Presentation - Celebrating Inattention: Neurodiversity, ADHD, and Multiple Intelligences, Institute for Challenging Disorganization 2013 Conference, Denver, CO, September 20, 2013

Celebrating Inattention:ADHD, Neurodiversity, and Multiple

Intelligences

Thomas Armstrong, Ph.D.

www.institute4learning.com

Institute for Challenging Disorganization

“Climb to New Heights” Conference

September 20, 2013

Denver, CO.1

Neurodiversity

An idea which asserts that atypical (neurodivergent) neurological development is a normal human difference that is to be recognized and respected as any other human variation.

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History of Neurodiversity1997 - Coined by Judy Singer

1998 - First use in media - Harvey Blume

2004 - New York Times – Amy Harmon

2005 - A Mind Apart, Susanne Antonetta

2005 - Neurodiversity/Autism Pride Day

2009 – UK Study – Higher achievement in those who see themselves as neurodifferent

2013 – Wired Magazine – has ‘’shaped the planet's past 20 years—and will continue driving the next’’

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Principles of Neurodiversity

• The Brain is a Rain Forest• Cultural Values Dictate Disorders• Success = Adapting to the Environment• Success = Changing the Environment• Niche Construction Modifies the Brain

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Neoteny: retention of juvenile characteristics in the adults of a species

“a major evolutionary trend in human beings" is ‘greater prolongation of childhood and retardation of maturity.’“

J.B.S. Haldane

ADHD or Creative?

• ADHD (deficit)• Hyperactivity• Distractibility• Impulsivity• Hyper-Focus• Poor Executive

Function

• Creative (asset)• Vitality• Generativity• Spontaneity• Passion• Creative

Imagination

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Niche Construction

• Helping to ensure the thriving of an organism by directly modifying the environment in such a way that it enhances that organism’s chances for survival.

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Positive Niche Construction

• Helping to ensure the thriving of an individual by directly modifying the environment in such a way that it enhances that person’s chances for success.

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Components of Positive Niche Construction

• Strength Awareness• Positive Role Models• Assistive Technologies• Strength-Based Learning Strategies• Enhanced Human Resource Network• Affirmative Career Aspirations• Positive Environmental Modifications

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Strength Awareness Tools

• Multiple Intelligences Diagnostic Assessment Scales (MIDAS)

• Clifton StrengthsFinder• Torrence Test of Creative Thinking• VIA Character Strengths and Virtues• Johnson O’Connor Aptitude Testing

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Positive ADHD Role Models

• Leonardo da Vinci• Jim Carrey• Thomas Edison• Richard Branson• James Carville• Paul Orfeala (Kinkos)• Emily Dickinson

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ADHD Assistive Technologies

• Personal organizer software and apps• Reminder devices• Goal-planning software and apps• Biofeedback training• Noise Cancelling Earphones• Mind-Mapping Software• Internet Distraction Minimizing Software

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ADHD Strength-Based Learning Strategies

• Expressive Arts• Martial Arts• Color Coding• Visualization• Stress Reduction Strategies (e.g. Yoga)• Hands on Learning• Background Music

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ADHD Support System• Personal Organizer• Body Double• ADHD Coach• Psychotherapist/Counselor• Family Physician• Trusted Friend• Family Therapist• Support Group

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Positive ADHD Careers

• Emergency room physician• Itinerant Teacher• Entrepreneur• Building contractor• Private Detective• Craftsperson• Forest ranger• Recreational worker

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Positive ADHD Environmental Modifications

• Space to work and move• Frequent breaks• Squeeze balls• Exercise area• Getting out in nature• Chairs that move• Mini-trampoline in office

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The Nine Intelligences• Word Smart• Number/Logic Smart• Picture Smart• Body Smart• Music Smart• People Smart• Self Smart• Nature Smart• Life Smart

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MI Inventory for Adults p.1Check those statements that apply:Linguistic Intelligence__ Books are important to me.__ I can hear words in my head before I read, speak, or write them down.__ I get more out of listening to the radio or a spoken-word cassette than I do from television or films.__ I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.__ Other people sometimes have to stop and ask me to explain the meaning of the words I use in my writing and speaking.__ English, social studies, and history were easier for me in school than math and science.__ When I drive down a freeway, I pay more attention to the words written on billboards than to the scenery.__ My conversation includes frequent references to things that I’ve read or heard.__ I’ve written something recently that I was particularly proud of or that earned me recognition from others.

Logical-Mathematical Intelligence__ I can easily compute numbers in my head.__ Math and/or science were among my favorite subjects in school.__ I enjoy playing games or solving brainteasers that require logical thinking.__ I like to set up little “what if” experiments (for example, “What if I double the amount of water I give to my rosebush each week?”).__ My mind searches for patterns, regularities, or logical sequences in things.__ I’m interested in new developments in science.__ I believe that almost everything has a rational explanation.__ I sometimes think in clear, abstract, wordless, imageless concepts.__ I like finding flaws in things that people say or do at home and work.__ I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way.

Adapted from Thomas Armstrong,7 Kinds of Smart, New York: Plume, 1999

MI Inventory for Adults p. 2

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Spatial Intelligence__ I often see clear visual images when I close my eyes.__ I’m sensitive to color.__ I frequently use a camera or camcorder to record what I see around me.__ I enjoy doing jigsaw puzzles, mazes, and other visual puzzles.__ I have vivid dreams at night.__ I enjoyed art a lot in school.__ I like to draw or doodle.__ Geometry was easier for me than algebra in school.__ I can comfortably imagine how something might appear if it were looked down upon from directly above in a bird’s eye view.__I prefer looking at reading materials that have lots of pictures in them

Bodily-Kinesthetic Intelligence__ I engage in at least one sport or physical activity on a regular basis.__ I find it difficult to sit still for long periods of time.__ I like working with my hands at concrete activities such as sewing, weaving, carving, or model building.__ My best ideas often come to me when I’m out for a long walk or a jog, or when I’m engage in some other kind of physical activity.__ I sometimes get “gut feelings” about things (e.g. I actually feel it in my body).__ I frequently use hand gestures or other forms of body language when conversing with someone.__ I need to touch things in order to learn more about them.__ I enjoy daredevil amusement rides or similar thrilling physical experiences.__ I would describe myself as well coordinated.__ I need to practice a new skill rather than simply read about it, or see a video that describes it.

MI Inventory for Adults p. 3

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Musical Intelligence__ I have a pleasant singing voice.__ I can tell when a musical note is off-key.__ I frequently listen to music on radio, records, cassettes, or compact discs.__ I play a musical instrument.__ My life would be poorer if there were no music in it.__ I sometimes catch myself walking down the street with a jingle or other tune running through my mind.__ I can easily keep time to a piece of music with a simple percussion instrument.__ I know the tunes to many different songs or musical pieces.__ If I hear a musical selection once or twice, I am usually able to sing it back fairly accurately.__ I often make tapping sounds or sing little melodies while working, studying, or learning something new.

Interpersonal Intelligence__ I’m the sort of person that people come to for advice and counsel at work or in my neighborhood.__ I prefer group sports like soccer, volleyball, or softball to solo sports such as swimming, jogging, and weight training.__ When I have a problem, I’m more likely to seek out another person for help than attempt to work it out on my own.__ I have at least three close friends.__ I favor social pastimes such as Monopoly or bridge over individual recreations such as video games and solitaire.__ I enjoy the challenge of teaching another person, or groups of people, what I know how to do.__ I consider myself a leader (or others have called me that).__ I feel comfortable in the midst of a crowd.__ I like to get involved in social activities connected with my work, church, or community.__ I would rather spend my evenings at a party than stay at home alone.

Adapted from Thomas Armstrong,7 Kinds of Smart, New York: Plume, 1999

MI Inventory for Adults p. 4

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Intrapersonal Intelligence__ I regularly spend time alone meditating, reflecting, or thinking about important life questions.__ I have attended counseling sessions or personal growth seminars to learn more about myself.__ I am able to respond to setbacks with resilience.__ I have a special hobby or interest that I keep pretty much to myself.__ I have some important goals for my life that I think about on a regular basis.__ I have a realistic view of my strengths and weaknesses (borne out by feedback from other sources).__ I would prefer to spend a weekend along in a cabin in the woods (or some other solitary place) than be at a resort with lots of people around.__ I consider myself to be strong willed or independent-minded.__ I keep a personal diary or journal to record the events of my life.__ I am self-employed or have at least thought seriously about starting my own business.

Naturalist Intelligence__ I have pets that I love and/or enjoy animals when I’m around them.__ I enjoy gardening and/or like to have plants around me at home or work.__ I can find my way around unfamiliar natural terrain with some ease.__ I like to visit nature museums, aquariums, zoos, or other places that display living things.__ I prefer to spend my free time in some kind of natural setting (e.g. lakes, mountains, rivers, etc.).__ I sometimes just enjoy looking at clouds, mountains, trees, or other natural formations.__ I have an ability to identify different kinds of birds, plants, or other living things.__ I have a pretty highly developed sense of ecological awareness and/or sense of responsibility for helping to take care of Mother Earth.__ I enjoy TV programs and/or reading about nature topics (e.g. Nature on PBS or National Geographic).__ I have been involved in organizations or clubs that focus on nature issues (e.g. Sierra Club, bird study group, hiking group, animal rescue etc.).

Adapted from Thomas Armstrong,7 Kinds of Smart, New York: Plume, 1999

MI Inventory for Adults p. 5

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Existential Intelligence__ I think a lot about life and death__ I get into serious discussions with my parents, religious authorities, friends, or others about religious, spiritual, or philosophical issues__I have had special experiences that lifted me out of the everyday concerns of life and into a deeper perspective about the universe.__I spend time by myself thinking about the meaning of life, existence, God, death, or other existential themes.__I’ve had dreams that had to do with the nature of existence, the purpose of life, the meaning of our time on this planet, or other similar cosmic issues.__I’ve had a brush with death that caused me to look at life in a totally different way.__I read a lot about philosophy, religion, or the cosmic dimensions of science.__I’ve had special psychic, mystical, spiritual, or other non-ordinary experiences that I couldn’t really explain to anyone around me.__I’ve participated in some kind of religious, spiritual, or philosophical community activities that have been very meaningful to me.__I’ve found meaning in engaging in meditation, reflection, prayer, or some other individual experience that have opened me up to the bigger questions of life.

Adapted from Thomas Armstrong,7 Kinds of Smart, New York: Plume, 1999

References p. 1• Armstrong, Thomas. The Myth of the ADD Child: 50 Ways to Improve Your Child’s Behavior and

Attention Span without Drugs, Labels, or Coercion. New York: Plume, 1997.

• Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences. New York: Plume, 1999.

• Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.

• Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.

• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.

• Becker, K, M. Laucht, M. El-Faddagh, M. H. Schmidt, ‚‘The dopamine D4 receptor gene exon III polymorphism is associated with novelty seeking in 15-year-old males from a high-risk community sample .‘‘ Journal of Neural Transmission, June 2005, Volume 112, Issue 6, pp 847-858,

• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998. http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/30590/

• Ceci, S.J. and J. Tishman (1984). "Hyperactivity and Incidental Memory: Evidence for Attention Diffusion," Child Development, 55,6: 2192-2203

• Crammond, Bonnie. ‘’Attention-deficit Hyperactivity Disorder and Creativity: What is the Connection?’’ Journal of Creative Behavior, 1994, vol. 38, no. 3, pp. 193-210.

• Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York: Penguin, 2007.

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References p. 2•Edelman, Gerald. Neural Darwinism: The Theory of Neuronal Group Selection. New York: Basic, 1987

•Eisenberg, Dan, and Benjamin Campbell, ‘’The Evolution of ADHD: Social Context Matters,’’ San Francisco Medicine, October 2011, pp. 21-22.

•Galvin, Matthew R. Otto Learns About His Medicine: A Story About Medication for Children with ADHD. Magination Press, 2001.

•Johnson O’Connor Aptitude Testing, http://www.jocrf.org/.

•Kolb, Bryan, etc. ‘’Age, Experience and the Changing Brain’’, Neuroscience & Biobehavioral Review, March 1998.

•Montagu, Ashley. Growing Young. New York: Praeger, 1988.

•Murphy, Patricia J. Never Eat Soggy Waffles: Fun Mnemonic Memory Tricks. Enslow Publishers, 2009.

•Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.: Princeton University Press, 2003.

•Rath, Tom. StrengthsFinder 2.0. Gallup Press, 2007.

•Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, Vol. 226, pp. 22-29.

•Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.19649–19654.

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References p. 3•Shearer, Branton, Multiple Intelligences Diagnostic Assessment Scales (MIDAS). www.miresearch.org.

•Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Marian Corker and Sally French (eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64.

•Taylor, Andrea Faber & Frances E. Ming Kuo. ‘’Could Exposure to Everyday Green Spaces Help Treat ADHD? Evidence from Children's Play Settings. ‘’ Applied Psychology: Health and Well-Being, 2011, Vol 3, no. 3, pp. 281 – 303.

•Torrance, E. Paul. ‘’Torrance Test of Creative Thinking. ‘’ Scholastic Testing Service. http://ststesting.com/ngifted.html

•VIA Institute on Character, VIA Survey, http://www.viacharacter.org/www/.

•Waugh, Rob. ‘’Messy desks in the office can actually lead employees to think more clearly, say researchers.,’’ Daily Mail, January 19, 2012. http://www.dailymail.co.uk/sciencetech/article-2088359/Messy-desks-office-actually-lead-employees-think-clearly-say-researchers.html

•Zylowska, Lidia. The Mindfulness Prescription for Adult ADHD: An 8-Step Program for Strengthening Attention, Managing Emotions, and Achiev ing Your Goals. Trumpeter; Pap/Com edition, 2012.

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Contact Information

• Email: [email protected]• Website: www.institute4learning.com• Blog: http://institute4learning.com/blog/• Twitter: @Dr_Armstrong

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