Introduction
This article endeavors to help managers and process planners accommodate neurodiverse team members, especially those with ADD/ADHD. I’ll start by explaining a few ways that neurotypical and this type of neurodivergent cognition differs. Then I will draw some guidelines informed by those differences that can help you design a process that gets the most from your neurodiverse team members, as well as make them and everyone else in the team happier, more cohesive, and more productive as a result.
The differences that we’ll cover derive from fundamental, observable, largely immutable structural and chemical differences in the brains of people with ADD/ADHD versus those of people who are neurotypical. While there are compensatory strategies to help cope with the effects, no amount of training and practice can eliminate the differences. What’s more, those compensatory strategies have real costs; for the neurodiverse individual, acting “normal”, if even possible, will always take additional effort and energy that a neurotypical individual would not have to expend. It can be useful to think of ADD/ADHD not as a general inability to focus, but rather an impediment to the control of when attention is given and what it is focused upon.
One way to think of it is that things that are autonomic functions for a neurotypical individual are conscious acts for a neurodivergent one. Another way to think of it is in terms of disability. A person who uses a wheelchair will not be able to perform to the same level as a person who can stand if forced to work in an environment that requires frequent reference to materials stored on a shelf 5 feet above their desk, no matter how many assistive tools and how much training they have to access that shelf. Similarly, a neurodiverse individual will not perform to the level of a neurotypical person in an environment that is hostile to their neurology, no matter the compensatory skills and practices they have developed. You can’t just “train away” the differences.
Common Symptoms of ADD/ADHD
Attention
Let’s start with the “obvious” one. People with ADD/ADHD, as the name suggests, have a hard time maintaining attention, or focus. Research suggests this has to do with differences in how the neurochemical systems that reinforce focus function. People with this trait literally cannot focus the same way neurotypical people can.
The framing of autonomic versus conscious is useful here. For the neurodivergent person, staying “on task,” requires constant conscious effort. To illustrate this, consider the experience of your brain wandering. This phenomenon can start at any time, and to maintain focus, must be curtailed. This vetting process of assessing applicability is done by some combination of subconscious and conscious thought; for neurotypical people, it is much more subconscious, almost autonomic, whereas for the neurodivergent individual, it is a much more conscious effort.
This conscious effort is, in and of itself, more mentally taxing than the autonomic alternative, but there is another piece as well. When a thought is wandered into, so to speak, if the vetting process is conscious, it means whatever thought was already there has to be set aside so the vetting can happen. This is effectively a task switch, and task switching is additionally expensive.
As a result of these factors, somewhat paradoxically, it can often actually be harder for a neurodiverse person to stay on task for a narrowly defined task than for a larger, more broadly scoped task. The narrow task requires much more of this task switching to vetting mode, whereas the broader task allows more room for wanderings to be relevant, so that the vetting process can be allowed to be less active, and thus less interruptive.
Memory
Next, people with ADD/ADHD tend to have more memory problems than the neurotypical community. These people can often present as absent minded. What this means is that processes and procedures based around memorization and repetition are going to play into the weaknesses of the neurodiverse individual.
One compensatory strategy that can often help affected people is to leverage patterns and broader rules to stand in for collections of facts. As an example, think of learning multiplication. Memorizing multiplication tables can work to allow a person to perform operations, but if you develop a rule, like, “given x*y, add x to itself y times,” you’ve made it possible to replace dozens of individual facts with a single rule in your memory. For someone who has trouble remembering large quantities of facts, this reduction process can be extremely helpful.
A side effect of this preference toward pattern and rule use is that recall can sometimes be slower. Recall of a memorized fact uses different pathways in the brain than does application of a rule. This is demonstrated in studies, but also just in everyday experience; it’s faster to remember something than to work through a process. The counter to this slower recall is often building complex patterns of patterns, so that rather than recalling a string of facts, a single, faster, process can be applied, but this does require that complex pattern to be built first (and maintained).
Hyperfocus
The last symptom we’re going to touch on is hyperfocus. Depending on what expert you listen to, hyperfocus is either the same as or related to flow, the hyper-productive state where the world sort of falls away and a person is totally absorbed in the task at hand.
This can be leveraged to great benefit in a professional setting, but the thing to keep in mind is that interrupts break hyperfocus, and that conscious vetting process we touched on before is an interrupt. The more interrupts are inherent in the process, the less opportunity there is to leverage hyperfocus.
In addition to the interrupt issue, that lack of control of when and what is focused upon is particularly relevant in the context of hyperfocus. A neurodiverse individual cannot really control when or about what a period of hyperfocus occurs. Rather, they try to “ride the wave” when a productively directed period of hyperfocus kicks in, and practice mindfulness to catch and stop diversionary hyperfocus.
Application
Ok, we’ve explored some symptoms and their impacts, but now let’s talk about how these learnings can be applied to maximize the contributions and satisfaction of your neurodiverse team members. First, let’s think about task creation. Try to find ways to orient tasks around subject areas and functional components within the application and codebase, rather than product verticals through multiple systems. This will allow that pattern-based approach to be leveraged, helping to compensate for memory problems and provide fertile ground for productive hyperfocus periods to occur. This will help your neurodiverse employees thrive, but also can refocus people generally to spend more time in a single problem, letting them produce better, more well-considered solutions.
Next, consider planning and assignment. Focus on scheduling and assigning tasks across multiple features, by what is being touched in each task, rather than clumping by product feature and smearing code area across time. This builds on and reinforces the strengths arising from the approach taken to task creation.
Finally, consider delivery. Try to allow more flexibility for delivering tickets in batches than in strict sequence. For a neurodiverse team member, each context switch, from development to testing to merge request and code review, involves costly interrupts. The more those context switches can be batched, the less break in flow they will experience, and the more productive they can be.