Until about 8 months prior to running in l’Eco-Trail à Paris, I never dreamed I would be running a 50km (31 miles) ultra marathon right before I turned 40. Actually, I never really dreamed I would be a runner. I always hated it. I had never even run a 10 km race, let alone an ultra. I guess interests change as you get older. (I even like eating broccoli now!)

The reason I began running in the first place was to calm and clear my mind, to lift my mood, and to just feel healthy and happy. I understand the physiology of exercise and have always understood the benefits, but wanted to see what running in particular could do for me. (Editor’s Note: see Exercise Can Reduce ADHD Symptoms.) So, I figured if I were going to run, I might as well run a long (long) way.

When doubt gives way to confidence

If I had to pick one thing about my race that stood out to me, it would be the emotional part. At the beginning of the race, I was a bit nervous, but in a positive way. I had put in the training and prepared as best as I could, but I wondered if it would be enough. As the doubt began to enter my thoughts, the race began and I suddenly felt okay. Doubt gave way to confidence and I was on my way to finishing my first ultra!

Through the first 20 kilometers, I felt pretty good. I wasn’t trying to win this thing, but I definitely wanted to finish. However, I wouldn’t really be able to know exactly how far I had gone due to the fact that I had left my phone at home, and the running app I used to track my distance was… of course… on my phone.=

I began to question myself more and more. I kept wondering where the first aid station was. I kept thinking that I should have already arrived, but it was nowhere to be found. It was also quite warm that day and I was sweating more than I was used to. Obviously, I was drinking more as a result of the temperature and ended up running out of fluid.

I began to panic a bit because I knew that dehydration could end a race pretty quickly. I was wondering if I filled up my pack completely or if I was just sweating it out. After about 20 minutes, I finally saw it, the oasis in the desert, the first aid station.

I had made it the first 28 kilometers and felt okay! I rehydrated, ate some food, and then sat down for a minute. I quickly began to calculate how far I still had to go and immediately found the doubt creeping back in. My feet hurt, I was sweating profusely, and I was just over half way there.

What had I been thinking when I signed up for this race in the first place? I was kicking myself and beating myself up over this latest venture. I don’t know if you can relate (laugh), but I have made some pretty stupid decisions that, at the time, seemed like good ideas. Can anyone relate?

So here I was sitting at the first aid station thinking that I had done it again, when all of a sudden I simply “got over myself.” After all I had put in countless hours training, additional hours reading everything I could about ultra marathons, and had the love and support of my family behind me. So I popped up and took off again… after making sure I had filled my hydration pack to the brim.

Back on the trail, I never doubted myself again. I was physically exhausted by 40 kilometers, but wasn’t going to let anything stop me (except for maybe getting hit by a truck or some other disaster.) My goal now was to get to the finish line in time to meet my wife and kids. They had travelled all way to Paris with me, and I wasn’t about to drop out now.

My motivation level soared, although my body didn’t know exactly how to catch up. For the last 10 kilometers I felt the pain, but knew that I would make it. I had always been an underachiever and had felt the pain of failure so many times before, and I wasn’t going to let that happen again. Needless to say, I crossed the finish line and was welcomed by my incredible wife and kids.

It took 7 hours and 14 minutes, but I made it!

Dedicating my run to Edge

I was thrilled to be able to help raise money for the Edge Foundation through my running, and it gave the race even more meaning. Exercise is a way that I have been able to “clear my head” and to generally balance my brain chemistry. I know that Edge really promotes exercise as a part of a bigger plan to manage ADHD. I’m behind them all the way, and hope to see more people support such a worthwhile organization.

Just as I felt like a success when I finished my first ultra, the Edge Foundation helps students feel successful in finishing academic challenges. Everyone wants to feel success!

 – Chad Rickner

Perhaps one of the most famous scenes of 1970s cinema is him running to the top of the steps at the Philadelphia Art Museum, a feat he was unable to accomplish at the beginning of his training. The end of the movie is classic storybook, guy wins girl and becomes the new heavy weight boxing champion. And Sylvester Stallone becomes a mega star.

By now you’ve probably figured out why we’re sharing the story of Rocky – he has a lot in common with people with ADHD. Many students with ADHD feel like losers. They’ve been told they are lazy or slobs. They feel guilty about their mistakes and slip ups, but don’t know how to turn their lives around.

Like Rocky, you can overcome tremendous obstacles with drive, commitment and the help of a coach. An ADHD coach is much like a sports coach. They help you identify your strengths and shore up your weaknesses.  They push you to work harder. They keep you accountable.

We at Edge want you to know that you aren’t doomed to failure just because you have ADHD.  (You probably already knew that!) Sometimes you might need a little help getting to your goals faster – and that’s where an ADHD coach can help.

So next time you’re feeling discouraged, stream Rocky, gets psyched up, and then find yourself a coach.

GiveBIG for ADHD on May 2, 2012!

GiveBIG is a one-day, online charitable giving event inspiring people to contribute to nonprofit organizations that make our world a healthier and more vital place to live. This year there are more than 1,300 charities participating.

Join this epic event Wednesday, May 2, and make a $25 donation to Edge.

The question shouldn’t be if you will give, but which organization will you choose?

We hope you’ll choose Edge.

Support critical intervention for high-risk ADHD youth: Edge is dedicating our 2012 GiveBig challenge funds to the Pacific Northwest School Project. This ground breaking project covered last month by Seattle’s NBC affiliate, King5, offers in-school ADHD coaching at high-needs schools where students perform at some of the lowest levels of academic standards in the state of Washington. Many of these students are at risk for dropping out, incarceration and addiction – kids with ADHD are even at higher risk.

In order to continue the program next year and reach more students, we need your help: This year’s program was funded in full by a generous foundation gift. The first year of this program is coming to an end and the success stories we’ve heard are inspiring.  But without your contribution, we won’t be able to offer the program again for the 2012-2013 school year.

When you GiveBIG on May 2, your contribution will stretch to the max!

GiveBIG is all about community joining together to leverage giving.  We want to inspire the ADHD community to join together and send a strong message to at-risk students that we believe that they can achieve their dreams.  ADHD doesn’t have to be a disability. And all students can succeed when given a chance.

• DOUBLE YOUR GIFT! All contributions to Edge will be automatically doubled by a challenge grant from the Johnson Scholarship Fund (JFS) and will make Edge eligible to receive a larger share of the Seattle Foundation’s “stretch fund.”
• NOW QUADRUPLE IT! If your donation is also matched by your employer, your $100 gift could mean a $400 contribution to Edge. (Your $100 + $100 employer match, x2 from JSF.)
• PLUS! The more money Edge raises, the larger the percent of funds that Edge will be awarded from GiveBIG.*
• EVERY LITTLE BIT COUNTS: Whether you donate $5 or $500, every gift to Edge Foundation will be doubled by JSF.

You can win when you GiveBIG!

There may even be something in it for you. Everyone who donates has a chance to win a Golden Ticket — a Starbucks gift card and an extra $1,000 to give to the charity of your choice.  Feel free to spread your donation out over several hours. One winner will be chosen each hour.

More details about GiveBig

• To qualify for GiveBIG, all donations must be made on May 2, 2012, between midnight and midnight, Pacific Time.
• You are not required to register or login at any site to participate.
• You can give anonymously if you wish (but we hope you won’t so we can thank you!)
• It’s easy to donate using any Visa or Discover Card.
• All contributions must be made through the Seattle Foundation’s website to qualify. This website has the highest level of security and you can rest assured your personal information will be safe.
• We are asking for a minimum donation of $25, but encourage you to give more.
• The Johnson Scholarship Foundation will match all donations received during GiveBIG.
• Your contribution is tax deductible.
• Stretch pool funds will be allocated based on the percentage of donations the nonprofit receives of the total online contributions made through www.seattlefoundation.org on May 2.
• GiveBIG is sponsored by the Seattle Foundation and underwritten by sponsors including Starbucks, JP Morgan Chase and Microsoft.
• Edge serves students with ADHD nationwide, but because we’re headquartered in Seattle we’re lucky enough to be eligible to participate in the Seattle Foundation’s GiveBIG day.

GiveBIG!

Mind mapping helps students get organized

Once such technique is mind mapping. Mind mapping allows ADHD students to organize notes and thoughts through brainstorming and charting. A student starts by writing down a central idea with a circle around it. From this idea, many lines radiate, and connect to other circles, in which the student writes supporting ideas. These supporting ideas in turn have lines connected to them, and these have secondary supporting ideas. This helps students with ADHD visualize ideas in his or her head. Additional techniques are using different colored pens or markers for different subsets of ideas and to further make the chart visual.

This process of drawing colored lines and circles is old news, but new mind mapping computer programs aren’t. Made for touch screens, these programs will allow students to use their laptops to draw mind maps as a way to stay engaged with class.

Reading tablets can inspire young readers

For some students with ADHD, sitting down to read is difficult and it is easy to get distracted. According to several ADHD parents, one of the best ways to get ADHD students interested and focused on reading is through parents’ modeling of reading.  Matching books with the child’s interests is also imperative. Turning off distractions like music and television can help an ADHD child focus on reading, but a child with ADHD still needs some outlet for their restlessness. One method is allowing the ADHD child to squeeze a stress ball while they read. Another method is to purchase a reading tablet for your child that has hyperlinked text, embedded videos and text-to-speech capabilities. This will allow your ADHD student some ability to fiddle, while still focusing on the concepts related to the reading he or she is doing.

On-line learning tools can help focus studies

A last resource parents can use is the worldwide web. There are a number of online curricula that can supplement classroom learning or the bulk of a home-schooled child’s curriculum. There are a number of on-line resources providing specialized lessons that allow students to work at their own pace. Look for programs that offer lessons of shorter duration, so that students are able to pause and work off some energy before resuming their studies.

Additionally, because online tools can be individualized, if a student excels in one area and struggles in another, it is possible for the student to take tailored courses in different grade levels for different subjects. For example, a student may be able to take math classes at a seventh grade level while taking reading classes at a sixth grade level. In this way, the student will be able to learn at his or her own pace and build confidence without having to compare him- or herself to peers.

Learn more about mind mapping at:

• http://www.additudemag.com/adhd/article/764.html
• http://knol.google.com/k/vic-gee/mind-mapping/

An example a free on-line learning programs is:

• http://www.khanacademy.org/

Standardized high stakes testing does not effectively show who will be a successful attorney or doctor, but poor scores can be an insurmountable barrier.

One of the most difficult choices that a college student with a disability can make is to embark on a competitive and demanding career that involves post graduate education such as attending Law School.  What makes that decision even more difficult is the fact that the testing process to get into Law,  requires that a standardized test, such as the Law School Admissions Test (LSAT)  which often provides a barrier to students with ADHD and Executive Functioning Challenges.

LSAC’s Discriminatory Accomodation Practices

Even more unfortunate is that the Law School Admissions Council (LSAC), the organization that administers the LSAT is among the most difficult to agree to reasonable testing accommodations that are authorized by the Americans with Disabilities Act.

Despite the ADA, the LSAC continues to require that students provide an updated evaluation, costing several thousand dollars which the student is required to pay for themselves, and provide copies of every single IEP or 504 plan that the student has ever had, which requires amassing hundreds of pages of documentation going back 15 to 20 years or longer.

In addition to these stringent requirements, this process can take 6 months or longer with little or no transparency.  As a result, many students decide to forego accommodations that they need based upon their disability, or drop out of the process because of its difficulty.

LSAC Accomodation Practice is Highly Discrminatory

To add insult to injury, if a student rides out the process and is lucky enough to receive accommodations from the LSAC, the LSAC then flags that student’s test score and reports to the law schools that the student received testing accommodations and that “scores earned under nonstandard time conditions do not have the same meaning as scores earned under standard time conditions, so these scores are identified as nonstandard.”  This process flags not only that the student has a disability and hence requires accommodations and that their scores are essentially invalid.

In addition to completely nullifying the accommodations that the student fought so hard for, the practice is highly discriminatory.  It is so discriminatory in fact, that nearly all other high stakes testing organizations have discontinued the practice of flagging accommodated scores for tests such as the SAT, ACT, GRE, GMAT etc.  Moreover, the practice is so discriminatory that the American Bar Association’s Council on Disability Rights adopted a formal resolution to urge the LSAC to discontinue this practice and to provide more transparency into the process by which accommodations are requested and to streamline the turnaround time.

At each turn, the LSAC has refused to modify their procedures.

California AB 2122 Legislation

California Assemblyman Ricardo Lara, recently drafted legislation (AB 2122 Lara) to prohibit the practice of flagging test scores and for the LSAC to adopt a more transparent and streamlined practice to process requests for testing accommodations.  This legislation was fiercely opposed by the LSAC.  However, students with disabilities have a voice through organizations such as the Edge Foundation, CHADD and many others who partnered to offer letters of support for this legislation.

Initially this support was helpful in the bill receiving unanimous bi-partisan support in committee.  On Wednesday April 18, 2012 the bill was on the Assembly floor for a vote and again received opposition from the LSAC.  Through the efforts of Attorneys, Advocates and organizations such as the Edge Foundation, CHADD and many others, the legislation passed by an overwhelming bipartisan majority (65 – 6).

The bill now heads to the Senate Higher Education Committee.  It must pass the committee, then on the Senate floor and will need to be signed into law by the Governor.   The disability community, that has been supporting the bill, is expecting renewed opposition from the LSAC, who believes that accommodations give a student an unfair advantage, and cannot appreciate that for a disabled student, accommodations are not an advantage, but a means to level the playing field. 

This issue goes way beyond ADHD and affects all students needing accomodations

I have been a successful practicing attorney for over 20 years.  I am also an adult diagnosed with ADHD.  I can say from my own personal experience and that of many of my colleagues that my poor grade on the LSAT was not at all reflective of my intelligence, ability and my passion to advocate for my clients.  We in the disability community now have the opportunity, and I believe the obligation to provide a voice for those students with disabilities who want to become agents of change.  This bill and the issue, goes way beyond ADHD and affects all students with disabilities who need accommodations to receive the same opportunities that students without disabilities.  This right is guaranteed by Federal Law, and hopefully by State Law in California.

Support students with disabilities and show your support for this legislation.  We will keep you posted as AB 2122 moves through the Senate.

Robert M. Tudisco, Esq., Executive Director, Edge Foundation

We are busy getting a copy of the video to post on our site, but in the meantime, you might want to head on over to King5.com and share it with your friends. Edge Foundation is currently undertaking a challenge from the Johnson Scholarship Foundation to raise money to take this pilot program into more schools. Each dollar we receive during this year will be matched dollar for dollar — doubling the amount of services that your contribution will bring these students.

Please join us in our commitment to these students to ensure they will receive coaching support, even when their families cannot afford it on their own. Double the impact of your donation by clicking here today!

 Focus on what you need to do

“Making lists for weekly work and accomplishment really helped me focus on what I needed to do.  It made my exhibitions much better.  When I break down what I need to do each week, it makes it easier to think about each task and get it done quicker.”

–Jordan T.

Find your own answers

“[Recently my coach and I] had a talk about my personal life and really being truthful about what it came down to.  I made a goal for school because my attendance was bad.  So we made up this thing where I would text [my coach or teacher] when I came to school.  And, so, I’ve been texting her, letting her know.

“It gave me this push to start improving.  I loved seeing how my priorities all fell together, so while I was improving on one priority; it makes all the other priorities better too.  I loved the support and direction coaching gives me. You see, all of these goals kinda come down to my self-image… they reflect how I feel about myself. Jaymi didn’t give me answers.  She made me ask questions.  She made me get my own answers.”

–Alicia B.

Take ownership

“Coaching taught me that you have to take ownership of your work.  I couldn’t just tell Jaymi that I didn’t get something done.  She would then ask me, “why didn’t you get it done?” and then I would have to think about the ways that I think about myself.   She told me that I’m well-equipped to get the things done that I need to get done.  But it’s the personal qualities- time management, caring about myself, that allowed me to get done what I needed to get done.  Jaymi taught me that personal qualities are things I can build and develop about myself. “

– Stephen D.

Figure out your priorities

My coach really helped me figure out my priorities.  Each week, we make lists of tasks and named the positives and negatives of each task.  That helped me figure out what was important to me.  I love coaching!

– Kymberly G.

Organize your schedule

My coach helped me organize my academic schedule. Before I took coaching I was very disorganized and had no motivation. But my coach helped me gain confidence and helped me to become a better student who works harder and more focused than I did before.

– Rozzland K.

The Shire ADHD Scholarship includes a $2,000 monetary award and offers a prepaid year of ADHD coaching services provided by the Edge Foundation to assist with the transition to higher education. Fifty one-time scholarships will be awarded on June 12, 2012

Shire makes it easy to register on line.  Simply register at http://www.shireadhdscholarship.com/ and open an account. Students will be asked for the names of the schools they’ve attended, their parent’s contact information, contact information for one reference and a listing of extra-curricular activities. The application includes two essays about ADHD.  Applications will be judged on the essays (65%), letter of recommendation (20%) and community, volunteer and extra curricular activities (15%).

To be eligible for a Scholarship, applicants must meet the following criteria:

• Be accepted to or enrolled in an undergraduate program at an accredited two-year or four-year college, university, accredited trade, technical or vocational school or other “eligible educational institution,” as this term is defined in the Internal Revenue Code of 1986, as amended from time to time (a ”Qualifying Institution”).
• Be a legal resident of the fifty (50) United States or the District of Columbia.
• At the time of submitting this application, each applicant must be diagnosed with ADHD and under the care of a licensed health care provider for ADHD, although no specific future or ongoing plan of management or treatment for applicant’s ADHD is required in order for applicant to be eligible for the Program.
• Prior Scholarship recipients may apply for subsequent Scholarships provided that they otherwise meet these eligibility requirements; however, a prior recipient will not receive any special consideration.

Will you be applying? Don’t stop to tell us about it. Get busy right now!!!

We encourage you to visit the site and read the article in its entirety.  But we also know many of our readers are way busy with life so a quick summary of key points follows:

 Depression takes many forms and each person can experience the condition a differently. Therefore, definitions of depression continue to evolve; currently we understand there are three major types of depression: major depression, dysthymia and bipolar disorder.

Major depression is characterized by a loss of interest in activities you previously enjoyed. It is an ongoing feeling lasting at least two weeks.  Some symptoms of depression include:

• Change in appetite
• Insomnia
• Restlessness
• Loss of energy, tiredness
• Problems concentrating
• Feelings worthless or guilty
• Suicidal thoughts, plans or attempts
• Loss of sexual desire
• Anxiety
• Headaches, aches and pains or digestive problems.
• The National Suicide Prevention Lifeline is 1-800-273-8255.

Dysthymia is a low level depression that lasts for at least two years in adults (or one year in teens). People who are dysthymic may not feel depressed while they are busy carrying out daily responsibilities. However, you may feel like the zest of life is gone.  A final note about dysthymia is that some people can have double depression: an episode of major depression occurring with dysthymia. Other symptoms include:

• Eating too much or too little
• Sleeping too much or too little
• No energy
• Low self-esteem
• Difficulty concentrating or making decisions
• Feelings of hopelessness
• The National Suicide Prevention Lifeline is 1-800-273-8255.

Bipolar disorder is a person who experiences extreme ups and downs. The “ups” are called mania.  Mania is characterized by feeling super great, unrealistic thoughts, and erratic behavior.  Mania is often followed by extreme depression.  Symptoms include:

• Overinflated self-esteem
• Less need for sleep than normal
• Talkativeness
• Racing thoughts
• Extreme activity
• Pleasure seeking including sexual sprees, spending sprees or big schemes that often end in disaster.
• The National Suicide Prevention Lifeline is 1-800-273-8255.

Get help!  If you have a loved one who is depressed, manic or suicidal, there are some steps to take.

• The National Suicide Prevention Lifeline is 1-800-273-8255.
• Take care of yourself.  Depression affects everyone around the person who is depressed. You may want to seek therapy for yourself or join a support group. Calling your local crisis hotline is a great place to find our resources to get support.
• Encourage your friend to get help. If you think your loved one is suicidal, speak up. Call his or her doctor or therapist. And don’t be afraid to call 911 or crisis line.
• Offer support. Do your best to be a good listener. Reach out and offer hope. Remember the person is in real pain. You wouldn’t tell someone who just had an operation to “just get over it.” They need your care not criticism.
• Don’t ignore mania. Manic people often make very poor decisions. You may want to learn more about how to help identify the signs of mania and how to protect a loved one experiencing this condition by checking out the National Advocates for the Mentally Ill chapter in your community.

And in case you somehow missed it as you skimmed this article, the National Suicide Prevention Lifeline is 1-800-273-8255. Write this number down and keep it somewhere safe.  You never know when you or a loved one may need it!

So it’s Friday and the weekend is right in front of you. Have you gotten everything you wanted to get done before the weekend begins? Or are you dreading the weekend because you have a huge pile of work with no end in sight?  Stop spending time agonizing over “why” you procrastinate, and don’t kick yourself about all the things you didn’t get done.

Instead, be like Nike, and Just Do It!

• That’s right, stop reading this blog post and do one item on your to do list instead.
• Identify 3 things you must get done before the end of the day and do them. Now.
• Alternate between hard and easy tasks. Just don’t spend more time on the fun things than you do on the hard ones.
• Don’t think about it anymore.  The time for action is now!
• Do something boring before you reward yourself with something fun. Anticipating makes the project get done more quickly.
• Did we mention, do something right now.

Do you so chronically procrastinate that you ‘to do’ list looks like something out of a strange episode of Hoarders? If so you might want to talk to a coach.  An ADHD coach can help you find the right strategy that works with your particular temperament and situation.  We can tell you all the things you could do to break through the procrastination blues, but when you work with a coach you’ll get the added accountability of knowing you are going to have to tell that person whether any of these strategies actually worked.

Before you add “get a coach” to your ‘to do’ list, STOP right now. Pick up your phone and call 1-888-718-8886.  Find out how a coach can help you stop procrastinating and start accomplishing!