CHADD of New York is proud to present:
Dr. Edward (Ned) Hallowell, M.D.

February 8th, 2012

In this presentation, Dr. Edward M. Hallowell, , a child and adult psychiatrist, founder of the Hallowell Centers in Sudbury and NYC and leading authority in the field of ADHD will focus on his strength-based approach to ADHD presented in his New York Times best-seller book Driven to Distraction and his book Delivered from Distraction.  When the diagnoses of ADHD emphasizes what is wrong with a person, that person immediately starts to see himself in those negative terms. Shame, fear and self doubt grow. However, when the treatment of ADHD begins with an effort to find what’s good in a person by using a strength-based approach to ferret out their hidden strengths and emphasizes first and foremost what is positive, then the person sees himself in a positive light. This is Dr. Hallowell’s goal: to help people master the power of ADHD while avoiding its pitfalls. His message will be all encompassing as he talks about what it is like to have ADHD, explains some of the brain science behind it, and discusses how to get diagnosed properly and the available medicinal and non-medicinal treatments.   He will also address the many people who have ADHD coupled with other learning issues, worry and ADHD and tips on how to live your life to the fullest if you have ADHD.   Join Dr. Hallowell as he:

• Presents a strength-based approach to ADHD
• Identifies benefits of changing environment to treat ADHD
• Explores recent research into ADHD
• Examines benefits of exercise, nutrition, and other non-medication approaches
• Treats AD/HD in a comprehensive 5 step fashion
  1. Connect
  2. Play
  3. Practice
  4. Mastery
  5. Recognition

As you set this cycle in motion, you will see positive developments immediately, and they will grow in strength and depth over time

Edward (Ned) Hallowell, M.D., a child and adult psychiatrist and graduate of Harvard College and Tulane Medical School, is the founder of The Hallowell Centers in Sudbury, Massachusetts and in New York City.  He was a member of the Harvard Medical School faculty from 1983 until he retired from academics in 2004 to devote his full professional attention to his clinical practice, lectures, and the writing of books.  He has authored eighteen books on various psychological topics, including attention deficit disorder, the power of the human connection, the childhood roots of happiness in life, parenting, marriage, methods of forgiving others, dealing with worry and managing excessive busyness.  The New York Hallowell Center specializes in diagnosing and treating cognitive and emotional problems in both children and adults, with particular expertise in Attention Deficit/Hyperactivity Disorder (ADHD).

Dr. Hallowell is a highly recognized speaker around the world and has presented to thousands on topics such as ADHD, strategies on handling your fast-paced life, the Childhood Roots of Adult Happiness and other pertinent family and health issues.  He has been featured on Oprah, 20/20, 60 Minutes, PBS, CNN, Dr. Phil, The Today Show, Dateline, Good Morning America, The View and many more.  He has been interviewed for The New York Times, USA Today, Newsweek, Time Magazine, U.S. News and World Report, the Los Angeles Times, the Boston Globe and many, many more.

In his medical practice, Dr. Hallowell helps adults, as well as children, learn how to lead healthy, happy lives.  He agrees with the research that suggests that connection and forgiveness have great power to shape our lives for the positive.

Dr. Hallowell’s web site can be found at www.drhallowell.com where he also hosts a blog.

Admission is free.  Ten dollar donation suggested.

http://amzn.to/adhdhallowellbooks

CHADD Hotline:212/721.0007

Related posts:

1. Edward (Ned) Hallowell, M.D. on ADHD
2. The Most Efficient Way to Respond to Your Emails
3. Extended time improves reading comprehension test scores for adolescents with ADHD

These ADHD assessment tools  be used for educational purposes only. They are not substitutes for informed psychological advice or training. Do not use this information to diagnose or treat a mental health problem without consulting a qualified health or mental health care provider.

DSM-IV-TR: Attention-Deficit/Hyperactivity Disorder (ADHD) (from Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition Text Revision (DSM-IV-TR))

ICD-10: F90 Hyperkinetic Disorders (from The International Statistical Classification of Diseases and Related Health Problems, tenth revision)

National Initiative for Children’s Healthcare Quality (NICHQ): includes a variety of ADHD- related tools such as rating scales, successful protocols, order sets and forms, and guidelines for implementing key changes. Downloading tools such as the Vanderbilt Assessment Scale for ADHD requires free registration.

ADHD Rating Scale IV — Home Version

ADHD Rating Scale IV — School Version

Child Attention Profile (CAP)

Home Situations Questionnaire [PDF]

School Situations Questionnaire [PDF]

Parents’ Rating Scale for the Attention Deficit Hyperactivity Disorder (requires free registration)

Werry-Weiss-Peters Activity Rating Scale [PDF]

McCann BS, Scheele L, Ward N, Roy-Byrne P.
Discriminant validity of the Wender Utah Rating Scale for attention-deficit/hyperactivity disorder in adults.
J Neuropsychiatry Clin Neurosci. 2000 Spring;12(2):240-5. [Full Text PDF]

Wender Utah Rating Scale (for adults) [DOC]

Adult ADHD/ADD Quiz

The SNAP-IV Teacher and Parent Rating Scale
[Instructions for above]

Adult ADHD Self-Report Scale (ASRS-v1.1) Screener [PDF]

Adult ADHD Self-Report Scale (ASRS-v1.1) [PDF]

Childhood ADHD Symptoms Scale Self-Report [PDF]

Attention-Deficit Scales for Adults (ADSA) [must be purchased]

Conners’ Continuous Performance Test II for Windows (CPT II V.5) [must be purchased]

Gordon Diagnostic System (GDS) [must be purchased]

Test of Everyday Attention for Children (TEA-Ch) [must be purchased]

Test of Variables of Attention (TOVA) [must be purchased]

Conners’ Rating Scales–Revised (CRS–R) [must be purchased]

Brown Attention-Deficit Disorder Scales [must be purchased]

Brown Attention-Deficit Disorder Scales for Children [must be purchased]

Attention-Deficit/Hyperactivity Disorder Test (ADHDT) [must be purchased]

ADHD Symptom Checklist-4 (ADHD-SC4) [must be purchased]

Spadafore ADHD Rating Scale (S-ADHD-RS) [must be purchased]

ADHD Symptoms Rating Scale (ADHD-SRS) [must be purchased]

Copeland Symptom Checklist for Attention Deficit Disorders – Child and Adolescent Version
[must be purchased]

Copeland Symptom Checklist for Attention Deficit Disorders – Adult Version [must be purchased]

CARE – College ADHD Response Evaluation [must be purchased]

ADD-H: Comprehensive Teacher’s Rating Scale: Parent Form (ACTeRS) [must be purchased]

ADD-H: Comprehensive Teacher’s Rating Scale-2nd Edition (ACTeRS) [must be purchased]

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Go to: The ADD Resource Center Home Page.

Related posts:

1. High IQ Kids With ADHD – Thomas E. Brown, Ph.D.
2. Child & Adolescent Screening Tests
3. ADHD As A Psychiatrist Views and Treats It

If you or your child has, or suspect you have, Attention Deficit/Hyperactivity Disorder (ADD or ADHD), you will most likely consult with a specialist or professional at some time, whether for diagnosis, evaluation, treatment, or remediation.

• You may decide to have a formal evaluation for ADD/ADHD that may also include testing for learning disabilities and/or neurological issues.
• You might seek an independent educational evaluation as to whether or not your child’s school is addressing his or her needs in the most constructive manner.
• You may decide your child would benefit from an after-school tutor, or your college-aged child might need help with organization and time management.
• You might be considering medication and decide to see a psychiatrist or other medical professional.
• You might deside counseling is needed, whether it is with a psychotherapist, psychologist, therapist, social worker or marriage counselor.
• You may be interested in the practical skills and accountability that would come from working with a coach.

The Importance of a “Good Fit”

You want to look for a “good fit” between you/your child and the professional—this can make a significant difference in the outcome of the treatment. However, selecting the most appropriate professional is a time-consuming and difficult task.

Based on the experiences of many of our clients, both as adults and as parents, and the suggestions of many professionals, we’ve put together certain questions you can ask, and strategies you can follow, to make this task easier and more successful. These suggestions should help, but here is the most important advice we can give you:

You are the ultimate expert on your child, and yourself. You know your child far better than anyone else does. Your opinions should be taken seriously by any professional you select to work with your child.

Don’t let yourself get caught up by an “expert” who is condescending or intimidating. Listen to your ”gut reaction. ” You are your child’s advocate. You are also your own. If you feel there is no chemistry between you and the professional, reconsider any long-term relationship. (Also be aware that the professional is not there to be your friend, to “yes” you, or to coddle you. You want honesty and directness, and sometimes you’d rather not hear what needs to be said.)

Be an informed consumer. Interview several experts to get a taste of different approaches to treatment; consider which approach might be best for your child; which approach best suits your personality. At the same time, avoid the trap of continually searching for the “ideal” professional.

While you must be responsible for making all major decisions affecting your child, do encourage the child to participate in the decision-making process, wherever appropriate. We all tend to be more invested in the outcome of events when we participate in the planning, and your child is no exception.

Keep in mind that adults with ADD/ADHD are not the best self-reporters. It is often helpful to have a spouse or someone who knows you well at the intake. After all, you want the professional to get as clear a picture of the situation as possible. Leave your ego (the part that wants to show the world only your best aspects, or minimize your child’s problems) at home.

Keep in mind that all children (particularly adolescents, although even 6 year olds) will occasionally resist regular meetings with a long-term treatment specialist (such as a tutor or therapist). However, any ongoing complaints or active non-compliance needs to be examined carefully and discussed openly with your child, listening to his or her comments and feelings. Encourage your child to “buy in” to the process. When there are problems, it may be advisable to meet with the professional to discuss this issue.

Sometimes, an individual’s needs will change over time and one therapist, whose work has been helpful in the past, will become ineffective. Plan to reassess any long-term arrangement at regular intervals, and stay flexible and responsive to your child’s/your own changing requirements.

It is difficult, as a parent, not to be drawn to the professional who provides the most positive prognosis. Try to meet with enough professionals to form a realistic picture, even if it’s not the one you would like to hear. Don’t shop around for the most optimistic diagnosis—look for the best relationship and a realistic approach to diagnosis and treatment.

Locate Suitable Professionals

Some of the professionals you may be looking for, over a period of time, may include diagnostic (pediatric neurologist, child psychiatrist, psychologist, educational evaluator, etc.) and treatment (psychologist, social worker, speech/language therapist, occupational therapist, tutor, psycho- pharmacologist, pediatrician, etc.).

Contact different sources for recommendations as to suitable professionals:

• In NYC: CHADD of New York City (212) 721-0007
• Resources for Children with Special Needs (212) 677-4650
• Advocates for Children (212) 947.3089
• The ADD Resource Center: (646) 205-8080
• Outside of NYC: Contact CHADD National for a local chapter near you: chadd.org
• Your MD
• Your child’s school
• Friends and acquaintances with similar issues
• Resources for Children with Special Needs (212) 677-4650
• Advocates for Children (212) 947.3089
• It is recommended that you interview at least three professionals.

Initial Phone Contact

• Make this contact short and sweet.
• Indicate you are seeking a consultation.
• Give name, address, sex and age of your child.
• Offer the name of referring source (how you located this professional).
• State problem as you see it; as others (schools, etc. see it). If you suspect your child may have ADD/ADHD, say so.
• If your child has been previously diagnosed, state who did the diagnosis and when. If your child has not been previously diagnosed by a qualified professional, state this fact.
• If your child is already on ADD/ADHD medication, give the name and amount, results as you see it.
• Ask about this professional’s training and background in his/her area of expertise. If appropriate, inquire as to affiliations with hospitals, clinics, etc.
• Confirm that it is the person you are speaking with, rather than an associate, who would be seeing the child.
• Ask your questions, and set up the initial meeting, only with the person who will be seeing the child.
• Ask specifically about his/her experience working with children with ADD/ADHD and their families.
  Note: This can be discussed during the actual interview, but you might be able to save time and eliminate inappropriate candidates by well-chosen telephone questions.
• Clarify the role you would like this professional to play in providing assistance to your family.
• Have questions prepared that will help you determine whether you feel this professional would be a good match for your child.
• Inquire about fees, fee scale, insurance payments, etc.
• If interested in pursuing an initial interview/consultation, check whether there is a fee.
• Find out how the professional prefers the initial session; with only the parents, with the child, or as a family group, etc. Note: Question carefully any treatment professional who doesn’t want to see the child prior to agreeing to treatment. This is less important with an educational evaluator, neuropsychological tester or psychopharmacologist, where expertise is the only critical criteria for selection.

Make the Initial Appointment

• Inquire exactly what will be reviewed at the initial session.
• Ask if you should send copies of any documents you have prior to the interview.
• lf the professional you’re speaking with will be seen regularly over a period of time (psychologist, speech and language or occupational therapist, reading specialist, etc.) and time is extremely limited so you can only schedule regular sessions for specific hours, you should check now to see if the person you would be seeing is there at an acceptable time.
• You should meet with the professional first, without the child. Only after you’ve determined there is a potentially good relationship, but before you’ve made any commitments, should you have the professional meet with the child. (This applies more for therapeutic services.)
• If you’re making the second appointment (for the therapist or evaluator to meet the child), leave time to speak with the professional after he/she meets your child. Do not go in first, as this sets the relationship up in the eyes of the child as primarily between the parent and therapist. If you have a young child, find out if there is some provision for watching the child for part of the session so you can speak privately. Can you bring someone along for that purpose?

The Appointment

• Both parents, if possible, should attend.
• Briefly review with the professional all that was said on the phone.
• Bring copies of all records pertaining to your child. (Although the professional may not wish to read these documents during the session.)
• Discuss in what ways, and with which approach/technique the professional could help your child.
• Specifically determine whether your child’s issues are within that person’s realm of expertise.
• Be prepared to give a child and family background (the nature and extent of this depending upon the type of professional service being sought). Note: The intake interview, where this information is usually discussed in detail, should be scheduled only after you’ve decided this is the professional you want to use.
• Discuss the professional’s experience with ADD/ADHD.
• Ask the professional to offer his/her view on the cause(s) of ADD/ADHD—this gives you some idea of how involved the person is with the topic; whether they know of current neurological studies, etc.
• Ask the percentage of current patients with ADD/ ADHD.
• Ask if the professional is familiar with CHADD or is a member.
• Inquire how quickly he/she will return phone calls.
• Check on references. Ask if you can speak with the parent of a client.
• If more than one professional is involved in your child’s treatment, ask this professional if he/she is:
• Willing to work closely with other professionals who are also working with the child and family, including school staff.
• Will he/she write reports if needed (fee?), attend meetings, have phone discussions, etc.?
• Discuss the specific contact, if any, the professional will have with your child’s teacher
• If the professional is an MD, find out how he/she will work with your child’s psychologist, if any; and if the person you’re interviewing is a psychologist or social worker, ask how they work with the medical doctor.
• One person should be clearly designated the coordinator. This is usually one or both parents, but it can be anyone on the child’s team.
• Review prospective starting date and available hours.
• Check on charges for cancellations.

Summarize the Interview, in case of any misunderstandings, then:

• Ask the professional if, given what he/she has been told about the child and what they’ve seen, do they think this is a good match for his/her services, or could they recommend another professional who might be even more appropriate for this child?
• If the person indicates a desire to work with you and your child, ask them to be specific as to why they think they can help in your particular situation.
• Ask if there are any special issues he/she would like to discuss that might influence your choice of professional.
• Request a day or as long as you need to think about it, make your decision and get back to them.

After the Interview

• Write a brief note to the various professionals you interviewed, thanking them for their time and insights, and for those not selected, a short comment to the effect that you’ve decided to work with someone you feel is more suitable for your child (and/or your pocketbook).
• For the professional you do select, it is a good idea to get a written confirmation of the particulars of treatment(frequency and length of sessions with child, with family, types of tests, costs, etc.)

Following are questions specific to a particular need, be it diagnosis, evaluation, treatment or remediation:

Questions if you are seeking a Diagnosis (Medical, Psychological, Educational, etc.):

• Ask for an outline of the methodology to be used to insure an accurate diagnosis. What criteria will be used? Will other professionals be included?
• What tests will be utilized? Will a school or home visit be necessary? How much time will it take? What additional costs can be anticipated?
• What treatment plan is likely to be recommended if the diagnosis is positive?
• Will the person making the diagnosis be the same person who will do ongoing treatment? Note: This is not necessarily the case. Some professionals specialize in diagnostics; others in treatment.
• Find our whether the evaluation will include a written report, specific recommendations (for the school, tutor, parents, etc.).
• Ask whether the tester is willing to meet with the school and explain test results, and whether he/she will be available in the future for any questions you still may have.
• Questions if the Professional is going to provide Therapy for your child (primarily Psychological); also applies to working with a Coach:
• What is the type of therapy used (“treatment modality”) Le.: individual, group, family, tri-modal?
• Review what the therapy “should” accomplish, from your perspective and from that of the professional.
• Ask how often the sessions will take place.
• Discuss if the professional sees this as totally open-ended or if he/she can assign a time frame to length of treatment.
• Ask how he/she (and you) will know the treatment is working. What criteria will be used to measure success? How much time is needed before this judgment can be made?
• Find out how you would be kept appraised of your child’s progress (Le., occasional phone calls, once a month meetings, etc.)
• Find out how the professional views the confidentiality of his/her meetings with your child—will they alert you to critical issues or consider it patient confidentiality?
• Inquire how frequently the treatment professional would like the child followed up by a psychopharmacologist.

Questions regarding Medication (primarily for the Psychopharmacologist):

• Discuss the pros and cons of medication and how monitoring is accomplished if medication is indicated.
• Ask what medications he/she is familiar with and has successfully used with ADD/ ADHD children; how long he/she has been prescribing each; personal preferences and reasons for them.
• Ask how each medication works and what are its side effects and contraindications.
• Ask how the medication is administered and adjusted.
• Ask the psychopharmacologist how he/she (and you) will know the medication is working? How will he/she/you know if is isn’t working? How long will it take to make this judgment?
• Ask how often the doctor needs to see the child and what will occur at these visits.

Questions about Testing (primarily for the Psychological/Educational Evaluator):

• Ask what tests will be administered to your child, at what location and by whom -Request specific names and forms.
• Ask why these tests are included in the test battery. What does each test show? How will each relate to your child’s specific diagnosis?
• Ask how many test sessions will be needed.
• Check that the evaluation includes a written report and specific recommendations (for the school, tutor, parents, etc.) Ask how long it will take for the test report to be ready. Specify if you have a time deadline.
• Ask how test results will be explained to you; how will further questions be answered?
• Ask whether the consultant is willing to meet with the school and explain test results, and whether he/she will be available in the future for any questions you still may have.
• State who should receive copies of the test report.
• Check on additional fees for reports, etc., if any.

Questions to ask the Educational Consultant/Advocate:

• Ask about the advocate’s experience with public, private and special education schools.
• Ask about his/her philosophy of appropriate educational placement for ADD/ADHD children.
• Ask about his/her knowledge of due-process rights for ADD/ADHD children in your school district.
• What is the person’s usual course of action with ADD/ADHD children? How much time is usually needed (and what outlay of money) to achieve the results you desire? Is there a retainer fee or an hourly rate?
• What is the typical cost of the service? Clarify your financial obligations for known items (i.e., school visit) and future possibilities (school board hearing).
• Ask how much parental participation is required? What will you be expected to do? What will the consultant/advocate do for you?
• Be clear as to what meetings he/she will attend, and with whom? Are there any meetings the advocate would want to instigate?

Questions for the Tutor/Educational Therapist:

• Ask about the tutor’s professional background (teaching experience, training, professional affiliations).
• Ask specifically about the tutor’s experience with working with children with ADD/ ADHD and the age range of those children.
• Ask about his/her philosophy of teaching children with ADD/ADHD. Does he/she have any negative feelings about medication as part of the treatment plan?
• Ask if the tutor is familiar with your child’s school and/or has ever worked with children from the school.
• Describe any academic difficulty your child is having. How might she/he approach this problem?
• Does the tutor work primarily on skills development, compensatory learning strategies or homework help?
• Is the tutor willing to maintain regular contact with the school if parent and school request it. Is there an additional fee for school visits?
• Ask how much parental involvement in the tutoring process is expected. Will the child be expected to complete homework from tutoring as well as assignments from school?
• Ask if the tutor will administer his/her own battery of tests before beginning instruction or will those administered by the educational evaluator be sufficient to begin.
• Ask how progress will be monitored.
• Ask about additional fees for written reports, missed sessions, etc.
• If you have additional tips or suggestions, please send them to us at the address below.

With special thanks to the following:

For information on CH.A.D.D. (Children and Adults with Attention-Deficit/Hyperactivity Disorder), visit to chadd.org

Related posts:

1. How to Make the School System Work for Your Child by Harold R. Meyer
2. Edward (Ned) Hallowell, M.D. on ADHD
3. Managing ADHD at Home and at School

Preparation for the interview

1. Know where you are going:
   Review directions to the interview site the day before. Be clear as to how you’ll get there and how long it will take.
   Clearly write out the interviewer’s name, title, phone number and office location. Keep it easily accessible. (If you‘re not sure about this info, call the reception desk—in advance—and ask.)
2. Dress for success:
   Decide what you will wear (including accessories and shoes).
   Check that all clothing is clean and wrinkle-free (even if casual attire is expected).
   Shoes should be polished.
   Your look should be professional, but still your own style, so you’re comfortable.
   Don’t carry shopping bags or unwieldy totes to the interview.
3. Research the company: Check out the organization prior to your interview.
   Look it up online. Corporate web sites provide a wealth of information. Also look at their competitor’s sites.
   Review press on the company. Look in the financial pages. Check for recent articles on the organization or its leaders.
   Talk to people in the industry who know it.
   During the interview, appropriately bring up your familiarity with the company to the interviewer. If possible, mention ways in which your background/abilities relate to the company’s stated philosophy, direction, corporate culture, etc.
4. Set goals for the interview: It is your job to leave the meeting feeling secure that the interviewer knows as much as he or she possibly can about your skills, abilities, experience and achievements—and how they translate into benefits for the hiring organization. Make a list of your accomplishments/abilities in advance, and weave them into your replies (with subtlety but clearly and appropriately).
5. Prepare for potential problems: If you can foresee problems stemming from your past experience, training, etc.—or lack of — prepare for questions that bring up these issues.
   Be comfortable with your reasons for having left prior jobs, gaps in your industry knowledge, etc.
   Reframe the way you think about the past—if you are uncomfortable with your background or ability, the discomfort will be communicated to the interviewer. If you accept and treat them as past issues that happened for what were good reasons at the time, but reasons that are not applicable to the present position, you’ll minimize the negative impact. Take the attitude that they are no longer problems, or can easily be resolved
6. Expect to answer the questions:
   “Tell me about yourself.” Carefully prepare your answer to include examples of achievements from your work life that closely match the elements of the job before you.
   “What are your worst traits… your best?”
   “What did you like best about your last job… least?”
7. Role play
   Role play before the interview, so you are comfortable with both the tone and content of your replies.
   Speak out loud—look in a mirror.
   Work with a partner.

8. The Interview

   Be on time: Arrive early so you have time to collect yourself; even if you wait in the building lobby, your car or a nearby coffee shop.

9. Think positive: Enter into a state of relaxed concentration. Quiet the negative self chatter in your head through positive self-talk, meditation or visualization prior to sitting down in the meeting. Remember that this is a job interview, not the most critical event in your life. You can always get something out of the interview experience, even if it’s not the job. Treat every interview as important. At the very least it’s practice for the next interview.
10. Interview with the right attitude: Act spontaneous, but be well prepared. Be your authentic self, professional yet real. Project confidence—not bravado. Show interest and enthusiasm, even if you’re not sure the job is right for you. Whether or not the position is managerial, you’ll want to project the ability to lead others and work independently. Also demonstrate communications and people-skills; that you can fit in with coworkers as a valued member of the team and maintain a positive attitude.
11. Tell the truth: It’s okay to focus on your accomplishments and talents; it’s okay to minimize past difficulties and stress certain aspects of what you’ve done at other jobs. But if you lie about ability or experience, it will catch up with you (besides being a reason for dismissal). If you haven’t done something the job requires, but believe you can, say why.Be creative—if someone asks if you know how to do ‘X,’ you can say, “I’m a quick learner, and I have experience doing ‘Y’ and ‘Z,’ which are similar.”(Avoid using the word ‘No’ in an interview.) When asked about current or past salary, you can quote your ‘total package,’ which would combine salary, bonuses and special benefits.
12. Focus on the primary goals of the interview: Finding out more about the job, and selling yourself as the best candidate for it.
13. Listen: Hear what the interviewer says, rather than just concentrating on what you want to say next. Try to read the interviewer’s body language and facial expressions. Ask for clarification if needed. Remember that you are a partner in the interview process; not a supplicant.
14. Don’t oversell yourself nor talk too much: Be social, but stay focused on the primary goals of the interview. Catch and follow up on subtle clues and use them to your advantage, “I understand how difficult it can be to come in as an outsider yet win the trust and cooperation of a team. I’ve been in a similar position when…”.
15. Consider the interviewer’s agenda: Your ability to do the job will need you to be justified. Find ways to demonstrate your qualities above and beyond just doing the job.
16. Watch those nonverbal clues: Make and keep eye contact. Walk and sit with a confident air. Lean toward an interviewer to show interest and enthusiasm and speak with a well-modulated voice.
17. Be smart about money questions: Ask what salary range the job falls in. Attempt to postpone a money discussion until you have a better understanding of the scope of responsibilities of the job.
18. Don’t hang out your dirty laundry: Be careful not to bare your soul and tell tales that are inappropriate or the scope of the of the interview. State your previous experience in the most positive terms.
19. Ask questions: Prepare some basic questions in advance, then add others during the interview. You have the right—and obligation—to know as much as possible about the company, department, job, your manager and co-workers. You should know why the position is now available, and if it’s because someone left the company. If the position isn’t a new one, it’s okay to ask why the last person left, and also why the company elected not to promote from within. If it is a new position, ask why it was created and how it will fit into the existing structure. It’s okay to take brief notes
20. Know the question behind the question: Ultimately, every question boils down to. “Why should we hire you?” Be sure you answer that completely. If asked a question that would impact negatively on you, do what the politicians do and answer it with a point you want to get across, rather than responding precisely to the specific question.
21. Stay positive: Whether it’s knocking a past employer, former co-workers or your responsibilities (or lack of)… DON’T. There are ways to say what you need to by focusing on positive aspects and avoiding being overtly negative. You don’t want the interviewer to wonder how you’ll lambaste her company at a future interview. Again, role play in advance so you’re comfortable with your replies.
22. Demonstrate your unique qualifications: You want to convey that not only are you qualified for the job, but that you are the best candidate.
    Rather than a direct response, “I have 5 years of experience in’X',” show how your background would benefit the company, “I can apply what I’ve learned from my 5 years of experience in ‘X,’ and my knowledge of ‘Y’ to………” or “When I was with ABC Company, I used my familiarity with ‘X’ to boost profit margins by 28%.”
23. Prepare, and use, a “Closing Statement”: This short ‘recap’ should combine thanking the interviewer and summarizing why you are the most qualified candidate for the position, why you want to work for the company and why they would benefit most by hiring you. This exit speech is your last chance to say what you want and leave a good impression.

24. 

    Know the next step: Clarify what the next step is as far as your candidacy.

25. Follow up with an effective “thank you” letter: This is another opportunity to market yourself. Find some areas discussed in the meeting and expand upon them in your letter.

Written by: Harold R. Meyer and Susan K. Lasky

Copyright © 2006 by The ADD Resource Center. All rights reserved.

Related posts:

1. 10 Job Success Tips for the Unfocused by Wilma Fellman, M.Ed.
2. CityTV/Canada interview with Pete Quilly on Adult ADHD
3. Workplace Accommodations: Low Cost, High Impact

Written by Susan Lasky and Harold Meyer
You fell in love with his boyish enthusiasm, adventuresome spirit and easy-going charm.  Now you are frustrated that he decides to go skiing instead of shoveling the snow off the walkway, or forgets to take the children to the dentist.
You were fascinated by her many interests, creativity and “enjoy the moment” approach to life.  Now you are fed up with the clutter of her incomplete projects, and annoyed by her indifference to planning meals and shopping.
It is easier to love someone with ADHD than it is to live with them.

Equal Partners or Parent/Child?

You began your relationship as lovers, partners and equals.  But, over time, if the non-ADHD partner feels the ADHD partner fails to carry their fair share of daily responsibility, the balance shifts.  The non-ADHD partner may become frustrated, disappointed, angry or detached.   It is ironic that those character traits that initially attracted you are often those that create the most conflict as a relationship matures.
The non-ADHD partner may turn into an Enabler or a Nag, shifting the relationship from equal partners to one that more closely resembles that of a Parent-Child.   It is not unusual to hear the spouse of a person with ADHD saying that their first child is really their second child (their ADHD wife or husband being their first child). When this occurs, resentment builds and the relationship suffers.
The Enabler tries to keep the peace by making excuses and allowances for their ADHD partner’s failures and omissions.  When something isn’t done, they’ll either do it themselves or live without it.  They treat their spouse with the martyred indulgence of a parent with a wayward child.  The person with ADHD might, on one level, like it when their mate does an inordinate amount of things for them (the parent taking care of the child).  Although, on another level, they will often resent or feel guilty about being treated like a child.
The Nag will keep reminding their partner that they aren’t living up to expectations – to the point where the ‘wayward’ spouse will begin doing anything possible to avoid confrontation, including avoiding contact or being dishonest.  This is a pattern often seen with parents and teens.  It also destroys intimacy. The person with ADHD is probably a master at rationalizing and may not even realize the toll this is taking on the relationship.
Keep Partnership Alive:  Communicate
So how do you keep the romance alive? Whether you are the ADHD or non-ADHD partner, begin by recognizing that there are problems… and solutions.  However, successful problem-solving must be both creative and a joint effort.  Approach it from a fresh perspective; let go of the negativity, remember the love you started with, and begin with a fresh slate of possibility.  If you can’t, either bring in a third party  or start separation proceedings.

Begin your commitment to change with an honest discussion, not a finger-pointing diatribe.  Let go of trying to look good.  This is about fixing those problems that are damaging your relationship.  It is not about ‘fixing’ the other person.  Make sure that your partner is on board with the idea of jointly looking at ways to improve your relationship.  Be clear about the things that aren’t working for you, and why.  Some issues are minor, but can get blown out of perspective.  Ask yourself what is truly important.  Realize that the health of your relationship may hang on these issues.
Don’t try to deal with all of your concerns in one sitting.  Pick one or two areas to focus on, in advance of the discussion.  Timing is important.

Don’t do it when either of you are under time pressure, or after an argument, or when you are ready to pull your hair out… or your spouse’s.  Choose a safe location, which is best done away from home.  (Sometimes, just taking a walk together opens up communication between you.)
If you think you will have trouble finding the right words, role play and practice out loud.  (Many people are weak at bringing internal thought to the forefront and, though they might silently prepare what they want to say, when it comes time to retrieve those words it comes out all wrong.)

Avoid accusation and resist being defensive.  Tell your partner how his or her words and actions (or inaction) makes you feel, but try to see things from the other’s perspective.  Listen more than you speak.  If you are the ADHD partner, self-advocate.  Be clear about how ADHD affects you, but remember that it is an explanation, not an excuse.  Highlight your strengths, be honest about your challenges, and be open to ideas.  Work towards possibility and new actions and avoid harping on past failures, disappointments or guilt.   Because things have not worked doesn’t mean they can’t change.
Focus On Strengths
Accept the current reality, even if you don’t like it.  Most people with ADHD tend to have difficulty completing tasks they find difficult or boring.  They forget things when preoccupied, have problems with time commitments and are frequently organizationally-challenged.   Their priorities are often determined by interest, rather than necessity.  When the pressure gets too great, instead of getting going on things they should do, they may just go, or become overwhelmed and less productive.  These are not qualities that work well in a relationship, where another person has to share the consequences.
It makes sense for partners to play to their strengths.  Consider how to best use your talents, rather than divide work by category or by a perceived notion of what a man’s or woman’s role is in within a relationship.  The non-ADHD spouse might agree to take on the bill paying and balance the checkbook, but in return she may ask the ADHD partner to be responsible for mowing the lawn, which would allow him to be outside and move around.  An apparently reasonable sharing of responsibilities.
However, it would be a mistake to assume that a logical division of responsibilities will work.  So instead of proceeding as if it will happen just because it makes sense, then being disappointed when it doesn’t, be open and honest when you agree to something. Does the ADHD partner really buy-in to taking over lawn care, or is he just saying yes to keep the peace?  How will he schedule lawn care into his week?  How does he want to be reminded if he forgets? His intentions may be there but that doesn’t mean performance will follow. It is a good idea to anticipate and discuss possible stumbling blocks in advance, with the attitude of wanting things to work, instead of in anger or accusation, when they don’t.
When you divide chores, be specific.  What does “keep the bathroom in order” mean?  Very little to most people, and even less to the person with ADHD.  Clarify tasks, expectations and frequency.  Check that you are in agreement.  Put it in writing.  Not as a way to point the finger, but as a clarification tool.  That way no one has to rely on memory.   Keep in mind you are looking to share chores, but not necessarily do things equally.  Don’t balance who does what on a scale.  Consider some horse trading:  “I’ll do the dishes; can you make the bed?”
Have a Plan B
What do you do when one partner isn’t getting what they need from the other?   What if one person’s stuff is all over the place and their mate is uncomfortable living with the chaos?  The neat spouse can constantly pick up after their partner (The Enabler).  Or they can constantly complain (The Nag).   Or, they can avoid the Parent-Child role by accepting their partner’s challenges (which existed when the couple fell in love, but weren’t enough to keep them apart), yet still get what they need.  How?  With ‘Plan B,’ which is where, when understanding and a logical division of responsibilities don’t work , the couple removes themselves from the conflict and calls in an expert who can make things work.   There’s a book by Kathy Fitzgerald Sherman called, “A Housekeeper is Cheaper Than a Divorce.”  That may apply to your situation.  Or perhaps it is worth trading off a restaurant dinner to hire a lawn service.  (Although it is critical to schedule some fun, couples-only time out, to keep romance alive.)
Perhaps the underlying problems relate more to a lack of time management or organizational skills, or an inability to prioritize or communicate effectively.  Working with an ADHD Coach or a Professional Organizer can provide compensatory strategies and accountability, while leaving the spouse or partner out of it.  And consider a therapist or marriage counselor if the conflicts or negative behaviors have so eroded your relationship that you are having a hard time remembering why you fell in love.
Let go of the “Shoulds” (I/he/she/we ‘should’ be able to do something ourselves, rather than pay someone else).  “Shoulds” and “Have-Tos” rarely work.  The only feelings they inspire are those of guilt and often, “But I Don’t Want To.” Instead, focus on the “Coulds” and “Want-Tos.”  People with ADHD usually know what they ‘should’ do.  The problem is with the doing.  Change the motivation to something they “Want To” do, and the behavior often follows.  Consider your reaction to “I have to water the plants” versus “I love seeing these plants and want them to be healthy.”  It is a question of taking ownership, which makes follow-through so much easier!
You want a happy, healthy and loving relationship.  Remember that your original attraction wasn’t based on who would do the cooking, cleaning, bill paying, laundry, lawnwork, etc.  So look towards what you can do to regain the feelings that originally brought you together. When asked how she maintains a happy marriage after 30 years with a very ADHD husband, his wife replied that, when need be, she just reminds herself that their relationship is more important than whether or not her husband forgets to take out the garbage.  She knows what is important to her, and her priorities follow.

Susan Lasky and Harold Meyer, The ADD Resource Center       addrc@mail.com

For additional information on ADHD, relationships, coaching, organizational and time management skills: http://addrc.org

No related posts.

The publisher’s final edited version of this article is available free at Am J Psychiatry

See commentary in volume 9 on page 116.

 

See other articles in PMC that cite the published article.

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RESULTS

Prevalence

85.8% of respondents (Table 1) reported no clinically significant problems with inattention, hyperactivity, or impulsivity during their childhoods. Smaller percentages reported sub-threshold childhood symptoms (7.5%), full childhood criteria without current symptoms (4.0%), and full childhood criteria with current symptoms (2.6%). A strong monotonic relationship was found between this four-category classification and blinded clinical diagnoses of adult ADHD in the reappraisal interviews, with an area under the receiver operator characteristic curve (AUC) in the weighted clinical calibration sample of .86. No false negatives were found among the 85.6% of respondents who reported no childhood symptoms of ADHD, although false negatives were found among respondents who reported sub-threshold symptoms. The estimated prevalence of clinician-assessed adult ADHD (standard error in parentheses) in the total sample based on MI, using a combination of directly interviewed cases from the clinical reappraisal sample and multiply imputed cases in the remainder of the sample, is 4.4% (0.6). It is noteworthy that exactly the same estimated prevalence and standard error are obtained by using a more conventional two-stage sampling adjustment (29).

Table 1 Distribution of Adult ADHD imputation classes in the NCS-R1 and conditional prevalence of clinician-rated Adult ADHD in the clinical reappraisal sub-sample

Socio-demographic correlates

MI estimates of clinician-assessed adult ADHD are estimated to be significantly elevated among men, Non-Hispanic Whites compared to Non-Hispanic Blacks and Hispanics (i.e., the latter have significantly lower odds than Non-Hispanic Whites), the previously married, and people in the “other” (mostly unemployed and disabled) employment category. (Table 2) The OR’s of these predictors are all modest in substantive terms (1.6–3.3).

Table 2 Socio-demographic correlates of Adult ADHD (n=3199)1

Comorbidity with other DSM-IV disorders

Adult ADHD is significantly comorbid with a wide range of other 12-month DSM-IV disorders. (Table 3) Strength of comorbidity does not vary greatly across classes of disorder, with OR’s of 2.7–7.5 for mood disorders, 1.5–5.5 for anxiety disorders, 1.5–7.9 for substance disorders, and 3.7 for intermittent explosive disorder.

Table 3 Twelve-month comorbidities of Adult ADHD with other DSM-IV disorders (n=3199)1

Basic and instrumental functioning

Adult ADHD is associated with significantly elevated OR’s of disability in all three WHO-DAS dimensions of basic functioning — self-care (2.2), mobility (3.9), and cognition (2.6) — as well as all three dimensions of instrumental functioning — days out of role (2.7), productive role functioning (2.1), and social role functioning (3.5).

Twelve-month treatment

A significantly higher proportion of females than males with adult ADHD received treatment for mental or substance problems in the 12 months before interview (53.1% vs. 36.5%, z = 2.6, p = .014). However, only 25.2% of treated cases received treatment for ADHD (22.8% of females vs. 27.7% of males, z = 0.5, p = .598). Because of this low proportion, only 10.9% of respondents with adult ADHD received treatment for ADHD in the 12 months before interview (12.1% of females vs. 10.1% of males, z = 0.4, p = .657).

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Blogs

The Mysteries of ADD

published originally on the web for Psychology Today magazine. Tom Brown’s website www.DrThomasEBrown.com

The truth about attention deficit disorder
by Thomas E. Brown, Ph.D.

The Mysteries of ADD and High IQ

The five truths about attention deficit disorder.
Published on August 16, 2011 by Thomas E. Brown, Ph.D. in The Mysteries of ADD

We recently published a study of 117 high IQ children and adolescents with ADD. (Note: In this
article, the term ADD is used to refer to both ADD and ADHD). All of these very bright students
were struggling in school and often also in social relationships because of their ADD-related
problems. Results from that study uncovered a pattern of vulnerabilities in executive functions,
the management system of the brain, that caused these bright students to have chronic difficulty
in focusing on their work, in getting their work done adequately, in keeping in mind what they
had just heard or read, and in organizing and completing assignments. Some have been mystified

Students in this study, compared to others of the same age, were impaired not by lack of smarts,
but by chronic inability to deploy their smarts in effective work and in getting along with other
people. One of the measures used in our study was a rating scale that inquires about impairments
in various clusters that describe executive functions (EF). Everyone has problems with these
various functions sometimes; people with ADD have much more difficulty with these functions
than do most others of the same age.

Data from this study show that individuals can have very high IQ and still suffer significant
impairments in each of these executive functions that are essential for working effectively and
for getting along with other people.

3. How can someone be an honor student in elementary school and then struggle and fail
repeatedly in high school or college?

Most of the students in this study got high grades in elementary school. Many were in special
programs for talented and gifted students. Their school difficulties tended to begin when they
made the move from elementary school, where they were with one teacher and the same group
of classmates most of the day. Entry into middle school or junior high often brought increasing
difficulties in keeping track of assignments and in completing homework. We explain that
these students struggled when required to operate more independently without that one teacher
who can help to keep tasks and expectations organized for all subjects throughout the day. As
homework requirements escalated and parents were less able to monitor what was going on in all
the various classes, many of these very bright students began to flounder.

Some of the older students in the study had managed to function well even with the demands of
middle school and high school. Many of them had parents who were successful in maintaining
supportive scaffolding around their sons and daughters, helping them to prioritize, plan, monitor
and complete multiple assignments. Often the ADD impairments of these strongly supported
high IQ students did not show up until they went away to college or university. There, lost
without the strong daily support of their parents, many of these very bright students were unable
to cope with their schoolwork, had plummeting grades and were required to take a semester
off or transfer to another, less challenging college. Just being very smart is not enough to be
successful in college, university or employment; one also needs to be able to manage oneself,
to work productively and to get along reasonably well with peers, professors, supervisors, and
employers.

4. How can someone focus very well on playing a sport, video games, drawing, or making
music and not be able to focus enough on almost anything else?

The most mystifying aspect of ADD is that everyone who has this disorder is able to focus
very well on a few specific types of tasks, even though they have great difficulty in focusing
effectively on almost everything else. All of the students in this study reported that they had no
difficulty in exercising executive functions very well for a few specific activities. For some it
was participating in a sport or making art or music. For others, focus came easily for repairing
car engines, cooking, using the computer, or designing websites. When asked to explain why
they could focus on those few specific activities, but not on other tasks they recognized as
important, the students typically responded by saying: “If it’s something that really interests me,
I can focus. If it’s not really interesting to me, I just can’t focus, even when I know it’s important
and I really need to do it.”

One of our patients explained this: “ADD is like having erectile dysfunction of the mind. If the
task is something that really interests you, you’re up for it and can perform. If it’s not something
that turns you on, you can’t get it up and you’re not able to perform.” The capacity to focus and
mobilize executive functions for a task depends primarily on release of dopamine in specific
areas of the brain and that release of dopamine is not under voluntary control.

5. Does anyone ever get over having ADD as they get older?

Back when ADD was seen as simple hyperactivity, it was believed that anyone with ADD would

outgrow those problems by the time they were about 14 years old, if not before. That view made
sense because for several decades ADD was seen as just hyperactive behavior, not as a problem
with attention and EF. Often, though not always, hyperactive symptoms of ADD do go away as
one gets older. But longer term studies have shown that for about 70-80 percent of those with
ADD, their attentional symptoms tend to persist into adulthood, even if hyperactive problems
have remitted. We published an earlier study of 157 high IQ adults with ADD. The design of that
research was almost identical to this recent study of kids with ADD and the results were very
similar. For many, the EF impairments of ADD persist into adulthood.

Despite the persistence of ADD, many of those affected experience less impairment from ADD
symptoms as they get older. Three reasons may contribute to such improvement: for many with
ADD, junior high, high school and the first few years of university are the most difficult. This
is because these are the years when one is required to cope with the widest range of academic
tasks with the least opportunity to escape from the ones you’re not that good in. When one gets
further along in education or employment it is often possible to specialize in work that is more
interesting and which one can do reasonably well, without carrying so much of a burden of more
challenging tasks. Second, imaging studies have shown that the course of brain development in
adolescents with ADD is very similar to that of their age mates, except in a few specific regions
of brain that are essential for executive functions. Individuals with ADD tend to catch up in
development of these delayed regions of brain crucial for EF about 3 to 5 years behind their
peers. This may account for some students who do poorly in high school and early college, then
return to more advanced education a few years later and are very successful.

Thomas E. Brown, Ph.D., is associate director of the Yale Clinic for Attention and Related
Disorders, Department of Psychiatry, Yale University School of Medicine.

Thomas E. Brown, Ph.D.

Thomas E. Brown, Ph.D., is associate director of the Yale Clinic for Attention and Related Disorders, Department of Psychiatry, Yale University School of Medicine.

Books by Thomas E. Brown, Ph.D.

Attention Deficit Disorder: The Unfocused Mind in Children and Adults

by Dr. Thomas Brown Ph.D.

Yale University Press

buy now

ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults

by Thomas Brown

American Psychiatric Publishing, Inc.

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http://www.addrc.org/wp-content/uploads/2011/07/College_Guide-Dissabities.pdf

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A Practical Guide for People with Disabilities who Want to go to College

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