Parents with A baby have a deep understanding: the truth and things have been explained thousands of times, but the child is still indifferent.

In order to make their children "obedient", many parents use both soft and hard, but their children are still "not online", and they always regard the words of thousands of instructions as "deaf ears".

So what is it that causes children to "say 100 times and not listen"?

The core reason is thatIn the process of constructing family order and educational norms, we mainly base ourselves on the ideas of parents and assume that children are capable of implementing these rules.

In essence, execution forms the cornerstone of our daily life, study and work.Once a child's executive ability lags behind, it will be difficult for them to cope with the current demands of learning and life.

01Why is ADHD often "not online"?

The same thing, the teacher reminded again, the students can do it quickly, but Baby A tried repeatedly, but still couldn't do it well. At the same time, do class exercises, all students can complete them on time, but A baby can't finish it.

Baby A is around a group of well-behaved children, like a flock of white sheepBlack sheep, although doing the same thing every day, but showing the state is completely opposite.

There are several reasons for this:

01Executive dysfunction

Executive function is a key cognitive function in the brain, which involves organization, planning, working memory, attention, control, etc., all of which play a vital role in our lives.

The executive function helps us plan and organize tasks, set goals, and develop steps to achieve those goals.It involves switching and adjusting between multiple tasks and information while maintaining concentration and resisting distractions.

For A-babies, their executive function is not as developed as their peers, and even has defects, because this deficiency will lead to inattention, difficulty following rules and instructions, and difficulty in planning and organizing.

P. Shaw et al. used MRI imaging to observe brain development in children with ADHD and compared it to typically developing children ("normal controls").

The study found that:

Children with ADHD develop at different rates in specific areas of the brain, mainly around the frontal lobes, which are considered to be key hubs of executive function.

Brain development in ADHD is delayed, but it does "catch up" in time afterward, and the most affected are brain areas that allow individuals to develop their executive function.

The prefrontal region is one of the last areas of the brain to be fully developed, usually taking 20-0 years or more to fully develop.

For Baby A, these features develop more slowly:

The development of the prefrontal cortex of the brain may be 30% behind that of Baby.

In other words, a twelve-year-old baby may behave more like a normal nine-year-old.

The MRI image below shows how slowly the frontal lobes of the brain are maturing (purple for full maturity).

02The brain's attention network is inefficient

The frontal-parietal network, also commonly referred to as the central executive network, is primarily involved in executive function, goal-oriented, and cognitively demanding tasks that allow the brain to better solve problems and connect to the dorsal attention system that perceives attention.

A piece of evidence from brain physiology shows thatThe frontal-parietal attention network of the ADHD brain is more inefficient.

The less attentive you are, the harder it is to accurately capture information, making it impossible to understand and remember instructions, and at the same time, to be less functionalIn the process of implementation, they are often distracted and forget the main task.

In the course of research experiments, experts and professors also found that the orbitofrontal cortex (OFC) and dorsolateral prefrontal cortex (DLPFC) of ADHD patients exhibit abnormal functional activation and abnormal connectivity, which affects the ability to inhibit ADHD behavior.

The fronto-striatal network between the prefrontal lobe and the striatum may also be the biological underlying structure of impaired cognitive behavior in ADHD.For ADHD, the strength of this neural network connection is closely related to executive function.

In summary, the differences in these key brain regions in ADHD patients are equivalent to a developmental lag of 18-0 years, and these differences are relatively long-lasting, and the structural differences will not be normalized until the age of 0-0, but this is only a study of brain size in terms of development, and it does not involve function.

02How to help Baby A improve her executive ability

The development of a child's executive function plays an important role in his life.

The Proceedings of the Academy of Sciences, a top international academic journal, has done relevant research and has followed and observed 30 children for a full 0 years.It was found that children with better executive function showed that they were able to achieve better academics and achievements after 30 years, have a higher economic income, better physical health, and a lower crime rate.

How to improve the executive function of A baby, 3 suggestions for parents:

1. Start at the roots

We can start from the brain and strengthen the function of the child's prefrontal cortex through EEG biofeedback training.

Improve the executive function of the frontal lobe, promote the transmission of information between the frontal lobe and the motor cortex and efferent system, activate the neural network of the brain, and allow children to reasonably release dopamine during tasks. The use of multi-point combined training methods can achieve a more comprehensive and accurate exercise of our brains; Strengthen the link between the prefrontal cortex and the neural network, arrange it according to the different conditions of the child, comprehensively improve the function of the prefrontal lobe, and improve the improvement of other comprehensive abilities of the brain.

2. Aerobic exercise

A meta-analysis of executive function in children with ADHD showed that:

1) Intensity: Moderate-intensity exercise has the best effect on the improvement of ADHD inhibition control and conversion ability. For example, you can take a brisk walk, jog, dance (slow-paced dance), etc., as long as the child feels a little panting but not too tired.

8) Frequency: 0~0 min each time, for 0~0 weeks, which can maximize the benefits of inhibition control and conversion ability improvement.

13) Stage: 0~0 years old is the best period for exercise to improve ADHD, and the intervention effect decreases with age.

3. Sleep adjustments

Numerous studies have shown thatSleep deprivation can adversely affect general lower-order cognitive function, such as impairment of alertness and concentration; For higher-level executive function, sleep deprivation has an effect on the prefrontal cortex.

Specifically,After ADHD experiences sleep deprivation, neural activity in the prefrontal cortex decreases when performing tasks that require sustained attention and complex cognitive processing, leading to a decline in attention, memory, and decision-making.

It is worth noting that although sleep deprivation pays more attention to the level of sleep duration, that is, "quantity", it is also related to "quality". In other words, even if parents let their children go to bed early, if their children are consistently unable to concentrate or sleep poorly, it can still lead to the phenomenon of "sleep deprivation".

Therefore, parents need to focus on creating a suitable environment for sleeping, taking away mobile phones, toys and other items, turning off lights, reducing noise, and communicating with children in time about the reasons why they cannot sleep.