Rethinking Adult ADHD by J. Russell Ramsay

Author:J. Russell Ramsay [Ramsay, J. Russell]
Language: eng
Format: epub
Publisher: American Psychological Association

Escape Behaviors

Finally, a therapist can ask a client, “What are the behaviors that will signal that you are procrastinating?” or, using a poker term, “What are your tells for procrastination?” Clients often cite behaviors such as texting, checking social media, and excessive time on websites as common time thieves.

Although escape behaviors may fall into the category of procrastivity, there are copious examples of nonproductive escape tasks (e.g., playing a game on a phone or tablet, watching television, otherwise wasting time earmarked for a priority task). These actions are often justified by statements like “I deserve a break,” “Let me relax and then Iʼll be in the mood for the task,” and countless others. Mitch said that he is at risk for “going down the rabbit hole” of news websites during study time. His resolution was to put his laptop and smartphone on airplane mode until at least 4:30 p.m., his planned end-time.

Tagging escape behaviors ahead of time helps clients to catch or avoid them and stay on task. In fact, it is useful to differentiate between good and bad breaks, as some bad ones (e.g., checking the news) run the risk of undoing the plan, whereas good, bounded ones (e.g., get a cup of coffee) are more likely to keep the person on track. Task planning also addresses risks by way of stimulus control, such as when Mitch chose to study at the library rather than among the distractions in his dorm room and put his gadgets in airplane mode.

In fact, behaviors that are escapes in the middle of a task (a bad break) can be used as incentives for completion (e.g., “At 4:30 p.m., I will catch up on the news”); although, after successfully completing a task goal, most adults with ADHD describe being less likely to engage in them. This sort of this-then-that coping skill is a manifestation of Premackʼs principle, the use of a more highly desired activity to promote follow-through on a less desired one. This principle is an empirically based staple of behaviorism that is familiar to any parent making computer use contingent on a child completing homework. Predicting justifications for escape and developing task-promoting thoughts is an effective use of cognitive interventions.

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