Statistics

The following, partial list of statistics on invisible disabilities and, is derived from current research on Attention Deficit / Hyperactivity Disorder (AD/HD) and Learning Disabilities (LD).

The Foundation finds these statistics not only disturbing,
but we know they are reversible with political will.

It is our goal to provoke change through awareness and education.

BUT WE NEED YOUR HELP

"LD (ADHD) are the only major disability area where the existence of the condition is treated with skepticism and
where the person who has the condition is
blamed for his or her situation."
(Inter-ministerial Working Group on LD 1992)

• 43% of the LD population live at or below the poverty line as opposed to the general population where those who live below the poverty line only represent 18%.

• According to [neurologist Dr. Fred] Baughman, 500,000 children [in the USA] were diagnosed ADHD in 1985 and between 5 and 7 million were today.

• According to the National Institute of Mental Health two to three percent of children have ADHD. This means that in a typical classroom at least one child is ADHD. The NIMH estimates that about 2 million children in the United States have ADHD.

• A neurologist by the name Dr. Fred Baughman estimated that 500,000 children were diagnosed with ADHD in 1985 and he estimates that there are now 5 to 7 million children with this diagnosis. This is contrary to what the NIMH states and on Dr. Baughman’s website he does not state his source for this statistic. Dr. Baughman’s main point seems to be that ADHD is misdiagnosed and overly medicated.
  

• Russell Barkley, PhD has done extensive research on ADHD and ADD. Below please find a summary of some of his findings:

• Boys are most likely to be diagnosed ADHD.

• 75% of boys with ADD are also hyperactive while 60% of girls with ADD are also hyperactive.

• 40 % of children with ADHD have a parent with ADHD.

• 50% of children with ADHD also have trouble sleeping.

• Children with ADHD develop 30% slower than non ADHD children.

• 65 % of children with ADHD have discipline problems.

• 25% of children with ADHD have a serious learning disability.

• One half of ADHD children have poor listening comprehension.

• Parents of a child with ADHD are three times as likely to divorce.

• Teens with ADHD have four times as many car accidents and have seven times as many second accidents.

• Substantial growth has also been reported in Australia, a country of just 19 million people, where it's estimated that at least 50,000 children are now on drugs prescribed for ADHD.”

• ”University of Queensland figures show that legal use of dexamphetamine in Australia has risen from 8.3 million tablets prescribed in 1984 to 38.4 million tablets in 2001. Over the same period Ritalin prescriptions rose from 1.5 million tablets to 19.3 million.”
  

• For those with LD and/or AD/HD who are working the income average is $14,000/year, whereas, in the general population the average income is $23,000/year
  

• 35% of LD and 70% of AD/HD students with a LD drop out of high school. More than twice that of the non - LD / AD/HD student.

• 62% of students with LD were unemployed one year after graduation.
  

• 50% of females with LD were single mothers within three to five years after leaving school.

• There is a high collation between untreated AD/HD and drug and/or alcohol problems.

• 60% of adolescents in treatment for substance abuse have identified LD / AD/HD.

• 18-25% of AD/HD individuals develop personality disorders.

• 10% -12% of LD youth and 40% of boys and 7% of girls with untreated AD/HD become involved with the justice system compared to 2.5% of the general population.

• Adults with a LD / AD/HD typically hold a job for three months with 70-80% under-performing at work.

• 80% of AD/HD in are or will be cigarette smokers.

• The Conference Board of Canada determined that dropouts from the high school class of 1987 will cost society more than $1.7 billion in lost taxes. The cost of AD/HD alone is 8.5 Billion per year.

• Up to 70% of all children diagnosed with childhood AD/HD will retain AD/HD traits into adulthood.

• 60% to 80% of AD/HD individuals also have a learning disability.

• 20% of Problematic Gamblers are AD/HD leading to high financial and family costs.

• 50-70% of AD/HD individuals have few or no friends.

• Almost 50% of adolescent suicides had previously been diagnosed as having learning disabilities and/or AD/HD.
  
  References: International Consensus Statement on AD/HD 2002 and Learning Disabilities Association of Canada and their chapters.

The Challenges of Raising an ADHD Child

How to Overcome The Challenges of Raising an ADHD Child

By Sue Perkins

Has your child been diagnosed with Attention Deficit and Hyperactivity Disorder? Are you worried about what you should do to help you, your child and your family in taking care of your child? And how hard is it really raising an ADHD child?

Some parents take an ADHD diagnosis in their stride, whereas for other parents the process of raising a child with ADHD becomes fraught with challenges and tension. The relationship between parent and child becomes a battle of wills with arguments and irritation being the overwhelming emotions. However, although raising an ADHD child needs a lot of patience, it doesn’t have to be this way.

One of the first things most parents complain about when their child is been diagnosed with ADHD is that they never stay in their seat. One of the most common symptoms of ADHD is always being on the move or on the go. They never get tired of running around or exploring, whether the behavior is appropriate or not. So, if you're taking care of a child with ADHD, you need to be fast and observant enough so as to keep the child from doing harm to himself or to others.

Another symptom of Attention Deficit and Hyperactivity Disorder is that a child can act dangerously without thinking of the consequences, either for themselves or others. This impulsiveness can lead them very quickly into trouble. Studies have shown that ADHD kids are more likely to be influenced by peer pressure and to get involved with illegal or risk taking behaviors like drinking and drug taking. They are also more inclined to get involved in fights.

As a parent, it is important to always be prepared for everything or for the worst case scenario. You don't need to scare yourself, but it is important to be well prepared.

A child with ADHD can also get upset over small things and will often have rage outbursts. When this happens it is best to remove yourself or your child from the room and ensure they are somewhere that they can’t harm themselves or others. Reacting to these outbursts with one of your own is counter-productive. It’s important to lead by example and show that this kind of behavior is unacceptable.

One of the hardest parts of parenting an ADHD child is remembering to give them praise. Most ADHD kids are constantly being chided or told off for actions they haven’t taken. This can become a self-fulfilling prophecy where they mistakenly think ‘I’m always told I’m bad, therefore I must be’.
In order to increase self-esteem it’s important to find actions that you can be complimentary about. If you notice a behavior that you’d like to see more of, like putting their toys away, make sure you take the time to thank them for it. By providing encouragement for good behaviors and not reacting to bad ones, over time should lead to a smoother, calmer home life.

There are a number of different treatment options available, which are aimed at reducing ADHD behaviors. Not all of them will be suitable for every child. It’s best to discuss with your doctor the various options, but don’t just accept you have to medicate your child.

Ask about behavioral therapies and nutritional treatments too. Often the best approach is a combined one that integrates a combination of treatments. Perhaps the most important skills needed in raising an ADHD child is be patient and to give your child the love, attention and understanding he or she needs.

Positive Quotes about ADD

"More and more, the concept of ADD as a disorder is being qualified by inclusion of a string of positive qualities -- such as creativity, high intelligence, ability to do many things at once, an aptitude for small business entrepreneurship, and a powerful intuitive sense." - Susan Burgess, from "Think Fast! The ADD Experience (Hartmann, Bownman & Burgess).

"ADD people are high-energy and incredibly good brainstormers. They will often happily work 12 to 15 hours by choice. The business community should not fear ADD. Instead, they should see that they have a potential gold mine here.” - Dr. Kathleen Nadeau, a psychologist who is ADD herself (from an ABC News Report)

"You are not disordered." - Lynn Weiss, Ph.D., from "ADD and Creativity - Tapping Your Inner Muse."

"Think of an absentminded professor who can find a cure for cancer but not his glasses in the mess on his desk. These are the inventors, creators, poets -- the people who think creative thoughts because they don't think like everyone else." - Martha Denckla, M.D., Director of the Department of Developmental Cognitive Neurology at the Kennedy-Drieger Institute at John Hopkins.

"I've worked with many children, and took them all off medication. I think out of all the many we've worked with, there was one little boy we couldn't do much with... But with most of these children, I was told that they were 'little animals', couldn't sit still, were disruptive, couldn't do anything; under my guidance, I found them to be beautiful; they would die for you." - Marie Friedel, Founder and Executive Director, National Foundation for Gifted and Creative Children.

"There are many positives with ADD, including a surplus of ideas, creativity, excitement, and interest which accompany this kind of mind." - Sari Solden, "Women With Attention Deficit Disorder."

"The same right-brained children who are being labeled and shamed in our schools are the very individuals who have the skills necessary to lead us into the twenty-first century. These children process visually and randomly, and think holistically. They are intuitive problem solvers who get the big picture. They thrive on visual imagery and stimulation; these "attention deficit" kids can spend hours with computer and CD-ROM programs that mirror their thought processes. It's no wonder they are attracted to computers. The use of computers is congruent with the way right-brained children think." - Jeffrey Freed and Laurie Parsons from "Right-Brained Children in a Left Brained World"

"Several elements of the ADD mind favor creativity....As mentioned earlier, the term 'attention deficit' is a misnomer. It is a matter of attention inconsistency. While it is true that the ADD mind wanders when not engaged, it is also the case that the ADD mind fastens on to its subject fiercely when it is engaged. A child with ADD may sit for hours meticulously putting together a model airplane." - Edward Hallowell, M.D., and John Ratey, M.D., "Driven to Distraction."

"I think Ritalin and other psychoactive drugs for children will remain popular in this country until the values of our society change. There is an intolerance of temperamental diversity currently, yet it is that very diversity that has made our culture rich and worthy." - Dr. Lawrence Diller, author of Running on Ritalin.

"Being ADD, when I read a book about marine life my mind allows me to travel with the fish and imagine life beneath the sea. Or I can read a book about astronomy and dance among the stars...I may not immediately comprehend that 3+4=7, but I may fully realize that n+26=51 and that the missing number is 25." - Matthew Kutz, age 13, from "Think Fast! The ADD Experience (Hartmann, Bownman & Burgess).

"These children are not disordered. They may have a different style of thinking, attending, and behaving, but it's the broader social and educational influences that create the disorder, not the children." - Thomas Armstrong, Ph.D., from Myth of the A.D.D. Child - 50 Ways to Improve Your Child's Behavior and Attention Span Without Drugs, Labels or Coercion.

"Impulsivity, ability to tolerate being thought of as eccentric, spontaneity, and little tolerance for boredom, in addition to daydreaming, are listed as identifying characteristics of creative individuals...Given that some highly creative children engage in 'disruptive, attention-seeking behavior' in the classroom, it is not surprising that they are not valued by their teachers as much as more conforming, less creative students." - Bonnie Cramond, Ph.D., from "Attention-Deficit Hyperactivity Disorder and Creativity - What is the connection?" Journal of Creative Behavior.

"Your Edison-trait child has an inventory of positive qualities:
Openness to multiple sights, sounds, and thoughts
A daring or wandering imagination
A global perspective
Creative urges or compelling attraction for new ideas
Intense focus on his own pursuits and interests

"These are attributes of his outstanding gift for divergent thinking...It is the teacher's job to train your child to use convergent thinking skills.So they tend to overlook his divergent thinking strengths, and see only his weakness in convergent thinking." - Lucy Jo Palladino, Ph.D., "The Edison Trait - Saving the Spirit of Your Nonconforming Child."

"I'm alarmed that to think than modern science may be turning creativity into a medical disorder" - Thomas Armstrong, Ph.D., from "The Myth of the ADD Child."

"Russell Barkley, Ph.D., another expert in the field, notes that the children we call inattentive are also 'wild, funny, effervescent. They have a love of life.' As adults they 'can be incredibly successful' and gravitate into creative fields or make good salespeople" - Lucy Jo Palladino, Ph.D., from "The Edison Trait."

"In my opinion, the ADD brain structure is not truly an abnormality. In fact, I believe a very good case can be made that it is not only normal, though in the minority, but may well be a superior brain structure. However, the talents of the person with the ADD brain structure are not those rewarded by our society at its current stage of development. In other words, the problems of the person with ADD are caused as much by the way we have our society, educational system, and business methods organized as by other factors more directly related to the ADD itself." - Paul Elliott, M.D.

"The primary opportunity is to use a model or paradigm for describing ADD that's not disease-based and doesn't imply brain damage or what many children interpret as some type of retardation...a person must have hope; this model restores self-esteem, thus empowering individuals to change." - Thom Hartmann, "ADD Success Stories".

Thom Hartmann views the ADDer as a Hunter in a Farmer's world. The table below shows the negative 'Disorder' View, followed by Hartmann's more positive perspective. From Attention Deficit Disorder - A Different Perception.

Disorder Perspective

Distractible.
Attention span is short, but can become intensely focused for long periods of time
Poor planner, disorganized and impulsive (makes snap decisions).

Distorted sense of time: unaware of how long it will take to do something.

Impatient.
Doesn't convert words into concepts adeptly, and vice versa. May or may not have a reading disability.

Has difficulty following instructions.

Daydreamer.

Acts without considering consequences.

Lacking in the social graces.

ADD as a Natural Adaptive Trait"The Hunter"

Constantly monitoring environment
Able to throw themselves into the chase on a moment's notice.
Flexible; ready to change strategy quickly.
Tireless: capable of sustained drives, but only when "hot on the trail" of some goal.
Results oriented. Acutely aware of whether the goal is getting closer now.
Visual/concrete thinker, clearly seeing a tangible goal even if there are no words for it.
Independent.
Bored by mundane tasks; enjoy new ideas, excitement, "the hunt," being hot on the trail.
Willing and able to take risks and face danger.
"No time for niceties when there are decisions to be made!"

ADHD - Hear their voice

It seems that back-to-school time always sneaks up. Before you know it, the summer is over and school is starting again. Helping your child ease from the lazy days of summer to the structured days of fall is important. So is making sure that their teachers know how to accomodate special students. Here's what ADHD kids are saying:

1) I really do forget things, I am not trying to be smart, sassy or arrogant, I simply do not always remember. The myth that if it is important enough I will remember it is just that, a myth.

2) I am not stupid.

3) I really do complete my homework. It is easy for me to lose papers, leave them at home and otherwise not be able to find my homework at the proper time. Completing homework in a notebook is much easier for me as it will not get lost as easily. Loose papers are difficult for me to keep track of. (Once my mother found my homework in the bread drawer after I had left for school!)

4) If I ask the same question over or ask many questions, it is not out of arrogance. I am trying hard to understand, comprehend and remember what you have said.

5) I want to do good. I have struggled with schoolwork for many years and it is frustrating to me. My goal is to do my best and pass this class with flying colors.

6) ADD is not an excuse. ADD really does exist and it does affect my thinking process. I would like to be "normal" and be able to remember and process information quickly, I do not enjoy being "different" and made fun of for my differences.

7) I need your help to succeed. It isn't always easy for me to ask for help and sometimes asking makes me feel stupid. Please be patient with my attempts and offer your help.

8) Please be sure to talk with me in private about behaviors or actions that may not be appropriate. Please do not humiliate me, insult me, or call attention to my weaknesses in front of the class.

9) I do better with a detailed plan and knowing what you expect. If you should change plans in the middle to adapt to some outside influence, please help me to adapt. It may take me longer to adjust to the changes. Structure and guidance are my best allies.

10) I don't like having "special accomodations." Please do not draw attention to them and help me to succeed with the least amount of attention drawn to my ADD.

11) Learn about ADD/ADHD. Read information and find out all you can on how kids with ADD learn and what can make it easier for them.

12) Always remember that I am a person with feelings, needs and goals. These are as important to me as yours are to you.

This list has been compiled by talking with several teens with ADD/ADHD. I thank them for their help.

Source: http://add.about.com/cs/forteachers/a/12things.htm

Profiles in ADHD: Mountain Climber Danielle Fisher

Close your eyes and picture the person who has become the youngest in history to conquer “The Seven Summits” –the highest mountain on each of the seven continents, and the youngest American to stand atop Mount Everest.

Did an image of a 20-year-old girl with ADD come to mind? Most likely not. The fact is, Danielle Fisher does not look or seem the part of a mountain climber who has scaled the renowned Seven Summits—the awesome alliance of peaks that includes 29,035 ft. Mt. Everest.

At 5 feet 7 inches and 130 pounds, there is nothing remarkable about Danielle's physical stature.
But she is truly a remarkable young woman.

She has defied the premature judgments of her fellow mountain climbers whom, after seeing her petit stature, would often write her off as the weak one who wouldn't make it up the mountain. She is now commonly known as the first one up, and down the mountain.Prevailing over ADD:
Not only is Danielle a bit smaller than the traditional mountain climber, she has also spent her life struggling with the challenges of Attention Deficit Disorder. Neither of these stopped her from attempting this incredible goal.

Before being diagnosed with ADD in the sixth grade, Danielle recalls that “I was never really great at school. I was smart, but easily distracted and had a hard time turning in assignments.” She has tackled this disability as just another mountain; going at it with determination, strength, and a good support team, including friends, family and counselor.

Danielle says of her diagnosis and treatment, “You have to find a balance between knowing that you need help, and making an effort to push through yourself. I realize that medication helps me. It certainly makes it easier to focus, but I also have to make the personal effort to make my dreams possible.”

When asked what advice she has to offer others who suffer from ADD, Danielle says, “Discover what your passions are, because when you are enjoying what you are doing, or working towards something you are excited about, you will be able to focus on that goal. I don't enjoy every moment I am on the mountain, but the energy and excitement of getting to the top keeps me moving.”Growing up in the Cascade Mountains :

As a young girl, Danielle spent countless hours of play in a gully adjacent to the family home, which overlooks farmland and nearby Samish Island . “The gully and stream have been my playground my whole life.”

“I got into mountain climbing through my dad, who's been in the mountains since he could walk,” she says. Her father, Jerome Fisher, is a Skagit County native whose childhood included hunting and fishing trips with his family. Jerome and his wife Karen continued the family tradition, taking their daughters Bobbi and Danielle into the mountains from an early age.

“We have horses,” notes Danielle. “We would go up to the mountains on horseback in the summer for a week or more. We went to places where there was no one around. You could let the horses run free.” she recalls. “It set me free, too. I'd run around the hills and explore. I guess that's where my love of the mountains originated".

How it all began:
It wasn't until the summer prior to her sophomore year of high school that Danielle started climbing.
“My dad started talking about climbing Mt Baker. When I heard him talking I thought ‘I want to do that!' so that summer I went on my first trip with my dad and climbing mentor, Mike Woodmansee. We climbed two peaks in one day…I hated it!”

Never-the-less Danielle continued going on trips with them that summer climbing mountains such as Mt. Baker , Mt. Adams , and Mt. Rainier .
“It wasn't until I climbed Mt. Rainier that I really started to love climbing. Now, every time I go climbing, I love it more.”
“While climbing, I've found myself to be a very different person.” says Danielle, “I become very focused and determined. I forget about the pains of blisters, scrapes, bruises and the fact that I have ADD. I just keep on going. Since I started climbing, the person I am on the mountain has increasingly become who I am in all aspects of my life including school and work.”
When asked if she has ever whispered to herself “I can't” in the middle of a climb, Danielle immediately replies: “Never.”

This young role model's impressive strength, both physical and mental, has seen her through an incredible mountain climbing career that dates back to the year 2000. Her first glacier climb was Mt. Baker, a 10,778-foot mountain visible from her home in the tiny town of Bow, Washington. She has since climbed numerous peaks in the Cascades and around the world including the Seven Summits.

What now:
Today, a 2003 graduate of Burlington-Edison High School, with one year of undergraduate studies at Washington State University, Danielle is considering a major in material sciences or engineering.
Danielle has plenty to be proud of. She has shown that with enough resolve, determination, and support a person can do just about anything. As she says “I'm doing this because I want to prove to the world what I've always believed: that I can take the lead and get to wherever I want to go in life; that ADD will never be able to stop me from living my dream. But I'm also doing this for the pure enjoyment of climbing. And what better way to see the world? As Isaac Newton once said, ‘If I have seen further than certain other men, it is by standing upon the shoulders of giants.'”
Danielle's future plans include climbing Pakistan's 26,470 foot Gasherbrum 1 and 26,360 foot Gasherbrum 2 during the summer of 2006.

Profiles in ADHD: Artist and Sculptor Robert Toth

"I failed math; Einstein passed it. But he couldn’t paint and sculpt like me. So we all have these specialties, these strengths.” –Robert Toth

The Early Years: A Mother’s Influence

Robert Toth repeated fourth grade three times, couldn’t read until he was 12 years old, recalls his early school years as very sad, and often felt awkward, as though he just didn’t fit in. He was diagnosed with ADHD and dyslexia during these difficult years.
Luckily, Robert’s mother was a loving, positive and powerful influence in his life. She nurtured his strengths and believed in him, helping him to develop these qualities and feel good about his gifts.
Robert is an amazingly talented sculptor and painter. His art is displayed in private and public collections throughout the world. His work has been purchased by the Smithsonian Institute National Portrait Gallery in Washington, D.C., the Vatican Museum in Rome, Italy, and the Royal Scottish Museum in Edinburgh, Scotland, to name a few. He has been commissioned by the Lincoln Center for the Performing Arts in New York, MGM Studios in Hollywood, 20th Century Fox, Miramax, Showtime, NBC TV, and the list goes on.

Needless to say, Robert is a truly gifted artist. Yet, as a child life was a struggle. He could have easily succumbed to the negative, to his frustrations and failures in school, to the feelings that he was different, but he did not.

Finding Strengths Through the Struggles

At age fourteen, Robert was still struggling in school, but he was also winning praise for his artistic achievements. “I found I didn’t have an attention disorder when I could focus my attention on what I liked most, and with that came the enthusiasm to hyperfocus.” Robert began to see that his strength in learning came from visual, hands-on activities. He credits his mother’s positive energy for helping him to find his way and remembers two science teachers whose approach to teaching was hands-on with wonderful visual demonstrations.
“Parents need to know there is hope,” explains Robert. “My mom was the making of me. She gave me clay at age five and said, ‘you can make many toys with clay and when you get tired of one, squish it around and make another.’ That was the beginning of divergent thinking for me which continues to this day.”


Embracing Differences in Learning

Robert urges parents and school systems to adjust the way they look at learning by embracing the differences in learning. “The whole point is, in the educational system, we have to look at kids in a new way and say, hey, they have different learning styles. They’re visual people, maybe, or they have scientific brains. Some of them excel in sports, some of them in art, like me, some in math.”
To celebrate these differences, Robert has created a collection of portrait busts of famous individuals who have been an inspiration to him throughout his life. “The Masters” include Albert Einstein, Thomas Edison, Leonardo DaVinci, Frank Lloyd Wright, Isaac Newton, Ludwig van Beethoven, Wolfgang Amadeus Mozart, and many more.
“I want to spread the words and images of these great people of genius, and that many were thought to have learning disabilities that did not deter them from their mission in life that so many have benefited from,” explains Robert.

Robert particularly likes the following quotes from two of the “masters.”

• “To invent, you need a good imagination and a pile of junk.” –Thomas Edison


• “In the middle of a problem lies opportunity.” – Albert Einstein


• Robert has a wonderful quote of his own; “ADD-How I turned it around.”

“I’ve noticed that all of these people have done that. They’ve turned it around,” says Robert. “If people look at their own lives, when there is disruption, and you stay with that disruption for a little while, you’ll find something of value there. That’s why a pile of junk can be an inspiration and how creative imagination can see opportunity.”

And Robert Toth is a creative inspiration, as well!

The Gift of Persistence Pays Off!

Successful High Achievers with AD/HD

Gifted individuals come from various backgrounds: science, community activists, politics, law, medicine, entertainment, the arts, and sports. To name but a famous few: Ansel Adams, Anne Bancroft, Beethoven, Alexander Graham Bell, "Pappy" Boyington, Hans Christian Anderson, Lewis Carroll, Leonardo da Vinci, Walt Disney, Cher, Thomas Edison, "Magic" Johnson, John F. Kennedy, Robin Williams, Henry Winkler, and Stevie Wonder. Try using any of these role models to explain to your child how they are in the company of greatness, and share the same kind of "race car brain." It helps to have role models. As John J. Ratey, M.D., Edward Hallowell, M.D. so aptly point out, "'attention deficit disorder'" is a highly misleading description of an intriguing kind of mind." The list above would certainly indicate so.

Mozart and ADHD

A review of Mozart´s life shows that he displayed many of the hallmarks of Attention Deficit Hyperactivity Disorder (ADHD). He was a whirlwind of energy, agitated, impatient, impulsive, easily distracted, creative, innovative, provocative, irreverent and a maverick. He has composed some the world´s most complex beautiful music.



Famous ADHD Scientists & Inventors

Here are a few people who changed the world and they had ADHD. Thomas Edison, Albert Einstien, Alexander Graham Bell and Benjamin Franklin. Just think what the world would be like today without thier discoveries? I for one am a proud happy mother of an ADHD, Dyslexic, Dysgraphic child. Sure there are challenges but its all worth it.


Famous Business people with ADHD

Henry ford had ADHD. Henry Ford invented mass production and started the Ford Motor Company. Richard Branson, founder of the hudge Virgin business empire. As a child in the United Kingdom in the 1940s it is unlikely that his childhood behavior would have formally been diagnosed as ADHD but he is almost a textbook case of a youngster with learning challenges. In his offical biography he was a slow learner and at the age of 8 could barely read. "High-spirited" "headstrong" and "a handful" are words used to describe young Branson. His daredevil, rule breaking behavior as a youth served him well as an adult businessman. Even today is office is described as "cluttered" and his desk "virtually invisible under a sea of papers". His hyperactivty seems to know no bounds.As unlikly as it could have been for young Branson to be diagnosed with ADHD in 1940s Britain, it would have been out of the question for him to be prescribed stimulant medication like ritalin or adderall.

Celebrating ADD / ADHD

The Gifts of ADHD

What are the gifts of ADHD?

So often the diagnosis of ADHD is viewed as negative, as a shortcoming, a defect. Its own name uses the term “disorder”- attention deficit “disorder.” The truth is some of the most creative and innovative people are speculated of having ADHD. Among the list of those are comedians Jim Carrey and Robin Williams, athletes Michael Jordan and Pete Rose, inventors Alexander Graham Bell and Thomas Edison, physicist Albert Einstein and composer Wolfgang Mozart. So if you have ADHD, you are in great company!

It may be time we change our perception of ADHD. Research has shown that the brains of children with ADHD function differently than others. Different can be good. Why not turn those problems into strengths? Why not view the difference as a gift?

Creativity:
Many people with ADHD are extremely creative and imaginative. They are often graced with tremendous originality and expressiveness. Their fresh, inventive imagination is a powerful tool!

Adventurousness:
What about the risk taking that sometimes comes along with ADHD? What if we change our perception by viewing this as adventurousness and daring, rather than in the negative sense? Some of the most prominent people in business moved up in the business world because of their willingness to take risks.

Looking at the Big Picture:
People with ADHD are often criticized for missing details and losing focus, yet they are often magnificent at looking at the whole picture. They are often very perceptive and can look at all sides to a situation, rather than keeping a narrow, one sided view. They are drawn to abstract ideas.

Thinking Outside the Box:
Thinking outside the box is a common thread among people with ADHD. They may think differently. They are nonconformists and they can generate powerfully imaginative ideas because they do think outside the boundaries that impede most of us.

Comfortable with Change and Chaos:
Individuals with ADHD live with chaos and confusion! Yet with specific coping strategies they adapt well. They are able to thrive under pressure.

Lots of Energy:
Being “on the go” can be good. People with ADHD may have lots of energy. They are gung ho and ready for action. They often have outgoing, spontaneous, passionate personalities.
Our perceptions can have a powerful affect on people. Turning these often debilitating symptoms around and seeing them in a positive light can be helpful. It provides us with more insight about how we may best teach to these strengths, how we can value and embrace these differences, and how it is possible to celebrate ADHD.

Famous People with ADHD

Artists
Salvador Dali
Pablo Picasso
Vincent Van Gogh

Athletes
Terry Bradshaw
Pete Rose
Nolan Ryan
Michael Jordan
Jason Kidd

Authors
Charlotte and Emily Bronte
Samuel Clemens
Emily Dickenson
Edgar Allan Poe
Ralph Waldo Emerson
Robert Frost
George Bernard Shaw
Henry David Thoreau
Leo Tolstoy
Tennessee Williams
Virginia Woolf
William Butler Yeats

Composer
Wolfgang Amadeus Mozart

Entrepreneurs and Business Leaders
Andrew Carnegie
Malcolm Forbes
Henry Ford
Bill Gates
David Neeleman
Paul Orfalea
Ted Turner

Explorers
Christopher Columbus
Lewis and Clark

Entertainers
Ann Bancroft
Jim Carrey
Steve McQueen
Jack Nicholson
Ty Pennington
Elvis Presley
Evil and Robbie Knievel
Sylvester Stallone
Robin Williams

Inventors
Wright Brothers
Alexander Graham Bell
Thomas Edison
Benjamin Franklin
Photographer
Ansel Adams

Physicist
Albert Einstein
Political Figures
James Carville
John F. Kennedy
Abraham Lincoln