![]() ![]() Competition can provide interest, urgency, novelty and play. Competition usually offer the possibility of a reward, and often plays to someone's strengths. For some, competition builds on many of the other motivators listed above. CompetitionĬompetition is great way to offer some brains the stimulation that it seeks. This is why new places to do homework, or new strategies can be helpful – effectively, new is interesting. As the school year progresses and is no longer novel, their engagement starts to wane. Many students will start off strong, motivated by new teachers, classmates, and schedules. This can be simple as simple as a distraction (“Ooh, it's shiny!”) or as complicated as all of the changes that come with the beginning of a new school year. NoveltyĬomplex brains are stimulated by things that seem new or different. While “boring” is kryptonite for an ADHD or anxious brain, “interest” ignites a power-chamber of fuel. Students do well in classes with teachers who are engaging, and in subjects they find interesting. Parents often complain that “my child won't do anything he doesn't want to do,” and to some extent, that's because it's not compelling enough. The complex brain seeks stimulation, and things that it finds interesting are stimulating. As long as there's not a lot of competition, the anxious kid will love it, too. Want to get a kid with ADHD to get something done? Turn it into a game, and you're half way home. Mostly, it's a motivator in and of itself. Fun can tie into other motivators, like being interesting or novel or competitive. This is all the more true for people who need some kind of stimulation to engage or take action – and there is no better stimulation than something that is fun, or playful, or creative. ![]() Humans are inherently motivated by things that are fun, or pleasurable, or enjoyable. Remember the acronym PINCH (P.I.N.C.H.): Play/Creativity/Fun/Humor At ImpactParents, we teach it with a different acromyn: PINCH: play/creativity/humor, interst, novelty, competition, hurry-up/urgency. He refers to the five motivating factors with the acronym INCUP: interest, novelty, challenge, urgency and passion. an interest-based nervous system (motivated by what's compelling enough to get activated). Psychologist William Dodson talks about an importance-based nervous system (motivated by things like obligations and deadlines) vs. Not everyone with ADHD or anxiety is motivated equally by all of them, but here are some clues to help you identify what will work for your child. Motivation is essential to help a person with executive dysfunction get something done, and there are five things that tend to motivate their brains. In the complex brain, the challenge is that the “just get it done” button has a glass box around it! They can see it, but they have a very hard time accessing it. When neuro-typical people are faced with something they really don't want to do, they simply press an imaginary “just get it done” button, and voilà! They are able to make it happen. Motivation is a powerful tool that helps people with challenges of executive function take action! The presence of a motivator is what fuels the neuropathways in the ADHD or anxious brain. Only certain motivators for ADHD kids will work (and adults!).įor people who have no real challenges with executive function, this can be one of the hardest things to understand, even though it's simple science. ![]() Nearly every parent we work with asks the question, at some point, “Why can't my kid just _!” You can fill in the blank with a variety of phrases: …get his homework done? …listen to me? …stop talking back? …get out of bed in the morning? The reality is that they can't just _! The brain challenged with executive function needs to be genuinely interested in something in order to take action.
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