Does an exaggerated sense of our own abilities help or hinder us? The answer may be “both.” 

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects millions of children worldwide. One intriguing aspect of ADHD is the presence of a phenomenon known as positive illusory bias. This cognitive bias leads some people with ADHD to perceive their abilities and performance as superior to reality, even in the face of objective evidence to the contrary. The tendency adds a layer of complexity to the lives of individuals with ADHD, influencing their self-perception, interactions, and achievements.

“It is well-known that children are typically optimistic,” wrote University of British Columbia Assistant Professor of Psychology Yuanyuan Jiang in a 2009 study, “but the bias of children with ADHD is different from this normal optimism in three major ways. First of all, children with ADHD have a greater absolute positive bias than children without ADHD in that their self-perceptions are even more positive than the self-perceptions of children without ADHD. Secondly, in contrast to those without ADHD, the positive illusions of children with ADHD do not serve to enhance the children’s motivation, endurance, or performance. Finally, children with ADHD maintain their positive illusions even in the face of clear contradictory evidence while the positive illusions of those without ADHD move closer to reality after receiving feedback.”

What are the different aspects of positive illusory bias, how does it affect the lives of children with ADHD, and how can it be addressed or harnessed to help young people flourish academically and personally?

Understanding Positive Illusory Bias

Positive illusory bias, also known as the “above-average effect,” refers to the tendency of individuals to overestimate their competence, abilities, and performance in various domains. People with this bias interpret and remember information in a positive way, often overlooking or downplaying negative aspects. For children with ADHD, this bias manifests as an inflated view of their own functioning, where they believe they excel at tasks even when they struggle or underperform. 

This cognitive distortion is rooted in the impaired self-awareness and executive function deficits characteristic of ADHD. The executive functions are the cognitive processes that allow individuals to regulate their thoughts, behaviours, and emotions to achieve goals, solve problems, and adapt to new situations. These functions are like the "CEO" of the brain, responsible for managing and coordinating various mental processes. 

This positive self-perceptual bias has several significant effects on the lives of children with ADHD:

Limited Self-Awareness: These children often have a diminished awareness of their actual deficits. This can hinder their ability to recognize the areas in which they require assistance and support.

Difficulty Accepting Treatment: Because of their inflated self-perception, children with ADHD may resist acknowledging their need for treatment. They might question why they need help for problems they believe do not exist, making intervention challenging.

Academic Struggles: The overestimation of their capabilities can lead to academic difficulties. They may neglect seeking help, assume they understand lessons when they do not, and struggle with completing assignments.

Social Challenges: Inaccurate self-perception can affect social interactions. Children with ADHD might not recognize the effects of their behaviours on others, leading to difficulties in forming and maintaining relationships.

Emotional Well-Being: Unrealistic positive beliefs can lead to frustration, anxiety, and lowered self-esteem when faced with consistent underachievement or misunderstandings in various situations.

Addressing Positive Illusory Bias for Success

Addressing positive illusory bias in children with ADHD requires a multi-faceted approach involving teachers, parents, coaches, and mental health professionals:

Psychoeducation: Educate children about ADHD and its impact on cognitive processes. Teaching them about the nature of positive illusory bias can encourage self-awareness.

Feedback and Self-Evaluation: Provide regular, constructive feedback on their performance. Encourage self-evaluation by asking questions like, "What do you think went well in this task? What could have been improved?"

Setting Realistic Goals: Collaboratively set achievable goals with the child. Breaking tasks into smaller steps can help them understand their progress and areas for improvement.

Visual Aids: Use visual aids, such as charts and graphs, to illustrate their performance objectively. This can help bridge the gap between their self-perception and reality.

Social Skills Training: Incorporate social skills training to help them understand the impact of their actions on others. Role-playing and real-life scenarios can enhance their social awareness.

Counseling and Therapy: Consider involving mental health professionals who specialize in ADHD. Cognitive-behavioral therapy can help children manage their biases and develop coping strategies. 

Encourage a Growth Mindset: Foster the belief that abilities can be developed through effort. Emphasize that mistakes are opportunities for learning and growth.

Coaching: Trained coaches can be a valuable support for students with ADHD who also exhibit positive illusory bias. There are many ways they can help, such as working with students to help them become more aware of their positive illusory bias and its potential effects. Coaching can provide a supportive and nonjudgmental environment where students can openly discuss their challenges and progress. This accountability can motivate students to implement strategies consistently. 

Strategies to encourage self-awareness, accurate self-assessment, and effective coping mechanisms can help students harness the benefits of positive thinking while minimizing potential downsides. After all, it was Thomas Edison’s relentless optimism and belief in his capabilities that led to his numerous groundbreaking inventions, as he often disregarded his failures along the way. Wolfgang Amadeus Mozart, the prolific composer, displayed remarkable confidence in his musical talents from a young age and held an unshakable high opinion of his own abilities. Research also suggests that people with positive illusory bias may be more altruistic and driven to help others (Lee and Chung, 2008). 

By employing a combination of education, feedback, goal-setting, and professional support, we can bridge the gap between perception and reality, enabling individuals with ADHD to thrive academically and beyond. 

Contact us to learn more about how our ADHD coaching, programs, and services can help.

Suggested Reading:

The ADHD Advantage: What You Thought Was a Diagnosis May Be Your Greatest Strength by Dale Archer, M.D.

Mindset: The New Psychology of Success by Carol S. Dweck

The Optimism Bias: A Tour of the Irrationally Positive Brain by Tali Sharot

In today’s fast-moving world, individuals of all ages encounter challenges with managing their time, staying organized, and maintaining focus. Two approaches that have emerged to address these issues include executive function coaching and ADHD coaching. While they share some similarities, they cater to distinct needs and employ unique strategies to enhance an individual’s cognitive abilities and overall well-being. Let’s delve into the differences between these two coaching methodologies, explore the tactics and strategies coaches employ, and highlight the benefits these approaches offer.

Understanding Executive Function Coaching

Executive function refers to a set of cognitive skills responsible for managing our thoughts, actions, and emotions. It plays a pivotal role in goal setting, planning, problem-solving, time management, initiation, and organization. Executive function coaching primarily targets people who struggle with these cognitive skills, whether or not they have a diagnosed disorder.

Tactics and Strategies Used by Executive Function Coaches

Goal Setting

Coaches collaborate with their clients to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. By breaking down larger objectives into manageable tasks, clients can develop a sense of accomplishment and stay motivated. This helps clients gain clarity and focus on what they want to achieve. Regular goal evaluation promotes progress-tracking and self-awareness.

Time Management

Coaches employ various time management techniques such as creating daily schedules, utilizing to-do lists, and implementing time-blocking strategies. These tools help individuals stay on track and minimize distractions, enhancing productivity and reducing procrastination. These tactics also improve punctuality and efficiency in completing tasks.

Organizational Strategies

Coaches work with clients to develop personalized organizational systems. This includes decluttering physical spaces, establishing file systems, and utilizing digital tools like calendars and task managers. These efforts help reduce the stress associated with disorganization and help enable clients to locate and access information quickly.

Prioritization Techniques

Executive function coaches teach clients how to prioritize tasks based on importance and deadlines. They emphasize focusing on critical tasks first to maximize productivity. This results in  better decision-making when tackling assignments and helps people feel less overwhelmed by their workload.

Exploring ADHD Coaching

ADHD coaching, on the other hand, is specifically tailored to individuals diagnosed with attention deficit hyperactivity disorder, a neurodevelopmental condition characterized by symptoms like inattention, impulsivity, and hyperactivity. ADHD coaching aims to address the unique challenges clients face in their daily lives.

Tactics and Strategies Used by ADHD Coaches

Mindfulness and Meditation 

ADHD coaching often incorporates mindfulness and meditation practices to help clients improve focus, manage impulses, and cultivate self-awareness. This increases their ability to sustain attention on tasks, cultivates better emotional regulation, and reduces impulsivity.

Task Breakdown

Coaches assist clients in breaking down complex tasks into smaller, more manageable steps. This approach helps people overcome feelings of being overwhelmed and encourages a structured approach to completing tasks. Outcomes include improved task initiation and completion rates and a greater sense of accomplishment and self-esteem.

Visual Aids and Reminders

ADHD coaches may use visual aids, such as charts, calendars, graphs, and sticky notes, to serve as reminders and prompts for important activities and routines. These enhance memory retention and recall and reduce the likelihood of forgetting important tasks or deadlines.

Accountability Systems

Coaches implement accountability systems to encourage consistent progress. This could involve regular check-ins, progress reports, or rewards for meeting specific goals. The benefits include improved adherence to routines and schedules and the reinforcement of positive behaviors and habits.

Recognizing the Overlapping Strategies

While executive function coaching and ADHD coaching have distinct emphasis, there are overlapping strategies that benefit individuals with executive function challenges or ADHD.

Strength-Based Approaches

Both coaching methodologies leverage a strength-based approach to build on the client’s existing skills and talents. This encourages individuals to recognize their strengths, fostering a sense of empowerment and confidence.

Cognitive-Behavioural Techniques

Cognitive-behavioural strategies, such as cognitive restructuring and reframing negative thoughts, are used by both coaches to help clients manage their emotions and develop healthier habits.

Self-Regulation and Emotional Management

Both coaching approaches aim to enhance self-regulation and emotional management, promoting resilience and adaptability in the face of challenges.

To summarize, executive function coaching and ADHD coaching are distinct yet complementary approaches that cater to individuals with different cognitive needs. Executive function coaching targets a broader audience dealing with challenges related to organization, time management, and goal setting. In contrast, ADHD coaching is tailored specifically for individuals diagnosed with ADHD and focuses on addressing their unique symptoms of inattention, impulsivity, and hyperactivity.

Both coaching methods employ an array of tactics and strategies to enhance cognitive abilities and overall well-being. The use of goal setting, time management techniques, organizational strategies, mindfulness, and accountability systems can significantly improve an individual’s life, leading to better productivity, better focus, reduced stress, and enhanced emotional well-being.

Ultimately, the choice between executive function coaching and ADHD coaching depends on a person’s specific needs and circumstances. These coaching approaches, when implemented effectively, can make a substantial difference in empowering individuals to navigate life’s challenges, reach their full potential, and lead fulfilling, successful lives. 

Evoke Coaching

At Evoke Learning, we provide students with the tools they need to achieve their academic and personal goals. Our coaches understand the biological underpinnings of ADHD, the core symptoms, and their comorbidity with executive dysfunction. ADHD/executive function coaching addresses the academic, emotional, and interpersonal difficulties resulting from these symptoms and helps students find ways to overcome them. Through individualized support, coaches help students concentrate on where they are now, where they want to be, and how to get there. Students can better realize their goals with a strong plan and regular check-ins to extend accountability.

Consistent Communication and Personalized Guidance

Efforts made by students between coaching sessions are as important as the work completed alongside their coach. Inter-session check-ins serve as an opportunity for students to engage in self-reflection and take decisive action. These check-ins encourage adherence to established plans, promote weekly goal setting, and assist students in pinpointing barriers that hinder the achievement of their objectives.

By offering personalized guidance, our coaches empower students to focus on their present situation, envision their desired outcomes, and formulate effective strategies to reach those milestones. This tailored approach facilitates the coach’s commitment to understanding each student’s unique needs, ensuring a supportive learning environment that fosters growth and progress.

Collaborative and Goal-Oriented Approach to Coaching

Our coaches employ a collaborative and goal-oriented approach, ensuring that students actively participate in their learning process. This personalized approach enables the development of practical, research-informed skills and strategies tailored to each student’s unique needs and aspirations. By working in close partnership with students, our coaches foster an environment of mutual trust, open communication, and shared responsibility.

To ensure progress toward identified objectives, our coaches establish a well-defined plan that outlines the steps necessary to achieve each goal. Regular check-ins provide opportunities to track progress, address challenges, and fine-tune strategies. This ongoing support and accountability are key to empowering students to take ownership of their learning journey and build the self-efficacy needed for long-term success.

Through this dynamic coaching process, students improve their academic performance and develop critical life skills, such as time management, goal setting, and problem-solving. Our coaches are dedicated to cultivating these abilities, empowering students to become confident, self-directed learners equipped to navigate the challenges of education and beyond. Contact us to learn more about how our coaching services can help you meet your goals.