Why can't you just focus?
Structures of the neurodiverse (ADD/ADHD) brain
What is often frustrating for parents, teachers, and even individuals with ADD/ADHD is how they can focus intensely in some instances but struggle to sit still and work in others. How can someone choose to work for extended periods of time on one thing only to insist that it is impossible for them on another? Instead of being able to motivate themselves internally, there seems to be the need for an external motivator, a parent or teacher, standing over their shoulder to keep them on task.
In this case, it is important to remember that internal motivation is often a product of self-regulation, and self-regulation can be much more challenging for the neurodiverse brain. Understanding the difference between self-regulated focus and concentration, and interest-based focus and concentration is key to understanding the external behaviors of individuals with ADD/ADHD. It is important to keep in mind this neurological difference and how it manifests in behavior. Distinguishing these differences can help bridge the gap between attention and focus.
You've probably had this experience. You're watching TV, reading a book, working on homework or some other task and you are interrupted by someone asking you an unrelated question.
"What time is your appointment tomorrow?"
"Huh? What did you say?" And then, before they can repeat their question, you answer it. "It's at noon."
The momentary delay is the result of the brain switching from one context to another. This is the primary difference between attention and focus or concentration. Attention is a function of the brain to ensure that you are aware of your surroundings. It is hearing the question; it is the sensing of stimuli. Focus is the conscious investment into a specific task or stimuli; it is thinking of the answer and then vocalizing it.
Sustained focus can be achieved without conscious choices or deliberate actions. Getting caught up in a conversation with a friend or becoming hyper-focused on a competitive game or activity are often achieved with little conscious effort. Hyper-focus can be unintentional, and is usually based on personal value, entertainment or pleasure, or pressing need. Each of these can help someone get lost in what they are doing, or what has come to be known as "flow state."
Achieving this intense focus can be difficult at times and may require conscious choice or deliberate actions. This is where the Prefrontal Cortex plays a vital role. It falls under the domain of executive function to force ourselves into this flow state. This might involve finding a quiet place to work, setting a timer to help manage time and attention, or simply telling ourselves "I have to get this done." Turning off the tablet or cellphone, going to the library or setting specific parameters for how long you will work on something are all conscious choices to limit distractions and limit our attentive spectrum. One of the major differences between a neurodiverse ADD/ADHD brain and a neurotypical brain is determining what it should focus on from a wide variety of attention grabbing stimuli. Differences in brain structures and functions can drastically affect the transition from attention to focus.
Major areas of the brain that help to regulate focus and attention are the Prefrontal Cortex; the Reticular Activating System (RAS); the Limbic System, which helps regulate emotions; and the Basal Ganglia, which is primarily associated with executive movements, but also plays a role in attention by working with the cerebral cortex to control desired actions. Each of these regions of the brain play a role in attention and focus, and each of these regions of the brain can be affected in someone who has ADD/ADHD. In this case, it might lead to an inability to focus or lack of motivation. It can also make it difficult to avoid distraction or control emotions. These are all examples of self-regulation that are more readily facilitated by a neurotypical brain.
The term "attention deficit" is somewhat misleading in that the ADD/ADHD brain may be highly attentive, but struggles to narrow focus to a single stimuli or action. One of the functions of the Basal Ganglia is to transition between the involunary and the voluntary. It acts as the brakes of a car that allows the driver to more easily control where it is going. Similarly, the limbic system helps to control and regulate emotions while the RAS determines what stimuli should merit our conscious attention and what can be ignored. The Prefrontal Cortex is in charge of executive function, or the ability to self-regulate which plays a major role in transitioning from attention to focus.
When these areas of the brain are affected, it can be challenging, if not impossible to maintain focus on a task. Additionally, it is difficult to even reason WHY a task should merit focus and attention. The ability to consciously focus, to limit distractions, or to assign meaningful ancillary value are all facets of self-regulation and can be hindered in the ADD/ADHD brain. For example, jumping through a hoop has no immediate value in and of itself, but may be a part of a larger process. The neurotypical brain can rationalize the importance of the hoop as a step towards a large goal, the neurodiverse brain struggles with the lack of immediate value or relevancy; it may even rebel against it.
Yet, the neurodiverse brain is absolutely capable of sustained focus and attention, if not hyper-focus. It just often requires it to be interest-based. If a stimuli or activity is novel, urgent, or high interest, there is often no noticeable hindrance in thinking or activity by an individual with ADD/ADHD. Flow state is achieved if and when there is immediate and inherent interest.
While the neurotypical brain will also focus on something that is interest-based, it has an easier time assigning secondary value to a task which is not perceived as engaging or interesting. This might be rationalizing that is important to someone else, or that it is needed to achieve a desired grade our outcome. It also makes it easier to perform the task if there is an associated reward or punishment. This is why pleading or bribery may not work on a child or student with ADD/ADHD, as they may find it more difficult to assign secondary value to a primary activity. Differences in these neurological forms and functions affect the ease and ability of making the choice of when and how to focus.
Understanding these differences in how the brain weighs out sensory information and stimuli may help some of the confusion and frustration that can accompany ADD/ADHD. Due to the incredibly complex and interconnected nature of the human brain, it is impossible to make a judgment as to exactly what is the ideal form and function, but recognizing these structures and functions can give insight into the incredibly diverse spectrum of human thinking and cognition. Internal values and motivators are the combination of a myriad of biological and learned factors unique to each person and they are the keys to promoting active engagement.
