Areas › Focus, starting, and ADHD
Focus, starting, and ADHD
Most advice about focus is written for a brain that starts easily. This area is not. It covers what ADHD actually is, how to make a start when starting is the hard part, how to bring a future consequence close enough to feel, and how to stop paying for it in shame.
What works for this
Implementation intentions
Putting things off is mood repair rather than laziness: delay removes the bad feeling straight away and the cost lands later. So the move is not more willpower, it is a plan specific enough to run without a decision.
One move, today
Write one sentence: when it is [time] and I am at [place], I will [the first small action]. Naming when and where is the part the evidence supports.
What matches
10 practicesWhatever you estimate, add to it. Fifteen minutes is the figure you get at midnight with empty roads; at midday the same trip takes twenty five.
Do not try to estimate better, since accurate estimating is the thing that is hard. Use a rule you can apply without judgement instead: take your…
When you book something, put everything into the entry there and then: the address, the phone number, what you have to bring. You will never have that information more easily to hand than at the moment of booking.
The alternative is standing on the pavement at ten to one, searching for which branch it was, with the insurance card at home. Booking is already a…
The benefit comes from how often you touch it. Writing something in is a rehearsal, looking it up is a reminder, and by the time the day arrives you have met it so many times that nothing takes you by surprise.
Which is why a scruffy system used constantly beats an elegant one opened weekly. Give yourself a couple of fixed moments to look, first thing and…
A three o'clock appointment half an hour away is a half past two appointment. Put the true start time in and let the calendar hold it, rather than asking yourself to work it out on the day.
Lateness usually comes from anchoring on the time printed on the letter and treating the journey as though it cost nothing. Writing the leaving time…
A child who cannot yet catch their own drifting needs somebody close enough to catch it for them. Where they sit does a lot of that work quietly.
From nearby a teacher sees attention go before the work is lost, and can bring the child back without stopping the lesson for everyone. Proximity…
Bring a child back with the smallest signal that does the job. A tap on the desk, a hand on the shoulder, or simply standing beside them will usually be enough.
Say a child's name across a room and everyone turns to look. Do that twenty times a day and the child learns something about themselves in front of…
Get the child's eyes first, then give one instruction. The page, how much, and by when, and then stop.
An instruction thrown at a busy room never reaches the child who most needs it, so the name and the eye contact come before any content at all. Then…
The long reason why is doing less than you hope. Give the instruction, give one short line of why if it helps, and let that be the end of it.
When the explanation runs on, the instruction gets buried somewhere in the middle of it and comes out the other side lost. A long justification also…
Attach a new habit to one you already do: after wudu, I read one page.
Let an existing routine carry the new thing. You are borrowing momentum you already have.
Do the task at the same time and place each day, so the setting starts to do the reminding.
Novelty costs a mind like yours energy. Sameness of time and place buys that energy back.