#executive function deficit disorder

[usernamesarehard1]

Only being interested in career paths that require lots of higher education while also having really bad executive dysfunction due to AuDHD is such a weird combination.

Like, i want to learn everything and I'm so interested in everything, but i can't actually sit and study anything.

[familyaya5]

Hey, your brain needs to reorganize itself. It literally needs you to sit there and relax. If you want to improve your memory or executive function, stare out the window at the horizon, sidewalk, trees, or birds on electrical wires for 20 minutes or more daily. (Without any other stimulation like podcasts or TV if you can, but baby steps). If you're lucky enough to be safely outside with any bits of nature, go gaze closely at a 1-meter square of grass And wander through insects, grass forms, etc. Literally, it will make you smarter. Our brains should have enough time to do important things behind the scenes. This does not happen during sleep, it is something else. That weird feeling of pressure you sometimes get may be due to there being no defragmentation process in your brain.

Give your brain a daily dose of De-Frag.

Remember me and donate with my campaign link if 20 euros and participate

[actualalivecreature]

hey. late diagnosed and otherly disabled adhders. help pls.

how do you go about gameifying/incentivizing the shit you have to do so that you actually get it done? and/or when the paralysis/inertia has you trapped?

i was initially diagnosed at like 7 or 8 but have never been in actual treatment for adhd because my other diagnosis took precedent. now that the others are managed/in remission, the adhd is BAD and VERY apparent

[snailscientificsuppositions]

ADHD — The Rundown

Attention deficit hyperactivity disorder (ADHD) is characterized by executive dysfunction and emotional dysregulation.

Executive dysfunction: impaired cognitive control over goal-oriented behavior. It often presents as difficulty defining goals, initiating tasks, suppressing impulses, regulating attention, using working memory, and multitasking.

Emotional dysregulation: difficulty managing emotions, resulting in intense or sustained emotional reactions

Impacts

ADHD has effects on personal, social, academic, and professional life. Problems with impulse control can lead to addiction and social conflicts, and executive dysfunction as a whole causes problems maintaining schoolwork and professional obligations.

Over ¼ of people living in detention centers meet criteria for ADHD, while ADHD is only present in around 4% of adults in the general population.

ADHD is also associated with a lower life expectancy (by about 13 years).

Around 40% of Americans with ADHD were smokers in 2008 as compared to 20% of the general population in 2009, which is comparable to other psychiatric disorders.

ADHD is also associated with a greater risk for suicidal ideation, behavior, and attempts. Roughly ¼ of suicidal children under 12 have ADHD, and ADHD adolescents are more likely to also have issues with anxiety, major depressive episodes, chronic depression (dysthemia), and addiction. On it's own, ADHD is associated with 1.5× the amount of suicidal ideation in the general population, while ADHD alongside comorbid conditions has 4–12× the amount.

Causes

ADHD is associated with various structural differences in the brain, particularly in the prefrontal cortex (PFC). The PFC is responsible for executive functioning, and it is very sensitive to neurochemical imbalances. ADHD is strongly believed to result from lowered dopamine and norepinephrine activity, weakening the PFC and resulting in executive dysfunction. Some studies have also shown that children with ADHD have reduced grey matter in the prefrontal cortex, although I was not able to access this book due to the paywall.

Treatment

The most common and effective treatments for ADHD are stimulant medications, of which there are many types. Some of the most common options involve methylphenidate (branded as Ritalin or Concerta), and amphetamines (used in Adderall, Mydayis, Dexedrine, and Vyvanse).

Methylphenidate acts as a norepinephrine and dopamine reuptake inhibitor (NDRI), meaning it slows the reabsorption of those neurochemicals. Amphetamines work by increasing catecholamine activity. Catecholamines are a group of neurotransmitters often associated with the fight or flight response, including dopamine, norepinephrine, and adrenaline. Catecholamines are associated not only with anxiety, restlessness, and fear, but also with focus, awareness, wakefulness, and reflexes, as well as a variety of physical effects.

[exoflash]

mooooom neurotypicals are trying to rename adhd and say it's offensive again

[auren-zagarra]

Hello I actually found you through your recent riddle mommy kink post and I was actually surprised and happy to see it was a psychological analysis! My pals and I aren’t pros but we do have a big interest in psychology and mental health so sometimes we have fun trying to figure out what the characters “have”.

That being said, we think at least a few characters might have adhd. Kalim and deuce, but also more controversially Floyd. I sometimes get met with “nah Floyd is just a jerk” to which I reply “you can have adhd and be a jerk” lmao. Obviously we believe the symptoms for all the lads just express themselves a bit differently per individual.

Do you have any thoughts?

ADHD: A deeper look into Deuce, Floyd and Kalim's brains

Disclaimer: Although this post is written by a professional psychologist, it is not intended to serve as a formal diagnosis. Rather, it is a character analysis of Deuce Spade, Floyd Leech and Kalim Alasim, created out of personal interest and passion for world-building. In psychological practice, accurate assessment should never be based solely on external observation.

Author Notes: Hello! I decided to answer this ask because it’s a genuinely interesting one - and I’ve actually outlined neurodivergent profiles for both Deuce and Floyd before as a little hobby. That said, I’d like to kindly remind you to be a bit more mindful of the rules in the future. I usually cover one character at a time, as noted in the guidelines. I truly didn’t mind doing this request - it was fun to explore, and I kept it fairly surface-level... but if you’re ever hoping for a more in-depth analysis, please make sure to follow the rules.

I hope this doesn’t come off as rude! Thank you for understanding. 💙

What is ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that impair functioning. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) criteria, these symptoms must last at least six months in multiple settings and cause difficulties at school, work, or social life.The DSM-5 outlines symptoms under two core categories:

Inattention: frequent careless mistakes, difficulty sustaining attention, seeming not to listen, not following through on tasks, disorganization, avoiding tasks requiring sustained mental effort, losing things, distractibility, and forgetfulness.

Hyperactivity and Impulsivity: fidgeting, leaving the seat when remaining seated is expected, feeling restless, difficulty engaging in activities quietly, talking excessively, blurting out answers, difficulty waiting turns, and interrupting others.

Deuce Spade is described on the wiki as a hardworking, straightforward first-year student in Heartslabyul who “is very serious, but a little disorganized”. He is competitive and morally upright, and although he used to be a delinquent, he now strives to become an honors student. Deuce is noted for giving his best effort and having strong self-awareness about improving himself. These traits suggest he is generally focused on his goals. However, the wiki also notes that Deuce “had sharp tongue and often got involved in fights” as a delinquent, and that he can be “easily provoked” with violent tendencies when angry.

Arguments pro ADHD: One possible ADHD-related trait is the mention that Deuce is “a little disorganized”. Disorganization can reflect difficulties with executive function and organization, which are common in inattentive ADHD. His quick temper and history of impulsive aggression might also hint at impulsivity. However, it is important to note that Deuce’s aggression is described as reactive. The wiki explicitly says he “only picks fights when provoked”, implying his actions are deliberate responses rather than spontaneous impulsivity. 

Arguments against ADHD: On the other hand, most of Deuce’s character descriptions contradict ADHD traits. He is depicted as hardworking and goal-oriented, actively trying to improve himself, and possessing strong moral understanding. These qualities suggest good focus and motivation. Deuce’s awareness of his own flaws and his conscious effort to become better (e.g. working to be an honors student) indicate organized thinking and planning. Furthermore, the only impulsive behavior noted – fighting when angry – is context-specific and controlled. In summary, aside from a brief mention of being “a little disorganized,” Deuce’s canon portrayal emphasizes diligence and deliberate action, which are inconsistent with a typical ADHD profile.

Floyd Leech is a second-year Octavinelle student whose personality strongly suggests ADHD-like behavior. The wiki describes him as initially “very laid back and lazy”, with an unpredictable attitude and speech. Crucially, Floyd exhibits pronounced mood swings and impulsivity: “he won’t hesitate to drop something and leave the scene if he decides it’s boring or not worth the time/effort”. On the other hand, when something does catch his interest, he becomes “somewhat dedicated” to it. This pattern - abandoning unstimulating tasks and hyper-focusing on exciting ones - mirrors ADHD tendencies to lose interest quickly and focus intensely only on preferred activities. Furthermore, the wiki notes that “he’s prone to doing things on impulse simply because he wants to do them”. He is also described as having a nearly photographic memory for information he finds interesting, but “quickly forgets it” if he’s not interested, again reflecting selective attention. Floyd’s hobbies and talents also indicate high physical activity: he lists dancing as a hobby, talented at parkour and his pet-peeve is restrainment. This suggests restlessness and an “on-the-go” energy consistent with hyperactivity.

Arguments pro ADHD: Floyd’s behaviors align closely with DSM-5 criteria. His tendency to abandon boring tasks and act on impulse corresponds to inattention and impulsivity symptoms (e.g. avoidance of tasks requiring sustained effort, acting without thinking) while his memory pattern (remembering only what interests him) reflects distractibility. His physical restlessness (parkour, dancing) matches hyperactivity (as if “driven by a motor”). The wiki explicitly notes he has “infamous mood swings” and unpredictable behaviort. All these point toward a combined ADHD presentation.

Arguments against ADHD: The main counterpoint is that Floyd is described as lazy and laid-back, which might seem opposite to the typical hyperactive image. However, this can be reconciled: ADHD individuals often appear lazy or unmotivated when tasks are not engaging. Floyd’s laziness could simply reflect boredom. In fact, the evidence of his high energy when motivated (parkour, dancing) suggests that under the right stimulation he is anything but lazy.

Kalim Al-Asim, the Scarabia housewarden has a cheerful and friendly personality but also shows some traits that could be misread as inattentiveness. The wiki describes Kalim as “quite ditsy and clumsy,” requiring Jamil to help him with dorm duties. He is also noted to be “not very careful with his words,” once unintentionally insulting another student. These qualities - clumsiness, distractibility, and impulsive speech - might superficially resemble inattentive or impulsive ADHD symptoms (e.g. forgetfulness, saying things without thinking). Kalim’s hobby of partying and his large, active family environment suggest he is socially energetic.

Arguments pro ADHD: One could argue Kalim’s need for assistance (Jamil “needing to help him do his task”) indicates executive-function weaknesses, and his obliviousness could hint at inattention. His clumsiness and occasionally saying things without thinking might be seen as signs of distractibility or impulsivity. The combination of being lively (he loves parties) and somewhat scatterbrained could fit an ADHD inattentive profile.

Arguments against ADHD: Kalim’s infantilization during childhood could very well explain his clumsiness and apparent lack of awareness, without suggesting a neurodevelopmental disorder like ADHD. Kalim comes from a wealthy, sheltered background where he was deeply adored and protected, often treated more like a treasured figurehead than someone expected to handle responsibilities. This overprotectiveness likely led to:

Underdeveloped executive function skills: Since he didn’t need to manage tasks or face real consequences growing up, he may not have developed the organizational or planning skills others his age have.

Dependence on others (like Jamil): His reliance on Jamil isn't necessarily due to cognitive issues, but because he was never expected to function independently.

Naïveté and impulsive speech: If people always reacted positively to him and rarely corrected him, he wouldn’t learn to filter his words or think critically before speaking.

This kind of upbringing often results in what looks like clumsiness or absentmindedness, but it’s environmental rather than neurological. So rather than ADHD, Kalim’s traits seem more like the outcome of emotional overprotection and a lack of structured challenges during formative years.

Conclusion

In summary, the canonical evidence suggests that Floyd Leech most closely exhibits ADHD-like symptoms, while Deuce Spade and Kalim Al-Asim do not. Deuce is generally focused, diligent, and only mildly disorganized with any aggression being situational rather than impulsive. Kalim shows occasional forgetfulness and clumsiness, but is otherwise mentally sharp and empathetic. In contrast, Floyd’s profile explicitly includes classic ADHD patterns: he abandons uninteresting tasks, forgets mundane information, acts on impulse, and has high physical energy (parkour, dancing) consistent with hyperactivity. 

Don’t forget, this is a simple analysis. You’re free to keep your headcanons - this is just a quick overview of the topic! Please don’t take my analysis as a definitive conclusion, as diagnosing a neurodivergence is complex - especially without actually talking to the individual.

[jennelikejennay]

Neurodiversity among Vulcans, and the language they use. (Note: most of this is my own speculation; vocabulary is constructed from the VLD.)

The Vulcan language has a word for autism, saktra-nosh (saktraik for autistic). I can't break this down to the roots because I don't know what sak- is. (-tra is a plural and nosh is condition). But that got me thinking, and I think really saktra-nosh is simply a translation, the word used for autism in humans. Vulcans have their own forms of neurodiversity, both because their brains function differently and because their culture normalizes different things.

Some of what we call "low support needs/ type 1 autism" is not pathologized at all among Vulcans. I wouldn't say "all Vulcans are autistic," but I would say these traits are common enough among Vulcans that they're considered a variation of normal. Vulcan children are normally hyperlexic, have acute senses, talk like "little professors," struggle with emotional regulation, and need to be explicitly taught social skills. When a child has more trouble with emotional regulation or sensory control than usual, they may receive additional coaching, but it's not considered a disorder as such. After the usual training, a Vulcan can usually repress emotion all day, or endure even noisy environments like a Terran restaurant, provided they meditate adequately at night. But Vulcan society prefers to avoid such strain in the first place by building calm, quiet environments. It's understood that everyone finds these things a struggle. Some humans find this problematic, as they prefer authenticity and emotional expression and it bothers them to think of everyone repressing themselves all the time. Others, however, find it soothing to be freed from contact with other people's emotions and live in an environment where bluntness is favored. Autistic academics of other species often apply to work at the VSA for this reason.

Some other autistic traits are considered typical of vik-glashaya. It is a condition that has been known since antiquity, when a person with these traits was normally designated vik-glashausu, guarder of wells. These people have acute senses, including telepathy, but lack the ability to silence those senses using the mental disciplines. They also may have deficits in executive function, hand-eye coordination, and speech. Some of these difficulties are now helped by therapy, but the traditional way is still followed where the person is given a career they thrive in. Many vik-glashausular work in the arts, which is likely the reason why artists are not expected to give interviews or appear in public. The work is supposed to speak for itself.

Something like level 3 autism has also been known since antiquity. It entitles a person to a full-time paid caregiver/telepathic translator and a number of other supports. The word in Vulcan is zhit-fam-kau, wordless wisdom. Significant speech delay (i.e. learning to speak well past the age of 4-6 when neurotypical Vulcans begin speaking, or not speaking at all) is a key diagnostic criterion. Because of telepathy, these individuals were always known to be capable of complex and interesting thought, and even before the Reform were treated with respect and care. When you see adults holding hands in public with the full hand, in the way humans do, that is nearly always a zhit-fam-kausu and their caregiver. This allows constant telepathic communication and reassurance, something that makes it a lot easier to go out in public. It also helps that a zhit-fam-kausu will normally have telepathic bonds with all caregivers, which makes it almost impossible for them to get lost. This condition is common enough that most Vulcans are familiar with it and there's no shame attached when a zhit-fam-kausu behaves inappropriately by Vulcan standards. The cause is sufficient.

L'tak terai, on the other hand, is a disability with a certain level of stigma because it is so rare on Vulcan. However, the notable success of one individual with this condition has done a lot to lift the stigma, and there is now a training program for l'tak terai therapists at the VSA. This disability affects reading ability as well as a few other skills.

Ritsuri-su'us-nosh is a disability similar to dyscalculia which also affects skills such as time sense and the ability to control autonomic functions. It's considered a much more serious condition than dyscalculia on Earth, and there is a large field in disability research working on the best therapies for this condition. Math just happens to be a much larger part of Vulcan society than it is on Earth.

Kash-awek'es, mind solitude, is the lack of telepathy. It's common in some ethnic subgroups, but not considered disabling as long as one has friends and family capable of initiating a meld from their end. Some centuries ago, a number of leaders with this condition managed to spread the idea that it was the presence of telepathic ability that was the disorder, which led to a time period, especially in the area around Shi'kahr, when most people hid their abilities and training was difficult to come by. Melding was considered perverse and the ability to do so a disease. Fortunately this ideology did not last long or spread very far, and Vulcan soon returned to its telepathy-centric traditions. It's now acknowledged that great variety exists in telepathic ability from person to person, and there is no shame in whatever level of talent you happen to have.

Bendii-nosh is a degenerative condition of old age, once considered rare, though currently it is believed that its true prevalence has been underestimated since so few sufferers seek diagnosis, assuming instead that they are suffering from a personal weakness. Medical professionals dealing with seniors are urged to be proactive in screening their patients and reassuring them that the condition is not their fault.

There are many more neurodevelopmental conditions experienced by Vulcans; these are just a few of the most common. Vulcans rarely mention any of these, but that's not necessarily because of shame. Most of the time, it's because (like almost everything else) they don't consider it any of your business.

Feel free to add any other conditions I have omitted!

[neurocute]

ASPD Resource Dump

feel free to reblog! here are some resources related to ASPD that i've collected since i've being diagnosed (roughly 5 years).

Sympathetic Articles

An Autistic Sociopath's Story, Cassy, through Special Books by Special Kids (video. an autistic pwASPD talks about her life and experiences with both.)

An Interview with a Sociopath, Dyshae, through Special Books by Special Kids (video. a pwASPD and bipolar disorder talks about his life and experiences with both.)

Life With Antisocial Personality Disorder (ASPD), Andrew, through mind.org.uk (a pwASPD's account of their life and experiences with it.)

The Hidden Suffering of the Psychopath, William H. J. Martens, MD, PhD (a sympathetic view of pwASPD, and some information on the neurobiology of ASPD.)

Factors for Development

Antisocial personality disorder in abused and neglected children grown up., B. K. Luntz, C. S. Widom (from 1994. provides evidence supporting the fact that child abuse/neglect is a predictor of antisocial behavior.)

Antisocial Personality Disorder with Childhood- vs Adolescence-Onset Conduct Disorder, Risë B. Goldstein et al. (from 2006. discusses how symptoms vary in pwASPD whose conduct disorder began in childhood vs in adolescence.)

Predictors of antisocial personality: Continuities from childhood to adult life, Emily Simonoff et al. (from 2018. draws connections between childhood behaviors, diagnoses, etc., and antisocial behavior in adulthood.)

Risk Factors in Childhood That Lead to the Development of Conduct Disorder and Antisocial Personality Disorder, Stacey E. Holmes, James R. Slaughter, Javad Kashani (from 2001. covers multiple categories that may lead to development of CD and/or ASPD, including environment, genetics, and individual differences.)

Miscellaneous Articles

Antisocial Personality Disorder: Neurophysiological Mechanisms and Distinct Subtypes, Sean J. McKinley (from 2018. proposes three diagnostic subtypes for ASPD: primarily detached, primarily disinhibited, and combined.)

Executive function, attention, and memory deficits in antisocial personality disorder and psychopathy, Michael Baliousis et al. (from 2019. discusses some neurobiology of ASPD, and how it effects executive function, attention, and memory.)

Self-mutilation in antisocial personality disorder, M. Virkkunen (from 1976. reports on self-injury behaviors in pwASPD, and details their motivations.)

[ghost-bison]

something interesting about executive dysfunction that i realized yesterday is this: if you have it, and someone tries to tell you you are "lazy" and to just "get out of bed, it's not that difficult", then you should know that executive dysfunction is linked to the dopamine deficit in your brain (research that i think it's common in neurological disorders).

dopamine is responsible for your motivation, your pleasure, and overall satisfaction. meaning, if your brain doesn't produce enough of it, it can lead to intrusive thoughts, extreme perfectionism, you never finishing anything because you fear it's never good enough or because of the pressure around it (yes i am looking at you, school projects), and also anxiety, depression, simple tasks (showering, eating, chores, taking public transportation) making you feel existential dread (= you would rather decompose than do those and in fact, the prospect is becoming more and more attractive).

so yeah, conclusion: no dopamine = shit.

now, something else that's interesting is how i came to think of that: i was talking to my mum and she mentioned that her aunt died of parkinson's disease, and that nowadays they "treat" parkinson with... drum rolls... dopamine! that's right bitches, it is that deep.

i looked it up on the internet, and apparently, "parkinson's disease first induces a gradual degeneration of the dopamine neurons in the brain, dopamine being a neurotransmitter involved in the control of several functions such as voluntary movements, cognition, motivation and affects".

so if i got this right, there is literally a connection between parkinson and executive dysfunction.

so if anyone bothers you again with how "lazy" you are, try to explain this to them because you are valid, you shouldn't feel guilty about fucking things up when your brain is literally conditioned to do so. and you should know that even though it is, you are not doomed for failure, there are ways around it! crutches if not miracles, but still crutches: take your meds, talk to a therapist, don't be afraid to take advantage of the commodities that have been put there for you to use; they are there for a reason, you know?

stay safe, you are understood by more people than you think. fuck those who don't try. fuck those who don't believe you; i do.

[codename-sleuth]

PATIENT NAME: [Redacted] DOB: [Redacted] AGE: 12 years DATE OF ADMISSION: [Redacted] REFERRING PHYSICIAN: Dr. [Redacted] ATTENDING PHYSICIAN: Dr. [Redacted] REASON FOR CONSULTATION: Traumatic Brain Injury (TBI), Memory Impairment

HISTORY OF PRESENT ILLNESS (HPI):

The patient is a 12-year-old male presenting with symptoms secondary to blunt force head trauma sustained approximately [X] days ago. According to reports, the patient was struck on the left temporoparietal region, causing rapid deceleration against a hard surface (counter edge). There was a brief loss of consciousness (~30 seconds) followed by initial confusion and disorientation upon awakening.

Since the injury, the patient has exhibited the following symptoms:

Cognitive impairment: Inconsistent recall of events, with some memories accessible at certain times but absent at others.

Disorientation: Occasionally misidentifies time and place, particularly under stress or fatigue.

Episodic dissociative states: Rare occurrences where the patient temporarily reverts to earlier behavioral and cognitive states, suggesting a memory retrieval issue rather than psychogenic dissociation.

The patient has no known history of prior neurological conditions, learning disabilities, or psychiatric disorders. No current medication use.

EXAMINATION FINDINGS:

Neurological Examination:

Mental status: Alert but intermittently confused. Inconsistent recall of recent events.

Cranial nerves: No deficits noted.

Motor function: Normal tone and reflexes. No paresis.

Gait & Coordination: Mild postural instability noted.

Speech & Language: Intact, though slightly slowed when recalling specific information.

Neuropsychological Screening:

Impaired episodic memory and executive function.

Fluctuating orientation.

Increased reliance on procedural memory over declarative recall.

Neuroimaging (CT/MRI): Findings consistent with diffuse axonal injury (DAI) localized predominantly in the left temporoparietal region, with evidence of microhemorrages in the subcortical white matter. Minor hippocampal atrophy observed, which may contribute to episodic memory dysfunction and fragmented recall.

IMPRESSION:

The patient sustained a moderate traumatic brain injury (TBI) with clinical findings suggestive of:

Post-Traumatic Amnesia (PTA): Resulting in episodic memory deficits and inconsistent recall.

Post-Concussive Syndrome (PCS): Persistent cognitive disturbances, particularly affecting memory retrieval and orientation.

Possible Retrograde Memory Fragmentation: Periodic retrieval of older memories without full contextual awareness, leading to brief reversions to earlier cognitive states.

RECOMMENDATIONS:

Neurological follow-up: Repeat MRI in 6 months to assess for structural changes.

Cognitive rehabilitation therapy: To improve memory recall and adaptive strategies.

Behavioral assessment: To monitor potential cognitive shifts or further dissociative-like episodes.

Caregiver education: Close observation for worsening cognitive deficits, confusion, or personality changes.

PROGNOSIS & EXPECTED OUTCOME:

The patient’s neurological prognosis is cautiously optimistic. While some memory inconsistencies may improve over time, the presence of hippocampal involvement suggests that episodic memory deficits and occasional cognitive reversion may persist. Memory retrieval may remain context-dependent, with certain recollections accessible only under specific circumstances. Long-term cognitive adaptation is expected, but periodic assessments are recommended to monitor progression.

[neurodivergency-meme-hub]

ADHD ASK MEME — EXTENDED VERSION

For muses with attention-deficit/hyperactivity disorder. This meme welcomes all ADHD types: inattentive, hyperactive-impulsive, or combined.

---

INTERNAL EXPERIENCE

1. How does your character experience a typical day inside their mind?

2. What’s their relationship with silence or stillness?

3. Do they get "thought traffic jams" or racing thoughts?

4. What makes them zone out, and how do they feel when they “come back”?

5. How do they describe their focus style—scattershot, tunnel-vision, rhythmic?

---

HYPERFOCUS & MOTIVATION

6. What topics or tasks send them into hyperfocus?

7. What does hyperfocus look like to others vs. how it feels to your muse?

8. What motivates them: urgency, interest, novelty, or external pressure?

9. What task do they always procrastinate, no matter how many strategies they try?

10. How do they reward themselves for finishing something?

---

EXECUTIVE FUNCTION & TIME

11. How do they handle planning and prioritizing tasks?

12. Do they experience time blindness? If so, how does it impact them socially or emotionally?

13. What’s one strategy or tool they rely on to stay on track (e.g., planner, app, post-its)?

14. What does executive dysfunction look like for them on a bad day?

15. Do they work better under structure or flexibility?

---

EMOTIONS & IMPULSIVITY

16. How do they process emotions—slow burn, sudden burst, or somewhere in between?

17. What situations tend to trigger impulsive decisions?

18. Have they ever said something impulsively and regretted it later?

19. How do they handle rejection, criticism, or failure?

20. What helps them self-regulate in high-emotion moments?

---

SOCIAL & RELATIONAL DYNAMICS

21. How do they handle interrupting others—do they catch themselves or not notice?

22. What’s their communication style: enthusiastic, scattered, intense, all of the above?

23. Do they mask their symptoms in social or professional situations?

24. How do they feel about being perceived as “too much”?

25. What kind of friend or partner are they when fully accepted?

---

IDENTITY, STIGMA & SELF-UNDERSTANDING

26. When did they first suspect or learn they had ADHD?

27. How do they feel about the term “neurodivergent”?

28. Have they ever been punished or shamed for traits they now know are part of ADHD?

29. What’s something they excel at because of their ADHD wiring?

30. How do they reclaim or celebrate their ADHD identity now?

[cripplecharacters]

I've considered the main character in one of my ideas having Klinefelter's, but not knowing it (he only knows he's somehow intersex because when he uses magic to shapeshift into a cat, his cat form is a tortie).

I don't remember how him having Klinefelter's entered consideration, but like most people with Klinefelter's he looks and sounds "normal" for a man, his height is above average (6'2" in a time and place where the average amab height was 5'8" or 5'9"), he's lean and has a long sharp face. He has less body hair than normal and can't grow a good beard or a mustache. He's also infertile, but that propably won't come up because he's a sex-repulsed gay ace [i'm gay ace, though not intersex]. I guess he has a higher level of anxiety, since he's prone to overthinking and stressing about things (that are often reasonable sources of stress though, so idk if that counts).

So basically the questions are;

Apparently people who have Klinefelter's often have deficits in executive functions, which he would have in some form anyway because he's autistic. Or does that mean different types of deficits or something? Now while typing this i discover that's is estimated 10% of people with Klinefelter's are autistic. Is this a problem? (i'm autistic myself)

Apparently while Klinefelter can cause low intelligence, most have average intelligence. Could this specific person still have above average intelligence?

How common is osteoporosis in people who have Klinefelter's, btw? That part has me concerned because this is a superhero story and the character gets in a lot of fights which would result in things getting broken.

How poor is the "poor coordination" and how common is it? I had thought the character would be a master sharpshooter, and he also practices a martial art.

How likely are people with Klinefelter's have autoimmune disorders?

To clarify, while i don't remember when or how i came to consider making the character have Klinefelter's, he was already autistic and asexual in my mind long before that and i'm a gay ace myself.

Hi!

In general, chromosomal differences cause neurodevelopmental differences.

For anything other than sex chromosome differences, this is intellectual disability 100% of the time, often comorbid with other conditions as well.

For chromosomal intersex conditions, there are strong links with autism, dyspraxia, dyslexia, and other learning disabilities, as well as intellectual disability (although that is not a guarantee the way it is with chromosomal differences on other chromosomes).

All this to say: it is realistic for your character to be autistic, but between Klinefelter's and autism comorbidities, it is unlikely that he would have above average intelligence and not have dyspraxia. It's possible, but the chances are low, and I think creating your character this way would erase what most people with Klinefelter's actually experience.

There is an increased risk of autoimmune disorders such as lupus and rheumatoid arthritis in people with Klinefelter's, although this increased risk is compared to a perisex male. People with Klinefelter's have about the same risk of those conditions as a perisex female.

About 1 in 6 people with Klinefelter's have osteoporosis, and nearly half have osteopenia. So it is likely that your character will have lower bone density and higher risk of breakage.

I also want to note that Klinefelter's is associated with lower testosterone (which it seems like your character does experience) as well as breast tissue growth, so consider whether your character was given testosterone hormone therapy as a teenager, and if not, how he may sound or look. Your physical description mostly sounds good though.

Overall, I think this character needs more work to actually integrate being intersex into his character design.

Mod Rock

[speakingofpsychosis]

I would love to know more about cognitive issues associated with schizophrenic spectrum disorders.. im schizotypal & have been told the issues Ive been having with thought withdrawal n decreased motor activity n precision, among others, are caused by schizostuff and not dissociation, like i assumed.. i was very explicitly told dissociation does not manifest itself in same ways schizostuff does but not explained on account of what exactly they differ and i havent been able to find anything myself.. so i suppose info regarding thst topic could he of great use to many people. I apologize for lack of personal experience described its incredibly hard to put it into words. thank you for running this blog!

Hi! There are several ways schizophrenia effects cognitive function.

The cognitive symptoms of schizophrenia may, in part, be related to changes in the brain. Research, including a 2021 study, shows that people with schizophrenia have reduced cortical thickness, which may contribute to changes in thinking and memory.

Gray and white matter support cognitive functions like attention, memory, and language. A 2019 study reported that people with schizophrenia had less brain matter in several areas, including gray matter in the cortex, than people without schizophrenia.

The rate at which you receive, assess, and respond to new information is called your processing speed. This cognitive quality impacts how quickly you think, learn, and respond to your environment.

The volume of white matter in the brain affects processing speed.

There can be some degree of overlap with negative symptoms and they can be mutually exacerbating or compound each other. For example the loss of verbal ability combined with attention deficit can make conversation extremely difficult to the point it is avoided. Similarly, the negative symptom of avolition (the loss of the will to do things) combined with diminished executive performance makes many domestic tasks or chores increasingly complex and again, avoided.

Here’s a list of common cognitive functions impaired in schizophrenia:

Attention & Concentration

Social Cognition

Problem solving

Declarative memory

Working memory

Attention/concentration

Cognitive functions impaired in schizophrenia

Executive function

Social cognition

Processing speed

I wish you nothing but luck on your journey. 💚

[my-autism-adhd-blog]

how do i talk to my parents about taking my adhd more seriously? i feel like they dont really understand how much i really effects my life and my mom has said my "adhd isnt really a disability" and its very stressful sometimes

Hi @pyrophilexd

I’m so sorry your parents aren’t that educated about ADHD. But not to worry, I found sources you can show them and how it affects your daily life. There will be long excerpts, so I apologize if this is really long.

Attention deficit/hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual’s life, including academic difficulties,1 social skills problems,2 and strained parent-child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30–60% of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their families. Indeed, it is not sufficient to merely consider ADHD symptoms during school hours—a thorough examination of the disorder should take into account the functioning and wellbeing of the entire family.

As children with ADHD get older, the way the disorder impacts upon them and their families changes (fig 1⇓). The core difficulties in executive function seen in ADHD7 result in a different picture in later life, depending upon the demands made on the individual by their environment. This varies with family and school resources, as well as with age, cognitive ability, and insight of the child or young person. An environment that is sensitive to the needs of an individual with ADHD and aware of the implications of the disorder is vital. Optimal medical and behavioural management is aimed at supporting the individual with ADHD and allowing them to achieve their full potential while minimising adverse effects on themselves and society as a whole.

How Does ADHD Affect Overall Health?

ADHD & Sleep:

Why So Many Night Owls Have ADHD

Delayed sleep phase syndrome, defined by irregular sleep-wake patterns and thought of as a circadian rhythm disorder, is common in ADHD. The ADHD brain takes longer — about an hour longer on average (remember, that’s just an average) — to fall asleep than does the non-ADHD brain. That’s why it’s not uncommon for us to stay up late at night, and regret it in the morning.

Poor-Quality Sleep Worsens ADHD Symptoms

Suffering a sleep deficit with ADHD is like waking up to ADHD times two — or five. Lack of sleep slows a person’s response time, processing speed, and decision-making. We’re not as alert or as focused when we’re tired. We become crabby and inflexible. We imitate three of the Seven Dwarfs: Dopey, Sleepy, and Grumpy. Lack of sleep is a self-fulfilling prophecy; it only continues to throw our circadian rhythm off kilter and cause more dysregulated sleep.

ADHD & Nutrition and Eating Habits

Why ADHD Brains Chase Dopamine

The dopamine-deficient ADHD brain seeks this chemical in many places, from tobacco to junk food. Caffeine also boosts dopamine levels in the brain. And it’s always tempting to reach for simple carbs, since they rapidly break down into sugar and stimulate dopamine release.

ADHD Symptoms Influence Eating Behaviors

Symptoms like impulsivity and inattention easily invite dysregulated eating, which may lead to unintended weight gain. In fact, studies link ADHD to excess weight and obesity5 — which is linked to other conditions ranging from fatty liver, high blood pressure, and metabolic syndrome. Relatedly, research also links ADHD to Type 2 diabetes.

Are Other Health Conditions Linked to ADHD?

From autoimmune diseases and skin conditions to hypermobility and pulmonary disease, a string of other health conditions have been linked to ADHD. Take a moment to think about how ADHD impacts your diet, health, and overall wellness.

How Does ADHD Affect Education and Careers?

Adverse School Experiences with ADHD Are Common

Our experiences in school often foreshadow our careers and other aspects of our lives. Did ADHD prevent you from graduating high school or from enrolling in or finishing college, as it did for so many of us? Or did ADHD help you excel in school? Did you have to navigate school with a learning difference like dyslexia or dysgraphia, as 45% of children with ADHD do?

What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It’s caused by brain differences that affect attention and behavior in set ways. For example, people with ADHD are more easily distracted than people who don’t have it. ADHD can make it harder to focus, listen well, wait, or take your time.

Having ADHD affects a person at school, at home, and with friends.

The signs of ADHD start early in childhood. But some people don’t find out they have it until they are older. It all depends on when ADHD keeps them from doing well, and when they see a doctor about it.

No matter when a person finds out they have ADHD, the right treatment can help them do better in all parts of their life. Having great support from parents, teachers, and friends helps too.

What Are the Signs of ADHD?

People with ADHD might:

have trouble listening and paying attention

need lots of reminders to do things

get distracted easily

seem absent-minded

be disorganized and lose things

not sit still, wait their turn, or be patient

rush through homework or other tasks or make careless mistakes

interrupt a lot, and talk or call out answers in class

do things they shouldn't, even though they know better

get upset easily

feel restless, fidgety, frustrated, and bored

Teachers will notice signs like these in the classroom. And parents will notice signs like these at home. You may notice signs like these in yourself. If you do, talk to a parent or teacher about it.

Share this information and articles to your uneducated parents. They need to understand and know how this disorder affects daily life. And it’s also genetic. So if you have ADHD, I’m sure your parents might too.

I hope this can help you and your parents. Thank you for the inbox. I hope you have a wonderful day/night. ♥️

[rabbitindisguise]

happy adhd awareness month!

I'm not gonna lie, I saw posts that reminded me I've been meaning to do a self dx post for adhd since 2 minutes ago (when I realized I could channel my energy into something fun and exciting)

Anyways, this post comes in two parts:

ADHD diagnostic criteria a) literal criteria b) discussion of the meaning of various terms and how they relate to everyday experiences

ADHD community terms a) executive dysfunction b) neurodivergent c) hyperfocus/hyperfixation

bonus content: a) getting diagnosed b) stim toys and other accessibility aids c) accommodations d) bonus literature

diagnostic criteria

Symptoms and/or behaviors that have persisted ≥ 6 months in ≥ 2 settings (e.g., school, home, church). Symptoms have negatively impacted academic, social, and/or occupational functioning. In patients aged < 17 years, ≥ 6 symptoms are necessary; in those aged ≥ 17 years, ≥ 5 symptoms are necessary. Symptoms present prior to age 12 years. Symptoms not better accounted for by a different psychiatric disorder. Symptoms may be classified as mild, moderate, or severe based on symptom severity.

Hyperactive type - ADHD-H

Patient meets inattentive criterion, but not hyperactive/impulse criterion, for the past 6 months.

Hyperactive Symptoms:

Squirms when seated or fidgets with feet/hands

Marked restlessness that is difficult to control

Appears to be driven by “a motor” or is often “on the go”

Lacks ability to play and engage in leisure activities in a quiet manner

Incapable of staying seated in class

Overly talkative

Impulsive Symptoms:

Difficulty waiting turn

Interrupts or intrudes into conversations and activities of others

Impulsively blurts out answers before questions completed

Inattentive type - ADHD-I

Patient meets inattentive criterion, but not hyperactive/impulse criterion, for the past 6 months.

Inattentive Symptoms:

Displays poor listening skills

Loses and/or misplaces items needed to complete activities or tasks

Sidetracked by external or unimportant stimuli

Forgets daily activities

Diminished attention span

Lacks ability to complete schoolwork and other assignments or to follow instructions

Avoids or is disinclined to begin homework or activities requiring concentration

Fails to focus on details and/or makes thoughtless mistakes in schoolwork or assignments

Combined type - ADHD-C

Patient meets both inattentive and hyperactive/impulsive criteria for the past 6 months.

source: DSM-5 Diagnostic and Statistical Manual of Mental Disorders, 5th edition; ADHD: attention deficit hyperactivity disorder (via aafp.org)

Changes made in the DSM-5 update:

Overall, the revised diagnostic criteria of the DSM-5 do not fundamentally change the concept of ADHD. However, the definition of the disorder has been updated, to more accurately characterise adults affected by ADHD. In all previous versions, ADHD was depicted as a disorder affecting mainly children, and to a lesser extent adolescents, but not adults. Hence, the wording of the 18 symptoms, and corresponding examples, was appropriate for assessing mainly school-age children. With the DSM-5, efforts have been made to more appropriately guide clinicians when assessing adult ADHD. These changes are based on two decades of research, which show that, although ADHD is a childhood-onset disorder, the core symptoms and resulting impairments can persist into adulthood, and continue to have a significant impact on everyday life. Box 1. The most important changes to the diagnostic criteria for ADHD in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition [bulleted list below]

ADHD grouped with other neurodevelopmental disorders, rather than with behavioural disorders

Subtypes changed to presentations

Age of onset increased from seven to 12 years

For adults and adolescents aged 17 and above, only five symptoms now required instead of the six needed for younger children

New symptom examples added

Updated definition of situational pervasiveness

Definitions of ADHD severity added

Autism spectrum disorder removed as an exclusion criterion

Mild ADHD is defined as having no, or only a few, symptoms in excess of those required for making the diagnosis. At the other end of the spectrum, severe ADHD requires either many symptoms in excess of the minimum required, several very severe present symptoms or a very high degree of social or occupational impairment. Individuals with moderate ADHD are between the two extremes, either in terms of the number of ADHD symptoms or the level of impairment. Although this initiative is praiseworthy, in that it defines terms that are already in use but lack specifications, the definitions are not particularly specific or operationalised. It could also be argued that adults with persisting ADHD may have a more severe form of the disorder; this has not been incorporated in the definitions of severity, despite the fact that adults with ADHD often have more problematic outcomes.

(source Hayward Medical Communications 2015, ADHD IN PRACTICE 2015; Vol 7 No 2 - warning, pdf download link!)

Self-scorers:

others mentioned here

ADHD Rating Scale IV (ADHD-RS-IV) With Adult Prompts

Adult ADHD Clinical Diagnostic Scale (ACDS) v1.2

Adult ADHD Investigator Rating Scale (AISRS)

Adult ADHD Self-Report Scale (ASRS) v1.1

Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS DSM-5) Screener

Adult ASRS Symptom Checklist v1.1

Barratt Impulsiveness Scale (BIS-11)

Brown Attention-Deficit Disorder Symptom Assessment Scale (BADDS) for Adults

Clinical Global Impression (CGI)

Conners’ Adult ADHD Rating Scales (CAARS)

Diagnostic Interview for ADHD in Adults (DIVA) 2.0

Wender Utah Rating Scale (WURS)

(source)

Discussion of terms:

Fidgets: picking at the skin around fingernails, tapping fingers/bouncing leg, tipping chairs, changing seating position frequently (more than once every ten minutes is too much), stimming, using a fidget toy, touching face, doodling, etc

Restlessness: the feeling of wanting to move, change activities, get up, or struggling to be satisfied by doing the same thing.

"driven by a motor" phrases: basically not wanting to take breaks because it'll be distracting, as far as I can tell. Busy as a bee, etc. Not wanting to (or being able to, or noticing) pause while speaking, not wanting to speak to someone while walking to something else despite being in no rush, etc.

Listening skills: paying attention without needing to doodle or imagining funny scenarios in your head the whole time. Might include being able to answer questions when asked about what they were listening to, responding when prompted, and looking in the person's general vicinity.

Unimportant stimuli: things not related to what someone *should* be focused on. Like if you're in school and you're distracted by a bus going by out the window, or if you get distracted by the sound the lights make while trying to focus on what the cashier is saying.

Daily activities: eating, sleeping, using the bathroom, doing chores (sweeping, laundry, shopping), getting dressed, etc

Completes schoolwork: includes answering every question you know the answer to, fully, and doing all the steps to questions as well as filling in required fields like name/date/etc.

Thoughtless mistakes: typos, spelling your name wrong, wrong fonts, forgetting to attach the bibliography, doing basic addition wrong on an algebra problem, etc.

In many of self-scorers there are questions like: "How often do you have problems remembering appointments or obligations?"

This is a very "but I have a system!" question. It might help to understand the neurotypical expeirence here.

Neurotypicals do not struggle to remember appointments, unless they have so many of them that it would be difficult for anyone to keep track of. If they have one appointment this week, they are not setting eight alarms or putting stickynotes everywhere. They say "oh! I have an appointment." And then go to that appointment. That's it. It doesn't take a lot of energy to remember. They don't have to repeat it in their head every chance they get to remember it. They haven't tried three different planner systems in the past year or struggle to stay with them. They don't religiously check google calendar every day. They simply know they have an appointment, and (assuming nothing weird like they're a secretary managing 9 clients or they got a cold) they remember it. All of these questions are pretty much like this. If you've had to struggle to do something most of the time and still fail, the answer is you have problems "most of the time." It's not the amount of times you have failed to remember.

ADHD community terms

Executive dysfunction

Not specific to ADHD, this term describes something that both people with depression and people with ADHD struggle with (though often for different reasons). People with ADHD tend to put off tasks until the last minute, struggle to finish things, and have a difficulty doing something when they need to. It can have a severe impact on someone with ADHD and their ability to do things in their daily life. Having executive dysfunction is one of the (many) reasons why ADHD is considered a disability.

One person (Dr. Russell Barkley) has a theory that ADHD should be reclassified to be a disorder of executive dysfunction, but aside from being a useful tool to understand ADHD it doesn't explain many of the other symptoms or why they are presented the way they are. In particular: it doesn't explain many of the concepts that folks with ADHD have developed to talk about our experiences with each other, and how folks with ADHD tend to have less issues with executive dysfunction in settings where openly expressing ADHD symptoms is perfectly fine. It also understands ADHD through the lens of a disorder that's wholly maladaptive and dysfunctional, an understanding not shared by everyone in the community.

Neurodivergent

This is a term coined primarily by the autistic community. It describes autism (and other types of neurodivergence, things that diverge from the norm/"the typical" aka neurotypical) outside of the idea of the medical model. [Autistics in particular has faced a lot of inhumane treatment in schools and by the psychiatric system under abusive (and legal) things like ABA (applied behavioral analysis) and shock therapy. Autistics have fought for the right to openly stim, to not make eye contact, and to communicate while being non-speaking for decades. This has pushed back against the medicalization of autism, and the process of diagnosis not involving autistics in the creation of the criteria or what treatments (if any) should be approved for autistics.] This overall philosophy promotes the idea that neurodivergent people should not be stigmatized, and should exist as equal members of society regardless of how their symptoms present.

People with ADHD were early adopters of this concept (maybe because of the high rates of comobidity of autism and adhd). As a result, many of the concepts feature heavily in the language and strategies for ADHD- especially online. Along with alternative methods of orgnization (many small trash cans, two laundry bins, etc), you'll often find people with ADHD discussing stim toys and things like that.

Hyperfocus/hyperfixation

Hyperfocus describes one aspect of difficulty regulating focus. Basically: during hyperfocus a person struggles to pay attention to things outside of the thing that's taking up their attention.

More specifically they lose awareness of signals like hunger, exhaustion, the need to pee, and can even struggle to hear someone calling for their attention. If they do try to stop focusing on the thing they're focused on, they might still struggle to pay attention- even as they try to hold a conversation or go make a meal, they might be distracted by thoughts about the thing they were focused on before. This might lead to doing things incorrectly (like putting on shoes without socks or putting toothpaste in the freezer). With such acute focus someone with adhd can create art quickly with a lot of detail, discover a lot of information on a topic, and even learn new practical skills. It can also provide a lot of joy and accomplishment to someone, and improve self confidence.

A hyperfixation is the subject of hyperfocus, either once (hours) or over longer period of time (weeks, months, years). It can be anything from abstract (like a favorite subject) to specific and grounded in reality (like a hobby), or broad (a time period) to specific (a particular beetle).

Hyperfixation was a term coined by the ADHD community to describe an experience that wasn't described in the medical literature about us that needed terminology. Hyperfocus is also an experience that is really important to folks with ADHD because it's often wrapped up in the "twice exceptional" narrative many people experience- having both amazing talents and terrible grades in subjects that don't interest them. On top of that, neurotypical adults treat kids with ADHD hyperfocusing as doing something wrong and punish them, when what they're doing is perfectly fine and isn't hurting anyone. A greater understanding of this concept has helped people work with how their mind works, rather than try to resist it and be "normal."

Bonus content

Getting diagnosed

fill out self scorers

interview your family and teachers with parent/teacher scorers (optional)

get you information together, like insurance, debit, and credit card information. They will ask you for your full name, your date of birth, your insurance information, any pre-existing conditions, your availability

find a local low/no-cost neuropsych testing facility near you. If you're currently in school, you're in luck! Many will refer you out to a low/no-cost testing facility. (Either way, the result is the same: these can be universities teaching students studying neuro-psychiatry, state sponsored programs, and more. Here's a solid comprehensive guide on getting low cost testing, as well as managing the costs associated with ADHD).

make it known that you would like to be assessed for ADHD to have it ruled out. That is the specific phrasing that you should use with everyone- do not claim you think you have anything, simply that you're concerned and wish to be assessed. Talk to your therapist, your parents, your pcp, your teacher- whoever it makes sense to contact, based on your prior research. If you were unable to find anything, then contacting the people who might have better access to information like your therapist or teacher would be best. (If you're not yet in therapy, getting into therapy would be a good idea.)

If all else fails, contact your insurance (if you have it). Testing can cost a lot of money and might not be worth the expense. You're still welcome in the ADHD community regardless of being diagnosed or not.

If you go to get assessed, here's what to expect:

you will likely have to fill out self scorers for lots of things, including things that don't apply to your situation like mood disorder evaluations to rule of depression. Your answers on these should not affect how you will be diagnosed with ADHD.

there will be a lot of weird things in full neuropsych evaluations, like repeating words back to them, or playing with blocks, or drawing shapes

they will pay attention to how you act in the room, so don't resist the impulse to fidget and feel free to ask to get up or take a break after an exercise

it may last under sixty minutes, but with a student it could take longer. I have 4+ hour sessions twice a week for a month, but not everyone has such an extreme experience (they had last minute additions that went beyond ADHD testing).

Tips for the day of testing:

do not bring your best self. Leave your best self at home. They need to see you at your usual or your worst to make an accurate assessment.

bring water. You will be talking a lot.

some information can help, like recent test performance and last semester teacher comments

comfortable clothing is best. T-shirt and jeans are totally fine.

prepare to be totally out of it when you leave, by bringing a snack or having someone you trust pick you up. It's mentally exhausting and makes you do all the things you avoid because they suck.

A neuropsych (or any type of ADHD evaluation) can help you get access to things you might not normally get, like medication (stimulants, typically), accommodations, and recommendations to your therapist about what to work on. It also can be shared with doctors and other therapists in the future so you don't have to worry about someone questioning your need for whatever it is they helped you get in the first place (like accommodations, etc).

Accommodations

In order to request accommodations through most colleges, you need a letter from a therapist of some kind requesting an accommodation in writing. Getting diagnosed for ADHD helps with this. Some accommodations you can request include:

time and a half on tests and quizzes

extensions of papers and projects

alternative assignments (i.e. oral exam over essays, different topics, etc)

excused absences

a notetaker

audio and/or video recordings of lectures

laptops in classes that don't ordinarily allow laptops

snacks in classes that don't ordinarily allow snacks (unless it poses a safety hazard, like in labs)

stim toys in class

and more

Literature

books on adhd:

You Mean I’m not Lazy, Stupid, or Crazy?!

Smart but Scattered Guide to ADHD

other:

additude magazine

*looks at the clock* oh god it's 7 p.m. I've been trapped in making-a-long-post hell for four plus hours OTL but I'm finally free.

Anyway, I hope this helps and feel free to DM me if you want to know more. I got diagnosed with ADHD (combined type) back in late 2017 so I'm happy to talk about that with anyone who might be considering going through testing.

[kyuuuu]

Me, who has extensively read articles and self help guides about ADHD and dysfunctional executive function: B-b-b-b-but what if I'm just faking it???? What if I'm really just lazy and I don't want to take responsiblity?????

My mother, who has seen a single YT clip of a talk show that brushes on the topic: My child, it seems we both have attention deficit hyperactivity disorder.