This article explores the insights of Ashley Jones, an occupational therapist, on managing Attention Deficit Hyperactivity Disorder (ADHD) in children. Through her holistic and child-centered approach, Jones emphasizes the importance of early intervention, collaborative care, and the emotional well-being of children with ADHD. By viewing each child as an individual rather than a diagnosis, she advocates for a supportive environment that includes parents, teachers, and therapists working together. The article highlights the need for a multi-disciplinary approach to address the complexities of ADHD, ultimately aiming to empower children and families to navigate the challenges of neurodiversity.
1. Introduction
Attention Deficit Hyperactivity Disorder (ADHD) in children is increasingly being recognized not just as a behavioural issue, but as a complex neurological condition that influences a child’s ability to regulate attention, impulses, and activity levels. Ashley Jones, an experienced occupational therapist, brings a valuable perspective to understanding and managing ADHD in children through her holistic and hands-on approach.
In a recent episode of The Moulding Health Show, Jones shared her journey into occupational therapy, her work with children, and the importance of early intervention and support systems, solidifying her role—and that of occupational therapists at large—as trusted authorities in the mental health ecosystem.
1.1 Understanding the Role of Occupational Therapy in ADHD
“Occupational therapy is about helping people do the things that they want to do or need to do in their everyday life,” Jones explained in the podcast. When it comes to ADHD in children, this often translates to building the foundational skills that are necessary for everyday functioning—concentration, executive functioning, social interaction, and emotional regulation.
According to Jones, “When I see a child, I don’t look at them as a diagnosis… I see a person and how I can help them function best in their world.” This personalized approach is essential when working with children with ADHD, as their needs and challenges can differ vastly from one individual to another.
2. Background
2.1 The Value of a Holistic, Child-Centered Approach
A recurring theme in the episode was the necessity of seeing the child in their broader context—home, school, and community. ADHD in children doesn’t manifest in a vacuum, and effective treatment must consider environmental and relational factors.
“Sometimes it’s not even the child that needs to be fixed,” said Jones. “It’s just the system around them that needs to be adjusted.”
This powerful insight challenges the often medicalized view of ADHD. It emphasizes the need for collaboration between therapists, teachers, and parents to create supportive environments where children with ADHD can thrive.
3. Analysis
3.1 Early Identification and Intervention
One of the key takeaways from the conversation was the importance of early identification. Jones highlighted how delays in recognizing ADHD in children can lead to compounding issues such as low self-esteem, academic underachievement, and social isolation.
“I often see kids who are referred to me when they’re already struggling in Grade 3 or 4, but many of these signs could have been picked up in Grade R or earlier,” Jones noted.
Through structured play, movement-based therapy, and cognitive skill-building, occupational therapists like Jones help young children develop the foundational capacities that can prevent more severe challenges later on.
3.2 ADHD in Children: The Challenge of Labelling
While diagnosis is important for accessing services and accommodations, Jones cautioned against the dangers of labelling. “You want to give a name to what’s going on, but you also don’t want to box the child in.”
This perspective is critical when discussing ADHD in children. Labels can be both empowering and limiting. As trusted professionals, occupational therapists aim to ensure that a diagnosis serves as a roadmap for support rather than a sentence of limitations.
Jones elaborated, “You have to walk that line between validating a child’s struggles and making sure they don’t define themselves by their difficulties.”
3.3 Collaborative Care and Parental Involvement
Jones emphasized that therapy doesn’t happen in isolation. “Parents are the experts on their kids,” she stated. “My job is to partner with them.”
This partnership extends to schools, caregivers, and even extracurricular activity leaders. For ADHD in children, consistency across environments is essential to ensure that coping mechanisms and behavioral strategies are reinforced throughout the child’s day.
Jones shared an anecdote from the podcast: “I once worked with a little boy who struggled to sit still during class. We implemented a sensory routine before school and communicated with the teacher about using a wobble cushion and movement breaks. Within a month, his concentration improved and he started participating more confidently.”
This kind of targeted intervention exemplifies how practical strategies, when collaboratively implemented, can significantly improve the experience of children with ADHD.
4. Insights
4.1 The Emotional Lives of Children with ADHD
In discussing ADHD in children, Jones was quick to point out that emotional well-being is often overlooked. “Many of the kids I see are anxious or frustrated because they can’t meet the expectations placed on them. They know they’re different, even if no one tells them.”
Occupational therapy incorporates emotional regulation as a critical component of treatment. Activities that improve body awareness, impulse control, and self-expression are used to help children better understand and manage their feelings.
Jones reflected, “Sometimes the breakthrough doesn’t happen in therapy, but when a child finally tells their parent how overwhelmed they feel. Creating a safe space for that to happen is part of our job too.”
4.2 Why ADHD in Children Requires a Multi-Disciplinary Approach
The podcast highlighted the need for integrated care. ADHD in children often co-occurs with other challenges such as sensory processing issues, learning difficulties, or anxiety. This requires a team approach involving psychologists, speech therapists, pediatricians, and teachers.
As Jones put it, “We all bring a piece of the puzzle. Occupational therapy is just one part, but it’s a crucial one because we’re looking at how all these factors affect the child’s day-to-day life.”
By positioning occupational therapy as a bridge between medical diagnosis and real-world functioning, Jones strengthens the role of therapists in both prevention and intervention strategies.
4.3 Kitrin: Empowering Trusted Authorities in Mental Health
The conversation with Ashley Jones underscores Kitrin’s mission to amplify the voices of professionals who make a tangible difference in mental health. By showcasing the work of occupational therapists in managing ADHD in children, we aim to highlight effective, compassionate, and practical approaches that families can trust.
Kitrin’s platforms—through tools like SmeMetrics and IsoEvolve—support practitioners like Jones by simplifying administrative burdens, so they can focus on what really matters: helping children and families.
As Jones herself said, “The systems behind the scenes, the support, the billing, the scheduling—it all matters. When those things run smoothly, I can give my best to the kids I see.”
5. Conclusion
ADHD in children is a multifaceted condition that demands individualized attention, compassionate care, and a supportive environment. Ashley Jones, through her thoughtful insights and practical strategies, reminds us that occupational therapists are not just service providers—they are guides, advocates, and trusted allies for families navigating the complexities of childhood neurodiversity.
By listening, adapting, and working hand-in-hand with families, therapists like Jones are changing the narrative around ADHD in children—from one of limitation to one of potential.
To learn more about the causes of ASD and ADHD, we invite you to read our in-depth article below: