Theoretical Orientation
Developmental Stages
Statistics
Treatment & Outcomes

Theoretical Orientation

A current dominate theory of ADHD has been proposed by Barkley (1997) and extended by Hathaway and Barkley (2003). Barkley (1997) proposes that a lack of response inhibition is the primary and distinguishing factor of those with ADHD. Response inhibition refers to a child's ability to prevent himself from performing a behavior (response) or to stop an ongoing behavior.

Examples of poor response inhibition:
*Interrupting while someone else is speaking
*Forgetting to raise one's hand and blurting out an answer
*Being unable to stop while running through the house
*Getting stuck in an activity or "zoning out"

According to Barkley, this inability to control one's responses begins when a child is learning to internalize language (thinking verbally, instead of talking out loud).  This is especially related to self-direction (telling oneself to do something, such as "Stop", "Concentrate", "Focus", or "Calm Down"). Barkley argues that children with ADHD are not able to direct their behavior internally, the same way other children do. For example, children learn to direct themselves verbally, repeating known expectations and rules. This "external" or out-loud behavior gradually becomes "internal" or silent.  Barkley proposes that children with ADHD have difficulties with this process.

This combination of inability to prevent habitual behaviors and responses, the inability to internalize language, self-direction, rules and expectation, leads to the symptoms and struggles of ADHD.