The following is a brief introduction to the topic:
Pellicano and Den Houting (2022) note, in an annual review of research in the Journal of Child Psychology and Psychiatry, a continuing shift 'from normal science to neurodiversity' in autism science. We propose a similar paradigm shift in attention deficit hyperactivity (ADHD), moving from cognitive deficit models to a neurodiversity view of ADHD as a cognition difference (cf. Taneja Johansson, 2021a b Goetz and Adams, 2022).
Harding, a feminist researcher, says that "strong objectivity" in research is dependent on democratic inclusivity as well as reflexivity to recognize reality about nature and social practice research that was not detectable in an earlier age. We emphasize the importance of insider epistemic positions, or a "nothing about you, without you" approach. It means that in ADHD research and professional practices, we will move from talking about ADHD to talking about ADHD. This article, which is based on the different epistemic perspectives of researchers in academia who are situated differently along the neurodivergent continuum, aims to restore or change the narrative about two of the core symptoms of ADHD, hyperactivity and attention deficiencies, as they are generally understood ( price, 2015). This will help us to demonstrate the implications of ADHD theory (cf. Murray (2019); Dieuwertje Hüijg (2021); Meadows (2021). Instead of hyperactivity, the term will be 'pace/pacing' or 'intensity.' Instead of attention deficits, we refer to 'variable' attention (Hallowell Ratey, 2021) or what autism researchers have called 'interest-based' attention (cf. Murray and al. (2005), including different or varied attention modes.
In the case of impulsivity, Tymms and Merrell (2011) note that impulsivity is a sign of cognitive engagement. For example, Tymms Merrell (2011) note that impulsivity, as in the 'blurting-out' case in the classroom, acts as an 'overt sign of cognition engagement'. There are few further developments in research on an Interest-Based Approach to ADHD. Boredom is closely associated with interest-based attention and motivation. In another context, ADHD theorists Hallowell Ratey (2021 have described boredom as a 'kryptonite for the ADHD brain'. It is possible to change the meaning of ADHD by renaming hyperactivity as attention deficit.
The article begins with a mapping out of the different perspectives on ADHD cognition and ADHD symptoms, both in the research world and also in what is known as ADHD "community theorizing". We will then map out the core aspects of the two competing cognitive paradigms for ADHD: the neuropathology model of ADHD as expressed by 'Cognitive Deficit Models of ADHD' versus the neurodiversity model of ADHD as expressed by 'Cognitive Difference Models of ADHD.' This is followed by the description of the methodology, which describes the collective autoethnographic process. Finally, we discuss our findings, where we analyze our experiences with intensity-based and interest-based attention. We will then discuss the implications of ADHD theory for research and practice.
Map different perspectives on ADHD cognition and ADHD symptoms.
This overview combines research reports with writings outside academia. In the same way that the first autistic autism theories were developed outside of academics in the early days of the autistic advocacy movement, the current alternative perspectives for ADHDers based on cognitive differences are being formulated primarily outside academics within the ADHD advocacy movement. The ADHD community theorizing is being developed in blogs and social media. Theorizing can be called 'folk theories' (Held,2020) or what the autistic community's Murray(2019) has termed 'autistic-led theories'. These are models based on the lived experience with autism, or theorizing "drawn at least in part from the internal observations" of the individual. Theorizing developed by neurodivergent academics, as well as concepts borrowed and developed from neurodivergent communities, are included. Community theorizing will describe theorizing on ADHD that is 'drawn in part at least from internal observations' and outside of academia.
The cognitive deficit model of ADHD and the Neuropathology of ADHD
In the neuropathology of ADHD, ADHD cognition can be defined by models of cognitive deficiencies. In the 'neurobiology' of ADHD ( Mueller Tomblin, 2012), 'impaired connectivity' in ADHD brains is described ( Alexander Farrelly, 2018). 'Dysfunctions in executive function and reward processing, as well as attention networks and default networks, play major roles in this condition's neuropathology' ( Alexander Farrelly, 2018). Over the years, different models on the neuropsychological basis of ADHD have been developed. One of the most popular models is that of executive function deficits. (Barkley 1997). In this model, ADHD is emphasized as a disorder with impaired executive functions. (Brown, 2006.; Sibley and al. .). The ADHD subtypes are both the dimensions of hyperactivity and inattention.
Researchers have looked at what constitutes a "core" deficit in hyperactivity. Others suggest that hyperactivity is caused by a 'divided, focused, or sustained attention deficit (Kuntsi Stevenson, 2000). Some researchers have noted that a relationship between a slow inhibitory response and hyperactivity could be due to a generally slow, variable speed and inaccurate pattern in responding (Kuntsi Stevenson, 2000). Researchers have pointed out the importance of context, such as how schools can be a challenging environment for children with ADHD. These environments are noisy and distracting (McLaren Antle, 2017). ADHD, like autism, is associated with processing problems or 'abnormalities of multimodal processing'. (Panagiotidi and al. , 2017,). This perspective suggests that distractibility in ADHD could be due to increased sensory-driven interference or inefficient top-down control. Friedman Hill and al. (2010) suggested that the 'attention deficits of ADHD might stem from an inability to engage top-down controls' rather than a lack of filtering in sensory-processing regions.
Time-related deficits are closely connected to sensory processing deficits, including time processing/estimation (Tobia et al., 2021). They can affect time management and planning skills ( Sibley et al., 2014). Nielsen (2017) has described the 'impairment of time' as an embodied experience that is out of sync.
The cognitive difference model of ADHD
In the neurodiversity model of ADHD, ADHD cognition can be defined by models of cognitive difference. This includes the notion of ADHD as "divergent thinking" (or divergent ability, attention divergent) and "variable attention", where the centrality and importance of hyperfocus (or deeper flow) and motivation-based interest are stressed.
In the context of ADHD as divergent thought, researchers have investigated an association between ADHD, creativity and innovative thinking. ( Healey Rucklidge 2006). Cramond (1996) suggests that high levels of creativity and ADHD may be related. Both groups exhibit a higher level of spontaneity, higher levels of sensation-seeking behaviors, and higher energy. There has been a suggestion that there is a link between ADHD, creativity and divergent thought (i.e. Fluency, originality, and resistance to closure are all associated with ADHD (Taylor et al.,2020).
Method
This project was born out of a shared ADHD experience. Some of us are officially diagnosed with ADHD (ADHDer). AuDHDer is a term used to describe people who are officially diagnosed with ADHD but also have autistic characteristics. Autists and ADHDers are two different things. Some people are hyperactive, others are inattentive, and others are both. ADHD is a part of some people's identity. Some of us have been diagnosed late after neuro conventional has left scars on our physical and mental health. McDermott (2022) defines 'neuro conventional norms' as 'the conventions and norms of neurotypicality.' This concept is not associated with specific minds (or neurotypes) but rather with a mindset. Some of us have a history of explicitly targeting structures of power regarding neuro conventionality, dis/ability and the promises of neurodiversity. These experiences may not have been as evident or unreflected for others.
This project was undertaken with diverse identities, positionalities, and research interests. These included gender, sexuality, race backgrounds, and different research focuses/interests. We are located in academia across different disciplines, academic positions and geographical contexts (Edification, Social Work, Sociology, Literary Criticism/Literary Composition, and Education). We are all committed to academic activism in the name of social justice. Some of us were familiar with the theories and concepts that this article was based on. However, for others, these perspectives were completely new. Some of us are connected professionally or socially to varying degrees. Others are just getting acquainted. This is the first time that we have worked together as a group.
We will explore our own experiences with intensity and variable focus, which includes different aspects and combinations of intensities and levels of attention about pace and time.
Intensive in one's relationship and with others
Being intense can refer to being intense with oneself or in contact with others. Adults can experience being intense as an internal process. This includes having a constant stream of thoughts or feeling intense emotions. Intensity is often disturbing, exhausting, and even harmful. The harmfulness of intenseness is not always perceived to be within ourselves but as a conflict with the outside, such as the social norms, neuro-conventional expectations, or even adulthood. Outside of these limiting constraints, intense feelings can be released in a helpful, exciting and joyful way, such as when you are in a flow state.
Intensity as a flow state is characterized by being absorbed in an activity, such as writing, reading, listening to music or art, performing some exercise, or running. The playfulness of the interaction can lead to a tangled web or intertwined interactions. Sometimes the work, both academic and artistic, reflects intensity. We have all been recognized for our writing intensity in terms of quality and quantity. They cite in the following two meta-text reactions from Swedish literary critics to their most recent book and then reflect on the reactions.
The autistic context has been explored as interest-driven motivation (a data-google-interstitial="false" data open="bcad 138B1" href="javascript%3A;"Bertilsdotter Rosqvist, 2019/a), to either be intensely interested or not at all, bored, stressing the challenges of boredom. In an autistic setting, what is known as an interest-driven motive ( Bertilsdotter Rosqvist, 2019) has been studied. It involves being either intensely interested or not bored.
The theory of Monotropism, which Murray et al., 2005, and Murray 2019, describes as an "Interest Based Account for Autism", can be used to explain the difficulty of people with ADHD in focusing their attention on tasks not intrinsically rewarding. In this context, "boredom" does not mean that someone is not interested or does not feel engaged in the topic. Reading a text could be important, interesting and relevant. Alternatively, at least it should feel like that. However, the inability of the reader to control their focus and boredom prevents them from understanding the text. This inability to select what to read or listen to can be stressful for some people. It leaves gaps in knowledge, as one may know everything about something but almost nothing about another. In a culture that demands even general knowledge and cognitive profiles, people with spiky profiles or unbalanced ways of knowing can be subjected to stress and fear to hide gaps.
Autism Research calls this masking.' (Pearson and Rose 2021). Some of us may experience harmful intensity aspects as we balance the fine line of holding back needs or ways of being to mask our ADHD.
Intensity can be defined as having either on or off energy, where one is either super efficient or completely finished. The degree of engagement is a difficult balance to find and recognize. Interest-based motivation can lead to excessive involvement, both for oneself and others.
Catching up in the "on-off" dynamics
Variable attention is a facet of intensity, and it is how you manage (or do not manage) things outside the monotropic focus - what is subject to inattention. It is about how the (in)ability to regulate attention and how different ways of perceiving the world and going with the flow with the same rhythm can impact our daily lives and careers. Challenges in time management shape temporality and pace. The difficulty is finding a rhythm to help manage tasks without becoming exhausted or depleted of energy. Ways of pacing and managing the time that clashes with neuro conventionality sometimes involve difficulties getting started and finishing a task if the task draws you into an intensive flow. It may be difficult to stop even though you know that an intense flow could lead to low energy, fatigue, or an off-mode. As with intensity, studying the dynamics of our on-off functionality made us aware of coping skills and strategies we developed due to living in a neuro-conventional culture as a cognitive minority.
We all have different time-keeping than is normal in a neuro-conventional culture. This neuro-unconventional time includes a need for more sleep and a different circadian rhythm, with morning fatigue and a longer start-up of the day.
The writer continues: "When you get tired, it's as if your head is encased in three layers of cotton. Someone shouts far away, but the sound does not reach/into you, or the opposite. All sounds are loud and cutting, and absolutely horribly intrusive." The authors continue:
There is a queer temporality (a data-google-interstitial="false" data-open="bcad138B20" href="javascript%3A;"Halberstam, 2005/a), and there is likewise s neuroqueer one (a Data-google Interstitial="false", data open="bcad138B4" href="javascript%3A;"Ber There is also a neuroqueer temporality, just as there is a queer time ( Halberstam). This neuroqueer, neuro-unconventional temporality impacts both our life story - what life events occur when - and the pace of work. We have experienced how difficult it is to follow either too fast or slow conversations. One of us, for example, appreciates the ability to play recorded lectures at a faster speed. This facilitates working memory by not waiting too long to put each fragment into place. Other people need to slow down in order to process input.
In other words, the medical term 'disorder' or 'impairment' for ADHD and autism has valuable functions that help us cope with stress and mental overload. According to the first quote, ADHD and Autism work together to help and save each other. They are not two additional deficits to be eased or mitigated by conventional neuro standards. According to the conventional neuro standard of relaxation, neurodivergence is a way to use sensory abilities to reduce stress.
Pacing and time have different meanings for us and remind us of the diversity in neurodivergent modes of being and working. What brings us all together, however, is the challenge of managing and relating to the neuro-conventional speeds of our society.
The conclusion of the article is:
According to the cognitive difference model for ADHD, we would like to rename our experience of hyperactivity and attention as 'intensity.' We also want to call it 'variable or interest-based attention (cf. Hallowell Ratey, 2020; Dodson, 2022. Our collective autoethnographic work, done within an ADHD/AuDHD research community, allowed us to rename and restore our experiences of attention and intensity. This helped us understand that ADHD is a part of human diversity with strengths and challenges. Our findings show that intensity and variable focus can be a source of joy, playfulness and creativity but also exhausting and limiting and accompanied by guilt and shame.
It may be possible to de-pathologize ADHD by redefining hyperactivity as a form of hyperfocus or variable attention. This could also apply in the arts and academic fields. It does not mean we agree with the discourses that ADHD is a "superpower". Since 2017, the superpower discourse has been common in Swedish popular media. Frisk Gahne, 2017 Karpathakis, 2017. We are familiar with this discourse in our daily lives. The superpower discourse risks hiding the disabling obstacles ADHDers face within a neuro-conventional culture. The artistic and academic possibilities that can be explored by a person with ADHD, and their body-minds, are also opened up when we acknowledge the importance of intensity and variable attention. This is not to say 'all ADHDers have to be productive' or must produce' but that it is possible to question the notion of productivity, what constitutes a relevant part of a piece of work, when it is finished, what happens in the process, and what different ways of working can give different results.
It is important to know when and how patterns of intensity occur. This can help with self-management strategies and being in control. Being aware of the unique process allows for exploring the meaning of intensity in one's life and its effects on daily life. ADHDers can gain greater self-awareness by identifying the situations in which intensity is an asset and those where it is a disabling factor. They can also receive and give neuro affirmative ADHD support from others. Recognizing your behavioral patterns will help you manage time, even when certain situations are unavoidable. Greater awareness of the pace of one move can lead to increased acceptance by others and yourself.
