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SCAFFOLD THE KNOWLEDGE
People with ADHD often struggle with "bottom-up" processing (assembling details into a whole). They need the whole (the context) first to know where to file the details.
- •Start Simple: Begin with the most simplistic, limited definition.
- •Iterate: Progressively add details to the existing mental model.
- •Priming: explicitly prepare users for what is incoming.
- •Top-Down Processing: Show the "Big Picture" first, then zoom in. Never start with details without context.
- •Contextual Reward: Acknowledge what users have learned and explicitly explain how it helps them deal with new topics.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.
Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know
LANGUAGE FOG CAUSES BRAIN FOG
If something can be said simply, do not overcomplicate it. High cognitive load from decoding complex language steals energy from understanding the concept.
- •Plain Language: Avoid complex wording or jargon.
- •Brevity: Keep sentences short and concise.
- •Define Terms: If a technical term is necessary, provide an immediate definition.
- •Rephrase: Say the same important concept in a few different ways to ensure it lands.
- •Repetition: When speaking, repeat and paraphrase the most important fragments.
DuBay, W. H. (2004). The Principles of Readability.
The Plain Language Guidelines
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MAINTAIN THE FLOW: DON'T MAKE THEM WAIT
Transitions are high-risk zones for losing attention. Avoid empty friction or "dead air" that allows the mind to wander.
- •Zero Dead Time: Avoid random wait times that aren't filled with a focus object.
- •Inclusive Questions: Ensure interaction questions target all users, not just a selected few.
- •Pre-loading: Avoid loading content "on the go" which breaks immersion.
- •Task Queuing: Have the next task ready immediately so faster users always have a focal point.
Rogers, R. D., & Monsell, S. (1995). Costs of a predictable switch between simple cognitive tasks.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions.
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HARDER TO MISS: MULTIMODAL INPUT
Do not rely on a single source like pure text or pure audio. Mixing different sensory inputs (Dual Coding) improves retention and focus.
- •Subtitles: Always add subtitles to audio content.
- •Keyword Display: When speaking, display crucial keywords dynamically in the background.
- •Visual Reinforcement: Provide images or animations that mirror exactly what the text says.
- •Tangible Takeaways: Provide "in-hand" material (downloads/printouts) whenever possible.
Paivio, A. (1971). Imagery and verbal processes.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning.
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HEADLINES ARE ANCHORS
Headlines allow users to scan content rapidly to grasp the basic idea. They build a cognitive map, preparing the brain to absorb detailed information.
- •Use Uppercase: For main headers to differentiate hierarchy.
- •Use a consistent highlight color for related topics.
- •Numbering: Number sections (1, 2, 3) to create a clear path of navigation.
- •Be Concise: Keep headlines short and scannable.
- •Predictive: The headline must clearly inform what the specific fragment is about.
- •Optimistic Tone: Do not scare the reader; use simple, encouraging language.
- •Priming: Use keywords in the headline that appear in the text below.
Nielsen, J. (1997). How Users Read on the Web
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning
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METACOGNITION:HOW TO USE THIS DECK
This tool is designed to act as an external executive function that forces "thinking about thinking," helping creators step outside their own perspective and view the work through a neurodivergent lens.
- •Creation Mode: Draw a card before starting a task to set a specific constraint or goal for your work session.
- •Validation Mode: Use the deck on an existing project to audit your work. Go through card-by-card to check compliance.