A Crutch, Or a Cause?

      It is clear learned behavior is not the determining factor for autism, ADD, or ADHD. With these conditions being very complex challenges for children, childhood is generally the most challenging time until unfortunate crutches are discovered to somewhat satisfy the unique dilemmas they encounter throughout life. 

      Many argue technological devices (e.g., video gaming, cell phone use, computer programs) have haunted the social development of children. Yet, many behaviors and characteristics of autism, ADD, and ADHD can be identified during a child’s early ages, even before they begin to engage themselves in the usage of technological devices. Not to mention, many who exhibit the same behaviors and characteristics are of times before technological development. Thus, proving the point such devices have no corresponding relation or cause for the aforementioned conditions. 

      Technological devices are excellent crutches for victims of ADD and ADHD. A crutch is any means of captured attention or involuntary, multi-sensory stimulation. Examples may include music, incentives, activities engaging multiple senses, or contrasting elements in the surrounding environment. This is the reason video gaming or any technological device is of interest. They are simply crutches or a means of multi-sensory engagement. 

      Someone with ADD, and even more, ADHD needs constant multi-sensory stimulation . They need a constant means of captured attention or sensory engagement, which must be provided or created for them. If not, they will seek that means of sensory engagement on their own. When a means of engagement or stimulation is not of their grasp, they are found out of control. This is why children with ADHD have such difficulty when expected to simply sit in silence and stare at a wall while waiting for instructions or direction. It is almost impossible for them. Observers will see them moving about, causing trouble with others, complaining, or finding anything in their presence with which they can fiddle. This may be an object or other person, which is why they often bother others.

      Have you ever noticed those who cannot sit and relax without something to occupy them? In other words, have you ever noticed those who cannot simply sit on a coach and relax for a period of time without any means of sensory engagement? The only sub-case of ADD which can do so is the inattentive/absentminded. (They would need a bomb to explode in their presence to capture their attention because they are in a completely different mental world than their surrounding environment.) Besides the inattentive/absentminded sub-case, most cannot function in such a situation with such demands. The excessively active interestingly have the most difficult time relaxing and occupying themselves in such a situation. However, many would never guess they are completely occupied with reading a book. The excessively active love to read! This of course is their means of sensory engagement. 

      Consider the senses of ADD and ADHD sufferers like outboard engines. Outboard engines running without water need a constant supply of water to run sufficiently without significant damage occurring. Though, without a need of water to supply an engine its efficiency, we are considering the mind of an ADHD sufferer without a constant means of captured attention or sensory stimulation. 

      Remember to not become confused with any means of captured attention or sensory engagement by misperceiving them as causes; they are crutches. Placing the blame on the crutch and claiming it to be the cause is no different than placing the blame on a person’s crutches when he has recently had surgery to one of his lower extremities. The difficulty he displays with his gate is not because of his crutches, but the injury he encountered. In light of the injury, however, he has a very high chance of recovery and returning to normal functioning status. Unfortunately, the conditions of ADD and ADHD are in constant demand of crutches.  

Jason M. Hufft 

www.jasonhufft.com 

Why Are Teachers in Classrooms Disciplining More Than Teaching?

      Most veteran educators are noticing and reporting the differences in the behaviors of young children and the rising difficulty faced in managing their behaviors. Yet, blame is placed on the teaching practices and management a teacher is delivering to his or her class. This of course is completely unjust and only illustrates the ignorance many have in relation to the classroom and the conditions of many children in today’s classrooms. 

      Most individuals have a mental image of a classroom as a group of children seated and working diligently with the instruction of a teacher who manages a classroom based on rules and expectations. One may picture a group of children patiently and quietly reading, writing, or seated on a floor listening to the instruction of a teacher. Although the perfect classroom may have been the typical classroom years ago, the current makeup of today’s classrooms breeds an entirely different perspective on the characters of young children. 

      The classroom of today is composed of individuals who are not as cognitively fortunate because children are suffering from the conditions of ADD and ADHD. In some cases, the behaviors are elements of autism, and these resulting, anomalous behaviors observed so frequently by educators are uncontrollable and unmanageable. Thus, the reason teachers are finding themselves disciplining more than teaching. 

      Teachers in today’s classrooms continue to find themselves disciplining more than teaching because of the uncontrollable behaviors from the conditions of ADD and ADHD. In reality, the behavior of children, when subject to the conditions of ADD and ADHD, cannot and will not change with behavior management strategies, interventions, or specialized instructional practices. Unfortunately, this truth is constantly ignored and thrown under the table each and every time it is brought to the table of discussion. Furthermore, ignorance is prevailing by the expectations and demands placed on children and educators as well as the denial of the fact ADD and ADHD are true, complex conditions, which haunt more and more people as time progresses.

      Many question and deny the reality or existence of ADD and ADHD because they can argue the means and level of discipline delivered to children has dropped significantly. For example, past generations held their children accountable and responsible for their actions, and they hardly ever questioned others when their child was accused of inappropriate behavior. The child was automatically assumed to be at fault, and no blame was ever placed on an educator or adult for correcting a child. If correction or discipline were issued by school personnel, a parent quickly apologized and took over the discipline in an attempt to assure a problem would never transpire again. For this reason, many believe the reason for the lack of discipline of young children is due to poor parenting and the limited level of accountability placed on young children for their behavior and actions. Although the level of discipline has decreased, and children are not held responsible to the degree they may have been in past years, these factors are far from the true cause and reason for the behaviors observed in today’s classrooms. 

      The behaviors observed in today’s classrooms are so severe and fascinating to the point parents and caregivers would be in absolute shock if particular characteristics of the conditions of ADD and ADHD were properly and accurately identified for them. In fact, one observer, who completely denied the existence of ADD and ADHD, questioned what was wrong with a particular child when he saw the child acting and moving about in an extremely bizarre manner in a restaurant. I asked him if he had ever witnessed someone who was heavily intoxicated. He stated he did, and I responded by asking him if he understood the difference between those who become highly violent and hyperactive compared to those who become extremely silly while they are intoxicated. He quickly responded by stating he understood completely, and I told him to consider a child acting in a very similar manner while having limited or zero control over simple, everyday cognitive functions. Rather than intoxication from extensive consumption of alcoholic beverages, extreme disruption of everyday cognitive functions is an unfortunate result of the conditions of ADD and ADHD. 

      The behaviors in relation to ADD and ADHD are so severe and complex to the point most do not realize they are actually observing such behavior. This is due to the number of children with these conditions being so high in classrooms, which makes it nearly impossible to recognize opposing behaviors between typical children and those suffering from ADD and ADHD. 

      In my latest work, Autism Demystified, ADD and ADHD are broken into seven sub-cases based on my observations of the conditions and noticing patterns of the same behaviors of multiple children who have no social relation. By no means are the sub-cases sources of labeling or judging children and the parenting of those who raise them. Instead, they are a means of identifying the truth at hand and making a statement in support of what is observed on a day-to-day basis by many adults who have strived for so long to make a difference in the young lives of those who suffer beyond the eyes of the ignorant. 

      In final consideration, teachers cannot and should not be expected to place a classroom of children in small groups and demand them to work independently when they already have a difficult time working in the direct presence of the teacher. If the behaviors in relation to ADD and ADHD were controllable, veteran teachers, who have been teaching for thirty years or more, would not face impossible predicaments when attempting to control the behaviors of most of their students. The difficulty veteran teachers face is evidence of uncontrollable behaviors, which are elements of these medical conditions. The children are seemingly impossible to manage because of the severity and number of children in the classrooms with ADD and ADHD. With that said, how can anyone even begin to think a teacher can manage a classroom by having the children teach the class? Furthermore, how can anyone believe a teacher can be productive in the classroom by teaching one small group of children without constantly correcting the other children who are expected to be working independently in groups at different locations in the classroom? 

      The thinking behind such practices is evidence of the limited understanding many have in regards to the behaviors of ADD and ADHD. Rather than attempt to educate ourselves on instructional practices and methods, which we already have mastered, we should educate ourselves on the conditions haunting better than fifty percent of the children in today’s classrooms. 

Jason M. Hufft 

www.jasonhufft.com