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Impulsive Behavior in ADHD: Why Your Child Has No Pause Button and How to Build One · Raising ADHD: Real Talk For Parents & Educators

• 0:00
  Apryl: Can I ask you a question?
• 0:01
  Apryl: Has your child ever done something that made you stop, look around, and think, why in the world would you do that?
• 0:08
  Apryl: It may have been something mean, or it may have just been something that was so absolutely not logical that didn't make sense, but made you want to pull your hair out.
• 0:18
  Apryl: If you are nodding your head and going, yes, that happens in our house, today's episode is for you.
• 0:25
  Apryl: We're talking about impulse control, what it is, and what you can do to help build that muscle.
• 0:47
  Apryl: Welcome to Raising ADHD, the podcast for parents and teachers raising ADHD kids.
• 0:53
  Apryl: If you've ever felt frustrated, overwhelmed, or just unsure what to do next, you're not alone.
• 0:59
  Apryl: I'm April Bradford, a former teacher and ADHD mom, and alongside my husband, Dr.
• 1:05
  Apryl: Brian Bradford, a child and adolescent psychiatrist, we're here to give you the clarity, strategies, and support you've been looking for.
• 1:12
  Apryl: Every week we break down the misconceptions, answer your biggest questions, and share real tools you can use right away at home and in the classroom.
• 1:22
  Apryl: So if you're ready to feel more confident and less overwhelmed, you're in the right place.
• 1:26
  Apryl: Hey there, welcome back to Raising ADHD.
• 1:29
  Apryl: If you're new here, welcome.
• 1:30
  Apryl: I'm April, former classroom teacher, ADHD parenting coach, and a mom raising my own impulsive ADHD kid right alongside you.
• 1:40
  Apryl: On this show, we take the research and translate it into something you can actually do at 7 a.m.
• 1:46
  Apryl: on a school day.
• 1:47
  Apryl: Today we're talking all about impulse control in children with ADHD, what's really going on in the brain, why your child seems to have no pause button, and most importantly, how you can actually teach impulse control at home without turning into the meanest version of yourself.
• 2:06
  Apryl: To get started, I have to tell you a story.
• 2:09
  Apryl: So let me paint this picture for you.
• 2:12
  Apryl: In our house, impulse control is the absolute worst in the morning.
• 2:18
  Apryl: This is before we've taken medication.
• 2:20
  Apryl: And this is the time of day that I know if my daughter is up and awake before me, and I don't get up and I'm not out in the main area with her, something may happen.
• 2:33
  Apryl: Take for example, one morning I made her pancakes and put powdered sugar on them, put the powdered sugar away, came back to find a mountain of powdered sugar.
• 2:48
  Apryl: You would have thought that it snowed powdered sugar all over my kitchen counter.
• 2:53
  Apryl: Now again, this is not toddler age child.
• 2:58
  Apryl: This is elementary school age child.
• 3:01
  Apryl: This is not your normal behavior of this age of kid, but this is actually very normal in an ADHD child.
• 3:10
  Apryl: So if you have had situations like this, I've had a cat carved in my table.
• 3:15
  Apryl: I think I've talked about that on the podcast before.
• 3:17
  Apryl: Again, that was a morning incident.
• 3:19
  Apryl: Um, but these types of things leave you standing there and maybe asking, because in that moment you're so angry and frustrated.
• 3:29
  Apryl: You're like, why would you do that?
• 3:30
  Apryl: What were you thinking?
• 3:32
  Apryl: Why?
• 3:33
  Apryl: You know, just those questions that make you so angry.
• 3:36
  Apryl: That's what we're getting down to today is why do they actually do this?
• 3:41
  Apryl: And good news, there is actually things that you can do at home that can help build this impulse control muscle.
• 3:51
  Apryl: So let's dive in.
• 3:55
  Apryl: I want to start with Peg Dawson.
• 3:58
  Apryl: I've talked about her on the podcast before.
• 4:00
  Apryl: I'm actually getting training with her as we speak.
• 4:05
  Apryl: She has written many books, the Smart But Scattered series.
• 4:10
  Apryl: She talks all about executive function skills.
• 4:14
  Apryl: And in the executive function world, impulse control actually has a very specific name and it's called response to inhibition.
• 4:22
  Apryl: So Peg Dawson defines this as the capacity to think before you act.
• 4:28
  Apryl: So to resist that urge to say or do something in order to evaluate the situation first and then determine whether that impulse is appropriate.
• 4:39
  Apryl: So to put it very simply, it's the brain's pause button.
• 4:44
  Apryl: For ADHD kids, that pause button is neurologically delayed and underpowered.
• 4:50
  Apryl: Like we've talked about on so many episodes.
• 4:53
  Apryl: This is an executive function skill, and we know that executive function skills in ADHD kids are about 30% behind, according to the research, and Russell Barkley really talks about this a lot.
• 5:07
  Apryl: So they're not trying to be a naughty kid, they're not missing good intentions.
• 5:17
  Apryl: Studies show that children with ADHD consistently struggle on tasks that measure response inhibition.
• 5:25
  Apryl: They stop later, they stop less often, and they need stronger signals to stop at all.
• 5:33
  Apryl: Let me say that again.
• 5:34
  Apryl: They stop later, they stop less often, and they need a stronger signal to stop at all.
• 5:41
  Apryl: So think about when your kidday was a toddler, you may have noticed.
• 5:45
  Apryl: I noticed with my daughter when she was littler, or when she was like toddler age, I felt like, because again, I have two kids 12 years apart, and I felt like the I remember thinking, oh, I can't wait till she's like two years old.
• 6:00
  Apryl: I can't remember, two or three years old, because then like she'll stop running out into the street, or you know, like that that develops, so they're not impulsive and running into the street.
• 6:13
  Apryl: But I noticed between my two kids that that took longer in her to develop.
• 6:19
  Apryl: Now she's not running out in the street anymore, but that impulse control is still a weakness of hers.
• 6:28
  Apryl: And I would say it's one of her, when we look at the executive function skills, um, and if you've taken the quiz, you'll see where your child is weak and strong.
• 6:38
  Apryl: This is one of my daughter's weaker executive function skills.
• 6:41
  Apryl: If you want to take that quiz, you can take the quiz at raisingadh.org slash quiz, and you can see where your child's weak and where they're strong, and where your executive function profile is, what weak or strong.
• 6:56
  Apryl: And because that comparison can cause strife in your home when you're weak and they're strong, or both of you are weak.
• 7:04
  Apryl: So you can take that there.
• 7:06
  Apryl: But let's jump back in.
• 7:07
  Apryl: When your child says, I just did it, I don't know why I did it, they truly don't know.
• 7:12
  Apryl: Like their brain literally didn't hit the pause button in time.
• 7:15
  Apryl: That's what happened.
• 7:15
  Apryl: They don't know why they did it.
• 7:17
  Apryl: Their brain didn't say, Oh, you should stop, and then they just did it.
• 7:21
  Apryl: They truly don't know why they did it.
• 7:22
  Apryl: They had that thought, they acted on the thought.
• 7:25
  Apryl: That's what happened.
• 7:26
  Apryl: So you can squit asking, why did you do that?
• 7:29
  Apryl: Because that's why they did it.
• 7:30
  Apryl: Their brain had a thought and they responded on it.
• 7:34
  Apryl: If you think about it, as adults, we have thoughts all the time.
• 7:39
  Apryl: In the psychiatry world, they call thoughts intrusive thoughts.
• 7:43
  Apryl: Sometimes you have intrusive thoughts, thoughts that you would never act upon because guess what?
• 7:48
  Apryl: You are an adult.
• 7:49
  Apryl: You have this part of your brain is fully developed.
• 7:54
  Apryl: And so you stop and think, I probably shouldn't color on the table, right?
• 8:00
  Apryl: You probably don't have that impulse, but you're shopping in Target and you see an outfit you want, and you're like, oh, that's cute.
• 8:08
  Apryl: But you stop and you're like, oh, I don't have the budget for that today, or I probably really wouldn't wear that.
• 8:15
  Apryl: It's cute, but I wouldn't wear that.
• 8:17
  Apryl: Like you have those breaks developed in your brain.
• 8:22
  Apryl: So we all have these impulsive thoughts.
• 8:26
  Apryl: We just don't all act on them because our brain is developed.
• 8:30
  Apryl: Impulse control lives in a circuit called the frontostriatal circuit.
• 8:36
  Apryl: And guess what part of the brain that is in?
• 8:38
  Apryl: If you've listened to the podcast, you can probably guess it's the prefrontal cortex.
• 8:43
  Apryl: The prefrontal cortex, I've called it the air tower control.
• 8:47
  Apryl: We can also think of it as the CEO of the brain.
• 8:51
  Apryl: The CEO doesn't actually do all of the work, right?
• 8:54
  Apryl: The CEO tells everyone else to what to do.
• 8:58
  Apryl: So in the brain, it's saying, don't grab that.
• 9:00
  Apryl: Wait your turn, take a breath.
• 9:02
  Apryl: Let's think first.
• 9:04
  Apryl: In ADHD, that CEO is still developing.
• 9:09
  Apryl: And the employees are running around doing whatever they want before the CEO has even opened their email.
• 9:17
  Apryl: That's the problem here.
• 9:19
  Apryl: In neurotypical kids, that circuit matures over childhood and adolescence, and the brakes get stronger and stronger.
• 9:28
  Apryl: In ADHD kids, researchers keep finding the same pattern.
• 9:33
  Apryl: The right inferior prefrontal cortex or the stop center doesn't light up as strongly during inhibition tasks.
• 9:45
  Apryl: So those impulsive tasks, it does not light up as strong.
• 9:49
  Apryl: So number one, their brain isn't getting as strong as signal.
• 9:53
  Apryl: Number two, the anterior cingulate cortex, which usually detects error and helps correct them, is quieter after an impulsive action.
• 10:05
  Apryl: So again, not as strong as signal here.
• 10:08
  Apryl: And the communication between the frontal brake and the deeper action centers is less efficient.
• 10:15
  Apryl: And underneath all of that is dopamine, which is the chemical that helps those circuits talk to each other.
• 10:22
  Apryl: So the ADHD brain handles dopamine differently, which means that stop signal is weaker, later, and sometimes totally drowned out by the go.
• 10:34
  Apryl: So when your child, like mine, dumps the powdered sugar or carves that cat into your table, or empties dinosaur oatmeal packets just so they can get those little eggs, what you're seeing is a brain that can generate go faster than it can generate stop.
• 10:51
  Apryl: That's what's happening in their brain here.
• 10:54
  Apryl: One of my favorite examples of impulse control is my nephew.
• 11:00
  Apryl: My nephew, I've talked about him before, at least in my email, maybe not on the podcast, but he is uh around my son's age.
• 11:10
  Apryl: They're about 10 months apart.
• 11:12
  Apryl: And so I absolutely loved having him at my house growing up.
• 11:17
  Apryl: I thought he was so funny, but he was definitely very ADHD.
• 11:24
  Apryl: And that's his behaviors made me laugh.
• 11:27
  Apryl: I thought he was funny, but he also wasn't my kid.
• 11:30
  Apryl: So, you know, you can laugh when they're not your kid.
• 11:32
  Apryl: But my sister called me one day and she was like, Oh my gosh.
• 11:38
  Apryl: Teacher called, and this was when he was in about second grade, and he just looked at the girl sitting next to him.
• 11:47
  Apryl: She was wearing glasses, and he had a marker in his hand, and he just decided to color on her glasses.
• 11:55
  Apryl: Luckily, it was a dry race marker, so it could come off.
• 12:00
  Apryl: But like, what do you do in that moment as the teacher, right?
• 12:04
  Apryl: These are the impulse controls.
• 12:06
  Apryl: These are ones, they're not necessarily harmful to people, the ones that I have shared, right?
• 12:12
  Apryl: But they actually do show up, and you may see ones in your home that are a lot more difficult and not funny as the ones that I've shared.
• 12:21
  Apryl: So there are three big buckets where you'll see impulse control challenges.
• 12:26
  Apryl: Number one is verbal impulsivity.
• 12:29
  Apryl: So blurting, interrupting, answering before the question is done.
• 12:34
  Apryl: Those are things you'll see.
• 12:35
  Apryl: Maybe name-calling or saying things that they don't mean that are mean or hurtful, but they truly don't mean it, but that like stop didn't happen.
• 12:44
  Apryl: Number two is the motor or behavioral impulsivity.
• 12:49
  Apryl: So grabbing, running, touching, doing before thinking.
• 12:53
  Apryl: Those are the ones that I have been explaining here.
• 12:56
  Apryl: And number three is emotional impulsivity.
• 12:59
  Apryl: So reacting with big feelings before processing what actually happened.
• 13:03
  Apryl: So things like meltdowns.
• 13:05
  Apryl: Your kiddo may be strong in one and weak in another of these, or they might cycle through all three in a single afternoon.
• 13:14
  Apryl: In our household, it's definitely the motorslash behavioral.
• 13:20
  Apryl: It's the one that shows up the most in our house.
• 13:23
  Apryl: We do see sometimes that emotional and when that emotional and verbal, it's funny because I see different things at different times of day.
• 13:32
  Apryl: More of the behavioral impulsivity in the mornings and more of the verbal emotional in the evenings when the when my daughter's tired.
• 13:41
  Apryl: So you may see patterns like that as well.
• 13:44
  Apryl: But definitely there are those three buckets that you'll see them saying things they promised they wouldn't say, grabbing food or toys before anyone else is served, or from a little sibling pulling the toys away, agreeing to do a chore, and then abandoning it 30 seconds later.
• 13:59
  Apryl: At school, it looks like you guessed it, calling out answers, not raising their hand, even though the teacher is constantly reminding them, raise your hand, don't call out, raise your hand, rushing through tests, knowing the material but missing half the points because they're just rushing, getting up from their seat before they've even realized they've moved.
• 14:19
  Apryl: Socially, you may see things like jumping into games without reading social cues, saying something too sharp or too personal, and then if they have developed this part, apologizing immediately.
• 14:34
  Apryl: I didn't mean to say it, I'm so sorry.
• 14:37
  Apryl: They genuinely didn't plan it.
• 14:39
  Apryl: The impulse skipped the line.
• 14:41
  Apryl: Those are different ways that these may show up in different situations, but again, verbal impulsivity, the motor behavioral impulsivity, and emotional impulsivity.
• 14:50
  Apryl: Those are the three categories of impulsive behavior that you'll see.
• 14:55
  Apryl: Now, this is the reframe that I want you to take away from this episode.
• 15:00
  Apryl: A child who cannot pause, cannot use the skills they already have.
• 15:04
  Apryl: We often assume as parents, you know better, you can plan, you can problem solve, you can control yourself, do better.
• 15:14
  Apryl: But every other executive function, planning, working memory, emotional regulation, organization depends on that tiny gap of time where the brain pauses long enough to use those skills.
• 15:31
  Apryl: Dr.
• 15:31
  Apryl: Barclay says this all the time.
• 15:34
  Apryl: It is not a lack of knowing what to do, it's that ability to do what they know in that moment.
• 15:42
  Apryl: The impulse control or response inhibition, all the other executive function skills lean upon impulse control, response inhibition.
• 15:53
  Apryl: It is a huge one.
• 15:56
  Apryl: If there's no gap, no pause for the brain to stop and think, there's no access for them to be able to grab the things that they already know.
• 16:08
  Apryl: So, what I want you to aim for this week instead of better behavior, again, that is way too broad.
• 16:18
  Apryl: We can't fix things that kids can't grasp and understand and see.
• 16:24
  Apryl: What I want you to aim for is more pause in very specific ways.
• 16:30
  Apryl: So, what does that mean?
• 16:32
  Apryl: I want you to teach a pause routine in calm moments.
• 16:38
  Apryl: We know that in these moments that things, you know, their brains offline or they're dysregulated or in that impulsive moment, we cannot teach in those moments.
• 16:49
  Apryl: But what we can do is we can teach things like pause and think, stop and think in calm moments, and then prompt it in hot moments.
• 17:01
  Apryl: That is something that I want you to take away.
• 17:04
  Apryl: Teach a pause routine in calm moments, then prompt it in hot moments.
• 17:09
  Apryl: There are lots of versions in the research, but they all follow the same pattern.
• 17:16
  Apryl: Stop, think, do, pause, breathe, decide, or like a traffic light.
• 17:24
  Apryl: Stop, red, stop, yellow, think, green, go.
• 17:30
  Apryl: I think that one right there, because it has a visual that kids can actually visually remember, uh, is going to be probably the best one for our kiddos.
• 17:44
  Apryl: But again, what works for one kid doesn't always work for another.
• 17:48
  Apryl: But all kids know what a stoplight is.
• 17:52
  Apryl: And if you say red light, yellow light, green light, you can teach them that system.
• 18:00
  Apryl: Another really fun way to walk through this and start to just work on impulse control in general is a game like red light, green light.
• 18:12
  Apryl: I don't know about you.
• 18:13
  Apryl: We used to play this in PE, where the person would turn around and they would say green light, and everyone would run.
• 18:21
  Apryl: And then they turn around and say red light and you'd have to stop, right?
• 18:24
  Apryl: And you'd have to freeze.
• 18:25
  Apryl: Things like that help the brain work on building that impulse control muscle.
• 18:32
  Apryl: So even just playing games can be super, super helpful.
• 18:36
  Apryl: The important part is with this whether you choose to do the traffic light, the stop think, do, pause, breathe, decide, you need to pick one pause script.
• 18:49
  Apryl: So you're not constantly using different things.
• 18:52
  Apryl: Choose one thing, you practice it when nobody is melting down, and then you pair it with a simple body cue.
• 19:01
  Apryl: So if you're choosing, you know, red light, green light, you can practice red light, yellow light, green light, and then in that moment, you can use those cues.
• 19:15
  Apryl: Red light, right?
• 19:18
  Apryl: That's what we want to do.
• 19:19
  Apryl: We want to start using these small things that is helping their brain develop these skills, helping build that muscle.
• 19:28
  Apryl: Remember, the brain is a muscle.
• 19:30
  Apryl: We can, the more that we work it out, the better our kiddos are going to get at these skills.
• 19:36
  Apryl: If your child's weakness is impulse control, and this is the battle zone that you're struggling with right now.
• 19:43
  Apryl: Here are the simple steps to implement a stop and think system.
• 19:50
  Apryl: Number one, pick one impulsive behavior, not impulsity, impulsivity in general, because again, if it's too general, too broad, your kiddo is it, they're just not going to get it.
• 20:03
  Apryl: So very clearly, what are we working on?
• 20:07
  Apryl: So it could be blurting answers at school.
• 20:10
  Apryl: It could be touching siblings.
• 20:13
  Apryl: I know that's one like in the car for us when my son is actually with us, because he is rarely with us anymore.
• 20:20
  Apryl: Like keeping hands to self, that impulse of like just wanting to touch and bug.
• 20:25
  Apryl: Um, taking toys from siblings, taking toys from friends.
• 20:29
  Apryl: Maybe they have that verbal volcano of just spewing out things that they wish that they wouldn't have said.
• 20:37
  Apryl: Those are examples of concrete impulse behavior.
• 20:42
  Apryl: That's what we want to work on.
• 20:44
  Apryl: Choose that one impulse of behavior.
• 20:47
  Apryl: Step two, you're going to name a clear goal together.
• 20:51
  Apryl: You might say, you love experimenting in the kitchen.
• 20:55
  Apryl: If they are like, you know, dumping things like my daughter, you love experimenting in the kitchen.
• 21:00
  Apryl: I love that about you.
• 21:02
  Apryl: But when you dump things without asking, we end up with giant messes and wasted food.
• 21:07
  Apryl: Our goal is pause before you touch or open anything and ask first.
• 21:14
  Apryl: Another thing, you love playing with your little brother.
• 21:18
  Apryl: And I love that you love playing with your little brother.
• 21:21
  Apryl: But sometimes you play too rough.
• 21:25
  Apryl: And when we play too rough, then your little brother ends up getting hurt or frustrated.
• 21:30
  Apryl: Our goal is to keep our hands to ourselves and ask permission before we touch.
• 21:36
  Apryl: Okay.
• 21:37
  Apryl: Keep it short, specific, and kind.
• 21:40
  Apryl: Step three is teach the pause script.
• 21:42
  Apryl: Sit with them and say, not after this impulsive behavior like cleaning up the powdered sugar, during a calm time.
• 21:51
  Apryl: Say, we're gonna practice a new brain skill.
• 21:53
  Apryl: It's called your pause button.
• 21:55
  Apryl: When your brain says do it, this helps you wait a second and decide if it's a good idea now depending on the age of your kiddo we are going to talk different right and with my daughter she just turned nine i would be i've talked to her about intrusive thoughts i've talked to her and explained what that means just the other day i started um saying something to her and she's like i know mom i know what that means that's an intrusive thought like we've had these conversations right so having age appropriate conversations with your kiddo then you are going to teach the script right we're going to practice this so when your brain says do it this is going to help you stop and wait for a second so choose your script whether that's pause breathe ask whether that's red light yellow light green light whatever it is for you practice that show me what the pause looks like with your hands if we're talking little brother right now breathe one slow nose breath then ask can I use this or whatever it is right then ask that question ask the permission you are literally scripting the seconds between the impulse and the action here step four is add a physical cue so you can pick one like hands under the table one slow breath through the nose I think things that they can do anytime any moment wherever they're at is the most helpful so for me like squeeze a stress ball well what if I'm like at the grocery store and I don't have the stress ball I want something they can do.
• 23:39
  Apryl: So maybe it is um you know like fist up their hands.
• 23:43
  Apryl: My husband worked with a physician um and he used to like shake his hands and when he was like getting upset he would like shake his hands.
• 23:53
  Apryl: So something that they can do that it's their body's signal that it's their pause button.
• 24:00
  Apryl: And you can tell them this is your body's pause button when your hands go under the table your brain knows it's time to pause before you act or this is your body's pause button when you take a deep breath your brain knows it's time to pause before you act.
• 24:14
  Apryl: The research shows that pairing cognitive inhibition with a motor cue helps the brain insert that tiny delay.
• 24:23
  Apryl: So these little motor cues are super helpful even though it seems like why does that matter?
• 24:29
  Apryl: It's triggering for the brain number five is put a visual reminder where it happens.
• 24:36
  Apryl: So remember we have that one impulse control that we're working on so maybe if it's in the kitchen spilling powdered sugar everywhere or experimenting with all the food stumping things out it's in the kitchen, right?
• 24:48
  Apryl: Or on the fridge.
• 24:50
  Apryl: You tape a little card that says whatever your cue is it could be a picture of a stoplight.
• 24:57
  Apryl: It could be the words pause, breathe, ask you're making the pause visible at the point of temptation that's the goal here.
• 25:06
  Apryl: And then step six rehearse low stakes scenarios again during those calm times we're going to get playful you can say like pretend you see the powdered sugar on the counter what's the first thing your body does show me pause.
• 25:21
  Apryl: Pretend you want to take your little brother's toy can you walk me through pause breathe ask can you show me what that looks like now this may feel silly they may giggle and that's fine but what we're doing here is we're wiring the skill while the nervous system is quiet.
• 25:41
  Apryl: Number seven is be their external frontal lobe in real time.
• 25:46
  Apryl: So next time you see your child heading toward the pantry or the powdered sugar or toward their sibling instead of saying why are you doing that again try that soft quick prompt pause hands or remember pause breathe ask or red light whatever it is that's your script tell them that okay you're lending your prefrontal cortex to them in that moment and that's what Peg Dawson describes as acting as the external frontal lobe while that skill is still developing.
• 26:21
  Apryl: It's one of the things that we as parents of ADHD have to do all the time is we have to act as an external frontal lobe for them and help them develop those skills.
• 26:32
  Apryl: Step number eight is the most important step and that is praise the pause, not perfection.
• 26:39
  Apryl: They may still do an impulsive thing, but research on behavioral parent training and response inhibition shows that immediate specific praise for the target skill is far more effective than general praise hours later.
• 26:55
  Apryl: This has come up again multiple times in the podcast we want to praise immediately and be specific.
• 27:01
  Apryl: So even when they half manage it we want to praise it.
• 27:05
  Apryl: I saw you stop your hands for a second before you grabbed that that was real self-control way to go.
• 27:11
  Apryl: I'm so proud of you they may have still stole the toy and the sibling went off crying they may have stopped and then they ended up blurting something mean.
• 27:20
  Apryl: We still praise what we saw.
• 27:23
  Apryl: Even if they still end up doing the thing praise the attempt to pause that's the skill that you're building for building that pause.
• 27:32
  Apryl: Now I want to talk about the moments you already know are high risk.
• 27:36
  Apryl: So I told you for us mornings for that behavioral impulse is difficult.
• 27:42
  Apryl: And late afternoons for us are more the emotional and verbal for us.
• 27:48
  Apryl: Research is very clear that changing the environment is the fastest way to reduce impulsive behavior while you build a skill so here are some things you can do.
• 27:59
  Apryl: Number one, put the high temptation items away or harder to access so for example the powdered sugar is now like way up my daughter can't even see it, right?
• 28:13
  Apryl: Anything like that.
• 28:14
  Apryl: The things that almost beg to be dumped live up high in a clothesbin in those vulnerable hours.
• 28:21
  Apryl: Preset a yes space for things like experiments.
• 28:26
  Apryl: If your child loves mixing and dumping and give them a tray two safe things to pour or mix like rice and water or flour and water in the sink and a rule these are your morning experiment ingredients.
• 28:39
  Apryl: Everything else is a pause breathe ass we're not trying to stop their curiosity here.
• 28:44
  Apryl: We're redirecting it into a safer lane use time and visual cues.
• 28:49
  Apryl: It's a simple morning rule before medicine no cooking or dumping unless mom or dad are in the room and then have that visual a little symbol on the stove or pantry that means adult must be here.
• 29:01
  Apryl: To recap it all this is what we're not going to do this week.
• 29:05
  Apryl: We're not going to overhaul everything we're not going to try to cure impulsivity by Friday this is what we're going to do.
• 29:11
  Apryl: We're going to pick one impulsive behavior that's driving you wild.
• 29:15
  Apryl: You're going to create a simple pause script pause, breathe, ask red light, yellow light, green light whatever it is for you you're going to practice it three times in a calm moment with your child.
• 29:30
  Apryl: In the next hot moment you're going to offer one short prompt and one specific price even if it's messy even if it's not perfect we're going to do it the more we practice the better they're going to get then we're going to start watching what changes in your child's behavior what changes in your nervous system when you treat this as a skill gap and not defiance.
• 29:52
  Apryl: Write down what you notice because that data is gold.
• 29:55
  Apryl: Like I said I notice and I can see I know like what type of impulsive behavior I'm going to see in the morning versus the afternoon versus the evening knowing those things can help you set up your environment so that you get less of the impulse control or less of the impulse of behavior because you've set up the environment that way, right?
• 30:16
  Apryl: Again, the environment is the number one thing that we can change and the quickest way to stop that impulse of behavior is changing the environment.
• 30:26
  Apryl: So here is your reframe your child is not the kid who never thinks they are the kid whose brain needs help building a pause.
• 30:37
  Apryl: Impulse control is a developmental skill.
• 30:40
  Apryl: ADHD delays it we know that you're not failing because you can't yell them into self-control.
• 30:47
  Apryl: You are learning how to coach a brain that genuinely needs more support.
• 30:53
  Apryl: If this episode gave you language or tools share it with the other grown ups in your child's life especially the ones who still think impulsivity is just bad behavior and they just need more discipline.
• 31:06
  Apryl: The more people who understand the brain behind the behavior the safer our ADHD kids become all right I'm April and I'll see you next time.
• 31:16
  Brian Bradford: Thanks so much for joining us for today's conversation on raising ADHD.
• 31:19
  Brian Bradford: Remember raising ADHD kids doesn't have to feel overwhelming.
• 31:23
  Brian Bradford: Small shifts can make a big difference.
• 31:25
  Brian Bradford: If you found this episode helpful it would mean the world if you would hit subscribe if you'd leave a review or if you shared it with another parent or teacher who needs this support.
• 31:34
  Brian Bradford: And don't forget to join us next week for more real talk, practical tips and encouragement.
• 31:39
  Brian Bradford: Until then you've got this and we've got your back