ADHD 2.0: New Science and Essential Strategies for Thriving with Distraction—From Childhood Through Adulthood

Applied behavioral analysis (ABA) is a behavioral intervention method that focuses on conditioning desired behaviors through rewards and consequences. In ADHD 2.0, the authors contrast ABA with social learning approaches, which aim to cultivate a deeper understanding of social behaviors and motivations. While both methods are presented as valuable tools for managing ADHD symptoms, the authors caution against the divisiveness within the field, arguing that “each group has a great deal to offer” (92). ABA is considered controversial, particularly in neurodivergent communities where it has been criticized for encouraging masking behaviors. By advocating for an integrated and individualized approach, the authors emphasize flexibility and self-awareness in ADHD management.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by traits such as impulsivity, inattention, hyperactivity, and difficulty with executive functioning. In ADHD 2.0, Hallowell and Rate frame ADHD not as a limitation but as a condition with paradoxical traits that, when managed effectively, can lead to exceptional creativity and innovation. The authors highlight ADHD as highly heritable, affecting up to ten percent of the population, and stress the importance of awareness and strategies for leveraging its strengths while addressing its challenges.

Brain-derived neurotropic factor (BDNF) is a protein released during physical activity that promotes neuroplasticity by creating an environment conducive to the growth of new neurons and neural pathways. In ADHD 2.0, the authors describe BDNF as “Miracle-Gro for the brain” (96), emphasizing its critical role in improving focus, motivation, and cognitive function. This metaphor simplifies the complex science for lay readers, highlighting the transformative effects of exercise on the ADHD brain. By linking BDNF to enhanced attention and emotional regulation, the authors encourage readers to view exercise as a powerful tool for managing ADHD symptoms.

The default mode network, or DMN, is a brain network associated with introspection, imagination, and autobiographical memory. In individuals with ADHD or VAST, the DMN often dominates at inappropriate times, leading to rumination, distraction, and negative self-perception. Hallowell and Ratey describe the DMN as a “demanding” force, which, when unchecked, can contribute to challenges such as catastrophic thinking or procrastination. However, they also emphasize the DMN’s potential for creativity and innovation, illustrating the need for balance between the DMN and the brain’s task-oriented networks.

Executive function refers to a set of cognitive skills that regulate behavior, including organization, planning, time management, and impulse control. In the context of ADHD, executive function deficits often manifest as disorganization, procrastination, and difficulty sustaining attention on tasks. Hallowell and Ratey frequently allude to these challenges as areas where individuals with ADHD require additional support, likening the condition to a Ferrari engine paired with bicycle brakes to illustrate the disparity between potential and self-regulation.

The term neurotypical refers to individuals whose neurological development and functioning fall within the standard range of variation, without the traits associated with ADHD, VAST, or other neurodivergent conditions. In ADHD 2.0, the authors contrast neurotypical individuals with those who experience ADHD, often focusing on differences in attention regulation, self-perception, and executive function. This distinction aims to help readers better understand the unique challenges and strengths of ADHD and how neurotypical systems may inadvertently exacerbate difficulties for neurodivergent individuals.

Rejection-sensitive dysphoria (RSD) describes the intense emotional reaction individuals may experience when they perceive rejection, criticism, or failure. This emotional sensitivity can lead to feelings of shame, anger, or withdrawal, often magnifying the challenges of interpersonal relationships. While not a formal diagnostic criterion, RSD is a key concept in ADHD 2.0, highlighting the need for self-awareness and coping strategies to mitigate its impact on emotional well-being.

The task-positive network, or TPN, is a brain network responsible for focus, planning, and task execution. The authors describe the TPN as the counterpart to the DMN, comparing their interaction to yin and yang. In individuals with ADHD, the “toggle” between the DMN and TPN often malfunctions, creating a “glitchy” relationship that contributes to distraction or hyper-focus. Hallowell and Ratey highlight strategies to activate the TPN—such as engaging in physical activities or completing simple tasks—to regain focus and mitigate the disruptive influence of the DMN.