Understanding ADHD
Expert-defined terms from the Professional Certificate in Advanced ADHD Coaching Techniques course at London School of Business and Administration. Free to read, free to share, paired with a professional course.
ADHD (related terms #
attention‑deficit/hyperactivity disorder, neurodevelopmental disorder) – A chronic condition marked by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. Example: A college student struggles to complete assignments due to frequent mind‑wandering. Practical application: Coaches help clients develop structured routines, break tasks into micro‑steps, and use external cues. Challenges: Variability in symptom presentation, co‑occurring anxiety or mood disorders, and stigma that may inhibit disclosure.
Accommodations (related terms #
Workplace adjustments, academic support) – Modifications to environments or expectations that mitigate ADHD‑related barriers. Example: Allowing extra time on exams or providing a quiet workspace. Practical application: Coaches guide clients in requesting reasonable accommodations and negotiating with employers or educators. Challenges: Inconsistent policy enforcement, need for documentation, and client discomfort advocating for themselves.
Executive Function (related terms #
Planning, organization, self‑regulation) – Cognitive processes that enable goal‑directed behavior, including working memory, flexible thinking, and inhibitory control. Example: A client forgets to attend therapy appointments because of poor time‑management. Practical application: Coaches employ tools such as planners, visual timers, and step‑by‑step checklists to strengthen executive skills. Challenges: Executive deficits may fluctuate daily, requiring adaptable coaching strategies.
Impulsivity (related terms #
Rash decision‑making, emotional dysregulation) – Tendency to act without forethought, often resulting in hasty choices or interruptions. Example: A client impulsively purchases items during online shopping, leading to financial strain. Practical application: Coaches introduce pause‑techniques, such as counting to ten or using “if‑then” statements before acting. Challenges: Impulsivity can be reinforced by immediate reward, making behavior change difficult.
Inattention (related terms #
Distractibility, mind‑wandering) – Difficulty sustaining focus on tasks, leading to frequent errors or incomplete work. Example: An employee misses critical details in a report due to background noise. Practical application: Coaches suggest environmental modifications (noise‑cancelling headphones), chunking work, and scheduled “focus blocks.” Challenges: Internal distractions (e.G., Racing thoughts) may persist despite external changes.
Hyperfocus (related terms #
Intense concentration, flow) – Paradoxical state where an individual with ADHD becomes deeply absorbed in an activity to the exclusion of everything else. Example: A client spends hours designing video game levels, neglecting meals. Practical application: Coaches help set timers, create “transition rituals,” and balance hyperfocus with self‑care. Challenges: Hyperfocus can be both a strength and a risk factor for burnout.
Comorbidity (related terms #
Co‑occurring conditions, dual diagnosis) – The presence of additional psychiatric or medical disorders alongside ADHD, such as anxiety, depression, or learning disabilities. Example: A teenager with ADHD also meets criteria for generalized anxiety disorder. Practical application: Coaches coordinate with mental‑health providers, monitor symptom overlap, and tailor interventions. Challenges: Overlapping symptoms can obscure diagnosis and complicate treatment planning.
Medication Management (related terms #
Stimulant therapy, non‑stimulant options) – Oversight of pharmacological treatments, including dosage adjustments, side‑effect monitoring, and adherence support. Example: A client reports appetite loss after initiating methylphenidate. Practical application: Coaches encourage clients to maintain medication logs, discuss concerns with prescribers, and integrate behavioral strategies. Challenges: Medication response is highly individualized; stigma may deter open discussion.
Stimulants (related terms #
Methylphenidate, amphetamine‑based drugs) – First‑line medications that increase dopamine and norepinephrine activity, improving attention and reducing hyperactivity. Example: A client experiences improved focus after starting a low‑dose stimulant. Practical application: Coaches educate clients on expected onset, possible side‑effects, and the importance of consistent timing. Challenges: Potential for misuse, tolerance development, and contraindications with certain cardiac conditions.
Non‑Stimulants (related terms #
Atomoxetine, guanfacine) – Medications that address ADHD symptoms without the rapid dopamine surge characteristic of stimulants. Example: A client with anxiety prefers atomoxetine to avoid stimulant‑induced jitteriness. Practical application: Coaches discuss the slower onset, need for patience, and complementary behavioral techniques. Challenges: Delayed therapeutic effect, variable efficacy, and insurance coverage limitations.
Neurodiversity (related terms #
Neurotypical, inclusive design) – A paradigm that views neurological differences as natural variations of human cognition rather than deficits. Example: An organization adopts neurodiversity‑focused hiring practices, valuing ADHD strengths such as creativity. Practical application: Coaches frame ADHD traits positively, helping clients leverage unique abilities. Challenges: Balancing acceptance with the need for symptom management in demanding contexts.
Self‑Advocacy (related terms #
Empowerment, communication skills) – The ability to assert one’s needs, rights, and preferences, especially regarding accommodations and support. Example: A client writes a concise email to HR outlining required workplace adjustments. Practical application: Coaches role‑play conversations, develop scripts, and build confidence. Challenges: Fear of rejection, past negative experiences, and limited knowledge of legal protections.
Goal‑Setting (related terms #
SMART objectives, outcome planning) – Process of defining clear, measurable, achievable, relevant, and time‑bound targets. Example: A client sets a goal to submit one project draft per week. Practical application: Coaches assist in breaking long‑term aspirations into short‑term milestones, tracking progress, and celebrating wins. Challenges: ADHD‑related procrastination may derail timelines; flexibility is essential.
Time Management (related terms #
Scheduling, prioritization) – Strategies for allocating time effectively to meet responsibilities and personal goals. Example: A client uses a digital calendar with color‑coded blocks for work, study, and leisure. Practical application: Coaches teach “time‑blocking,” “deadline awareness,” and “buffer periods.” Challenges: Internal clock distortion often leads to underestimation of task duration.
Mindfulness (related terms #
Meditation, attention training) – Practice of intentionally focusing on present‑moment experience with non‑judgmental awareness. Example: A client engages in a five‑minute breath‑focus exercise before starting a task. Practical application: Coaches integrate brief mindfulness drills to improve self‑regulation and reduce impulsivity. Challenges: Maintaining consistency and overcoming restlessness during seated practice.
Cognitive‑Behavioral Therapy (CBT) (related terms #
Thought restructuring, skill‑building) – Evidence‑based psychotherapy that addresses maladaptive thoughts and behaviors. Example: A client learns to challenge catastrophizing thoughts that trigger anxiety about deadlines. Practical application: Coaches complement CBT techniques with coaching tools, reinforcing skill acquisition. Challenges: CBT requires active participation; clients with severe inattentiveness may struggle with homework compliance.
Coaching Relationship (related terms #
Alliance, partnership) – The collaborative dynamic between coach and client that fosters trust, mutual respect, and shared responsibility. Example: A coach establishes clear boundaries, confidentiality, and regular check‑ins. Practical application: Coaches employ active listening, reflective questioning, and goal alignment to strengthen the alliance. Challenges: Power imbalances, unclear expectations, or mismatched communication styles can impede progress.
Motivational Interviewing (MI) (related terms #
Ambivalence resolution, change talk) – Conversational technique that elicits intrinsic motivation by exploring pros and cons of behavior change. Example: A coach asks, “What would be different if you managed your time better?” Practical application: Coaches use open‑ended questions, affirmations, and summarizations to guide clients toward self‑directed change. Challenges: Clients with low self‑efficacy may need additional supportive scaffolding.
Strengths‑Based Approach (related terms #
Asset orientation, positive psychology) – Coaching perspective that identifies and cultivates inherent abilities, rather than focusing solely on deficits. Example: A client’s rapid idea generation is framed as a creative asset for entrepreneurial ventures. Practical application: Coaches conduct strengths inventories, align goals with talents, and reinforce confidence. Challenges: Overemphasis on strengths may neglect necessary skill‑building in areas of weakness.
Neurofeedback (related terms #
EEG training, brain‑wave modulation) – Non‑invasive technique that provides real‑time feedback on brain activity, encouraging self‑regulation. Example: A client practices maintaining target theta‑beta ratios to improve focus. Practical application: Coaches may refer clients to certified neurofeedback providers and integrate progress data into coaching plans. Challenges: Limited insurance coverage, mixed research evidence, and need for multiple sessions to observe effects.
Executive Function Coaching (related terms #
EF skills, targeted interventions) – Specialized coaching that directly addresses planning, organization, and self‑monitoring deficits. Example: A client creates a “project dashboard” to visualize tasks, deadlines, and progress. Practical application: Coaches employ systematic tools (e.G., Kanban boards) and habit‑forming routines. Challenges: Client resistance to structured systems, and the time‑intensive nature of skill acquisition.
Behavioural Activation (related terms #
Activity scheduling, reinforcement) – Strategy that encourages engagement in rewarding activities to counteract avoidance and depressive symptoms. Example: A client schedules a daily 20‑minute walk after work. Practical application: Coaches help identify enjoyable tasks, set realistic frequency, and monitor mood impact. Challenges: Initial inertia and difficulty sustaining activity when motivation wanes.
Digital Tools (related terms #
Apps, wearable technology) – Software or devices that support organization, time‑tracking, and habit formation. Example: A client uses a task‑management app with push notifications to remind them of upcoming deadlines. Practical application: Coaches assess tech literacy, recommend user‑friendly platforms, and integrate reminders into coaching sessions. Challenges: Technology overload, notification fatigue, and privacy concerns.
Self‑Regulation (related terms #
Emotional control, impulse inhibition) – Ability to manage thoughts, emotions, and behaviors in pursuit of long‑term goals. Example: A client practices deep‑breathing when feeling frustrated during a meeting. Practical application: Coaches teach coping strategies, cue‑response loops, and reflective journaling. Challenges: Heightened emotional reactivity can undermine regulation attempts.
Learning Styles (related terms #
Multimodal instruction, sensory preferences) – Preferred ways individuals process information, such as visual, auditory, or kinesthetic modalities. Example: A client retains instructions better when they are presented as diagrams rather than text. Practical application: Coaches adapt communication methods to match client preferences, enhancing comprehension. Challenges: Over‑reliance on “learning style” myths may limit exposure to diverse strategies.
Parent Coaching (related terms #
Family systems, collaborative planning) – Coaching services directed toward caregivers of children with ADHD to improve home organization and support strategies. Example: Parents learn to implement consistent routines and positive reinforcement. Practical application: Coaches provide practical toolkits, communication scripts, and stress‑management techniques for families. Challenges: Parental burnout, differing parenting philosophies, and resistance to change.
Transition Planning (related terms #
Life‑stage change, vocational support) – Structured preparation for major shifts, such as moving from school to work or aging out of pediatric services. Example: A client develops a step‑by‑step plan to secure employment after graduation. Practical application: Coaches map milestones, identify resources, and rehearse interview scenarios. Challenges: Uncertainty, lack of support networks, and the need for adaptive coping skills.
Self‑Compassion (related terms #
Self‑kindness, mindfulness) – Attitude of caring for oneself in the face of failure or difficulty, reducing self‑criticism. Example: A client acknowledges a missed deadline without harsh self‑judgment, instead focusing on corrective actions. Practical application: Coaches introduce self‑compassion exercises, such as writing supportive letters to oneself. Challenges: Ingrained perfectionism may impede acceptance.
Legal Rights (related terms #
ADA, IDEA) – Protections afforded by legislation that prohibit discrimination and mandate accommodations for individuals with disabilities. Example: Under the Americans with Disabilities Act, an employee can request a flexible schedule to manage ADHD symptoms. Practical application: Coaches inform clients of their rights, assist in documentation, and guide negotiations. Challenges: Varying interpretation of laws across jurisdictions and fear of retaliation.
Assessment Tools (related terms #
Rating scales, neuropsychological tests) – Instruments used to evaluate ADHD symptom severity, comorbidities, and functional impact. Example: The Adult ADHD Self‑Report Scale (ASRS) helps quantify inattentive and hyperactive‑impulsive traits. Practical application: Coaches interpret results to tailor interventions and monitor progress. Challenges: Self‑report bias and the need for professional administration of certain tests.
Behavioural Strategies (related terms #
Reinforcement, token economies) – Techniques that modify environment to increase desired behaviors and decrease undesired ones. Example: A client earns a “focus token” after completing a timed work session, redeemable for a leisure activity. Practical application: Coaches design systematic reward structures and establish clear criteria. Challenges: Over‑reliance on external rewards may hinder intrinsic motivation.
Stress Management (related terms #
Relaxation techniques, coping skills) – Methods for reducing physiological and psychological tension that exacerbate ADHD symptoms. Example: A client practices progressive muscle relaxation before bedtime to improve sleep quality. Practical application: Coaches integrate stress‑reduction routines into daily plans and monitor impact on attention. Challenges: Chronic stress can impair executive function, creating a feedback loop.
Sleep Hygiene (related terms #
Circadian rhythm, restorative sleep) – Practices that promote consistent, high‑quality sleep, essential for cognitive performance. Example: A client establishes a wind‑down routine, limits screen time, and maintains a regular bedtime. Practical application: Coaches assess sleep patterns, suggest environmental adjustments, and track improvements. Challenges: ADHD‑related hyperfocus and stimulant medication timing may disrupt sleep onset.
Nutrition (related terms #
Diet, blood‑sugar regulation) – Relationship between food intake and cognitive function, with particular attention to protein, omega‑3 fatty acids, and low‑glycemic carbohydrates. Example: A client notices reduced impulsivity after incorporating a balanced breakfast. Practical application: Coaches encourage meal planning, mindful snacking, and hydration. Challenges: Impulsive eating patterns and limited planning skills can undermine consistent nutrition.
Physical Activity (related terms #
Aerobic exercise, motor regulation) – Regular movement that improves mood, executive function, and symptom control. Example: A client schedules a 30‑minute brisk walk before tackling demanding tasks. Practical application: Coaches help integrate activity into daily routines and track its effect on focus. Challenges: Motivation fluctuations and time constraints may limit adherence.
Technology Distraction (related terms #
Digital overload, attention fragmentation) – Interruption caused by frequent notifications, multitasking, and social media use. Example: A client constantly checks phone alerts while writing reports, leading to errors. Practical application: Coaches recommend “digital declutter” periods, notification silencing, and dedicated focus windows. Challenges: Pervasive connectivity and habit loops make disengagement difficult.
Goal Review (related terms #
Progress monitoring, feedback loops) – Regular evaluation of achievement status, adjustments, and celebration of milestones. Example: A quarterly session where the client reflects on completed tasks and revises upcoming objectives. Practical application: Coaches use simple metrics, visual progress charts, and reflective questioning. Challenges: Over‑optimistic self‑assessment may mask underlying obstacles.
Professional Boundaries (related terms #
Ethical standards, scope of practice) – Clear delineation of the coach’s role, responsibilities, and limitations to protect both client and practitioner. Example: A coach avoids diagnosing medical conditions, referring the client to a qualified clinician when needed. Practical application: Coaches maintain confidentiality, obtain informed consent, and document sessions. Challenges: Blurred lines can arise when clients seek medical advice or emotional support beyond coaching scope.
Continuing Education (related terms #
Professional development, certification renewal) – Ongoing learning to stay current with ADHD research, coaching methodologies, and ethical guidelines. Example: A coach attends a webinar on recent stimulant formulations. Practical application: Coaches schedule regular study time, join peer supervision groups, and integrate new evidence into practice. Challenges: Time constraints and information overload require selective focus.
Ethical Considerations (related terms #
Confidentiality, informed consent) – Moral principles guiding interactions, ensuring client welfare, autonomy, and fairness. Example: A coach discloses a conflict of interest when a client requests referral to a service in which the coach holds a financial stake. Practical application: Coaches adhere to professional codes, document decisions, and seek supervision when dilemmas arise. Challenges: Navigating dual relationships and cultural differences can complicate ethical judgments.
Outcome Measurement (related terms #
KPI, client satisfaction) – Systematic tracking of coaching effectiveness through quantitative and qualitative indicators. Example: A client rates perceived improvement on a 0‑10 scale after six months of coaching. Practical application: Coaches employ pre‑ and post‑assessment tools, collect feedback, and adjust interventions accordingly. Challenges: Subjective self‑report may be influenced by mood, requiring triangulation with objective data where possible.
Group Coaching (related terms #
Peer support, shared learning) – Facilitated sessions where multiple clients explore ADHD‑related topics together, fostering community and collective problem‑solving. Example: A weekly virtual group discusses strategies for managing email overload. Practical application: Coaches design structured agendas, encourage participation, and manage group dynamics. Challenges: Varying skill levels and confidentiality concerns must be balanced.
Self‑Monitoring (related terms #
Journaling, behavior tracking) – Ongoing observation of personal habits, triggers, and outcomes to inform self‑awareness. Example: A client logs moments of impulsive spending, noting antecedent stressors. Practical application: Coaches provide templates, reinforce consistency, and use data to co‑create interventions. Challenges: Consistency can wane, and data overload may cause anxiety.
Resilience Building (related terms #
Grit, adaptive coping) – Enhancing the capacity to recover from setbacks and maintain motivation. Example: A client rebounds after a missed deadline by revising the schedule rather than abandoning the project. Practical application: Coaches teach reframing techniques, celebrate incremental progress, and model perseverance. Challenges: Chronic failure experiences can erode confidence, requiring deliberate reinforcement.
Motivation Techniques (related terms #
Reward systems, intrinsic drive) – Strategies to spark and sustain engagement with tasks. Example: A client links a personal hobby as a reward after completing a study session. Practical application: Coaches help identify meaningful incentives, align them with values, and schedule them strategically. Challenges: Extrinsic rewards may lose potency over time, necessitating periodic recalibration.
Attention Training (related terms #
Concentration drills, cognitive exercises) – Targeted activities designed to improve sustained focus. Example: A client practices the “Pomodoro” method, working for 25 minutes followed by a brief break. Practical application: Coaches introduce graduated attention intervals, monitor tolerance, and adjust difficulty. Challenges: Initial frustration may lead to abandonment if not scaffolded appropriately.
Communication Skills (related terms #
Assertiveness, active listening) – Ability to convey thoughts clearly and receive information effectively. Example: A client practices stating needs using “I” statements in meetings. Practical application: Coaches role‑play scenarios, provide feedback on tone and body language, and reinforce constructive dialogue. Challenges: Impulsivity can cause interruptions, requiring deliberate practice.
Career Development (related terms #
Vocational coaching, strengths alignment) – Process of exploring, planning, and advancing professional pathways. Example: A client identifies a career in graphic design that leverages creativity and rapid idea generation. Practical application: Coaches conduct interest inventories, map skill gaps, and create action plans for networking or training. Challenges: Workplace stigma and unclear accommodation policies may hinder progress.
Peer Support Networks (related terms #
Community groups, mentorship) – Connections with individuals who share similar ADHD experiences, offering mutual encouragement and resource exchange. Example: A client joins a local ADHD support circle that meets monthly. Practical application: Coaches encourage participation, facilitate introductions, and help clients set boundaries. Challenges: Group dynamics can sometimes reinforce maladaptive coping if not guided.
Self‑Efficacy (related terms #
Confidence, mastery) – Belief in one’s capability to execute actions required for desired outcomes. Example: A client gains confidence after successfully completing a series of timed tasks. Practical application: Coaches set incremental challenges, provide positive feedback, and highlight past successes to boost efficacy. Challenges: Repeated setbacks may erode self‑belief, necessitating reframing and resilience work.
Trauma‑Informed Coaching (related terms #
Safety, empowerment) – Approach that recognizes the impact of trauma on behavior and cognition, ensuring interventions are sensitive and supportive. Example: A client with a history of adverse childhood experiences may react strongly to perceived criticism. Practical application: Coaches maintain a calm tone, offer choices, and avoid triggering language. Challenges: Distinguishing trauma responses from ADHD symptoms requires careful assessment.
Data Privacy (related terms #
Confidentiality, secure storage) – Protection of client information from unauthorized access, ensuring compliance with regulations such as HIPAA. Example: A coach encrypts session notes and uses password‑protected files. Practical application: Coaches establish clear data handling policies, obtain consent for electronic communication, and regularly review security measures. Challenges: Balancing accessibility with security, especially when using cloud‑based tools.
Motivation Cycle (related terms #
Activation, reinforcement) – Sequence in which desire, action, and reward interact to sustain behavior. Example: A client feels motivated to start a project, completes a task, receives praise, and thus reinforces the behavior. Practical application: Coaches map the cycle, identify weak links, and introduce strategic reinforcements. Challenges: Disrupted cycles due to ADHD impulsivity can lead to rapid disengagement.
Self‑Reflection (related terms #
Introspection, metacognition) – Process of examining one’s thoughts, feelings, and actions to gain insight. Example: A client reviews a journal entry to understand why they procrastinated on a report. Practical application: Coaches pose reflective questions, guide analysis, and help formulate actionable insights. Challenges: Excessive rumination may increase anxiety, so coaches balance depth with forward focus.
Adaptive Strategies (related terms #
Coping mechanisms, flexibility) – Tailored methods that adjust to changing circumstances and personal strengths. Example: A client uses voice‑to‑text software when handwriting becomes tedious. Practical application: Coaches assess barriers, brainstorm alternatives, and test effectiveness. Challenges: Over‑reliance on external aids without internal skill development may limit long‑term independence.