How to Be Productive When Your Brain Works Differently

Do you remember the Steve Martin movie, “The Man with Two Brains?” It might sound like a movie about someone who was extra smart, but actually it was a quirky movie about a man who falls in love with a disembodied brain. As you can imagine, it was a tricky love affair! I guess having more than one brain doesn’t make life better. Neither does having a specific type of brain. At a recent meeting of the CT Chapter of the National Association of Productivity and Organizing Professionals (NAPO-CT), we had a great speaker on the topic of neurodiversity, and how to be productive when your brain works differently.

Our speaker was Cynthia Palmisano Psy.D. of Apex Psychological Services LLC, and she brought a wealth of information to our group. She began by explaining that the term “neurodiversity” is not as much a diagnosis as it is a category, used to describe people who see and process the world differently from the average – or “neurotypical” – person. Within the neurodiverse community, there are multiple diagnoses a person might receive. Cynthia addressed two particular types of neurodiversity: Autism Spectrum Disorder (ASD) and Attention-Deficit/ Hyperactivity Disorder (ADHD).

ASD

Autism Spectrum Disorder, which is present from childhood, is typified by behavior difficulties with social communication, restricted or repetitive behaviors, and/or sensory challenges. While the exact cause of ASD is not known, it is important to note that experts believe this is a biological difference rather than the result of poor parenting. Interestingly, there is evidence that ASD seems to run in families. Also worth noting is that ASD is not linked to childhood vaccinations. Unfortunately, this false idea was the result of a poor research study, and although it spread quickly, has since been repeatedly proven to be untrue.

Cynthia shared a few statistics with us about ASD:

• 1 in 36 children in the US has ASD
• 1 in 44 adults in the US has ASD
• ASD is 4 times more likely in boys than in girls.

She added that girls tend to be diagnosed later in life than boys, which may be related to the fact that girls tend to be socialized to mask their feelings and behaviors so that they are “nice” and “polite.” As girls grow into women and life becomes more complex, the masking becomes increasingly challenging.

Autism is not a disease or illness. As the word “spectrum” implies, people vary greatly in the degree to which their functioning is impacted. Rather than try to “cure” ASD, the goal is to learn how to manage it. Fortunately, we are learning more and more each day about ASD, and individuals can learn techniques that will help them thrive.

Along that line, the clinical understanding and definition of ASD is evolving. For example, Cynthia explained that years ago, some people were diagnosed with autism while others were diagnosed with Asperger’s syndrome, a high-function type of autism. In 2013 the term Asperger’s was retired, with the condition being folded into the ASD umbrella. What used to Asperger’s is now considered a Level 1 autism spectrum disorder.

ADHD

Another neurodiverse situation is Attention-deficit/Hyperactivity Disorder. As with ASD, the terminology with this diagnosis has changed over time. We used to talk about ADD and ADHD, the different being a hyperactivity component. In 1994, the American Psychiatric Association officially changed the name to ADHD as the inclusive name for both.

ADHD typically presents in one of three ways:

Predominantly Inattentive

Some behaviors you might notice with those who are predominantly inattentive include:

• Failure to give close attention to details
• Makes careless mistakes
• Has difficult sustaining attention
• Does not appear to listen
• Struggles to follow through with instructions
• Has difficulty with organization
• Avoids or dislikes tasks requiring sustained mental effort
• Loses things
• Is easily distracted
• Is forgetful in daily activities

Predominantly Hyperactive – Impulsive

People who are more hyperactive/impulsive may:

• Fidget with hands or feet or squirm in their chair
• Have difficulty remaining seated
• Run about or climb excessively (children)
• Suffer from extreme restlessness (adults)
• Have difficulty engaging in activities quietly
• Act as if “driven by a motor”
• Talk excessively
• Blurt out answers before questions have been completed
• Have difficulty waiting or taking turns
• Interrupt or intrude on others

Those who exhibit behaviors from both groups will be diagnosed with the combination type of ADHD.

Unfortunately, people with ADHD are often discounted as being “lazy,” which is not the case. Such comments and attitudes tend to result in difficulties with self-esteem, and questions like “Why can’t I just…?” and “Why does it take me so long to…?” The truth is, it isn’t the person, it is his/her brain.

Additionally, once a person starts to demean himself, he is more likely to engage in risky behaviors, become involved in substance abuse, become easily angered, suffer with nervous energy, and struggle with relationship issues.

It is important that anyone who is trying to help someone with ADHD (or any neurodiverse challenge) understand that neurodiversity should be treated with kindness. Rather than castigate someone who is failing, instead try saying something like “That’s not been working. Let’s find what works!”

Which leads us to the question, “What works?”

The first thing Cynthia suggested is that if either ADHD or ASD is suspected, the individual or parent should seek a diagnosis from a mental health professional (as opposed to a Primary Care Physician). There are specific tests that need to be run in order to get an official diagnosis. This is important because having an official diagnosis can be helpful in obtaining support services and insurance reimbursement.

Many people wonder about medication. This is a very personal decision.

In the case of ADHD, there are medications that have been proven effective. While it may appear that people with ADHD are over-stimulated, the reverse is actually true. The ADHD brain is actually under-stimulated, and as a result is constantly seeking stimulation. It is this seeking that can appear as inattention or laziness. Mediations that assist the body to either produce more dopamine (a brain-stimulating hormone), or more efficiently retain dopamine, can make a positive difference.

Unfortunately, there is no medication that has been proven to be especially helpful for people with ASD. That said, it is common for a person with ASD to have comorbidities (other neurological challenges, such as ADHD), so the entire picture should be considered when medication is being considered.

Beyond medication, there are at least three other approaches that can be very helpful:

• Behavior based treatments
• Natural medications (e.g., ashwagandha, which some believe is effective)
• “Tools,” such as mediation, apps, habits, and technology

Since we are a group of professional organizers rather than doctors, Cynthia focused the remainder of her presentation on how we (and other non-medical professionals) can help people with these types of neurodiversity. Admittedly, as she moved into this part of the presentation, our group sort of “perked up,” as her recommendations were very much along the lines of what we do with clients every day.

A few general “rules of thumb” to keep in mind:

For ADHD:

• Externalize time. The ADHD brain easily loses track of time, so use visual timers, alarms, calendars, music, etc. to heighten awareness about the passing of time.
• Prioritize having a workspace that is clear and organized. Items out on a desk or table can be very distracting. Maintaining focus is very difficult for people with ADHD, so it helps to minimize anything that might draw focus away from the task at hand. Even decorative items are better placed on a surface other than the desk.
• Establish storage spaces that are simple and predictable. If a person with ADHD has to go “hunt” for an item, he is again more likely to get distracted.
• Minimize distractions as much as possible. Turn off alerts, remove anything that sends distracting auditory alarms, shut down tabs when working on the computer, etc.
• If there are tasks to be performed after returning home, don’t sit down! It is very hard for a person with ADHD to generate the motivation to stand up and refocus after a period of sitting down and relaxing. It is better to carry through with a task or two before retiring for the day.
• Create a realistic, achievable, and concise “to do” list for the day. One “big” project a day might be best.
• When creating a task list, remember that the with ADHD, a task needs to be:
  1. Interesting
  2. Urgent
  3. Done with another person

• If the task is uninteresting, and if it isn’t urgent that it be complete right now, consider adding external accountability. A simple option here is a body double, which is a person who sits near the other person while they are working. Having another person nearby will help keep them from “quitting.”
• Bring the future to the present. Break large projects down into smaller, specific chunks. Start with the end in mind and work back to map out what needs to be done when.
• Use reminders and alarms to help keep the brain focused on what matters most, such as alerts 2 minutes before a meeting is supposed to begin, or an alarm when it is time to leave for an appointment.
• Attach new tasks that need to be completed to tasks for which they have already established a habit. For instance, if a person needs to take a medication, perhaps tie that to brushing teeth before bed, or sipping coffee in the morning. Or, decide to throw something away every time you go to the bathroom.
• Ensure motivation along the way by taking short breaks between longer bursts of work. Something like a walk around the office or up and down a flight of stairs can be helpful for someone with hyperactivity. For the inattentive brain, a quick focus on something else. Just be sure to limit the break time with a hard “stop” time.
• Always keep the reward and positive outcome top of mind. The tendency is to overemphasize the pain in the moment, so it helps to visualize the good that will come as a result of taking care of a task right now.
• If a person with ADHD is able to hyperfocus, and if they get “in the zone,” try not to interrupt their momentum.

For ASD:

• Routines can be very beneficial. The more frequently we do something, the more our brains learn. Repetitive behaviors create a sort of “muscle” memory for the brain, which ultimately makes them easier to complete.
• When giving instructions, be very narrow and specific. Instead of saying “clean the dresser,” say, “Let’s unpack this drawer and go through what is inside. We’ll get rid of what you aren’t using, and then put items back inside.”
  • [A sidenote: one person in our group mentioned in the chat that she had a client who once told her daughter to clean out her room while he was gone. When he returned, the room was empty. It turns out that the daughter had taken everything out of her room and crammed it into her brother’s room. This is what “clean out your room” mean to her. A great reminder to be specific!]
• Avoid giving a long instruction that has many steps. For instance, instead of giving a child instructions to go and do five things in a row, tell them to do one thing, and then come and tell you when they are finished, at which time you can give them the next instruction.
• Use visuals. These can be color codes, pictures (especially helpful with children), visuals, social stories, videos, etc.
• Discuss in advance what will happen in unfamiliar or potentially uncomfortable situations. Explain what to expect next and take the time to discuss why they may need to do something. The more you can manage ahead of time, the easier it will be in the moment.
• Pre-game social cues. People with ASD may struggle with social cues and feel like they are always a few steps behind. We can ease transitions by giving time warnings and clarifying what may have been missed.
• If you run into a “brick wall,” or a person with ASD seems very rigid, explore the reason for this. Don’t assume you know why, or that they are just being difficult. Figure out why they feel something needs to be done in a specific way, and then go from there.
• Be patient! Give the individual time to process and think about what has been said. People with ASD may process information a slower speed. This doesn’t mean they aren’t listening; it means that we need to wait for their response.
• Be encouraging. It helps to praise specific behaviors, associating them with positive feedback.

While there may be some unique challenges for the neurodiverse person, it is important to note that these individuals also tend to have some unique strengths, including:

1. Ability to hyperfocus
2. Ability to see things through a different lens
3. Strong linear thinking
4. Straightforward communication
5. Heightened passion/zest/commitment

Being aware of, and celebrating, these unique strengths can be important for bolstering confidence and finding productive paths forward.

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Have you experienced neurodiversity, in either yourself in those around you? What has helped you or them to be productive?