ADHD Vocabulary & Resources

Ra’al Ki Victorieux

Do you want to understand the ADHD mind? Here you will find some knowledge and experience, so you can have a better view of ADHD shortcomings and spicy powers. You also can rename ADHD as DAVE, because they actually don’t have an attention deficit, they just can’t regulate it. That explains the hyper-focus. Seems to be more of a regulation issue. Like their sleep, it’s either too much or too little. Everything they do is kind of all or nothing. They’re only either under-stimulated or overstimulated. And they lack dopamine…





ADHD Vocabulary & Resources. Ra'al Ki Victorieux. Atma Unum
ADHD Vocabulary & Resources. Ra’al Ki Victorieux. Atma Unum

ADHD Dictionary

Accommodations: Changes made to the learning environment curriculum in order to better serve children with special needs or learning differences. Accommodations can include but are not limited to test presentation, extended time, different testing locations and variation in the way material is presented and/or taught to students.

ADD: This refers to “Attention Deficit Disorder,” an older term for ADHD which some people still use, especially in reference to the presentation of ADHD that has less hyperactivity and is more characterized by inattention. This term has been replaced with the term “ADHD” to include all presentations of this disorder.

ADHD: This refers to Attention-Deficit/Hyperactivity Disorder, the official name given this condition by the American Psychiatric Association. It is described in the Diagnostic and Statistical Manual of Mental Disorders as a persistent condition that impairs functioning or development, and characterized by chronic inattention, hyperactivity, and often impulsivity.

ADHD Coach: A professional who is trained in both the field of coaching and ADHD who works primarily with adults and older teens to get past obstacles and reach their goals. Coaches often help those with ADHD with organizational and executive functioning challenges: Develop planning and management skills. Build motivation. Maintain focus to achieve goals. Effectively navigate symptoms.

ADHD-Combined Type (ADHD-C): A subtype of ADHD characterized by both inattentive and hyperactive/impulsive symptoms of ADHD.

ADHD-Not Otherwise Specified (ADHD-NOS): A subtype of ADHD diagnosed when the inattention, hyperactivity and impulsivity symptoms are present but the individual does not meet the full criteria for the other subtypes of ADHD.

ADHD-Predominantly Hyperactive-Impulsive (ADHD PH-I): A subtype of ADHD characterized by impulsivity and hyperactivity, but lacking the symptoms of inattention.The symptoms include: Fidgeting a lot. Trouble staying still. Restlessness. Trouble keeping quiet. Very much «on the go». Often talks excessively. Impulsively blurting things out. Trouble waiting your turn. Interrupting/Intruding on others.

ADHD-Predominantly Inattentive (ADHD-PI): A subtype of ADHD characterized by inattentive symptoms, but lacking hyperactivity and impulsivity symptoms. The primary symptoms include: Carelessness/poor attention to detail. Diminished attention span. Poor listening skills. Lacking follow through. Disorganization. Avoiding tasks requiring concentration. Losing things. Easily distracted. Forgetful in daily activities.

Adult Self-Report Scale (ASRS): A self-screening questionnaire to determine if a person has symptoms common in adult ADHD. It is a symptom checker consisting of 18 questions developed by the World Health Organization(WHO). This questionnaire cannot be used to diagnose ADHD but can offer valuable information about whether a person may have symptoms of adult ADHD.

Anxiety: Uneasiness of the mind, typically shown by apprehension, worry and fear about everyday situations. Anxiety can co-exist with ADHD. he physical sensations often associated with anxiety such as stomach upset, sweating, increased heart rate are due to the body’s elevated stress response.

Assessment & Diagnosis: Involves a series of evaluation steps which may include tools such as self-screening tests, interviews, questionnaires, cognitive screening and even physical exams. The Diagnosis process of ADHD includes the review of assessment tools and subsequent diagnosis by a licensed healthcare professional such as a psychologist, psychiatrist, neurologist, or in some cases, nurse practitioners, physicians or psychotherapists. Diagnostic standards for ADHD are outlined in the The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).

Attentional Bias: Preferring to pay attention to certain objects, thoughts and activities that one finds interesting.

Autism: Autism is also known as Autism Spectrum Disorder(ASD). Autism is a complex neurodevelopmental disorder. ASD includes difficulties with social interaction, verbal and non-verbal communication, and restricted or repetitive patterns of thought and behavior.

Behavior Modification (or Behavior Therapy): A type of treatment provided by a trained mental health professional that teaches clients how to identify the interconnection between thoughts, feelings and behaviors, and learn new skills that replace negative behaviors with positive ones.

Behavioral Contract: A simple positive-reinforcement contract between student and teacher, or between parent and child, that is designed to change behavior. The contract explains the desired behavior that will be increased and the reinforcement that will be earned. In addition, inappropriate behavior is often listed, including the consequences for the behavior.

Bipolar Disorder: characterized by bouts of manic or hypomanic episodes and in many cases subsequent periods of depressive episodes. Mania and hypomania are marked by increased energy, irritability, and euphoria whereas the depressive episodes are characterized by extremely low moods, hopelessness, and losing interest in activities. The mood swings associated with bipolar disorder can affect sleep, energy, activity, judgment, behavior and the ability to think clearly.

Brief Motivational Interviewing therapy: is a goal-oriented form of ADHD therapy. It helps you find the motivation to make positive changes. This form of treatment is helpful especially for adults who struggle with procrastination, feeling overwhelmed or stuck and those who respond well to encouragement.

Bulimia Nervosa: is a mental health disorder in the category of eating disorders. It is characterized by episodes of binging, or eating large quantities of food, followed by different purging methods, such as vomiting, restriction or over-exercising. It can occur as a co-occurring condition in adult ADHD patients.

Child Behavior Checklist: A behavioral rating scale used by parents and teachers to evaluate emotional and behavioral problems in children.

Circadian rhythm sleep disorder: It is a sleep disorder in which your sleep-wake cycle is not aligned with your current environment and it leads to disruptions in your quality of life. It can lead to problems like insomnia, excessive daytime sleepiness or both. Treatment options typically include behavioral therapy, sleep hygiene, and bright light therapy.

Classroom Behavior Management: Strategies and techniques used by teachers to manage the behavior of students in the classroom and reduce classroom disruption.

Clinical Trial: Also called a research study, a clinical trial is designed to test an intervention, treatment or new approach. Clinical trials may compare a new treatment to a treatment that is already available.

Co-Existing Conditions: When two or more mental health conditions are present in the same individual, they are said to be co-existing (also called co-occurring or co-morbid). For example, ADHD can co-exist with depression or anxiety.

Cognitive Behavioral Therapy (CBT): is a form of psychotherapy, or talk therapy. It focuses on improving wellbeing by addressing underlying thoughts, beliefs and behaviors that negatively impact your functioning in the world around you. It is a type of therapy used to treat many mental health conditions such as depression, PTSD, and ADHD.

Cognitive Restructuring: Changing self-defeating thought patterns brought about by earlier life experiences.

Comorbidity: Two or more disorders occurring in an individual at the same time.

Comprehensive Assessment: An evaluation process that takes into consideration any factors that contribute to an individual’s current problems or functioning difficulties. These can include behaviors, education or employment skills, family history and relationships, emotional well-being, social skills, traumatic events and co-existing mental health conditions. Strengths and abilities are also assessed. The process forms the basis for a diagnosis and treatment plan.

Conduct Disorder: A group of behavioral and emotional problems in children and adolescents that can be exhibited as aggressive behavior towards people and animals, destruction of property, lying, stealing, deceitfulness, and serious rule violations.

Daily Behavior Report Card (DBRC): A daily method of communication between teachers and parents in which the behaviors of the child throughout the day are reported. The card can be adapted to develop behavior goals, monitor the child’s progress, or determine if behavior interventions are working to improve the child’s behavior.

Depression: or major depressive disorder, is a mood disorder in which a person experiences several symptoms that significantly interfere with their quality of life. Common symptoms include sadness, hopelessness, changes to weight or appetite, sleep problems, reduced energy, and loss of interest in life.

Dialectical Behavior Therapy (DBT): It is a type of Cognitive Behavioural Therapy (CBT) that focuses more on coping with stress, emotional regulation, and improving relationships with others. It is excellent for people who have mood swings, are emotionally reactive, and have a lot of interpersonal conflict. The core components of DBT include: Mindfulness, learning to be in the moment. Distress tolerance, handling stress through self-soothing, logic, and distraction. Interpersonal effectiveness, becoming more assertive and fostering healthy relationships. Emotion regulation, recognizing and coping whit intense negative emotions to reduce vulnerability and reactions.

Distractibility: The inability to sustain attention on the task at hand so that it disrupts a person’s concentration.

DSM-V Diagnostic and Statistical Manual of Mental Disorders: This manual, written by the American Psychiatric Association, describes how mental health disorders are classified, including the symptoms used for diagnosis. It is used by various health care professionals and insurance companies across a wide range of settings to classify mental disorders for diagnosis and insurance purposes.

Dyslexia: A specific learning disability that impairs a person’s ability to read. It is characterized by spelling challenges, word retrieval while speaking and a lack of fluency, causing reading to be slower and require much effort. When a person has similar difficulties but with numbers, it is known as dyscalculia. Up to 60% of people with ADHD also have a learning disability such as dyslexia or dyscalculia. Learning disabilities can range from mild to severe.

Executive Function: Mental skills that allow us to control and coordinate other mental functions and abilities, such as planning or task completion. This deficit is common in those with ADHD.

Free Appropriate Public Education (FAPE): FAPE is a provision under Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEIA). All children and students are given the right to have a free appropriate public education. The appropriate education service must be designed to meet the individual education needs of students with disabilities to the same extent that the needs of nondisabled students are met.

Functional Impairment Difficulties: These are life challenges which interfere with a personʼs ability to function in major life activities, including social situations, school, employment and in the community.

Generalized Anxiety Disorder (GAD): is a mental health disorder where an individual experiences excessive anxiety or worry the majority of the time, for a period of 6 months or more and it negatively impacts their life. Common symptoms of GAD include feeling restless or wound-up, irritability, muscle tension, trouble concentrating, excessive worry that you can’t control, and problems with sleep.

Hyperactivity: Having increased movement, impulsive actions, and a shorter attention span. A hyperactive person has constant activity and is easily distracted and impulsive. Other characteristics of hyperactive behavior also include inability to concentrate and aggressiveness.

Hyperfocus: A deep and intense mental concentration fixated on an activity, specific event or topic. People experiencing hyperfocus are completely absorbed and ignore everything and everyone else around them.

Impulsivity: Acting with little or no thought of the consequences, or reacting rapidly without considering the negative consequences of the reaction.

Inattention: Failure to pay attention to a specified object or task.

Independent Educational Evaluation (IEE): An assessment conducted by a qualified examiner not employed by a school district to determine if a student may be eligible for special education. An IEE is conducted if parents disagree with a school district’s assessment of their child’s eligibility for special education.

Individualized Education Plan (IEP): A written document that describes the educational goals at school, and the methods of achieving these goals, for eligible children with disabilities under IDEA. This plan is based on the child’s current level of performance.

Individuals with Disabilities Education Act (IDEA): The current special education law in the United States which requires all states to provide a free appropriate public education (FAPE) in the least restrictive environment to children and students who have disabilities.

Intervention: A structured process (or action) that has the effect of modifying an individual’s behavior, cognition, or emotional state.

Least Restrictive Environment (LRE): A requirement in federal law stating that students with disabilities should be educated in the same environment and alongside their typically developing peers, as well as have access to the same educational and social activities. Pullout and separation programs are determined by need on an individual basis.

Limited English Proficient (LEP): The term used by the federal government, most states, and local school districts to identify students whose difficulty in speaking, reading, writing, or understanding the English language will make it difficult to succeed in English-only classrooms.

Medication Holiday: A planned period of time, for medical or evaluation purposes, when prescribed medication therapy is temporarily discontinued. This should be undertaken only with the guidance of the prescribing medical practitioner.

Mental Health Therapist: A master’s or doctoral level, licensed professional who is trained in assessment, diagnosis and treatment of mental health disorders. Most mental health therapists practice in areas of specialty, which can include ADHD and related disorders. They are trained in a broad range of therapies such as Cognitive-Behavioral, psychodynamic, marital, family, parent-child interaction, coaching, to name a few. They can include psychiatrists, psychologists, clinical social workers, professional counselors, and marriage and family therapists.

Mindfulness-Based Therapy (MBT): is a form of Cognitive Behavioural Therapy that uses mindfulness based methods such as meditation and breathwork. It is commonly used for treating depression. The overarching goal is to experience emotional states without judgment while using cognitive tools to build healthier thought and behavioral patterns.

Modification: Adjustments made to an assignment, test, or the general curriculum to meet the needs of a student when the expectations of the curriculum are beyond the student’s ability. Modifications are written into the student’s IEP or Section 504 Plan.

Multimodal Treatment: ADHD in children often requires a comprehensive approach to treatment. This “multimodal” approach includes multiple interventions working together, tailored to the unique needs of the child, including parent training, medication and behavioral therapy.

Narcolepsy: is a chronic sleep disorder characterized by sudden sleep attacks and excessive daytime drowsiness. Sometimes, narcolepsy may also include sudden loss of muscle tone, known as cataplexy. Cataplexy is sometimes triggered by strong emotional responses.

Negative Self-Talk: Negative inner dialogue that brings out emotions such as guilt, fear, pessimism, anger, frustration, anxiety and depression. These thoughts often damage self-esteem, and can appear in times of increased stress or emotional turmoil.

Neurobehavioral: Related to the relationship between the brain and behavior.

Neurologist: A health care professional trained to diagnose and manage brain disorders.

Neuropsychologist: A psychologist trained in how the brain and the rest of the nervous system affect a person’s behavior and cognition. They are able to administer neuropsychological testing which aims to identify any challenges to full brain functioning, including identifying learning disabilities or the impact of illnesses or injuries to the brain.

Neurotransmitter: A chemical in the brain that functions as a messenger to transmit nerve impulses between nerve cells (neurons) within the nervous system.

Non-stimulant Medication: A medication that has been approved to treat ADHD—generally considered second-line medication—prescribed to those who have an incomplete response or no response to stimulants, cannot tolerate stimulants, or have certain co-existing psychiatric conditions.

Occupational Therapist: A licensed health care professional who provides therapy centered on sensory integration to address the physical, behavioral, and emotional effects of ADHD, and identifies goals to help the child succeed at school and at home.

Oppositional Defiant Disorder (ODD): is a type of behavior disorder mostly diagnosed in childhood. A child with ODD displays various defiant, uncooperative and hostile behaviors towards their peers, parents, teachers or authority figures. Children with ODD may develop a more severe disorder called conduct disorder.

Peer Rejection: When someone is purposely excluded from a social relationship or social interaction by peers.

Planned Ignoring: A behavioral intervention strategy in which one provides no attention to negative and maladaptive behavior to reduce inappropriate behaviors.

Positive Behavioral Support (PBS): Rooted in research, PBS provides a systemic approach to decreasing problem behaviors and increasing socially acceptable behaviors in the individual and in the system, such as a school.

Prefrontal Cortex: The front part of the frontal lobe in the brain that plays a role in controlling attention, behavior, judgment, and emotion.

Progress Monitoring: A practice to assess a student’s academic performance, record performance data, and evaluate how well the student is responding to instruction as well as the effectiveness of the instruction.

Prosocial Behavior: Positive actions to help others, motivated by a sense of empathy and caring, rather than for personal gain.

Psychologist: A licensed mental health professional trained in the study of behavior, emotions and functioning. Psychologists are trained in psychological therapy, consultation and testing.

Psychoeducational Testing: An assessment process that includes tests, observations, and history taking to identify a student’s cognitive strengths and challenges, in order to develop a plan for the student’s success in the classroom.

Rebound Effect: The tendency in some medications (including some ADHD medications), when withdrawn from use, to lead to symptoms of greater severity than were present before the medication was initiated.

Response to Intervention (RTI): A multilevel prevention system used by schools to maximize student achievement and reduce behavior problems. RTI is used to identify students at risk for learning failures, monitor student progress, provide evidence-based interventions, and adjust the interventions based on students’ responsiveness.

Restless Leg Syndrome (RLS): also known as the Willis-Ekbom disease, is a nervous system disorder characterized by abnormal, uncomfortable or unpleasant sensations in the legs along with an urge to move them. Symptoms of RLS include unusual feelings in the legs like itching, pulling, crawling & nighttime leg twitching.

Seasonal Affective disorder (SAD): is a type of major depressive disorder that is characterized by depressive symptoms that are only present during certain seasons, and remitting during other months. The most common type occurs in winter, with symptoms beginning in fall and remitting in spring. Winter onset SAD is associated with low mood, excessive sleepiness, craving sweets and carbs and weight gain. Spring onset SAD is associated with irritability, sleep disruptions, low appetite, and weight loss.

Section 504: A civil rights statute (part of the Rehabilitation Act of 1973) that ensures children with disabilities are given equal opportunity, when compared to non-disabled children the same age, to participate in all academic and nonacademic services the school has to offer.

Self-Regulation: Managing (regulating) one’s own behavior with appropriate behavior and actions in order to attain one’s goals.

Separation Anxiety Disorder: is a mental health condition that happens when an individual experiences excessive anxiety related to worries about being separated from a loved one. Children, as well as adults, can experience this disorder. Common symptoms include refusing to be alone, nightmares about separation, excessive worry about the health or wellbeing of loved ones (i.e. something bad happening to them), and frequent muscle aches or stomach issues.

Sensory Integration Disorder (SID): Also known as Sensory Processing Disorder, SID is a condition in which the brain and nervous system are unable to correctly receive, organize and process information coming in from the senses, causing learning and behavioral problems.

Sleep Apnea: is a sleep disorder that is characterized by periods in which breathing stops and starts repeatedly through the night. Symptoms include loud snoring, pauses in breathing, insomnia, gasping for air and morning headache. Sleep apnea is potentially serious and is associated with issues such as heart disease, depression, blood pressure problems, and type 2 diabetes. Sleep apnea is usually diagnosed through a physical exam and a sleep study.

Social Anxiety Disorder: is also sometimes referred to as a social phobia. It is a condition in which a person has an excessive fear of social situations. People with social anxiety disorder are often fearful about being judged negatively or embarrassing themselves. They may avoid situations for fear of intense scrutiny and to avoid perceived worst possible outcomes. Social anxiety disorder is often accompanied by physical symptoms such as sweating, blushing, increased heart rate, upset stomach, trouble catching your breath and muscle tension.

Specific Learning Disability (SLD/LD): A disorder in the basic learning processes involved in understanding and using spoken or written language, that significantly interferes with a person’s ability to listen, think, speak, read, write, spell or do mathematics.

Speech or Language Impairment: A communication disorder including difficulties with articulation, stuttering, or a language impairment that adversely affects a person’s educational performance.

Stimulant Medication: Medication that “stimulate” (increase) certain activity in the body’s central nervous system, including the production and activity of neurotransmitters. Most medications approved for the treatment of ADHD are stimulant medications. When taken as prescribed, they generally help improve the symptoms of ADHD by promoting alertness, awareness, and the ability to focus.

Stressors: is an activity, event or stimulus that causes a stress response in the body. Stress can be acute or chronic. There are two types of stressors: Physiological stressors, as injury, illness, extreme temperature and exercise. Psychological stressors: perceived threats to our wellbeing that can range from mild to severe.

Stimulants: are drugs that stimulate the brain and the central nervous system thus speeding up messaging between the brain and the body. Some stimulants, like caffeine, are used daily by millions of people. Other stimulants, such as ADHD medications, are only available by prescription. The primary type of stimulant drugs used for ADHD are methylphenidate and dextro-amphetamines. These stimulants boost certain brain chemicals such as dopamine and norepinephrine which help increase focus and attention. There are non-stimulant drugs that are available for the treatment of ADHD as well, for example, Atomoxetine (Strattera).

Target Behavior: A specific behavior that has been chosen or “targeted” either to increase in frequency (if it is a positive behavior) or decrease in frequency (if it is a negative behavior).

Token Economy System: A behavior modification system in which a student earns tokens for exhibiting the desired behavior. The tokens are exchanged at a later time for a reinforcer which is typically selected by the student.

Working Memory: A system in the brain that temporarily stores and processes the information needed for much more complex tasks such as reasoning, comprehension, and learning.

ADHD Unofficial Dictionary

Notivation: The inability to even begin or complete a low dopamine task.

Dullema: When you have two important but uninteresting tasks that you need to get done, so you just do neither.

Hidy Up: When you are tidying things up, instead of actually tidyng, you just hide stuff in bags and drawers to hide it somewhere.

Procastiworking: Avoiding the one task that you are really meant to be doing by basically hiper-focusing on something else completely and working very hard on it instead.

Snaccident: You go for the cabinet for a mall snack, but suddenly the cabinet is empty, usually when bored.

Convercoaster: You are having a conversation about one topic, but you are going off in a lot of different directions, and you never know when you are gonna land.

Dopamining: Mining for dopamine, normally after watching a film, and doing heavy researching on it or spending way too much money online.

Internest: When you do too much stuff and you just need to be lying down, whit no sound in a nest of blankets and dump scroll.

Floordrobe: A floor space that you use as a wardrobe.

ADHD Spicy Powers

Spoiler Vision: Knowing exactly how movies and TV shows are gonna end because of pattern recognition and blurtirg it out.

Radar of Empathy: Walking into any room and knowing exactly how everybody feels, a superpower that comes from trauma, kind of like Batman.

Hyper-Student: Mastering a new skill or topic in an afternoon, usually completely useless.

Brain Blizzard: It’s like the brainstorming that normal people do, but way better, cos your brain is literally always brainstorming ideas, you can’t turn it off, so when you can use it for something, brilliant.

Lazy Lightning: You will literally find the easiest and quickest way to do any task.

ADHD Daily Life

-In the past week you had the energy to make a painting, paint a pair of sneakers, learn to do flower embroidery as a random skill, and draw a portrait…
-Yes sir.
-But you don’t have the energy to do your homework.
-Yeah, what’s the point (while balancing a basketball ball over a Rubik’s cube).

-What is the wackiest ADHD symptom?
-It’s probably being a perfectionist, without the capability of motivating yourself to achieve said Perfection. So you’re constantly stuck in a state of paralyzing anxiety and self-doubt all the while feeling bad about it every passing minute.
-Wow, yeah, that is pretty wacky.

ADHD Digital Creators

ADHD Love, a couple of digital creators, share an unofficial vocabulary to understand those who manifest ADHD. Another digital creator talking about the subject is Conner Dewolfe Lover, he stages some dialogs to explain the ADHD mind. You can also find some reels of Kody Lukens ADHD where a single task can branch into 20 things and take all day.

ADHD Resources

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)

Adult ADHD Tests, Self-Assessments, & Quizzes [2023 Guide]

#ADHD #mentalhealth #neurodivergent #adhdlife #adhdbrain #adhdawareness #neurodiversity #adhdparalysis #adhdproblems #adhdcommunity

❤ *God bless, I wish you healing and light. I appreciate it if you like or share this post.

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