Understanding ADHD Communication Challenges: Misinterpretation and Miscommunication in the Workplace

Common Misinterpretations Stemming from ADHD Communication Styles

Employees with ADHD often think and communicate in ways that reflect their unique cognitive processing. This can sometimes lead to behaviours that, while natural for the ADHD individual, may be misinterpreted by others. Some common areas of misinterpretation include:

1. Impulsive Speech vs. Overconfidence
   One characteristic of ADHD is impulsivity, which may manifest as speaking out of turn or sharing ideas enthusiastically and spontaneously. For the ADHD individual, this is often a sign of engagement and interest. However, colleagues may see this as an attempt to dominate the conversation or as overconfidence, misinterpreting enthusiasm as a disregard for others’ input (Barkley, 2015). Without understanding the ADHD mind’s quick-thinking style, these moments can be misconstrued as disruptive rather than as valuable contributions.
2. Divergent Thinking vs. Lack of Focus
   Many individuals with ADHD are divergent thinkers who approach problem-solving from unique angles. This out-of-the-box thinking is often beneficial in brainstorming sessions or creative tasks. Yet, in a structured meeting or discussion, it may appear as though the individual is veering off-topic or failing to focus on the main points. Colleagues who don’t understand this aspect of ADHD might interpret it as an inability to communicate effectively, rather than recognising it as a natural way of thinking that can yield innovative insights (Hallowell & Ratey, 2011).
3. Rapid Shifts in Attention vs. Lack of Interest
   Employees with ADHD may shift attention quickly, especially if a topic doesn’t engage them fully. This is due to differences in how ADHD brains manage and sustain attention, rather than a reflection of disinterest. For managers or colleagues observing this behaviour, it may seem as if the ADHD employee is dismissive or not fully invested. In reality, these shifts in focus are often involuntary and tied to ADHD’s impact on executive functioning, not a lack of respect or engagement (Sibley, 2019).
4. Emotional Expression vs. Over-Sensitivity
   Emotional regulation can be a challenge for those with ADHD, leading to expressive or intense reactions in certain situations. For the ADHD individual, these reactions are natural and often pass quickly. However, colleagues may view such expressions as signs of over-sensitivity or emotional instability, impacting how they perceive the ADHD employee’s professionalism. These differences in emotional expression are often rooted in neurobiological factors, not in personality traits (Barkley, 2015).

Miscommunication Due to Differences in Thinking Styles

ADHD communication challenges can also lead to miscommunication, as neurodivergent and neurotypical colleagues may not share the same assumptions or processing styles. These differences in thinking can create gaps in understanding, leading to communication breakdowns that affect workplace dynamics.

1. Literal vs. Abstract Thinking
   ADHD employees may interpret instructions or requests differently, particularly if they tend to process information literally rather than abstractly. For example, a manager’s vague instruction to “keep this project on the radar” may be unclear to an ADHD employee who prefers concrete outcomes and then the autonomy to enact them. Miscommunication can arise if the employee takes this statement too literally or fails to understand the implied urgency. Colleagues may interpret this as a lack of initiative or attention to detail, missing that the issue is actually rooted in differing communication preferences.
2. Difficulty with Non-Verbal Cues
   Many ADHD individuals may not pick up on subtle non-verbal cues, such as tone of voice or facial expressions. In a work setting, this can lead to misinterpretation of intent. For instance, if a colleague signals impatience with body language, the ADHD employee may not recognise it, continuing their train of thought and unintentionally disregarding the other person’s signals. Conversely, neurotypical colleagues might misinterpret the ADHD employee’s direct or animated communication style as intense or even confrontational, rather than passionate or engaged (Kutscher, 2008).
3. Focus on Details vs. Overall Message
   ADHD individuals often focus intensely on specific details, sometimes losing sight of the overall message in a conversation. This can lead to responses that seem tangential or overly specific, leaving colleagues confused about the relevance of the ADHD employee’s comments. For the ADHD employee, the details may be essential to their understanding, but for others, the focus on specifics may seem to derail the conversation. This difference in communication can affect clarity and may lead to misunderstandings regarding the employee’s competence or focus (Hallowell & Ratey, 2011).

Supporting ADHD Communication Styles for Clearer Workplace Interactions

Recognising and accommodating ADHD communication styles can significantly improve workplace interactions and reduce instances of misinterpretation. Small adjustments in communication practices can make a big difference in promoting clearer, more supportive dialogue.

1. Provide Clear, Direct Instructions
   ADHD employees often benefit from instructions that are concrete and specific, as vague statements can lead to misinterpretation. Managers can support clarity by providing written summaries of key tasks and ensuring that requests are actionable and unambiguous.
2. Encourage Open and Clarifying Dialogue
   Fostering an environment where ADHD employees feel comfortable asking clarifying questions can help reduce miscommunication. Encouraging colleagues to engage in open dialogue rather than relying on implied meanings can bridge gaps in understanding and support clearer interactions.
3. Educate Teams on ADHD
   Training on ADHD can help all team members understand different communication styles. By raising awareness of neurodivergent thinking patterns, organisations can foster a culture where differences in style are understood rather than judged, reducing misinterpretations and fostering inclusion.

References

Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Press.
Hallowell, E. M., & Ratey, J. J. (2011). Driven to Distraction (Revised): Recognizing and Coping with Attention Deficit Disorder. Anchor Books.
Kutscher, M. L. (2008). ADHD: Living Without Brakes. Jessica Kingsley Publishers.
Nielsen, M. B., Tangen, T., Idsoe, T., Matthiesen, S. B., & Magerøy, N. (2016). Post-traumatic stress disorder as a consequence of bullying at work and at school: A literature review and meta-analysis. Personality and Individual Differences, 92, 18-24.
Sibley, M. H. (2019). Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation. Guilford Press.