1Cademy - Inattentive/Disorganized Behavior

Relation

Inattentive/Disorganized Behavior

Inattentive/disorganized symptoms have been shown to account for significant variance in overall adaptive functioning, academic concerns, depressive symptoms, and GPA.
Inattentive/disorganized symptoms hinder academic functioning in several ways: (1) difficulty sustaining attention during class, reading, and other activities, leading to impaired learning of necessary knowledge and skills; (2) difficulty organizing, initiating and sustaining motivation and effort on academic tasks, leading to late, incomplete, or lower-quality work; and (3) poor time management, leading to lateness or absences from class, meetings, or other activities.
The treatment toward the inattentive/disorganized behavior should include key domains of response inhibition, working memory, delay aversion, and temporal processing. Clinicians should attempt to gauge the degree to which the proximal behaviors map onto these domains and discuss these possible pathways when delivering psychoeducation on the etiology of ADHD. By applying this conceptual framework to the process of treatment, it may be possible to more efficiently identify key problematic behaviors and more effectively target interventions to those behaviors.

Updated 2022-03-12

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