December 30, 2024 • 16 mins
In this episode, I wanted to cover a few things about boys and girls who have ADHD. It's a simple episode with I hope simple answers to some common questions. This is episode 2 of what I'm hoping will be a 4 part series with guest stars. Stay tuned for the next episode.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Hey everybody, I just wanted to say hey thanks for sticking around.
(00:14):
I know things have been, I haven't posted in a while and it's mostly just because I
have a lot of things going on.
My kids moved up here like six months ago.
I had a couple of deaths in the family.
It's just been a whirlwind.
Then Christmas came and the way my kids are is it's birthday, Christmas, birthday, birthday.
(00:38):
So it's just been a lot.
And with school moving into my final year of school, things are starting to pick up a
little bit and it's just been, it just had a lot going on which is perfectly fine.
Everybody has a lot of things going on.
So I'm also a little nervous because I haven't done this in a little while.
(01:02):
I mean I don't know if you could tell I blew my hair out so it's been a little while.
At least a month or so, maybe a little longer since I posted anything.
And I don't want to get on here and ramble so here in a second I'll get to the actual
mission at hand.
But I just wanted to say thank you to everyone who has subscribed, liked, commented, emailed
(01:29):
me.
I really appreciate that.
It helps me know that what I'm doing is worth it.
Because the whole point of this is for you to get something out of it.
It helps me because I get to learn more not only about myself but about you guys as well
(01:51):
but it also, my main goal is that somebody can take something away from it.
So yeah if you have any questions, if you have any comments, anything like that, leave
them in the comment section or if you feel not, excuse me, don't feel comfortable doing
that, send me an email.
I would love to chat with you guys and hear from you.
(02:16):
So anyway, that being said, let's just jump straight into what today's episode is going
to be about which is gender differences in boys and girls with ADHD.
And again, for those of you who might just now be joining us, a lot of times my episodes
tend to be a little bit more informational.
(02:37):
I do throw personal experiences in there but a lot of it is just information that I've
found and I've found helpful so I try to share it with other people.
So let's just, I guess, kind of get into it.
So boys and girls, boys versus girls, ADHD is more commonly diagnosed in boys often because
(02:59):
they tend to exhibit more over hyperactivity and impulse behavior problems.
Girls on the other hand may be more prone to inattentive symptoms which can sometimes
be overlooked or misattributed to issues like anxiety or depression.
I feel like that kind of goes both ways.
(03:20):
I don't agree with that being, I do agree that boys are more apt to being diagnosed
but I don't agree with the symptoms to the way that they listed them here.
I think that boys can definitely go through anxiety and depression mostly because of the
hyperactivity and the load that comes after and the impulse behaviors can lead to anxiety.
(03:45):
It's just all of that.
I think girls can feel the same way.
I just don't think that they're recognized as much as boys are which is kind of shady
because girls serve just as much as boys do.
These common co-occurrences disorders, children without an adolescence with ADHD often experience
(04:14):
comorbid conditions such as anxiety, depression, learning disabilities and oppositional defiant
disorders.
These comorbidities can complicate the diagnosis of treatment of ADHD making a comprehensive
assessment of bio-healthcare and professional essential.
(04:36):
For me, I have bipolar disorder.
I also have ADHD, severe anxiety and a form of Tourette's or I have ticks.
You may see them on camera every now and then but for the most part I've grown and learned
(04:58):
how to hide most of them.
Most of them, even though I want to do them, I can do them off camera really so that you
don't see what I'm doing.
It's just really, really exhausting and hard to do and keep up all day long and every day.
I'm not sure if it's a hereditary thing because my daughter started doing it.
(05:22):
No granted, her glasses are not the right prescription where to go this week and get
her some new glasses.
She's done this eyebrow thing but it's also become a habit.
I think it's become a tick and that's something I want to watch and keep an eye on.
That's why I'm so grateful for knowing and learning about this disability and other disabilities
(05:47):
because now I have signs and I know what to look out for when it comes to my children.
I have a better idea and a better understanding of what they're going through and where they
might be coming from so I'm able to meet them where they are as opposed to just constantly
just badger them about what they should feel.
(06:10):
It's been, for the most part, it's been proven that if you have one, you're probably going
to have another one that goes along with it.
ADHD isn't just a singularity thing where you only have ADHD.
Also sometimes it can be but most of the time there's something else that's going along with
it or bipolar or you have something else that's going along with it.
(06:30):
Usually there's a connection there somewhere.
The importance of early recognition, kind of like what I was just talking about, the
impact on life trajectory, early recognition and intervention are crucial in managing ADHD
symptoms and reducing the risk of long-term consequences such as academic underachievement,
(06:54):
social difficulties and low self-esteem.
Again, so I think that swings both ways.
I don't think that's a boy or a girl thing.
I think that's just kind of all around in general and that kind of goes back into what
I was just kind of talking about.
The role of caregivers and educators, parents, teachers and pediatricians play a key role
(07:17):
in identifying the early signs of ADHD, seeking appropriate evaluation and support.
Early interventions including behavioral therapy and educational accommodations can significantly
improve outcomes for children and adolescents with ADHD.
I am 100% agree with that.
(07:38):
I am 100% about that.
I think that it's the people around the children who are responding to their responsibility
to meet the child where they are and help them understand as best they can what's going
on.
I feel if someone had sat me down a very long time ago and said, hey, this is what's going
(08:04):
on with you.
Now, caveat to that is that if you tell a child there's something wrong with them, they're
going to use that as an excuse to get away with things.
You have to make sure that you're not just caving and giving in.
Yes, there's something, there is something not 100% right.
(08:24):
Not I don't want to say wrong, but there's something that's not firing the right way.
But that's not the child's fault and it shouldn't be punished because of it.
I wish someone would have told me a long time ago.
It would have made things a little bit more easier because I would have understood what
(08:45):
I was going through.
I would have known, oh, hey, this is a low phase.
I need to buckle down on school or I need to ask somebody from school to send me some
work so I can, you know what I mean?
Does that make sense?
I would have known how to handle it a little bit and probably grown through life learning
better coping mechanisms other than the negative ones that I chose to go through, chose to
(09:12):
medicate with.
Self-medicate with.
So like just for a small summary for that, understanding ADHD in children and adolescents
requires recognizing the diverse ways in which the disorder can present itself.
Again, each person manifests differently for every person.
(09:34):
The core symptoms of inattention, hyperactivity, and impulsivity can vary in intensity and
impact depending on the child's age, gender, and individual characteristics.
Each diagnosis and tailored interventions are essential for helping children with ADHD
thrive academically, socially, and emotionally.
(09:58):
It gives a diagnosis, but I'm not a doctor so I'm not going to read that diagnosis.
And it's not, I don't feel like it's an accurate one anyway so we're going to skip over that.
(10:19):
Some of the key challenges that children with ADHD can face are the ability to learn, complete
tasks, and interact positively with teachers and peers.
(10:40):
Like difficult to sustaining attention.
It gives examples but okay, so a student with ADHD might start daydreaming during a math
lesson missing key instruction for a problem set as a result they may not complete their
assignment correctly over all time.
(11:01):
The impact is this can lead to gaps in understanding lower grades and increased frustration for
both the student and their teacher.
So let me tell you how this manifests for me when it comes to learning.
When I'm reading it may take me three times to read one page because I'll read the entire
(11:23):
page and have no idea what I read.
I'll read it a second time, get about half way through, and then forget what I was reading
and have to start completely over and really focus on completely block everything else
out until I have finished that one page.
So what normally takes somebody 30, 45 minutes to read takes me an hour and a half to two
(11:45):
and a half hours.
It could take me a long time to read something.
And it's only 10, 15 pages.
That's a two hour project for me.
As somebody else can knock that out in 15, 20 minutes, you know, at most, you know.
So it's, and it's not that I'm dyslexic because the words don't jump below.
(12:06):
It's just that I don't want to say I have process.
It's that I don't necessarily, I guess maybe I do daydream, but it's not like a staring
off in space kind of daydream.
It's just like, I guess, like while I'm reading it, something pops in my head and I have a
question or something that will pop in my head.
(12:28):
And then I'll keep reading instead of stopping and answering that question.
I keep reading with that question in my mind.
And then before I realized that I read most of the page and I'm like, oh, shit.
Now I missed the page and I still haven't answered my question.
So I have to go back and start all the way over again.
So I think, you know, trouble following instructions, inconsistent performance.
(12:54):
I mean, I think those are all kind of, I think they all kind of go hand in hand.
And this is where I kind of wanted to get out to the meet and vote.
Like I really wanted to get down to this part.
There's some support strategies, individualized education programs and 504 plans.
(13:20):
I have some for my, for college, you know, for my school, mostly like to help with like
missing class because like if I go into a low phase, I might not get out of bed for two
weeks, you know, a week.
(13:40):
I don't know because I never know how long it's going to last or how hard it's going
to hit or, you know, how bad it's going to be until it hits.
So I have an accommodation with that for that.
I also have one for ADHD that allows me a little bit more time during tests and things
like that, which I don't usually use.
(14:03):
But my son has an IEP because of his ADHD.
He has to go to, I don't want to, they're not like special classes, but he has to go
to a separate class and learn with another group of kids who are at the same level he
(14:23):
is.
So he doesn't feel left out or like, you know, intimidated or anything like that.
Again, that kind of goes into the classroom accommodations.
His eyesight is great, so he doesn't need to be in front of the room.
My two girls, they're blind as bad, but they're getting new glasses.
(14:48):
So I don't think that there's a reason they need to be accommodated or anything.
But the point I guess I'm trying to make with all that is that like, is that there are options
for people who have, who have needs and don't be scared to ask for them because I made that
mistake and had I known, first of all, had I known the issues that I had, I would have
(15:14):
known I would have learned or gotten to a point in loan that I have the right to ask
for help or to have these accommodations.
It's not an embarrassment to have these accommodations because they're there for me.
And who cares what anybody else thinks?
Honestly, I mean, if it's going to get you, if it's going to get you what you need, you
(15:39):
need, I don't know, I'm getting, again, it's when my first, this is my first time in a
while doing this.
So I feel bad.
I apologize for being kind of a choppy shitty show, but I'm kind of mingling it and doing
the best that I can right now.
I'm going to end this because I'm getting flustered.
(16:03):
But I hope this helped.
I hope that somebody got something out of it.
I appreciate all the emails and all the, all the feedback and everything that you're
providing to be having me, if you have any more or if you have any questions or if you
have any, any needs or anything like that, please feel free to shout out to me.
(16:24):
I'll do the best that I can to get back to you and help you in any way that I can.
I'm not an expert, so please don't expect like expert advice or anything.
I'll just, I'll answer you the best that I can, you know, based off my own personal
experiences.
And with that being said, just remember, no matter how bad it gets, you don't have to
(16:49):
sit in the dark alone.
Hey everybody, I just wanted to say hey thanks for sticking around.
(00:14):
I know things have been, I haven't posted in a while and it's mostly just because I
have a lot of things going on.
My kids moved up here like six months ago.
I had a couple of deaths in the family.
It's just been a whirlwind.
Then Christmas came and the way my kids are is it's birthday, Christmas, birthday, birthday.
(00:38):
So it's just been a lot.
And with school moving into my final year of school, things are starting to pick up a
little bit and it's just been, it just had a lot going on which is perfectly fine.
Everybody has a lot of things going on.
So I'm also a little nervous because I haven't done this in a little while.
(01:02):
I mean I don't know if you could tell I blew my hair out so it's been a little while.
At least a month or so, maybe a little longer since I posted anything.
And I don't want to get on here and ramble so here in a second I'll get to the actual
mission at hand.
But I just wanted to say thank you to everyone who has subscribed, liked, commented, emailed
(01:29):
me.
I really appreciate that.
It helps me know that what I'm doing is worth it.
Because the whole point of this is for you to get something out of it.
It helps me because I get to learn more not only about myself but about you guys as well
(01:51):
but it also, my main goal is that somebody can take something away from it.
So yeah if you have any questions, if you have any comments, anything like that, leave
them in the comment section or if you feel not, excuse me, don't feel comfortable doing
that, send me an email.
I would love to chat with you guys and hear from you.
(02:16):
So anyway, that being said, let's just jump straight into what today's episode is going
to be about which is gender differences in boys and girls with ADHD.
And again, for those of you who might just now be joining us, a lot of times my episodes
tend to be a little bit more informational.
(02:37):
I do throw personal experiences in there but a lot of it is just information that I've
found and I've found helpful so I try to share it with other people.
So let's just, I guess, kind of get into it.
So boys and girls, boys versus girls, ADHD is more commonly diagnosed in boys often because
(02:59):
they tend to exhibit more over hyperactivity and impulse behavior problems.
Girls on the other hand may be more prone to inattentive symptoms which can sometimes
be overlooked or misattributed to issues like anxiety or depression.
I feel like that kind of goes both ways.
(03:20):
I don't agree with that being, I do agree that boys are more apt to being diagnosed
but I don't agree with the symptoms to the way that they listed them here.
I think that boys can definitely go through anxiety and depression mostly because of the
hyperactivity and the load that comes after and the impulse behaviors can lead to anxiety.
(03:45):
It's just all of that.
I think girls can feel the same way.
I just don't think that they're recognized as much as boys are which is kind of shady
because girls serve just as much as boys do.
These common co-occurrences disorders, children without an adolescence with ADHD often experience
(04:14):
comorbid conditions such as anxiety, depression, learning disabilities and oppositional defiant
disorders.
These comorbidities can complicate the diagnosis of treatment of ADHD making a comprehensive
assessment of bio-healthcare and professional essential.
(04:36):
For me, I have bipolar disorder.
I also have ADHD, severe anxiety and a form of Tourette's or I have ticks.
You may see them on camera every now and then but for the most part I've grown and learned
(04:58):
how to hide most of them.
Most of them, even though I want to do them, I can do them off camera really so that you
don't see what I'm doing.
It's just really, really exhausting and hard to do and keep up all day long and every day.
I'm not sure if it's a hereditary thing because my daughter started doing it.
(05:22):
No granted, her glasses are not the right prescription where to go this week and get
her some new glasses.
She's done this eyebrow thing but it's also become a habit.
I think it's become a tick and that's something I want to watch and keep an eye on.
That's why I'm so grateful for knowing and learning about this disability and other disabilities
(05:47):
because now I have signs and I know what to look out for when it comes to my children.
I have a better idea and a better understanding of what they're going through and where they
might be coming from so I'm able to meet them where they are as opposed to just constantly
just badger them about what they should feel.
(06:10):
It's been, for the most part, it's been proven that if you have one, you're probably going
to have another one that goes along with it.
ADHD isn't just a singularity thing where you only have ADHD.
Also sometimes it can be but most of the time there's something else that's going along with
it or bipolar or you have something else that's going along with it.
(06:30):
Usually there's a connection there somewhere.
The importance of early recognition, kind of like what I was just talking about, the
impact on life trajectory, early recognition and intervention are crucial in managing ADHD
symptoms and reducing the risk of long-term consequences such as academic underachievement,
(06:54):
social difficulties and low self-esteem.
Again, so I think that swings both ways.
I don't think that's a boy or a girl thing.
I think that's just kind of all around in general and that kind of goes back into what
I was just kind of talking about.
The role of caregivers and educators, parents, teachers and pediatricians play a key role
(07:17):
in identifying the early signs of ADHD, seeking appropriate evaluation and support.
Early interventions including behavioral therapy and educational accommodations can significantly
improve outcomes for children and adolescents with ADHD.
I am 100% agree with that.
(07:38):
I am 100% about that.
I think that it's the people around the children who are responding to their responsibility
to meet the child where they are and help them understand as best they can what's going
on.
I feel if someone had sat me down a very long time ago and said, hey, this is what's going
(08:04):
on with you.
Now, caveat to that is that if you tell a child there's something wrong with them, they're
going to use that as an excuse to get away with things.
You have to make sure that you're not just caving and giving in.
Yes, there's something, there is something not 100% right.
(08:24):
Not I don't want to say wrong, but there's something that's not firing the right way.
But that's not the child's fault and it shouldn't be punished because of it.
I wish someone would have told me a long time ago.
It would have made things a little bit more easier because I would have understood what
(08:45):
I was going through.
I would have known, oh, hey, this is a low phase.
I need to buckle down on school or I need to ask somebody from school to send me some
work so I can, you know what I mean?
Does that make sense?
I would have known how to handle it a little bit and probably grown through life learning
better coping mechanisms other than the negative ones that I chose to go through, chose to
(09:12):
medicate with.
Self-medicate with.
So like just for a small summary for that, understanding ADHD in children and adolescents
requires recognizing the diverse ways in which the disorder can present itself.
Again, each person manifests differently for every person.
(09:34):
The core symptoms of inattention, hyperactivity, and impulsivity can vary in intensity and
impact depending on the child's age, gender, and individual characteristics.
Each diagnosis and tailored interventions are essential for helping children with ADHD
thrive academically, socially, and emotionally.
(09:58):
It gives a diagnosis, but I'm not a doctor so I'm not going to read that diagnosis.
And it's not, I don't feel like it's an accurate one anyway so we're going to skip over that.
(10:19):
Some of the key challenges that children with ADHD can face are the ability to learn, complete
tasks, and interact positively with teachers and peers.
(10:40):
Like difficult to sustaining attention.
It gives examples but okay, so a student with ADHD might start daydreaming during a math
lesson missing key instruction for a problem set as a result they may not complete their
assignment correctly over all time.
(11:01):
The impact is this can lead to gaps in understanding lower grades and increased frustration for
both the student and their teacher.
So let me tell you how this manifests for me when it comes to learning.
When I'm reading it may take me three times to read one page because I'll read the entire
(11:23):
page and have no idea what I read.
I'll read it a second time, get about half way through, and then forget what I was reading
and have to start completely over and really focus on completely block everything else
out until I have finished that one page.
So what normally takes somebody 30, 45 minutes to read takes me an hour and a half to two
(11:45):
and a half hours.
It could take me a long time to read something.
And it's only 10, 15 pages.
That's a two hour project for me.
As somebody else can knock that out in 15, 20 minutes, you know, at most, you know.
So it's, and it's not that I'm dyslexic because the words don't jump below.
(12:06):
It's just that I don't want to say I have process.
It's that I don't necessarily, I guess maybe I do daydream, but it's not like a staring
off in space kind of daydream.
It's just like, I guess, like while I'm reading it, something pops in my head and I have a
question or something that will pop in my head.
(12:28):
And then I'll keep reading instead of stopping and answering that question.
I keep reading with that question in my mind.
And then before I realized that I read most of the page and I'm like, oh, shit.
Now I missed the page and I still haven't answered my question.
So I have to go back and start all the way over again.
So I think, you know, trouble following instructions, inconsistent performance.
(12:54):
I mean, I think those are all kind of, I think they all kind of go hand in hand.
And this is where I kind of wanted to get out to the meet and vote.
Like I really wanted to get down to this part.
There's some support strategies, individualized education programs and 504 plans.
(13:20):
I have some for my, for college, you know, for my school, mostly like to help with like
missing class because like if I go into a low phase, I might not get out of bed for two
weeks, you know, a week.
(13:40):
I don't know because I never know how long it's going to last or how hard it's going
to hit or, you know, how bad it's going to be until it hits.
So I have an accommodation with that for that.
I also have one for ADHD that allows me a little bit more time during tests and things
like that, which I don't usually use.
(14:03):
But my son has an IEP because of his ADHD.
He has to go to, I don't want to, they're not like special classes, but he has to go
to a separate class and learn with another group of kids who are at the same level he
(14:23):
is.
So he doesn't feel left out or like, you know, intimidated or anything like that.
Again, that kind of goes into the classroom accommodations.
His eyesight is great, so he doesn't need to be in front of the room.
My two girls, they're blind as bad, but they're getting new glasses.
(14:48):
So I don't think that there's a reason they need to be accommodated or anything.
But the point I guess I'm trying to make with all that is that like, is that there are options
for people who have, who have needs and don't be scared to ask for them because I made that
mistake and had I known, first of all, had I known the issues that I had, I would have
(15:14):
known I would have learned or gotten to a point in loan that I have the right to ask
for help or to have these accommodations.
It's not an embarrassment to have these accommodations because they're there for me.
And who cares what anybody else thinks?
Honestly, I mean, if it's going to get you, if it's going to get you what you need, you
(15:39):
need, I don't know, I'm getting, again, it's when my first, this is my first time in a
while doing this.
So I feel bad.
I apologize for being kind of a choppy shitty show, but I'm kind of mingling it and doing
the best that I can right now.
I'm going to end this because I'm getting flustered.
(16:03):
But I hope this helped.
I hope that somebody got something out of it.
I appreciate all the emails and all the, all the feedback and everything that you're
providing to be having me, if you have any more or if you have any questions or if you
have any, any needs or anything like that, please feel free to shout out to me.
(16:24):
I'll do the best that I can to get back to you and help you in any way that I can.
I'm not an expert, so please don't expect like expert advice or anything.
I'll just, I'll answer you the best that I can, you know, based off my own personal
experiences.
And with that being said, just remember, no matter how bad it gets, you don't have to
(16:49):
sit in the dark alone.
Popular Podcasts
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.