ADHD: impediment or gift?

[Keith McNamara]

I thought the article by Mark Sciutto and Mary Eisenberg was a
thoughtful and careful analysis of why there is a public perception of
overdiagnosis for ADHD (including an interesting discussion of
availability bias and conformation bias, as well as concerns about
medicinal safety and what counts as beyond the normal range of
behavior for diagnostic purposes), and their reasons for why this is
probably a misconception (the evidence that false positive diagnoses
do not substantially exceed false negative diagnoses). And while there
are many challenges to accurate diagnosing of the condition,
(including symptomatic similarities with other conditions, and an over
or under representation of diagnoses among select populations) what
the authors don't address is the pejorative way in which ADHD is often
perceived.
To begin with, ADHD is often described as a "disorder," and is
typically explained as the cause of an "imbalance" in the brain's
neurochemistry and wiring. Certainly there is ample evidence to
support the conclusion that those with the condition suffer from
difficulties in impulse control and executive functioning attributable
largely to atypical metabolic and neurotransmitter (especially
dopamine) processing in the neocortex. But the terms "disorder" and
"imbalance" connote a sense of deficiency. To the extent that modern
societies require the acquisition of complex cognitive tasks that
require extensive concentration and effort to master (reading, writing
and math for example), ADHD as a condition does manifest as an
impairment. And in an effort to help students who legitimately suffer
an inability to focus, concentrate, and begin and complete academic
work, medical treatment is justified (even if this means the
subscribing of psychotropic drugs to alleviate "symptoms").
But we should not overlook the strengths of students with the
condition. Creativity, energy, and the ability to tackle on many
projects at once are some of the hallmark talents of students with
ADHD. These students, once given the opportunity to master those
complex cognitive skills, may very well excel in occupations that
encourage their innate drive, impulsiveness and hyperfocus (this could
include CEO, entrepeneur, ER surgeon, or frankly any field that
captures their interest.) So while typically an impediment in
acquiring complex cognitive skills (at least the ones that require
lots of repetition and sustained focus), ADHD may nevertheless be a
gift that, with proper guidance and support, students will eventually
learn to appreciate and welcome, rather than disparage. But the way we
characterize ADHD, to our students and our colleagues, can make all
the difference.