Attention Systems
Attention isn't a single thing - it's multiple systems working together. Understanding this helps explain why someone can focus intensely on one thing but not another.
The term "attention deficit" in ADHD is misleading. People with ADHD don't have less attention - they have difficulty regulating attention.
Neuroscientists identify at least three distinct attention networks, each with different functions. Understanding these helps explain why attention problems look different in different contexts.
The three attention networks
Examples:
- •Being ready to respond when needed
- •Staying awake and alert during class
- •Noticing when something requires attention
In ADHD:
Inconsistent alertness. May be under-aroused (zoning out) or over-aroused (hyperactive). Struggles to maintain optimal alertness.
In Autism:
May be constantly on high alert (always scanning for threats) or have difficulty achieving alertness. Often affected by sensory input.
Examples:
- •Turning toward a sound
- •Finding a friend in a crowd
- •Focusing on relevant information
In ADHD:
Easily captured by novel or interesting stimuli. Difficulty maintaining focus on chosen target. Shifts attention impulsively.
In Autism:
May orient strongly to areas of interest but have difficulty shifting. Can miss social cues while focused elsewhere.
Examples:
- •Choosing what to focus on despite distractions
- •Switching between tasks intentionally
- •Monitoring for errors
In ADHD:
Core area of difficulty. Struggles to direct attention voluntarily, especially for non-preferred tasks. Difficulty choosing what to focus on when there are competing demands.
In Autism:
May have difficulty flexibly shifting attention. Executive control often intact for preferred activities.
Attention states
+ Can produce excellent work; feels rewarding
- Difficult to break; may neglect other needs; not volitional
Noted in: Both ADHD and autism
+ May notice many things others miss
- Difficulty completing tasks; appears distracted
Noted in: Primarily ADHD
+ Builds expertise, feels absorbing and satisfying
- Difficulty shifting; may miss other information
Noted in: Primarily autism
+ None - this is a distress state
- Shutdown or meltdown; cognitive functioning impaired
Noted in: Both, especially with sensory overload
Context matters
Attention varies dramatically depending on context. This variability is often misunderstood as "they can focus when they want to".
| Context | Typical attention pattern |
|---|---|
| Task is interesting | Often excellent, may hyperfocus |
| Task is novel | Initially good, may fade as novelty wears off |
| Task is boring | Very difficult, regardless of importance |
| One-on-one setting | Often much better than groups |
| Classroom of 30 | Many distractions compete for attention |
| High stakes (exam) | Adrenaline may help focus temporarily |
| Tired or stressed | Significantly worse across the board |
| After school | Often depleted; homework is hardest time |
Attention is state-dependent, not character-dependent. The same child can have excellent attention in one context and terrible attention in another - not because of effort or caring, but because of how the brain responds to different situations.
Instead of asking "why won't they pay attention?", ask "what does this context need to support their attention?"