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

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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.

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2. CityTV/Canada interview with Pete Quilly on Adult ADHD
3. Workplace Accommodations: Low Cost, High Impact

OJP.RdgArticle.2011Open Journal of Psychiatry, 2011, 1, 79-87   OJPsych
doi:10.4236/jsemat.2011.13014 Published Online October 2011

CLICK here to read the complete Article

Given the findings of this study, it would seem advisable
forclinicians assessing individuals with ADHD to inquire directly
about whether they are able to complete tests involving reading
comprehension within the time usually allowed. If the student
reports frequent inability to complete such tests, the student
should be referred for a full psychoeducational evaluation,
including the NDRT or a comparable measure, to establish whether
accommodations including extended time for tests and examination
are appropriate and should be provided.

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2. Managing ADHD at Home and at School
3. How to Have Better Teacher Meetings

Helping Kids See the Good Side of Getting Things Wrong

Published on September 7, 2011
by Marilyn Price-Mitchell, Ph.D.
in The Moment of Youth

Everyone makes mistakes and children are no exception. What’s important is how we learn from them. Yet, children grow up in a society that pressures them to be perfect and intelligent – to achieve the highest SAT scores, land prized scholarships, and get into the best universities. Parents reinforce this pressure at home when they cover up children’s mistakes, correct homework to improve grades, or drill knowledge into kids until they get it right. Stress is increased when children are constantly praised for their intelligence. How does this focus on perfection and IQ affect learning? And how can we help children and teens believe in themselves by accepting their mistakes and learning from them?

Oops! We All Make Mistakes

A recent Scientific American article, Getting it Wrong: Surprising Tips on How to Learn, supports a number of learning and developmental theories. Historically, many educators have created conditions for learning that do not encourage errors. And parents have followed suit. For example, if we drill children over and over again with the same math problem, they will eventually remember the answer. And if they are lucky, they will remember the answer on a standardized test.

This approach to learning assumes that if students are allowed to make mistakes, they will not learn the correct information. However, recent research shows this to be an incorrect assumption. In fact, studies have found that learning is enhanced when children make mistakes!

Whether it involves homework, developing friendships, or playing soccer, learning is enriched through error. Making mistakes is part of how kids are challenged to learn to do things differently. It motivates them to try new approaches.

Carol Dweck, a professor at Stanford University, studies the importance of challenging children, even if they get things wrong. Her research shows that praising children for their intelligence can actually make them less likely to persist in the face of challenge. She and her colleagues followed hundreds of 5th grade children in New York City schools. One group was praised for their intelligence while the other group was praised for their effort.

When the 5th graders were challenged with an extremely difficult test designed for 8th graders, a surprising result occurred. The students who had been praised for their effort worked very hard, even though they made a lot of mistakes. The kids praised for being smart became discouraged and saw their mistakes as a sign of failure. Intelligence testing for the kids praised for their effort increased by 30% while the kids praised for their intelligence dropped by 20%.

Dweck’s work, described in the book MindSet: The New Psychology of Success reminds parents that glowing, unconditional praise that masks errors and mistakes is harmful to children’s development. Being too quick with praise can be as detrimental as correcting homework mistakes that would have provided opportunities for learning.

Children make many kinds of mistakes. Some mistakes, like forgetting a homework assignment or not studying for an important test, have expected consequences. Others like lying, cheating, or actions that negatively affect friendships, have more complicated causes and are more complex to remedy. But all mistakes contain seeds of learning.

Ten Parenting Guidelines that Help Kids Learn from Mistakes

• Acknowledge that you don’t expect your children to be perfect.
• Let them know your love is unconditional, regardless of their mistakes or lapses in judgment.
• Don’t rescue children from their mistakes. Instead, help them focus on the solution.
• Provide examples of your own mistakes, the consequences, and how you learned from them.
• Encourage them to take responsibility for their mistakes and not blame others.
• Avoid pointing out their past mistakes. Instead, focus on the one at hand.
• Praise them for their ability to admit their mistakes.
• Praise them for their efforts and courage to overcome setbacks.
• Mentor them on how to apologize when their mistakes have hurt others.
• Help them look at the good side of getting things wrong!

Photo Credits: Ktpupp; Lil Larkie

About the author:

 Marilyn Price-Mitchell, Ph.D.

Dr. Marilyn Price-Mitchell is a developmental psychologist, educator, researcher, and writer who studies how today’s youth grow into healthy, successful, and engaged adults.  She synthesizes multidisciplinary research in psychology, education, sociology, child & adolescent development, social psychology, and neurobiology to bring trusted, evidence-based research to parents, teachers, mentors, coaches, and all those who support kids. Visit her blog at Roots of Action; Twitter; Facebook.

©2011 Marilyn Price-Mitchell. All rights reserved. Reprinted with permission.

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Learning disabilities and ADHD

Learning disabilities affect how you understand, remember, and respond to new information. They can cause problems in several areas, including speaking, reading, writing, and doing math.

Attention deficit hyperactivity disorder (ADHD) is not a learning disability, but it definitely can affect a person’s ability to learn. And if you have ADHD, there’s a pretty good chance that you may also have a learning disability.

Experts think a combination of factors causes learning disabilities and ADHD, including your genes and the environment around you. For example, lead in drinking water sometimes found in old homes can play a role.

Whatever the causes, having a learning disability or ADHD doesn’t mean you can’t do really well in life. In fact, lots of famous people with learning issues or ADHD — from cartoonist Walt Disney to clothing designer Tommy Hilfiger — went on to fantastic success. Keep reading to learn more about living with learning disabilities and ADHD.

• Learning disabilities
• Attention deficit hyperactivity disorder (ADHD)

Learning disabilities

Having a learning disability does not mean that you are slow or dumb. It means that your brain is “wired” a bit differently, so that you learn differently from most other kids.

Below are some common types of learning disabilities:

There’s no cure for a learning disability, and you may have to deal with it your whole life. But you can learn some great ways to tackle any challenges your disability may bring.

If you haven’t been diagnosed with a learning disability and think you have one, tell your teacher, parents, or guardian. They can start you on the path to the kinds of support you need. You may see a school psychologist or a learning specialist, who can give you tests to figure out what kind of disability you have. Then you may get help from teachers specially trained to guide your learning in ways that work best for you.

One way kids with learning disabilities get help at school is through an Individual Education Program (IEP) — a plan written just for you and your learning needs.

You can learn lots of ways to improve your learning skills, including memory tips from LD Online.

Attention deficit hyperactivity disorder (ADHD) top

ADHD is a medical condition that affects a person’s ability to pay attention, sit still, and follow directions. If you have ADHD, you may often lose stuff, lose concentration, and just plain lose control — none of which is much fun! But there are lots of tools and treatments for ADHD that can help you build a great future. Some extremely successful people have ADHD, including Ty Pennington, host of the TV show “Extreme Makeover: Home Edition.” Even Albert Einstein is thought to have had it! Some kids also find that their symptoms get better as they get older.

Symptoms of ADHD include:

• Being easily distracted
• Acting without thinking things through first
• Daydreaming a lot
• Having trouble finishing tasks like homework
• Feeling restless or fidgety
• Being very active
• Having trouble staying organized

Of course, everybody has these issues sometimes. If you have ADHD, though, you likely have them for longer and in more significant ways. And they probably cause some serious problems for you at school, at home, and with your friends.

A diagnosis of ADHD is made by a health care professional trained to recognize it. You could start with a visit to a pediatrician, who might recommend a specialist like a psychologist, psychiatrist, or neurologist. There’s no one test for ADHD, so diagnosis can involve talking with you, checking your school records, and doing a physical exam to rule out other possible causes for your symptoms.

Treatment for ADHD can be medication, some kind of therapy, or both.

Medications for ADHD include stimulants like Ritalin and Adderall. It may seem strange to treat being hyperactive with something that stimulates you, but these medicines have the opposite effect on kids with ADHD.

If you take medication for ADHD, learn its possible side effects and tell your parents or doctor if you get any. Also, if you know you have a heart condition, tell your doctor, since some ADHD medications can be a problem if you do.

Therapy for ADHD often is a kind called behavioral therapy. This type of treatment helps you work on how you behave. You might learn to give yourself praise or rewards for achieving a goal, like staying cool when you feel angry. Behavioral therapy also can provide the kinds of tips that help manage ADHD. For example, you might develop a system for staying organized, like putting your stuff in the same place every day or posting a list of chores.

Therapy also can be a great chance for you to talk about things that are upsetting you. A therapist can help you find healthy ways to handle your feelings. Sometimes just talking helps!

Schools provide services for kids with ADHD, so your parents should ask what’s available to you. The school will do an evaluation and may offer help like seating you where you’ll be less distracted. If you qualify, you will receive an Individualized Education Program (IEP), which is designed just for you.

A lot more boys in your school may have a diagnosis of ADHD than girls. But that doesn’t mean ADHD is a guy thing. Some girls have it but just don’t get diagnosed. Experts think girls more often have ADHD symptoms that a teacher might miss, like getting distracted. Boys with ADHD, on the other hand, more often are hyperactive, which is a lot harder to miss. If you think you have ADHD and no one has noticed, speak up to get the help you need.

Lots of things about having ADHD can be challenging — especially added on top of the usual stress a teen faces. But there are so many things you can do to feel better. Find ways to use your skills, relax, and connect with other people. You definitely have what it takes to learn how to deal with ADHD. The fact that you’re reading about it now means you’ve got the strength to put in the effort it takes to succeed!

Content last updated February 16, 2011

Office on Women’s Health in the Office of the Assistant Secretary for Health
at the U.S. Department of Health and Human Services.

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ADHD: A Disorder of Regulation

Books by Dr. Barkley:  CLICK HERE

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Personal income tax is due in about 2 weeks!  Many people with ADHD – and without – have difficulty getting their financial records ready in time to make this deadline.  Be realistic.  If you see that you are unlikely to have your taxes ready to mail by April 15th (April 18th for 2011) , file for an extension now, to avoid penalties for late filing (you’ll still have to pay taxes and interest, so the sooner you file, the better).
It is possible to overcome major avoidance, which is what keeps many people from getting their taxes done on time. When you are working on tax prep, think of it as aproject.  It is then less overwhelming to manage this project by breaking it down into steps (tasks) and working on just one task at a time.  Entering each task on your calendar, as a Task-Appointment, makes it more likely you’ll get them done, as you’ve assigned specific times for working on each ‘baby step’ for your Tax Prep project.  It is easier to get your head, and energy, around doing a specific task then it is to think about accomplishing the entire project.

• ·         Task #1 – Begin by gathering the many financial papers you probably have in several different places, and put them in one location, even if you use the proverbial shoebox to hold everything!
• ·         Task #2 – Sort the various papers into categories (receipts, statements, tax reporting forms).
• ·         Task #3 – If you itemize, group your deductible receipts (medical, business, etc.).  Note:  Remember that you can request an annual statement from your local or mail order pharmacy that itemizes all medication expenses, so you don’t need to keep each receipt during the year.  Obtaining this statement can be a separate Task (visit the pharmacy, make the call or download the Pharmacy record).
• ·         Task #4 – Review your checkbooks, bank and credit card statements for possible deductible expenses.
• ·         Task #5 – Are any reporting forms missing?  (W2 or 1099’s, property or school taxes, mortgage interest, bank interest, stock dividends, etc.) You should have a list of what to look for from your accountant.  If not, several are available online or through the IRS website.  If any critical reporting forms are missing, set a Task to contact the originator for a copy.
• ·         Task #6 – Tally your categories and list the details, whether on paper or computer.
• ·         Task #7 – Fill in the tax forms or give your prep work to your accountant.  Note: Accountants may have different requirements as to what documentation they need to do your taxes, so check in advance.

Take your Tax Prep Project a baby step, or Task, at a time, and it will be easier to complete it without getting into a state of overwhelm or frustration.  Hopefully you can do this in time to file by April 15^th (April 18th in 2011 only),   but if not, by or before the extension deadline.

Don’t ignore it – taxes DON’T just go away J   If you don’t want next year to be as stressful, work with someone to set up a simple system for managing your financial papers.  It’s worth the investment, given the possible penalties and interest of late filings, the potential savings from having a clear record of all deductible items, and, perhaps most important, the reduced stress you’ll experience.

© Susan Lasky, Productivity/ADHD Coach and Professional Organizer, Organizing & Productivity Solutions

914-373-4787, Susan@SusanLasky.com, www.Organize-Coach.com

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Responding to Emails:                                                                                                               (By Harold R. Meyer and Susan K. Lasky)

• Read the email carefully. 
• Decide how much time you will need to reply, then set a timer to keep track of the amount of time you spent responding to this email.
• Highlight questions that require an answer (hit ‘Reply’ then you can highlight, underline or list them separately).
• Reply as a ROUGH DRAFT -  This draft IS NOT TO BE SENT!

o   Answer only the questions you highlighted

o   Do not worry about grammar, spelling or redundancy in this ‘sloppy copy’

o   Do not edit anything you write until you have completed your entire rough draft

• Pause for a few seconds.  Look away.
• Read the draft – out load, if possible.
• Look at each highlighted question and check that it was answered.
• Now you should edit your response: (pretending that the other person has no patience/time to read your email)

o   Is it succinct and to the point? Eliminate as much as possible.  

o    Cover only the topic of the incoming email. Do not add anything outside of the single topic. New topics should be in a new email with a new Subject line.

o    Remove any extraneous words, thoughts or sentences. Edit ruthlessly but quickly.

o    Check for spelling/grammatical errors and punctuation.

o    Did you answer the questions in the best possible way, within time limitations?

o    Add any *required* niceties.

• What is the next step?  Is action required from the recipient or from you?  If so, clarify who needs to do what, and by when.
• If you have any questions, make sure they are written clearly and concisely.
• Hit ‘Send’
• Turn off the timer.  Measure how long this took.

by Harold R. Meyer and Susan K. Lasky

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This article (and others) is available at everydayhealth.com

Why ADHD Is on the Rise?

Statistics show that more children are being diagnosed with ADHD each year. Why? Read about possible explanations in Everyday Health’s exclusive expert roundtable discussion.

Everyday Health: Why are so many more children being diagnosed with ADHD now than in the past?

Steven Richfield, PsyD (parentcoachcards.com)

Child psychologist, Plymouth Meeting, Pa.; author of The Parent Coach: A New Approach to Parenting in Today’s Society

There is far greater awareness now of the signs and symptoms of ADHD because of in-service training for teachers and more enlightened parents. The emotional, educational, and social costs of undiagnosed ADHD are perhaps the biggest reasons that so many more kids are referred for evaluation. The lack of identification [of an ADHD diagnosis], proper educational planning, and treatment can be devastating for a child’s future.

Jacquelyn F. Gamino, PhD (brainhealth.utdallas.edu)
Research scientist, Center for BrainHealth, University of Texas, Dallas

The measures we currently have to diagnose ADHD are more sensitive than they used to be. Think about common ailments such as heart disease. Current medical practices make it much easier to detect and treat; the same is true of ADHD. We also know more about ADHD than before, so we can understand and recognize some of the symptoms more readily.

F. Allen Walker, MD (louisvilleadhd.com)
Board-certified psychiatrist, Louisville, Ky.

Many schools and teachers are not able to keep up with the different learning styles of students. Learning through imagination and creative curiosity (which I find inherent in kids with ADHD) is disappearing in many schools. At home, kids are allowed to spend too much time in sedentary activities and engaged in “screen time” (whether televisions, computers, or video games); in addition, many parents do not understand the importance of maintaining consistent boundaries. I feel everyone experiences symptoms of ADHD to varying degrees at some point during his or her life, and the current fast-paced culture seems to propagate the ADHD phenomenon.

L. Eugene Arnold, MD, MEd (psychmed.osu.edu)
Child & adolescent psychiatrist; professor emeritus of psychiatry, Ohio State University, Columbus

The main reasons are that the disorder is better recognized and that modern stress and the lack of structured discipline bring out the symptoms. But more cases of ADHD may result from things like environmental pollutants, a decrease in nutritional balance (because of food processing, fast foods, and additives), a lack of exercise, and the epigenetic consequences of early developmental experiences and exposures. Also, improved obstetrical care is saving more vulnerable birth-traumatized babies who in the past would have died. The downside of better recognition is the possible misdiagnosis of some who have other problems.

Common Theories About the Causes of ADHD

A variety of theories about the causes of ADHD have been proposed, including problem pregnancies and food additives. Discover what experts have to say about these theories.

Everyday Health: Why are there so many theories about the causes of ADHD? What are the most common?

Patricia O. Quinn, MD (addvance.com)
Developmental pediatrician; director, National Center for Girls and Women With ADHD, Washington, D.C.

ADHD is a brain-based condition and the result of problems with the transmitters that help relay messages in certain areas of the brain. But there may be several reasons that these brain areas are not functioning properly. ADHD tends to run in families, and several genetic variations have been found in different people. However, there does not seem to be one gene that is affected in all people with ADHD. We also know that an insult to the brain, either during development or later in life, can result in symptoms of ADHD. Many things can insult the brain, including infections (meningitis, encephalitis), toxins (low levels of lead or pesticides), poor nutrition (anemia, malnutrition); and problems during pregnancy (bleeding or maternal smoking) or after birth (prematurity).

Lawrence Diller, MD (docdiller.com)
Behavioral and developmental pediatrician and clinical therapist, Walnut Creek, Calif.; assistant clinical professor, University of California, San Francisco; author ofThe Last Normal Child, Running on Ritalin, and Should I Medicate My Child? (will be published in May 2011)

There are no biological tests or markers for ADHD. Because there are neither medical nor definitive psychometric tests, the causes of ADHD are open to varying interpretation. The ADHD diagnosis is a potential political football when it comes to etiology [causes]. The most widely held belief is that ADHD is genetic and biochemical — a disorder of the brain. However, that doesn’t mean that environment doesn’t play a role with regard to the expression and/or management of the problem behaviors of ADHD.

Erin N. King (schoolpsychologistfiles.com)
Nationally certified school psychologist, Virginia

Any disorder that does not have a known cause is open to a number of theories. People naturally want to know why, or want to feel as if it can be prevented in the future. Heredity is the most commonly accepted cause.

Eric Beam, PhD (Ask Dr. Eric)
Supervisor for school psychologists and speech language pathologists, Los Angeles County School District; Board of directors, California Association of School Psychologists

We’ve come a long way, but we still have a lot to learn. There are a lot of unconnected dots. This allows for a lot of theories to exist, and a lot of theoretical purists to act more like cultists than scientists. However, in time, the more that we learn and understand about ADHD collectively, the more the theories start to converge and overlap.

Barry Lessin, MEd [barrylessin.com]
Licensed psychologist and certified addictions counselor, Fort Washington, Pa.

Common theories of causation revolve around genetic (heritability), neurological (specific brain dysfunction — for example, of the frontal lobe), environmental (prenatal issues, diet, and so forth), and social factors. Also, because of the business aspect in the health care industry, competing interests exist among various disciplines/business sectors that provide treatment for ADHD and have a vested interest in their products and approaches.

Is ADHD Treatment Really Necessary for Children?

The decision to start children on drugs to treat ADHD can be tough for parents. Experts discuss the pros and cons of ADHD medication for children.

Everyday Health: How do you explain the value of treatment to resistant parents? For example, a parent might say, “I survived my childhood with ADHD — and I was never diagnosed or treated. Why does my child need ADHD treatment?”

Patricia O. Quinn, MD (addvance.com): When most people with true ADHD reflect on their childhood and adult years, they can appreciate the pain and suffering or lost opportunities in their lives. Most parents want what is best for their child, especially if their child is at a disadvantage or not able to live up to his or her potential because of a short attention span, distractibility, or disorganization. We have a fast-paced learning environment, and if a child is not paying attention, he or she misses out on a lot of skills (both academic and social). I always remind parents that they will never know how well their child can do (and how much easier life will be) until they undergo a trial period with an approved ADHD treatment.

Lawrence Diller, MD (docdiller.com): No parents I’ve ever met were initially enthusiastic with the notion of their children taking a psychiatric medication. Most parents are more open to considering a medication intervention after trying interventions other than drugs — like behavioral modification plans and educational interventions (effective parent/teacher strategies). Parents must consider the choice between using an effective, relatively safe medical intervention and an increasingly restrictive, potentially stigmatizing life for their child.

Eric Beam, PhD (Ask Dr. Eric): My personality is very bottom-line oriented, so I do better with these parents than the more touchy-feely practitioners. I don’t push for ADHD treatment; I push for results and for a plan that is calculated to improve outcomes. If parents ask me about medication, I will not share many opinions or answer many direct questions. However, I may help facilitate their ability to construct a set of questions to ask the appropriate medical practitioner. In the end, it’s not my decision.

Barry Lessin, MEd (barrylessin.com): Once I educate parents by giving balanced, quality information about what we now know — and don’t know — about ADHD and its successful treatment, the more willing they are to embrace treatment options. I work with the family to identify the child’s existing strengths and resources and to develop some behavioral strategies, built on these strengths, for them to use to improve the child’s condition. When parents are given hope and offered effective strategies for dealing with ADHD, they are usually more willing to enter into treatment.

The Challenges of ADHD at School

Children with ADHD need support at home and at school for proper treatment of the condition. How much help can parents really expect from teachers and administrators?

Everyday Health: What role does a child’s school play in helping him or her with ADHD?

Lawrence Diller, MD (docdiller.com): Coordination among a child’s family, doctor, and school is critical in any treatment plan. All potential ADHD children should have a minimum screening for learning or processing problems. Sometimes simply addressing these issues with small-group instruction can sufficiently highlightthe problem behaviors. Similarly, placement in the front of the class and behavior modification interventions — like a daily report card that rewards a child for getting to, sticking with, and completing a task — can reduce the need for medication or lower the necessary daily dose. Finally, feedback from the teacher is critical in determining the most effective daily dosage when using a medication intervention.

Eric Beam, PhD (Ask Dr. Eric): The school’s role is to teach well. First and foremost, students with ADHD need excellent teachers. They need to be engaged in learning, door-to-door and bell-to-bell. They need a structured external environment that offers the right combination of support and challenge. They need to be engaged through a variety of methods and modalities. In addition, students with ADHD often need to receive explicit instruction in certain skills that students are usually just expected to “pick up” along the way — social skills, study skills, time management and organization, and so on. Energy and concentration are precious commodities, and children only have so much that they can deliver in a given day. We need to be wise and strategic because concentration is even more limited when dealing with ADHD.

Barry Lessin, MEd (barrylessin.com): Effective treatment for ADHD is more likely when we take a comprehensive approach. A child’s academic world can be very different from the home environment. Success in school, then, is often contingent on coordinating treatment approaches and working with the school directly to develop an appropriate educational program for the child. The likelihood that a child will improve is greater when the school, family, and therapist are on the same page.

Patricia O. Quinn, MD (addvance.com): Schools and teachers play a critical role in both diagnosis and treatment. The first symptoms of ADHD usually appear or cause difficulty in the school environment. Teachers need to be knowledgeable about ADHD and aware of how symptoms show up in the school setting. They also need to be willing to refer a child for appropriate evaluation. Schools can help a child with ADHD by making the classroom feel safe; teaching organization, planning, and memory skills; and assisting the child in developing social skills. Teachers should avoid public shaming or criticism for not doing work, talking too much, or not turning in homework. Instead, they should design programs to help children with ADHD develop these skills.

Frank Barnhill, MD (drhuggiebear.com)
Board-certified family physician, Gaffney, S.C.

Teachers and the entire school experience must be supportive of the changes needed for effective therapy, whether drug therapy or behavioral therapy, in order for it to help the child reach his or her potential.

Alternative Treatments for ADHD

Which nondrug strategies work best for children with ADHD? Get expert advice on alternative treatments.

Everyday Health: Which nondrug strategies work best for children with ADHD?

Will Meek, PhD (willmeekphd.com)
Counseling psychologist; staff psychologist and director of Counseling Services at Washington State University, Vancouver; adjunct professor, Portland State University, Portland, Ore.

There are two essential components to successful nondrug treatment of ADHD. The first is self-regulation, which focuses on tolerance and the healthy expression of emotions, as well as impulse control. Mindfulness and exercise programs are two areas of note for building these skills. The second is the development of compensatory strategies for the way the ADHD brain works.

Stephanie Sarkis, PhD (stephaniesarkis.com)
Counselor, coach, Boca Raton, Fla.; author of Your Money: A Guide to Personal Finance for Adults With Attention Deficit Disorder (2009) and Adult ADHD: A Guide for the Newly Diagnosed (May 2011)

Counseling is an effective strategy, although studies show that medication and counseling are more effective together than either treatment alone.

Rory Stern, PsyD (thetruthbehindadhd.com)
Child and parenting coach, North Andover, Mass.

Nondrug strategies, or alternative treatments, are quite appealing in the world of ADD/ADHD treatment. But not all of the alternative/nondrug strategies are as sexy as they sound. Many of these alternative treatments require a lot more effort, persistence, dedication, commitment, devotion, and accountability than a prescription pill. That said, I am a huge supporter of implementing nondrug strategies, and I believe these are critical components of effective treatment (even necessary, particularly when medications are being used). The best nondrug strategies for children start with a strong foundation from the parents and family. I always encourage parents to see ADD and ADHD as a difference in brain wiring and not as a disorder or illness. With this approach in mind, we can then build on some of the more active nondrug strategies, including social skills training, study skills training, test-taking strategies, relationship strategies, working-memory training, positive sleep routine, and healthy diet and exercise routine.

Lara Honos-Webb, PhD (visionarysoul.com)
Clinical psychologist, Walnut Creek, Calif.; author of The Gift of Adult ADD andListening to Depression: How Understanding Your Pain Can Heal Your Life

One of the best strategies for a child with ADHD is to focus on the gifts the child already has. When you help children define themselves by their strengths rather than their weaknesses, they can gain confidence and the motivation for patching up the weaknesses of distraction and impulsiveness. Parents can often make small changes that will create big improvements in their child. A simple example is for parents to build emotional intelligence in their child by helping the child label and then let go of intense emotions. So, for example, if a child is picking on a sibling, a parent can say, “It’s okay to be mad at your sister, but it’s not okay to tease.” In this way the child learns to label and handle emotions rather than act them out impulsively.

Rhonda Pawlan, MS (coachmerhonda.com)
ADHD and life coach, Northbrook, Ill.

Because every child is unique, different strategies work better for different children. In general, though, some things that work well include routines (morning, bedtime, homework) and structure to help keep a child on task. The use of timers to remind the child to pay attention is also helpful, as are brightly decorated whiteboards to list tasks.

Linda Aber (lindaaber.com)
Certified Theraplay group specialist; certified family life educator; owner, Tac Tics Resource Services, Montreal, Quebec

Whether parents choose to use medication or not, the following practices benefit all children:

• Connection: The messages sent by parents need to encourage, support, and guide children as they traverse their developmental years. There is no stronger indicator of a child’s success than a parent who believes in him or her.
• Diet: It is very important to provide children with a diet of whole foods — avoiding junk food, sugar, additives, and dyes. A recent study in the medical journal The Lancet showed that additives can increase hyperactivity, so check labels on the foods you purchase. Many physicians recommend giving a daily fatty-acid supplement in the form of fish oil.
• Sleep: Studies reveal that many children with ADHD do not get enough sleep — this diminishes mental performance at school, creating behavioral problems in class.
• Exercise: Parents and teachers must never deny children participation in sports nor keep them in during recess. Many physicians agree that daily exercise continues to be a cornerstone of ADHD treatment.
• Structure: Establishing consistent rules and schedules both at home and at school helps children manage their daily tasks and activities and lowers their level of anxiety.

Jodi Sleeper-Triplett (jstcoach.com)
ADHD coach, Herndon, Va.; author of Empowering Youth With ADHD

The success rate of any strategy varies by factors such as age, commitment to the process, and level of hyperactivity or distractibility, and coexisting problems like learning disabilities, anxiety, depression, and OCD.

• ADHD coaching can address many of the challenges faced by young people with ADHD and may focus on supporting the young person in areas such as improving time management and organizational skills and establishing routines and good habits.
• Younger children who are not quite ready (emotionally or cognitively) for coaching can benefit from behavior therapy, also known as behavior modification. This therapy addresses specific problem behaviors at home, at school, and in social situations by structuring time, setting reasonable and clear limits, establishing predictability and routines, and increasing positive attention.
• Neurofeedback, a type of biofeedback, uses brain exercises to train the brain to reduce impulsivity and increase focus and attentiveness. The treatment is painless and has been shown in some studies to have lasting effects.
• Exercise increases energy and circulation and improves mood, enhancing the ability of children and adults with ADHD to focus. Deep breathing is a valuable tool in conjunction with exercise or as a stand-alone practice throughout the day. Children who stop to stretch and take a few deep breaths before transitioning to a new activity or task report a better sense of focus and well-being.

Can Bad Parenting Cause ADHD?

Experts agree that parenting plays a role in ADHD — but whether lack of discipline or lax parenting may cause the condition is still subject to debate.

Everyday Health: Can too little discipline or lax parenting cause ADHD? Why or why not?

Will Meek, PhD (willmeekphd.com): Part of what makes the picture of ADHD so confusing is that we still do not have an agreed-upon idea of what it is, or enough research to understand what causes it. Most people agree that there is some biological component that may express itself regardless of environment, while others propose that it is a vulnerability that surfaces based on things such as too much TV or permissive parenting. My personal view is that ADHD does have a strong genetic component and that lax parenting either exacerbates ADHD or causes behavior that looks similar to ADHD.

Stephanie Sarkis, PhD (stephaniesarkis.com): ADHD is a genetic and biological disorder. More than 10 genes have been identified as being linked to ADHD. There is nothing a parent can do to cause ADHD. Children with ADHD benefit from structure and positive reinforcement, so pay attention to what your child is doing well.

Rory Stern, PsyD (thetruthbehindadhd.com): Bad parenting, lack of discipline, and lax parenting cannot and do not cause ADD/ADHD. However, that does not mean such parenting styles do not contribute to the severity of the ADD or ADHD that appears in the child. That said, many people believe that children with ADD or ADHD need more discipline. This is simply not accurate. Rather, children with ADD or ADHD need a specific style of discipline that works with them and their biological differences rather than against them. Too many people want the child to change in ways that are not chemically, biologically, or neurologically possible. It’s the old forcing-a-square-peg-in-a round-hole debate. On the contrary, these children can be quite successful, but mentors and parents need to fully understand what they are up against.

Rhonda Pawlan, MS (coachmerhonda.com): Parenting does not cause ADHD. This is a neurobiological disorder, often inherited from a parent. However, parents who learn how to use effective strategies can help their child with ADHD fare better in the world.

Linda Aber (lindaaber.com): Symptoms of ADHD like distractibility, hyperactivity, impulsivity, inattention, disorganization, and forgetfulness are not the result of lax parenting. ADHD is a neurological, biochemical brain condition, a heritable trait that is influenced by genetics. The same genes also promote positive qualities, such as creativity, sensitivity, high energy, imagination, and persistence, as well as thinking that can be characterized as being “out of the box.” These strengths are the hidden gems that parents need to point out daily and celebrate with their children.

Jodi Sleeper-Triplett (jstcoach.com): Children and teens with ADHD benefit from added structure and daily routines, which can be difficult for some parents to implement. But lack of structure and discipline or lax parenting does not cause ADHD. Studies have shown that parenting style has no correlation with ADHD. There is some evidence, however, that having an ADHD child affects the quality of parental care. In one study, the quality of parenting improved after the child was treated with stimulant medication, which reflects the not surprising conclusion that raising an ADHD child is a challenge.

TV, Video Games, and ADHD

Too much screen time has been shown to affect a child’s behavior, but can it cause ADHD symptoms? Find out what experts have to say.

Everyday Health: Does watching too much television or playing video games cause ADHD symptoms?

Stephanie Sarkis (stephaniesarkis.com): ADHD is a genetic and biological disorder and is really an issue with motivation, not attention. Symptoms of ADHD can include inattention and hyperfocusing. That is why a child seems to be “inside” the TV or video game. When you need your child’s attention, instead of asking him or her repeatedly to turn off the TV, just go over and shut it off.

Robert F. De Maria, DC, NHD (druglessdoctor.com)
Author of Dr. Bob’s Series, including Guide to Stop ADHD in 18 Days

A study from the American Academy of Pediatrics shows that toddlers who watch videos may develop ADHD later in life. Children need to be outside playing, and not always in organized sports, but learning social skills with a pick-up game of kick ball or baseball or going fishing or riding a bike. Activity promotes life. Inactivity sabotages and stagnates optimal function of all cells in the body.

Lara Honos-Webb, PhD (visionarysoul.com): Research has shown a correlation between the amount of time spent watching TV and a diagnosis of ADHD. It is unlikely that TV watching causes ADHD, but it does cause many problems, including passivity, negative cognitive affects, and decreased sensitivity to violence. Parents should limit TV for these reasons. The correlation may reflect the fact that because ADHD kids are more difficult to manage, parents let them watch more TV or play more video games.

Rhonda Pawlan, MS (coachmerhonda.com): Absolutely not! Perhaps some people think there’s a connection because when a child with ADHD is watching TV or playing video games, he or she will hyperfocus and have difficulty stopping to do more important things, such as homework.

Linda Aber (lindaaber.com): Neither of these causes ADHD, yet it’s imperative that a child not become a couch potato or video potato. A lack of exercise is bad for the brain, and self-isolation causes social discord. Parents need to set strict time limits for computer and TV use. Children acquire skills such as reciprocity, turn taking, empathy, compromising, and negotiating from peer socialization. They need to acquire a “we” rather than a “me” mentality.

The ADHD-Diet Link

Pesticides, preservatives, and other food additives have been linked to ADHD in children. Find out about the connection between a poor diet and ADHD symptoms.

Everyday Health: What role does diet play in ADHD behavior?

Will Meek, PhD (willmeekphd.com): We do not know exactly how this works yet. However, it doesn’t take a psychologist to point out that food with low nutritional value and high sugar content can alter mood and attention. It certainly never hurts to be eating a well-balanced, healthy diet, rich in vegetables and lean meats.

Robert F. De Maria, DC, NHD (druglessdoctor.com): The body is dependent on whole-food nutrients and proper oils and fats. When improper foods are eaten — like trans fats, for example — the brain cannot send signals to the rest of the body effectively. This affects mood, behavior, and physical health. Eating poor-quality food is like putting low-octane gas in a car that needs premium.

Rory Stern, PsyD (thetruthbehindadhd.com): There’s not enough evidence that pesticides, preservatives, or other additives cause the condition; yet diet is an important factor in ADD/ADHD behavior. Sugar provides a very quick burst of energy and often leads to a crash soon after. For children with ADHD, this can be devastating, given the already complex variables and differences in the manner in which their brains operate and function with tasks of daily living. Because of this, a healthy diet can provide an excellent “alternative” or nondrug approach to managing ADHD symptoms. This is why we often suggest that a child start the day with protein (good sugars) instead of candy and junk food (bad sugars) to provide fuel to the brain and body.

Lara Honos-Webb, PhD (visionarysoul.com): While no research has found that a bad diet causes ADHD, a child who does not eat healthy food will have difficulty concentrating and staying in control of his or her behavior. Obvious problems are not eating breakfast, eating too much sugar or caffeine or too little protein, and other nutritional deficiencies.

Linda Aber (lindaaber.com): Some studies have found that behavior improved when food coloring and common allergens like corn, milk, eggs, wheat, soy, oranges, and peanuts were removed from the diet. It is wise to resist the intake of sugar from candy, soft drinks and fruit drinks, and frozen desserts — such foods may also contain preservatives and dyes. A diet of whole foods — along with fruits, vegetables, and omega- 3 fatty acids, found in salmon, trout, sardines, and fish oil capsules — plays a role in cognition and behavior.

Jodi Sleeper-Triplett (jstcoach.com): A healthy diet rich in protein, complex carbohydrates, and omega-3 fatty acids helps children and adults with ADHD increase focus and sustain attention. It’s been reported that a high-protein breakfast helps ADHD medication work more effectively throughout the day, which is very helpful for school-age children. Too much sugar and caffeine, and too many food additives or artificial ingredients, will zap energy and decrease a child’s ability to focus and perform effectively. Many children and teens experience a decreased appetite because of stimulant medication, so breakfast is essential. In addition, packing small, tasty, high-protein snacks instead of a full lunch will help with children’s focus throughout the day and keep them healthy.

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