.
Zero‑Distraction Environment – A workspace deliberately stripped of poten… #
G., Phone off, minimal décor). Related terms: Focused Workspace, Environmental Control. Reducing stimuli supports sustained attention. Example: A client removes social‑media apps during work hours. Practical application: Coaches help clients identify personal distraction triggers and create a minimalistic setup. Challenge: Some individuals may feel isolated or bored without background stimulation.