Executive Functioning: Impulse Control

What is it?

Impulse control is exactly what it sounds like, the ability to controls ones self, thinking before doing. This would include actions like saying without thinking, doing without thinking, reacting without thinking. Really doing anything without thinking of the outcome of the actions. People aren’t without impulse control, it is simply weaker than neurotypically developing people. This is due to how the brain develops and regulates chemicals like dopamine.

The prefrontal cortex of our brain develops slower and is overall less active due to ADHD. So when those of us with ADHD react most of the time we are doing it before our brain can go “Stop and think”. This also effects how dopamine is produced in the brain. We have lower dopamine levels or the brain uses dopamine less effectively. This correlates with saying or doing before thinking.

Impulse control relies on being able to be patient and waiting for gratification. Ineffective dopamine regulation makes the waiting part much harder, and sometimes it isn’t even realized. So when a person says or does something out of impulse it’s that dopamine taking over and saying “do this now it’ll feel good” so that thing ends up being said or done.

This can be seen even stronger in children with ADHD due to how their brain is developing. Sometimes it can look like a behavior issue, and sometimes it is that, but a lot of the time it is simply a neurological difference.

How can we tell the difference? Sometimes it is hard. Looking at the “why” is very important. Maybe the space is too quite so an individual may start humming and not realize it, they are trying to fill a silence they don’t like. Or maybe an individual has sat still for so long during someone reading that they just feel the desire to stand up and spin around. Their brains are trying to compensate for a lack of dopamine.

I’m not saying to excuse any kind of outburst from an individual with ADHD. But if we look at “why did this happen” we can help give that individual tools to use so that behaviors that may seem like acting out don’t happen as often or even at all.

Tools to try

Physical movement- Give the individual a fidget to use when they are supposed to be sitting still. This can help to get out some of that energy the brain can be telling the body to use. If they are sitting in a chair but moving around a lot in it, try giving them a wobble stool or letting them stand and work.

Visual reminders- Pictures of a stop sign or a hand being held up in a stop position that say “think first” could help students to remind them that they need to think before they do. Teaching them to think “Is this okay to do right now?” If the answer is no, then don’t do it and use a tool, like a fidget.

Educating- Sometimes individuals may not know or realize the things they are doing. Teaching these individuals that they are doing these things and when they are doing can be a big help in them understanding how to correct the behavior next time.

Rewarding- This can especially be great in the classroom setting this can be huge. If you notice a student that normally would start to hum or get up and move around wait until recess to get their energy out or go get fidget and use it appropriately, like a tool not a toy. Reward the student and tell them how great it was that they used their tools and strategies. Being rewarded for waiting can be huge for dopamine regulation.