Parenting A Child With ADHD Print (W)

PARENTING A CHILD
WITH ADHD
HOW TO PREPARE YOUR CHILD FOR SCHOOL LIFE,

INTEGRATE EXECUTIVE FUNCTIONING SKILLS, AND
FOSTER SUCCESSFUL FRIENDSHIPS
ROSE LYONS
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CONTENTS
Introduction 7
1. ADHD—A CONDITION, NOT A CURSE 15

Understanding ADHD—The First Step to
Becoming a Better Parent for Your Child 16
What Is ADHD? 17
The Three Types of ADHD and Their
Symptoms 19
Common Signs of ADHD in Children 22
Symptoms in Multiple Settings 24
2. WHAT CAUSES ADHD AND WHAT

DOESN'T 25
Some Possible Causes of ADHD 25
What Doesn't Cause ADHD - Debunking
Some Common Myths and Fears 28
Environmental Factors 34
3. THE BIOLOGY OF ADHD AND NON-

ADHD BRAIN 39
The ADHD vs. Non-ADHD Brain 40
How ADHD Is Diagnosed 46
4. TALKING TO YOUR CHILD
ABOUT ADHD 55
Explaining ADHD to Your Child 56
Tips for Starting the Conversation 59
Talking About the Bright Side 62
Benefits of ADHD 64
Putting These Benefits to Good Use 68

5. SELF-CARE WHILE DEALING WITH
ADHD CHILDREN 71
Effective Self-Care Tips for Parents of
ADHD Children 72
Parenting Tips for Single Parents on
Raising ADHD Children 83
Handling Marital Life 87
6. PARENTING STRATEGIES FOR
HELPING YOUR ADHD CHILD -
AT HOME 91
Pro-Parenting Tips for Raising ADHD
Children 92
What Parents Should not Do 99
Teaching Hygiene to Your ADHD child 101
7. PARENTING STRATEGIES FOR
HELPING YOUR ADHD CHILD - AT
SCHOOL 105
Executive Function 106
Parenting Tips for Helping Your ADHD
child at school 115
Helping Your Child With Their
Homework 123
Strategies for ADHD Children at School 128
8. ADHD MEDICATION AND
TREATMENT 135
Meds On, Meds Off – When and When
Not to Take Medication for ADHD 135
Tips for Stopping ADHD Medication and
Minimizing Side Effects 139
Medication for Treating ADHD 141
Coping With Side Effects of ADHD
Medication 146
Contacting the Doctor 148
Pharmacogenetic Testing 149

9. NATURAL REMEDIES FOR TREATING
ADHD 151
Natural Strategies and Remedies for
Treating ADHD 151
Behavioral Therapy and ADHD 157
Behavioral Therapy for Children
With ADHD 159
Behavioral Therapist - Why You Need
One and How to Get One 160
10. SUPPORT RESOURCES FOR PARENTS 163
Best ADHD Podcasts 164
Best ADHD Apps 168
11. MAKING AND KEEPING FRIENDS 171
Helping Your ADHD Child With Building
Friendships 173
Tips to Help You Prepare Your ADHD
Child for a Playdate 178
Explaining Your Child's ADHD Behavior
to Other Parents 179
Conclusion 183
References 189

I NT R O D U C T I O N
One thing that hinders communication, especially

between parents and their children, is a simple fact that
no two people are alike. To illustrate this, think about
the people (or person) in your life whom you believe
are your opposites. As friends, family members, or
colleagues, we all have people whose interests, person‐
ality traits, and perspectives sharply contrast with ours.
Now, imagine being responsible for raising them as
your children.
For parents raising children with Attention Deficit

Hyperactivity Disorder (ADHD), this is more than just a
visualization exercise; it is a daily reality. Children are
typically poor communicators, and it is even more
challenging to understand and help them when they
also have ADHD.

8 | I NT RO D U C T I O N
The most apparent symptoms of this disorder are

impulsivity, inattentiveness, and impatience. Unfortu‐
nately, since this behavior is not learned but is a result
of nature, there is not much the affected child can do
about the disorder to just stop the negative behaviors.
Indeed, children are often unaware that they have a
condition and that issues must be addressed.
Parents, however, are usually quite observant, and they

can see that their child's behavior is not just problem‐
atic now but may also be derailing in the future. So
before they put the pieces together, they may ask ques‐
tions like, "Why doesn't he listen to me?"; "What do I do
to make her sit still at the dinner table?"; "How am I
failing my child?"
You are not alone in this worry. About 2.2% of children

worldwide struggle with ADHD (ADDitude, 2022). In
the United States alone, 6.1 million children have been
diagnosed with the disorder (CDC, 2021). Nevertheless,
it is essential to remember that your children are
having a rough time too. As children grow older, they
will notice the effect that their behavior has on other
people, as well as on themselves. However, as
mentioned before, children can do little or nothing
about this condition unless they are helped by their
parents (or any other type of guardian). What they need
more than anything else is your love and support.

INTRODUCTION | 9
The fact that you are reading this book shows that you
are heavily invested in your child's well-being. You
want them to be successful in various areas of life,
including socially and educationally. So it can easily be
deduced that you are ready to learn how to make your
child with ADHD comfortable and happy. This willing‐
ness to make the right choices for your child is an
important step.
The first task this book undertakes is the correction of

a common misconception that people have regarding
ADHD. Although it is a disorder, it is not a life
sentence. Your child who has the condition of this
disorder is not destined for a failed future, and the first
chapter of this book will show you why. How you
perceive this condition will inform how you interact
with your child and the measures you can take to help
them.
Because of the problems associated with ADHD, many

people are often quick to describe it as a curse. This
sentiment may even be shared by adults diagnosed with
the condition. Although this perception is erroneous,
we should not be quick to dismiss it, as it may not be
the result of malice or prejudice. In truth, ADHD can be
hard to live with.
For one, success in any endeavor requires focused

attention. Without this, your high IQ and talent may

not count for much. One of the most common symp‐

toms of ADHD is a seeming inability to keep one's
mind focused on a single task for a meaningful length
of time. People with this condition tend to be quickly
and more frequently distracted than neurotypicals.
However, it should be noted that this distraction typi‐

cally happens when the affected child has little interest
in a particular task. Therefore, on those activities that
they do not find boring, people with ADHD may
become hyper-focused (Low, 2021).
If your child is also hyperactive, their behavior may be

described as unruly and, at the worst, wild and disor‐
derly. You can imagine the impact this could have on
the sociability of your child and all the ways it may
affect their emotional and mental development. As
such, we should forgive those who declare ADHD a
curse.
ADHD is merely a condition that can be managed.

Indeed, your affected child has every chance to foster
meaningful and long-term relationships. In addition,
they can succeed at any task and become valuable
members of society despite their ADHD.
Need proof? You may not know this, but several prom‐
inent figures, from politicians to scientists, have this
condition.

INTRODUCTION | 11
James Carville is a political consultant who has been

instrumental in helping politicians—both in the
United States and other countries—secure public
office. He is famously credited with Bill Clinton's 1992
presidential victory. In 2004, James Carville admitted
on CNN that he had ADHD. This condition caused
him to drop out of college, but he eventually gradu‐
ated from law school and found his passion for
politics.
How about the Pulitzer prize winner, Katherine Elli‐

son? Although she was not diagnosed with the condi‐
tion until 2007, when she was 49 years old, Katherine
has distinguished herself as an author and journalist.
Sir Richard Branson is another notable figure who has

achieved significant and admirable things. You may
know him as the founder of the world-class airline
Virgin Atlantic. However, did you also know that he
has been diagnosed with ADHD and dyslexia? It
presented some problems for him, as he recounts strug‐
gling in school and being unable to focus on things he
did not have a passion for.
However, Sir Richard has used this condition to his

advantage. Hyper-focus, which may result from having
ADHD, helped grow his business into its current
conglomerate. Since people with ADHD have a 300%
likelihood of starting a business, we may conclude that

this condition compelled Branson to found his first

business at age 16.
There are many other famous names whose exploits

disprove the notion that ADHD is a curse. The founder
of IKEA, Ingvar Kamprad, and superstar musician,
Justin Timberlake are a couple of other examples.
This book, Parenting a Child with ADHD, has been

painstakingly researched to equip you with the knowl‐
edge to help your child achieve their dreams while
managing their ADHD. This book is 15 years in the
making and is the product of personal experience and
professional study.
Rose Lyons, the author of this book, has two lovely

children, both of whom were diagnosed with Attention
Deficit Hyperactivity Disorder. Her journey in helping
her children has provided her with first-hand knowl‐
edge on how to deal with the condition. Rose has also
carried out several studies on not just ADHD but other
mental health conditions. She has gone on to help other
parents successfully confront and overcome the chal‐
lenges posed by ADHD. She hopes to make even more
people aware of the mental health needs of children
and adults.
Before now, parents dismissed the symptoms of ADHD

as nothing more than childish exuberance or laziness in

I NTRODUCTION | 13
the case of an inability to focus. Nevertheless, of course,

parenting is by no means an easy job. It definitely can
be challenging in both standard and unique ways. For
Rose, the position of parenting is the most delicate and
important one in the world, and she wants to help
everyone become more successful at it. This book is an
extension of her compassion toward every parent who
struggles with the challenges of ADHD.
This book will give you the tools you need to create a
supportive and nurturing environment for your chil‐
dren with ADHD. Regardless of their diagnosis, you
can raise them to be independent and confident.
Prepare to discover more about Attention Deficit

Hyperactivity Disorder than you had grasped previ‐
ously. Prepare to learn about the structure and
processes of the ADHD brain and how it differs from a
neurotypical one. After reading this book, you will be
able to interact more effectively with your child who
has this condition. In addition, your parenting strate‐
gies will be fine-tuned to accommodate your child with
ADHD. You will also learn about modern and effective
treatments and medication to manage the condition.
Prepare to become the best possible parent for your

child and their number one cheerleader.

1
A D H D —A C O N D IT I O N, N O T A
CURSE
Meet Christie, a young child in elementary school.

She has always been quite different from her peers but
in a good way. She is funny, full of life, and brilliant.
She is a curious child and loves to learn new things.
She is one of the smartest and kindest children in her
class. However, there is a flip side to her. She is sweet
as sugar one minute, and she can be sour like salt
candy the next. She has a temper problem, and even
the tiniest things—like someone talking loudly or
when she does not get to choose her cereals for break‐
fast—can set her off. As a result, her mother often has
difficulty making her sit through their meals together.
Christie is a mess at church, too, as she keeps pushing
the other children in her pew.
She was even ousted from her class a few weeks ago

16 | RO S E LYO N S
for misbehaving and has become the black sheep.

Lately, Christie has been having issues sitting straight
and focusing on lessons. Her mother does not want
her to get on meds, fearing it will turn her baby girl
into an addict.
C onfused and frustrated, Christie's mother has

come to a dead end. She does not know why her
more than capable daughter exhibits odd behavior and
struggles with specific tasks. She feels like a bad parent
when she has to scold her daughter for wiggling too
much, talking excessively, and being so forgetful, even
when she is a good child.
U N D E R S TA N DING ADHD—THE FIRST STEP

TO B ECO M I N G A BET TER PARENT FOR YOUR
C H I LD
Does the above scenario sound familiar to you? Do you

feel like you are the one in the story? Do you feel like
you are at your wit's end with your child and nothing
seems to help?
Chances are, you have not been able to get help or find
a solution for your child because you have no idea what
is wrong with them. On the one hand, they are
perfectly healthy, and you do not see any physical or
health challenges with them. But, on the other hand, if

PA R E NT I N G A C H I LD WITH ADHD | 17
your child is anything like Christie, they struggle with a

condition known as ADHD.
So, no, they are not just misbehaving because they want
to. All the unpleasant attitudes which you notice are a
result of ADHD. This can be worrisome, especially if
you have no idea what this condition means. Raising
children, in general, is a difficult task, but raising a
child with ADHD can be an unimaginable challenge.
The journey of caring for children with ADHD from
childhood to adulthood is rough, punctuated by bouts
of success and even more significant failures. It is a
challenge that you need to take up fully armed with
information.
W HAT I S ADHD?
Demystifying ADHD is the first step for you as a parent

in understanding the condition.
So, what is it?
ADHD is an acronym for Attention Deficit Hyperac‐

tivity Disorder (ADHD). It is a mental health condition
that induces varying hyperactivity and impulsive
behaviors. The inability to focus on a particular task or
sit still for a long time is a characteristic of a person
with ADHD.

18 | RO S E LYO N S
People with ADHD are inattentive and suffer fluctua‐

tions in their energy levels more often and at more
severe rates than those who do not have the condition.
The effect of this can usually be noticed in their home,
school, and social life.
Past researchers used to refer to the symptoms that

cause this condition as Attention Deficit Disorder
(ADD). The term ADD has been outdated since 1987.
The third edition of the Diagnostic and Statistical
Manual of Mental Disorders (DSM-3) used to catego‐
rize the condition into two subtypes:
ADD with hyperactivity

ADD without hyperactivity
However, after a revision by the American psychiatric

association, the two subtypes were merged to become
ADHD. ADHD has joined the league of common child‐
hood mental health conditions and is reported to affect
around 9.4% of children and adolescents in the United
States.
ADHD is a neurodevelopmental disorder that presents

early in childhood. Although the average age of onset is
usually seven years, diagnosis often comes later, during
their teens. Children with ADHD have problems

controlling spontaneous responses ranging from move‐

ment to attentiveness to speech.
ADHD is not a learning disability, although the symp‐

toms can increase difficulty in learning. There is also a
chance for children who have ADHD to have other
disabilities such as dyslexia, anxiety, and ODD (Opposi‐
tional Defiance Disorder). Even though it is not a
learning disability, its effects can still be lifelong.
T H E T H R E E TYPES OF ADHD AND THEIR

S YM P TO M S
ADHD is grouped into three types, namely:
Inattentive type
Hyperactive, impulsive type
Combined type
The Inattentive Type
The inattentive type of ADHD borders on inattentive‐

ness. Children with this type of ADHD struggle with
focus, task completion, and keeping to instructions.
Most researchers believe that children with this type of
ADHD may go undiagnosed for a long time or receive
improper diagnoses because they do not disturb the

20 | RO S E LYO N S
classroom. Girls who have ADHD often present with

the inattentive type.
Symptoms of the Inattentive Type of ADHD
Children who struggle with the inattentive type of

ADHD have the following symptoms:
Frequent loss of items like books, homework,

toys, and clothing
Easily distracted by little occurrences in their
surroundings
Prone to making mistakes or missing details
during study or work
Difficulty maintaining focus when reading,
listening, or having a conversation
Have trouble paying attention when spoken to
The Hyperactive-Impulsive Type
This type of ADHD manifests as hyperactive and

impulsive behaviors like:
Fidgeting
Interrupting others when they talk
Impatience in waiting for their turn

The primary symptoms of this type of ADHD are:
Excessive talking
Difficulty playing or doing tasks quietly
Difficulty sitting still
Interrupting others when they are talking,
playing, or doing other tasks
Acting without thinking
Difficulty controlling powerful emotions like
anger and often having outbursts and temper
tantrums
Moving around constantly, like running and
climbing inappropriately
The Combined Type
This type of ADHD is quite common. Children and

even adults who experience this type display conditions
of inattentive and hyperactive symptoms. Children
often have difficulty paying attention, display impul‐
siveness, and have unusually high energy levels. A child
with this type of ADHD presents mixed symptoms of
the other types of ADHD.
Children with ADHD have a more challenging time

fitting in than other children. This causes individual
problems as well as stress on the family. It is common
for parents who have no idea what ADHD is, or do not

22 | RO S E LYO N S
know how to solve their child's difficulties, to brand it a

curse. However, no, ADHD is not a curse. It is just a
childhood mental disorder that is manageable. If your
child has ADHD, it does not mean they are troubled
with an affliction or something metaphysical about
their condition.
CO M MO N S I GNS OF ADHD IN CHI LDREN
Regardless of the type of ADHD present in a child,

these are the signs that can notify you to take action:
Self-focused behavior: When a child cannot

recognize the desires and needs of other
people, it could be a sign that they have
ADHD. This often progresses to symptoms
like interrupting and difficulty waiting their
turn.
Emotional troubles: Children with ADHD
have difficulty managing their emotions. It is
common to find them bursting out in anger at
odd times. If they are very young, they may
display tantrums.
Fidgeting: If a child has ADHD, they can hardly
sit still. When asked to sit, they try to stand up,
run around, fidget, or squirm.

Problems playing quietly: Because they are

often fidgety, it is difficult for children with
ADHD to engage in quiet or calm play.
Unfinished tasks: One of the significant signs
of ADHD is leaving tasks unfinished. Children
with ADHD often indicate interest in many
things but cannot finish them. For instance,
they begin projects, homework, or chores, but
soon enough, they do something else that has
caught their fancy.
Lack of focus: A child with ADHD struggles
with paying attention even when they are being
addressed directly. After talking to them, they
will admit they heard everything but cannot
repeat what you said. Often, they hear your
words but are unable to process them.
Avoidance of tasks needing extended mental
effort: Children with ADHD have difficulty
focusing, which affects how they participate in
activities that need comprehensive mental
effort. These children often avoid mentally
tasking activities, like doing homework or
paying attention in class.
Mistakes: One common sign of a child with
ADHD is being mistake-prone. As they mainly
have trouble heeding instructions that involve
planning or plan execution, they often make

24 | RO S E LYO N S
careless mistakes. However, this is not a sign of

laziness or unintelligence.
Daydreaming: Although people link noisiness
and hyperactivity to children with ADHD,
being quieter or more withdrawn than other
children can be a sign of ADHD. More often
than not, children with ADHD stare into space,
daydream, and ignore the things around them.
The trouble with organization: Children with
ADHD cannot keep track of their tasks and
activities. In school, this makes them get into
trouble as they cannot make their homework,
school projects, or other assignments a priority.
This can make daily routines like getting ready
seem like Groundhog's day at home.
S YM P TO M S I N MULTIPLE SET TINGS
When a child has ADHD, the symptoms manifest in

different settings. The inattentiveness or hyperactive
behavior will be noticed both at home and school.

2
W H AT C A U S E S A D H D A N D W H AT
DOESN'T
A DHD is a common mental condition that is

largely misunderstood, which is why scientists
are trying to understand why it happens.
Since its first diagnosis and discussions, there have

been different theories about why people have ADHD.
However, there is no concrete proof of the exact cause
of ADHD. Instead, scientists studying it for decades
have highlighted some factors that potentially lead to
its onset.
S O M E P O S SIBLE CAUSES OF ADHD
According to the Centers for Disease Control and

Prevention (CDC) reports, around 9.4% of children in
the United States have ADHD. Still, no scientist has

26 | RO S E LYO N S
pinpointed the exact cause of this condition. However,

it is believed that some factors play a significant role in
getting this condition. Some of these essential factors
that influence ADHD are listed below:
Genes
Much research has revealed strong evidence linking

genes to the development of ADHD. In addition, scien‐
tists' research indicates that this condition runs in fami‐
lies. People with close relatives with this condition are
likely to have it, and individuals whose parents have the
disorder are more likely to have it. However, the same
genes that trigger the disorder are yet to be discovered.
Ongoing research seeks to study the potential connec‐
tion between the DRD4 gene and ADHD (Tovo-
Rodrigues, et al., 2013). DRD4, also known as the
dopamine receptor gene, is responsible for regulating
the behaviors affected by the feel-good neurotrans‐
mitter dopamine. One typical example is risk-taking.
Prior research in 1998 showed that this gene influences
the brain's dopamine receptors (Swanson, et al., 1998).
Different gene variations have been observed in people

with the disorder, making researchers believe that it is
somewhat linked to the development of the condition.
Chances are, there are several genes responsible for the
condition. Even though genes play a role in the devel‐
opment of ADHD, people with no family history of the

disorder have also been diagnosed with the condition.

This disorder also depends on other factors, including a
person's environment.
Neurotoxins
Some scientists say ADHD can be linked to common

neurotoxic chemicals like lead and pesticides. In addi‐
tion, pesticides containing organophosphates have also
been connected to ADHD. Usually, these chemical
pesticides are sprinkled on lawns and agricultural
products, and children come in contact with them
during play or through their food.
Studies have shown that organophosphates negatively

affect the neurodevelopment of children.
Nutrition
Although there is speculation that food dyes and

preservatives are responsible for causing hyperactivity
in children, there is no strong evidence backing it. For
example, many processed and packaged snack food
ingredients include artificial coloring. In addition,
edibles like jams, soft drinks, relishes, and food pies
contain sodium benzoate for preservation. Again,
however, there is no concrete evidence linking these
food ingredients to ADHD.

28 | RO S E LYO N S
Smoking and Alcohol
The environmental connection to ADHD in children

happens before they are born. For example, pregnancy-
related smoking is linked to specific ADHD symptoms
in children. In addition, studies have shown that
exposing children in the womb to alcohol and drugs
increases their chances of having ADHD.
W HAT D O E S N'T CAUSE ADHD - DEBUNKING

S O M E CO M MON MYTHS AND FEARS
People think differently when they hear about ADHD,

and the lack of understanding of ADHD negatively
impacts the treatment of ADHD. In addition, wide‐
spread misinformation and myths about ADHD affect
the individual's reaction to the condition. Therefore,
these myths need to be clear, as they harm the ADHD
community and prevent people from seeking diagnosis
and treatment.
As such, people need to understand that the following

do not cause ADHD:
Consuming sugar in excess: Currently, no

verifiable scientific evidence indicates that
excess consumption of sugar in children causes
ADHD. People often think eating sugar makes

children hyperactive, but it does not happen.

Studies have not been able to link the two. Even
though some studies suggest that children with
ADHD can be sensitive to some food
substances, there is no solid evidence to back
it up.
Watching TV: TV is often given a bad rep for
its role in many child developmental problems
and some ADHD symptoms. However, it does
not directly cause ADHD. One of the main
symptoms of ADHD is attention deficiency, and
there is proof that watching too much TV
reduces attention span. Looking at fast motion
pictures for a long time over-stimulates the
neurons connected with sound and sight. When
these neurons are overstimulated, the neural
centers do not respond well to ordinary
stimulants.
As a result, concentrating on essential things requires

more effort and time. Based on studies, children
between the ages of one and three who are exposed to
TV can have a reduced attention period by the time
they are seven. However, the effects are not harmful
enough to develop ADHD.
Some researchers maintain that the effects of TV on

ADHD are inconclusive. Anybody who watches too

30 | RO S E LYO N S
much TV will struggle with attention deficiency, which

is not limited to children without ADHD. Studies have
also shown that the TV-watching habits of children
with ADHD are the same as those without it (McBee,
2021). Many children worldwide watch TV most of the
time, but they have never received an ADHD diagnosis.
Meanwhile, ADHD has been diagnosed in children who
do not have much access to the TV. Even though
watching TV does not cause ADHD, parents must regu‐
late how much time children spend watching TV.
Playing video games: Some people think that

letting their children play video games can
make them have ADHD. The rationale is
baseless, as no evidence indicates that playing
video games causes ADHD. Like with TV,
children and adults who spend more time
looking at the screen struggle to maintain
attention than others, but that does not lead to
ADHD. Researchers suggest that children
cannot get ADHD just by spending too much
time behind the screen.
Poor parenting: When a child has been
diagnosed with ADHD, many parents carry the
guilt upon themselves. Their guilt is often
borne out of wishing that there was something
they could do to make their children manage

their symptoms. The myth of ADHD resulting

from poor parenting is why most parents think
their child's diagnosis is their fault.
While a person with ADHD benefits from structure,

more harm is done in the long run if they are repeat‐
edly punished for symptoms like hyperactivity, restless‐
ness, or impulsivity. However, these ADHD behaviors
are often seen as poor manners, and the parents receive
the blame for not controlling their child.
Girls Do Not Get ADHD
Usually, young girls are not hyperactive like young

boys. Therefore, people rarely detect ADHD in girls
because females do not display as many behavioral
problems as males. This reduces the chance of referring
girls for ADHD evaluation.
As a result of this myth, more girls live with untreated

ADHD, which worsens and makes them have issues
like:
Mood
Anxiety
Antisocial personality
Other comorbid disorders in adulthood

32 | RO S E LYO N S
Girls can be diagnosed with ADHD, and it is just as

important to identify their symptoms and provide
them with the needed support.
People With ADHD Are Lazy
People who do not understand ADHD think of those

individuals with the condition as lazy. As a result, a
person with ADHD often feels guilty for being less
productive and motivated due to this myth. Generally,
people with ADHD require more structure and
reminders to make things work, especially if they have
to participate in activities requiring extended mental
effort.
However, the myth about ADHD being a form of lazi‐

ness is fueled by some symptoms, which manifest as
disorganization, lack of interest, and motivation, with
exceptions for activities the ADHD individual truly
enjoys.
The truth is that people with ADHD love to accomplish

things, but the struggle needed to complete seemingly
simple tasks makes people regard them as lazy. They
could be overwhelmed by doing things like cleaning
their room. Myths like this should be discarded, as they
make people feel like they have failed, eventually drop‐
ping their self-esteem.

Having ADHD Is Not That Serious
ADHD should be taken seriously, and parents should

seek to understand the condition. The condition affects
the individual's quality of life. Unlike others, people
with ADHD have more chances of suffering from anxi‐
ety, mood, and substance use disorders.
Later in life, people with ADHD struggle with meeting

work responsibilities and are often monitored or on
probation. As a result, they are regularly afraid of losing
their jobs and being less capable of fulfilling their
financial needs, which can affect their personal life. In
addition, although they require more time to complete
tasks, educational and employment settings might not
accommodate them.
ADHD Is Not a Real Medical Disorder
Some people see ADHD as a fad, but it is as real as it

gets. Research shows visible differences between a
brain with ADHD and one without it, including how
they react with brain chemicals like dopamine, gluta‐
mate, and norepinephrine.
The brain sections linked with ADHD are crucial for

executive functions, like:
Planning
Organizing

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Initiating tasks
E N V I RO N M E NTAL FACTORS
Parents are often worried when their child is diagnosed

with ADHD, as they try to figure out if it is a nature or
nurture thing. Some parents begin to feel it is some‐
thing in them or something they have done that's
responsible. These feelings are usually stronger when
one parent has the condition, and their child is diag‐
nosed with it.
However, psychologists state that people with neurode‐

velopmental disorders have neurological differences
that they are born with. So people are born with the
condition, which does not just start as they grow. Quite
a lot of factors contribute to the onset of ADHD, but
the impact of the environment plays a huge role.
Some psychologists assert that strong evidence links

some environmental risk factors to a future ADHD
diagnosis. Some of the environmental factors likely to
cause ADHD include:
In utero exposure
Exposure to environmental toxins
Illnesses

In Utero Exposure
According to relevant studies, when a pregnant woman

smokes tobacco or drinks alcohol, there is a high
chance that the child will eventually have ADHD. In
addition, studies have shown that the risk of children
having ADHD increases if their mothers are heavy
smokers or if they drink more than four alcoholic
drinks in one sitting.
Another in utero factor is the maternal diet, infections

during pregnancy, and medications used, like caffeine,
antidepressants, and antihypertensives. In addition, the
American Psychiatric Association suggests the likeli‐
hood of developing ADHD increases in babies born
early or at low birth weight.
Exposure to Environmental Toxins
Toxin exposure can play a significant role in utero or

during childhood. Some toxins are lead, mercury, pesti‐
cides, and certain chemical compounds. For example,
lead and pesticide organophosphate, which are found
in the environment, can affect neurological develop‐
ment in children.

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Illness
Some studies indicate that bacterial meningitis, a severe

bacterial illness, can pose a risk for ADHD. Bacterial
meningitis is transmitted through human-to-human
contact and food, making it an environmental hazard.
Another illness that places people at risk of ADHD is
encephalitis, an inflammation in the brain caused by
infection or autoimmune response.
The reality of ADHD, again, is that researchers have not

been able to figure out the exact cause of it. Further‐
more, this is likely because ADHD is not caused by just
one thing. So it is difficult to pin down the cause to just
one factor.
However, based on twin and family studies, genetics

seems to be one of the significant factors. Unfortu‐
nately, though, genetic predisposition is not a surety
that someone will have ADHD because of its many
other risk factors. Often, ADHD is not caused by just
one risk factor but is primarily a combination of
genetic and environmental factors, which generally
raises the chances of a person having the condition.
Psychologists admit that it is difficult to separate

genetic and environmental factors because family
members share genetics and lifestyle. Therefore, it is

essential to consider all the predisposing factors since

ADHD is the outcome of the total of those factors.
Other factors like brain damage have been seen to play

a role in developing ADHD. For example, some ADHD
diagnoses are often triggered by damage from head
trauma, early life injuries, and atypical brain
development.
Managing Environmental Stressors
ADHD is a neurodevelopmental condition caused

mainly by genetics and environmental factors. Preven‐
tion of this condition is futile due to the genetic predis‐
position aspect of it. However, parents can manage the
effect of environmental stressors on the health of their
unborn children by taking steps like:
Getting adequate prenatal healthcare

Cutting off drug, alcohol, and tobacco exposure
during pregnancy
Reducing contact with environmental toxins
like lead and pesticides
Most importantly, as a parent, you must understand

that ADHD results from many factors. The debate
about the exact cause is still ongoing, meaning you do
not have to beat yourself up about your child's condi‐

38 | RO S E LYO N S
tion. There is no way you or anybody else could have

prevented it, as there is no definite cause.
Some scientists argue that ADHD has no external

cause, and people who have it are born with it, and it
just escalates depending on time and their living condi‐
tions. Many theories have come up in the past years to
explain the condition, but the truth remains that no one
has been able to figure out an exact cause yet.

3
THE BIOLOGY OF ADHD AND

N O N-A D H D B R A I N
A DHD is a confusing and frustrating mental

condition that takes a toll on the minds of the
people living with it. In addition, they have to deal with
an inconsistent way of living, as some days are good
while others are shady.
As discussed earlier, scientists have spent their lives

researching this condition and have listed dozens of
telltale signs of the condition, yet they have not been
successful in finding the root cause of it. However,
discovering some crucial factors that play a role in
aggravating ADHD is the closest anybody has ever
come to profiling it.
As science has advanced with time, researchers and

medical examiners have found some data on ADHD

40 | RO S E LYO N S
and its impairments to find a direction to do something

about it. One such key study includes the study of the
nervous system, explaining the differences between the
ADHD brain and the brain without the condition.
T H E A D H D VS. NON-ADHD BRAIN
ADHD is an actual condition. Despite what critics say

about it, it exists, and there is enough data and real-life
stories to support it. Unfortunately, cynics downplay or
question its existence by blaming the symptoms on bad
parenting or a lack of willpower and motivation from
the individual with the condition, which is untrue.
These dismissals of what is a real experience can be
demoralizing for people with ADHD or their families.
However, people with ADHD can validate their experi‐

ences through the research results showing that stark
differences exist between the ADHD brain and the
non-ADHD brain. The brain of an individual with
ADHD has a different structure, chemistry, and func‐
tion than the normal's.
Brain Structure
The brain structures of people without ADHD have

differences that affect many areas of the brain, which
link to common ADHD symptoms.

Children with ADHD have noticeably smaller brains

than those without. The difference in size can be seen
in different brain regions like the amygdala and
hippocampus, which connect emotion regulation,
memory, and motivation. First, however, you need to
know that the brain size difference does not play any
role in their intelligence.
The National Institute of Health published a paper in

2007 stating that brain maturity is delayed in certain
areas for a child with ADHD. The most notable delay
point was the front of the cortex, which manages atten‐
tion, and cognitive and planning control. The only
region in the brain of an ADHD child with a matura‐
tion rate that's faster than average is the motor cortex,
which connects to symptoms like fidgeting and rest‐
lessness.
Some regions in the frontal lobe of children with

ADHD mature slower. Furthermore, since the frontal
lobe is in charge of skills like attention, social behavior,
and impulse control, children with ADHD may struggle
with dysfunction associated with these skills. Regular
activity in the frontal lobe's premotor and prefrontal
cortex regions ensures motor activity and attentional
capacity. Still, a person with ADHD has less activity in
these brain regions.

42 | RO S E LYO N S
The differences between a brain with ADHD and one

without are more pronounced in children than adults.
Brain Function
The effect of ADHD on brain functioning is observed

in different aspects. ADHD is connected to problems
with cognitive, motivational, and behavioral function‐
ing. It destabilizes mood regulation, emotions, and
connections within the brain cells. It even disrupts how
the brain communicates with its different parts.
The neurons in the brain are a network of nerve cells

transporting information from one part of the brain to
another. The neurons of people with ADHD develop
slower and are not so efficient in sending some
messages, bits of information, or behaviors. As a result
of the slow development, the neurons may function
abnormally in areas like a reward, focus, and
movement.
Scientists use MRI and X-ray-based imaging tools to

observe slight abnormalities in the brain function and
structure of people with ADHD. Results from imaging
of people with ADHD show that structural connectivity
of the neurons is abnormal. However, the functional
connectivity of people with ADHD is increased in some
regions.

According to research based on comparisons with

brains of people without this disorder, ADHD brains
are hyperactive in some regions and hypoactive in
others. The implication is that there could be a problem
with the brain's computing ability to match cognitive
demands adequately.
For instance, people with this condition find it difficult

to manage brain activity in the regular attention
network, causing distractions.
ADHD causes improper executive functioning skills in

areas like:
Attention
Focus
Concentration
Memory
Hyperactivity
Impulsivity
Social skills
Organization
Planning
Decision making
Task switching
Learning from past mistakes
Motivation

44 | RO S E LYO N S
Some of the brain imaging techniques used to observe

the functions of the ADHD brain include:
Functional magnetic resonance imaging (fMRI)

Positron emission tomography (PET)
Single photon emission computed tomography
(SPECT)
The brains of people with this condition have abnor‐

malities in blood flow to certain parts of their brains,
affecting the region's activity. In addition, children with
this condition have different connectivities between the
frontal cortex of the brain and the visual processing
area. Studies and brain imaging techniques show that
the ADHD brain does not process information simi‐
larly to a non-ADHD brain.
Brain Chemistry
The brain neurons transfer messages across the brain,

and there is a gap between neurons, known as synapses.
Synapses have to contain neurotransmitters for
messages to be transmitted in the brain. Each neuro‐
transmitter or chemical messenger has a unique func‐
tion assigned to it.
Dopamine and noradrenaline are the major neuro‐

transmitters. However, the brain of an ADHD person
cannot properly regulate the dopamine system. For

instance, the dopamine level is either too little, lacks

receptors, or is not appropriately utilized. In the ADHD
brain, having a high level of dopamine transporters
without corresponding levels of receptors causes the
brain to ignore important messages. This implies that
dopamine travels too fast for the messages in the brain
to be acknowledged.
The relevance of dopamine lies in managing the brain's

reward and pleasure center and the sustenance of moti‐
vation and attention. Dopamine triggers children to
determine the reward for a task. When a child perceives
a reward as important, the dopamine levels spike, and
the child takes up the task immediately.
Due to the abnormal dopamine functioning in the

ADHD brain, there is little interest in routine tasks
with low reward potential. As a result, the child with
this disorder finds it difficult to start tasks or continue
without distraction, making them lose interest in activ‐
ities and move on to the next best thing.
An abnormal dopamine system enhances the difficulty

for children in waiting for the things they want or
taking action to get the reward in the future. It is diffi‐
cult for them to picture future pleasure; they can only
focus on things that have their attention now.
Dopamine is great for learning, too. Activities that
trigger high levels of dopamine in the brain are enjoy‐

46 | RO S E LYO N S
able, as the brain changes to recognize it, and the child

finds it easier to repeat the behavior in the future.
H OW A D H D I S DIAGNOSED
The diagnosis for this condition is not made through

objective tests like a blood test, physical test, or an X-
ray. Only qualified doctors, psychiatrists, and psycholo‐
gists can diagnose this condition using complete evalu‐
ation processes like:
A comprehensive interview with the patient

A review of medical history and school reports
Attention, memory, and distractibility
measurement tests
The information retrieved from the tests will then be

compared with the Diagnostic and Statistical Manual of
Mental Disorders (DSM) guideline for diagnosing this
disorder. Although PET and fMRI are relevant for
research, they cannot be used for diagnosis because
they only determine the brain function during the
period the test is taken. Brain scans cannot provide
information for brain function in diverse situations like
a clinical test. Again, scan data is usually based on
group averages and does not apply to individuals.

Diagnostic Criteria
When a clinical test is done, the individual has to meet

different conditions to get an official diagnosis. This
applies to all types of ADHD; inattentive, hyperactive-
impulsive, or combined. These are the conditions:
Patient symptoms must be present before they

turn twelve
Patient symptoms must show up in multiple
settings (home, school, work)
Patient symptoms must interfere with daily
activities
Other mental health issues must not explain
away a patient's symptoms
The diagnostic criteria for the three types of ADHD are

described below:
Inattentive Type
When diagnosing children with the inattentive type of

the disorder, a certain number of symptoms have to be
recognized. Six or more symptoms of inattention must
be seen in children 16 years old and under, while five
or more symptoms need to be present in those 17 and
older. In addition, the symptoms must have been
observed for a minimum of six months before the test
to receive a diagnosis for this condition.

48 | RO S E LYO N S
An individual who is to be diagnosed with the inatten‐

tive type of ADHD needs to have some or all of these
symptoms:
Regularly making careless mistakes or ignoring

details
Has problems remaining focused on specific
tasks or activities
Hardly listening when spoken to
Never finishing tasks or heeding instructions
Problems with organization
Has deep hatred for long-term tasks
Regularly misplacing important items
Very forgetful and easily distracted
Hyperactive-Impulsive Type
The age-based criteria for determining the hyperactive-

impulsive type of ADHD is the same as the attentive,
but based on the specific symptoms for the hyperac‐
tive-impulsive type of ADHD, which are:
Constant fidgeting and squirming

Continuous movement or restlessness in
inappropriate places
Inability to remain seated or stay in one spot
Excessive talking
Cannot remain quiet during leisure activities

Has problems waiting their turn

Responds before a question is finished being
asked
Regular interruption into other's conversation
Diagnosing a person with this condition is not the last

stop. First, the health professional has to determine
how severe it is by using this criterion:
1. Mild: The individual shows minor impairment

in functioning but has enough symptoms to
reach the diagnosis criteria
2. Moderate: The impairment is more
pronounced
3. Severe: More than the minimum number of
symptoms for diagnosis are present, as well as
major impairment from the symptoms
Why Is an Accurate Diagnosis Important?
Due to the myths surrounding this condition, some

parents might not be open to getting an official diag‐
nosis for their children. Some are not interested in
pursuing the potential medication needed, and others
are worried about the stigma attached to having this
disorder. However, getting an ADHD diagnosis is
advantageous, and parents must shun hearsay if they
suspect their children have the condition. Receiving an

50 | RO S E LYO N S
accurate diagnosis for this disorder boosts your

chances of getting help, even if you do not show
interest in using the medication as a treatment method.
Besides the apparent reason that a diagnosis is the first

step to getting treatment, there are subtler benefits. It
benefits you and your child emotionally because now
you can put a name to the symptoms which your child
has been presenting. ADHD symptoms can cause
shame, embarrassment, and guilt. Most parents blame
themselves and worry about their child's underperfor‐
mance. It is natural for you or the child to get frustrated
over the long periods it takes them to finish their tasks.
Having a diagnosis keeps those emotions in check and
keeps you from throwing the blame around.
Moreover, having written evidence of an official diag‐

nosis can help get accommodations for the child with
ADHD at school or in the workplace. Diagnosis for this
condition is followed by a treatment course that
enables you to manage the symptoms better.
Professionals Who Diagnose ADHD
Professionals qualified to diagnose this disorder

include psychiatrists, psychotherapists, psychologists,
neurologists, and some physicians. However, do not
book an appointment with a health care provider until

you find out if they have experience diagnosing this

disorder.
If you do not know where to start with the assessments,

discuss this with your family doctor so they can refer
you to a qualified health care provider to do the assess‐
ments. Sometimes, pediatricians and general practi‐
tioners diagnose this condition, and when they suspect
your child has it, they might provide you with a refer‐
ence to see a specialist for extensive assessments.
Attempting to diagnose ADHD online is not ideal.

While some quizzes and questionnaires online can be
great as a self-screening process, they cannot act as an
official diagnosis. The quiz, however, might be the
force that propels you to reach out to a qualified
medical examiner for that official diagnosis.
What to Share With Your Doctor or Medical Examiner
When diagnosing this condition, provide the doctor

copies of relevant medical, school, or employment
records. In addition, remember that you must provide a
comprehensive family and social history. Some exam‐
iners send out questionnaires that will be completed
before the appointment, so you must ensure that you
present them at the appointment. Although a parent's
consent is often needed before it is done, children's

52 | RO S E LYO N S
teachers or daycare providers sometimes get a copy of

the questionnaires.
The Assessment Process
The duration of an ADHD assessment is dependent on

the health care provider, but on average, it lasts for
three hours. The methods are specific to the practition‐
ers, but an in-person interview is inevitable. The topics
discussed during the consultation include family,
health, development, and lifestyle history.
Depending on the initial findings, the clinician may ask

to interview other people who are closely related to the
subject. For example, the clinician might request to
speak with a teacher, daycare provider, or coach for
children.
The ADHD assessment can include questionnaires,

intellectual screenings, rating scales, and sustained
attention and distractibility measures. In addition, the
medical examiner might want to find out the following
about your child:
How often do they quit a task before eventually

completing it?
How often do they misplace items?
How often do they forget essential things or
instructions?

Do they have problems with sitting still?

Do they struggle to relax?
How often do they get distracted by things
around them?
The evaluation for this condition requires a medical

history. If a medical exam has not been done recently,
the examiner might suggest one ensure the symptoms
do not have medical causes. The examiner may also
recommend psychological testing to support conclu‐
sions and give a more thorough assessment. In some
cases, the examiner screen for learning disabilities.
Solution for this disorder, but getting an early diag‐

nosis and treatment is a significant step to improving
the lives of the children with this condition and making
them have a better experience at school and in life.

4
TA LK I N G T O YO U R C H I LD
ABOUT ADHD
W hen your child is diagnosed with ADHD, it is

easy to be confused and begin pondering
their whole life from that moment. It is also natural for
your mind to be worked up with multiple questions
about how your child will cope with life's challenges.
But every minute you ponder these questions you
cannot answer is time wasted, time that would be better
put to use in spending quality time with the child,
convincing them that their life is not to be derailed by
the diagnosis.
Being a parent is enough hard work in the first place,

and dealing with this disorder does not make it any
easier. But even when faced with this, the responsibility
should not be a nightmare. There is enough informa‐
tion and systems to ensure that your child has a good

56 | RO S E LYO N S
life, but it is up to you to quit worrying and start

talking.
At this stage of their life, it is essential to lay down a

firm communication structure that allows you to speak
to the child about the condition while assuring them of
their ability to live a happy, quality life. This is not
about lying to them; instead, it is about helping them
feel comfortable in their skin, regardless of their condi‐
tion. Your words and actions have to line up for the
conversation.
Understandably, it will be hard to find the right words,

and you may struggle with anxiety about discussing
this subject with them. However, the child deserves to
know why they have struggled emotionally, socially,
and academically. They need to understand that it is
not their fault they forget things quickly or have no
recollection of certain things. You owe it to them to
explain why it seems like their life is unmanageable and
their affairs are all over the place.
You are the one shot they have at living life as close to
normal as possible.
E X P L A I N I N G ADHD TO YOUR CHILD
On average, children are typically diagnosed with

ADHD around the seven-year mark. Explaining such a

complex topic to a child of that age will be difficult, no

doubt, but it is also a crucial step in the right direction
for both parent and child.
For starters, you want to speak in a language they will

understand. Your vocabulary may be too complex for
their reading level, so be sure you are explaining in an
age-appropriate way. Avoid the unnecessary details and
go in for the age-relevant ones.
You should know that this conversation is not a one-

time thing. You must keep updating your child as they
mature until they fully grasp the condition. So, please
do not rush in with all the details; take your time to
deliver it. Not only does this help the child deal with
what is happening around them, but it also stokes their
curiosity to learn more about themselves.
Here are a few talking points to start with when having

the ADHD talk:
People with this disorder can also be

successful: Just because they have ADHD does
not make them impervious to success. Matter
of factly, there are many positive role models
making waves with this disorder and carving a
niche for themselves. You could start with
someone they know, like a family member,
friend, or neighbor. Then you could point them

58 | RO S E LYO N S
to a celebrity, like Jim Carrey, Michael Jordan,

Will Smith, Justin Timberlake, Emma Watson,
and the list goes on.
Having ADHD does not make them flawed:
This disorder should not be seen as a flaw or
weakness. It is not a sign that a child is weak or
will never amount to anything. The list of
celebrities with the condition above
demonstrates that success is possible and that
these people also lead everyday lives.
The condition makes them a little different from their

peers, but it is not a distinguishing flaw. Like any other
condition, people with ADHD can have positive experi‐
ences and outcomes if given the right support system.
Assure them of your presence each step of the way.
It is not just them: ADHD is not a super rare

condition that makes your child a unicorn. Not
one bit. Over one in every ten children in the
United States lives with this disorder. Some
sources suggest that the statistics could be 20
percent of the population or one out of every
five people.
It can be isolating to think that you are different; hence,

alone. But you want to prevent this in your child. Reach

out to groups specializing in children with this condi‐

tion, and help them make friends with other children
like them.
An after-school program or summer camp for children

with this condition is an excellent place to start. Look
for one within your locale so you can still show up for
them if they struggle to fit in. In addition, your child
will feel less alone in such environments tailored to
develop their social and emotional well-being.
Having ADHD does not make them dumb:

Granted, they may struggle academically. But
this does not mean they are not as bright as
their siblings or peers. If the conditions were
right, many ADHD children are pretty smart.
For example, Thomas Edison and Albert
Einstein were two geniuses who contributed to
advancing technology and society. Both men
had ADHD all their lives but were still regarded
as geniuses of their time.
T I P S FO R STARTING THE CONVERSATION
Here are a few tips for a healthy and impactful conver‐

sation about ADHD with your child:

60 | RO S E LYO N S
They may not be interested: You would expect

that, since it is about them, your child would be
interested, right? No. They may stare at you
blankly or just indulge themselves without
paying you any heed. This is especially the case
for younger children.
Rather than giving up and leaving them to figure it out

on their own, you need to keep trying until they pay
attention and are willing to have the conservation.
Pick your time well: Timing is crucial when

trying to have a conversation about ADHD. You
want to aim for periods when they are less
likely to interrupt you. Avoid times when they
are interested in other things, like playtime,
dinnertime, or bedtime.
Even after finding the right time to impart them, give

some time before starting the next conversation. You
want them to digest what you spoke about and come up
with questions or show understanding in their actions.
Avoid dwelling on negatives: It is easy to get

caught up and only focus on the negatives of
this condition, but that will not help your child.

Instead, play to their strengths and capabilities.

Whether it is their involvement in arts, sports,
and science, be willing to give your support and
show interest in helping them accomplish more.
Open communication is vital: One
conversation is not enough to inform your
child about the complexities of ADHD, so do
not limit it to one moment. Keep a continuous,
open dialogue involving other life areas such as
extracurricular activities, friends, school, and
homework.
Learn more: If you do not know about ADHD
before the diagnosis, you should do your
research and learn more about it. Speak to your
doctor and get in touch with support and
advocacy bodies. Doing so helps you to get in
touch with other parents with children like
yours, allowing you to learn from them and
exchange ideas. It could also be an excellent
way to monitor your child's progress through
how he interacts with other children.
ADHD is not an excuse: This condition can be
made into an excuse for anything, which will
only make your child put off things rather than
be accountable and deal with them. You want to
teach your children that the condition is not a

62 | RO S E LYO N S
leeway for destructive behaviors or refusing to

put in the work.
TA LK I N G A B OUT THE BRIGHT SID E
ADHD has various symptoms that interfere with or

even disrupt different areas of your child's life. None‐
theless, not all of these symptoms have adverse effects
and can be helpful in positive outcomes. This shows
that you are getting a mixed bag with the condition.
ADHD has three subtypes, which provoke different

symptoms in a child. Some children may only experi‐
ence impulsive and hyperactive symptoms, others may
have inattentive symptoms, and some may have a
combination of all three.
Most of the time, we tend to focus on the problems

these symptoms cause, and we forget about the unique
skills and qualities that trigger in the child. Studies on
the subject of this condition show that there are some
positives to the condition (Sherrell, 2021). However,
these studies were derived from the experiences of
people with this condition and not actual scientific
studies. Some people involved in the study reported
favorable outcomes since their diagnosis.
The Child Neuropsychology journal published a

small study in 2006, which identified that sample

groups made up of people with this condition were

more creative when carrying out specific tasks than
other groups without this condition. The task was
simple: The researchers asked each participant to
draw animals that could be found on another planet
that was not Earth. The idea was to create a
new toy.
In 2017, another study attempted to examine adults

with ADHD and analyze their creativity. The partici‐
pants were asked to devise new ways of using towels,
books, belts, and tin cans.
After the study, both people with and without this

condition came up with many ideas. However, the most
stunning result was that the people on ADHD medica‐
tions and those without the disorder showed no differ‐
ences in creativity.
But it gets interesting.
When the participants were informed that a bonus was

at stake for whoever devised the most ideas, people
with this condition came out on top. This outcome is
not unfounded, as other prior studies also show that
competition and rewards hugely influence people with
ADHD.
These findings are helpful for several reasons. Most

importantly, they enforce the narrative that people with

64 | RO S E LYO N S
this condition are just as innovative and creative as

others without the condition, if not better.
That said, here are some benefits of this condition, as

garnered from research over the years:
B E N E F IT S O F ADHD
Increased self-awareness: People with ADHD

often have to monitor their behavior for
changes, and most develop a heightened sense
of self-awareness. Monitoring their behavior is
a crucial part of their day as they manage their
disruptiveness.
The negative part of this hyper-self-awareness is that

having to do it regularly may reduce their ego and tire
them out mentally. However, on the flip side, to prevent
this fatigue, they develop a coping mechanism to check
and balance themselves effectively.
For people with ADHD, a higher sense of self-aware‐

ness helps them understand their needs and feelings
while also seeking better ways to properly manage their
reactions and behaviors at any given time.
Spontaneity: Impulsivity is one of the critical

factors in ADHD. Although it can be a negative

behavior that pushes people with the condition

to be impatient, cut off others, and act rashly, it
is not always a bad thing. People with this
condition get progressively better at managing
their impulsivity, focusing it instead on new
areas and experiences requiring spontaneity.
For these people, finding the balance between boredom

and hyperarousal is imperative. So, not only does spon‐
taneity help to spice things up, but it also provides them
with enjoyable experiences that take their minds off
other distractions.
Hyperfocus: Hyperfocus is another experience

for people with this condition. It revolves
around channeling all their focus into a subject
or task. This behavior can go either way. For
one, if they are overly focused on one thing at a
time, other areas of their lives may suffer. On
the other hand, having hyperfocus ensures that
they stay on task, concentrate better, and are
more capable of learning better.
Think of this behavior as a "state of flow." Mihály Csík‐

szentmihályi, a psychologist, defined it as a time of
immense focus, absorption, and attention to a task,
producing an intense enjoyment.

66 | RO S E LYO N S
Resilience: It can be challenging to manage

children, more so one with this disorder. So,
you must be prepared for the day to face
challenges that affect how much they can focus
at school or on tasks, manage time and
procrastination, take their medication, and
manage symptoms that influence their
socialization.
Even though it can weigh heavily on you, remember

that the challenges are first-hand for your child. But
again, that does not make them weak; children with
this disorder show remarkable resilience and strength.
Resilience has the mental aptitude for dealing with
hardship and stress without relying on coping mecha‐
nisms, especially negative ones.
A study highlighted that teachers and parents found

many children with this disorder to have high
resilience in the face of setbacks (Dvorsky, 2016). This
makes them more likely to stay on task and achieve
their aims, despite difficulties.
High energy levels: Children with this

condition are often perceived as rambunctious,
especially ones with diagnosed hyperactivity.
These high energy levels often manifest as
excessive talking, restlessness, and fidgeting.

However, being energetic is not altogether

problematic because it can be profitable if used
right.
High energy levels are only a problem when unfocused.

Otherwise, it is an excellent source of motivation for
managing how children with ADHD pursue their goals
and stay productive.
Another essential benefit is that children with this

condition are better suited for multiple activities (like
sports and physical activities) than their peers. They
also feel younger, which gives them a positive outlook
on life and general well-being.
Creativity: Although children with ADHD may

suffer from inattentiveness and distraction,
they are not simpletons. As we found from the
studies above, they are widely creative, and that
is due to their divergent thought processes.
Rather than sticking to conventional methods
and fixed patterns of problem-solving, they
prefer to devise innovative solutions and ideas.
A different study discovered that people with ADHD

see themselves as naturally curious, which they
consider an upside of the condition (Cherry, 2021). And
since curiosity is a crucial part of creativity, curious

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people are more open and desiring to learn. This way,

they can explore newer paths and unique ideas for
solving problems.
P U T T I N G T H ESE BENEFITS TO GOOD USE
It is not enough to know the benefits. You also want to

help your child see these strengths and understand how
to use them in the right situations. For example, when
they feel very energetic, they can channel their time
and effort into a productive venture, like arts and
crafts, writing, and exercising. This way, they can flex
their minds and bodies while using excess energy.
Alternatively, they could try to achieve their goals at
school or around the house.
On the other hand, when your child is experiencing

hyperfocus, that is the best time to work on a new skill,
like learning to code or playing an instrument. Or, you
could indulge them in a project, like building a tree‐
house or redesigning a room around the house;
anything to help them channel that focus and find great
solutions. It is best to gear them towards activities that
promote their creativity, such as talking to a friend,
listening to music, or making arts and crafts.
In conclusion, when your child is diagnosed with this

condition, it is not the end of their life or normalcy as

they know it. Furthermore, the condition does not

hamper their chances of success or subsequent growth.
On the contrary, if properly managed, ADHD can help
your child become one of the best, most successful
people on the planet. We have seen this countlessly in
the people we celebrate and look up to, from entrepre‐
neurs to media personalities to athletes.
What is more, with advancements in science and the

creation of new technologies, ADHD is not as
unknown as it used to be. The condition is more
manageable now, and there are many resources to
improve your understanding of the subject. You can
also choose from a range of treatment options for your
child. We will get into more details on this in subse‐
quent chapters. This condition is no longer a stumbling
block to having a decent and prosperous life.

5
S E LF- C A R E W H I LE D E A LI N G
W IT H A D H D C H I LD R E N
A s a parent, helping your child overcome

challenges is a requirement for the role and an
inherent inclination due to your ties with them. This
parenting role does not change because a child is diag‐
nosed with ADHD. However, it is crucial now, more
than ever, to ensure they have an everyday life. There‐
fore, many parents are willing to go the extra mile to
provide a haven for growth and understanding for their
children.
However, while these sacrifices are all well and good, it

is easy to forget another person in the picture—you.
Yes. Even though your child has the condition and not
you, it is still imperative that you take good care of
yourself. Otherwise, you will not be able to show up for
your child as much as they need. And in your zeal, you

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would have failed them. To take care of your child, you

must first be in a great mental and physical position.
To do this, you must set a structure that allows you to

catch your breath now and then. Just a moment to
reflect and take care of yourself so that you do not let
yourself go is critical. You also deserve a happy and
fulfilling life, which could double as a great source of
motivation for your child.
E F F EC T I V E S ELF-CARE TIPS FOR PARENTS OF

A D H D C H I LD REN
When dealing with children with ADHD, life gets

cranked up a notch higher. As a result, your well-being
can be jeopardized, and you will struggle to maintain
both sanity and physical health.
As a result, self-care is key to staying healthy and

having your affairs in order before rendering help to
your child. This section will go through some effective
strategies for safeguarding or restoring your spiritual,
physical, and mental health while maintaining healthy
living.
Take a Walk
Working out is a great way to keep your mind and body

active and fit. However, you will not always have the

time to go to the gym or try an intensive workout

routine between catering to your child and your other
responsibilities. Thankfully, you can still take a walk. A
brisk walk or long stroll can help you clear your head
and get some air.
It does not matter what you are doing as you walk; you
could use the time to get groceries or take your pets for
a walk. The goal is to get some energy from being in a
neutral setting.
Meditate
A five-minute meditation routine is enough to help

calm your body and mind and revitalize your spirits. If
you have not tried meditation, you can start with some
guided meditation websites or apps. Depending on
your device and what you are into, there are several
options.
Try breathing exercises to help you manage stress levels

as you exercise. This way, you can improve your relax‐
ation without taking too much time by having to nap.
Even though taking a few deep breaths does not seem
like much, they effectively calm the body and mind.
You can rope your child into some of these activities if

you can manage it. For example, meditation can help
tone down their high energy levels and improve focus.

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Splurge on Yourself
As a parent, it is easy to get caught up with your child

and forget that you must be treated right. Do not
neglect yourself. The money you make should also go
into making you feel good. So, take the time out to
splurge a little on yourself.
Get that jacket you have always thought about getting.

Change or freshen up your hairdo. Take yourself out to
eat. The idea is to do something for yourself, however
small. Do not take the liberty to spend more than you
should. To ensure you do not exceed any limits,
consider adjusting your budget to allow room for
saving towards this activity. You deserve to be treated
right, so make an effort to do so.
Get Your Laughter On!
Despite how wholesome it can be, laughter is an under‐

rated part of our society. Your child is going through a
lot, and you may be dealing with it regularly, but do not
let that rob you of your joy. Laughter helps to improve
your immune system and lower stress levels.
So, whip out your phone or laptop and look up some

cute and funny videos or memes. Alternatively, watch a
comedy show. Just do whatever gets the laugh out
of you.

Play Some Music
Music is another part of our culture that plays a role in

how we interact with one another or feel. It is a
relieving medium of expression for both the singer and
listener. In itself, music can be therapeutic.
Create time to listen to music or search for new songs

that align with your tastes. Not only is this a great
relaxation activity, but it also helps you understand
more about yourself.
What's more, music can be enjoyed privately or shared

with others. It could be a bonding medium with your
child, like when you both have the same favorite song.
So kick off your shoes, snuggle into the couch, turn up
your music, clear some space, and create a dance floor.
Get a Hug
Hugs are therapeutic and can help to relieve stress and

tension. But, of course, not everyone is a hugger.
However, we cannot deny that hugs feel good, espe‐
cially when they are genuine, given, and from people
we care about, who also care about us.
So, look around you; walk up to your partner, friend,

parent, or child, and give them a good old bear hug.
They might not get it at first, but they will hug you all
the same.

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Practice Mindfulness
To be mindful is to be aware of everything going on

around you. Unfortunately, between caring for your
child and other life responsibilities, everything outside
the fire of your mind can easily blur out. This is not
great, as it might relegate other essential things to the
background. As a result, practicing mindfulness can
help you better delegate your attention to your affairs.
Also, it allows you to enjoy the moment better instead
of questioning what could have been or the future. This
way, you can enjoy what is in front of you and give
your child a good life.
Make a Smoothie
Smoothies are great and provide the body with tons of

nourishment and fuel, thanks to their protein, greens,
and fruit content. Having one can be an excellent way
to wind down and get back on track before returning
to other activities or caring for your child. It is also a
healthier alternative to beverages like coffee or soda.
Get Some Alone Time
For some parents, the only time they are alone is when
they use the restroom. This can be a sobering reality,
and you do not want that to be your case. Hence, it is
recommended that you take some time out to enjoy
your own company.

Depending on your spare time, it could be as little as

five to ten minutes or as long as several hours. Try not
to do anything that does not make you feel relaxed at
this point. Now would be a good time to try that
smoothie, do some breathing exercises, and practice
mindfulness and meditation. The goal is to recharge
before delving into work again.
Play Games
Games are great for unwinding, whether mobile games,

video games, or board games. Immerse yourself in a
game to get your creative juices flowing and enjoy a bit
of your competitive edge.
There are many ways to enjoy a game, from playing

virtually, by yourself, or playing against family and
friends.
Take the Time to Enjoy Nature
Studies identify that spending time in the natural envi‐

ronment improves our psychological health. As little as
a hike on a trail, a walk around the park, or just
gardening around your yard can make you feel relaxed
and rested.
A study was conducted on patients admitted to hospitals

with rooms that overlooked green spaces. These patients
got better significantly faster than others not placed

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next to windows with such views. Not only that, but

they also reported feeling less anxiety and pain (Ulrich,
1984). This shows that exposure to natural landscapes
can offer relief on both mental and physical levels.
Alternatively, you can bring nature into your home

with some indoor plants. These plants can be chal‐
lenging to look after, so be sure about the commitment.
Also, if you live along the coast, it could help you visit
the beach and splash around.
Savor Something
There is so much to do, and time seems to fly quickly.

This rush could likely make you savor things less, so
take some time out of your days to savor something.
Make it a habit, from little things like having your first
cup of Joe for the day to having breakfast with your
family. Learn to live in those moments and enjoy them
to the fullest.
Keep a Gratitude Journal
Focusing on everything going wrong with you or your

child's condition can sometimes make it challenging to
be thankful. However, gratitude is not without pay.
Studies reveal that people with gratitude journals enjoy
better and longer sleep. As a parent, sleep is a precious
resource you want to enjoy.

The upside of keeping a gratitude journal is that you do

not have to make an entry every day or at defined
times; it can be as short as a line of words on any day of
the week. In addition, it does not cost a thing and can
help you refocus on your prerogatives.
You can make an entry just before bedtime, listing some

things you are thankful for. It could be the simplest
things or the most sophisticated situations, whatever
you want. The general idea is to remind yourself that
life is beautiful and there are things to feel good about
and be thankful for. This could even be added to your
child's bedtime routine to get them to say what they are
grateful for.
Make a Retreat in Your Bedroom
Clutter in your bedroom can make you less relaxed and

more on edge. So it is understandable if you sometimes
feel lazy about putting the clothes away after laundry or
cleaning and storing shoes properly.
However, caring for yourself also means preparing

your living space to facilitate relaxation. As such, your
bedroom is an excellent place to start. Turn it into a
retreat that makes you want to come back every time.
Throw on those comfy sheets and do a bit of decorat‐
ing. Place that cozy chair near the window, pry apart

80 | RO S E LYO N S
the curtains, and settle in with a good book and a glass

of wine.
With the room decluttered and aired out, you will find
yourself nodding off in no time.
Hold the Electronics
These days, our lives are more digitized than at any

other time in history. You could do many things with
your gadgets, including surfing the web, browsing
social media, or binging shows or streams. While these
activities can sometimes be relaxing, they can also lead
to more stress and anxiety. This is because digital
devices curate pressure, which compels you to do
specific tasks, like replying to messages before bedtime
or reading those "per the last emails" from work.
While these are not the most arduous tasks, they are
mentally tasking. Moreover, they could culminate in a
more significant problem over time. So, as a rule of
thumb, try a digital detox, in which you steer off of
electronics for a bit from time to time. Doing this can
help with addiction and be a model for guiding elec‐
tronic inclinations in your child. Studies show that
people who sleep away from their phones get better
rest and are generally happier to cement the upsides of
the digital detoxification.

Join or Start a Book Club
Book clubs serve myriads of purposes. They can be an

excellent medium for meeting other people and starting
a social support structure. On the other hand, it could
also be the driving force you need to take time to read.
Another benefit is that it helps to get you excited for
something every other week.
You can start a book club with friends or visit your

local library to join one in your locale. There are also
online book clubs that you can join, although they are
not always great replacements for physical book club
meetings. In addition, online book clubs often miss out
on traditional book clubs' intimacy and personal touch,
making you less motivated to join or keep up.
Create and Achieve a To-Do List
When we talk about caring for ourselves, doing chores

does not seem like a relaxing activity. Running errands
and cleaning does not seem high up the list of recre‐
ational activities, and we understand why. However,
checking off items on your to-do list has a lot of relief
and is unburdening.
It does not matter what the task is, whether it is declut‐

tering your room, cleaning your bathroom, or booking
an appointment for your child. The idea is that making
and ticking off your to-do list gives you a sense of

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accomplishment and something to be thankful for.

Moreover, you can go about your to-do list daily,
weekly, or monthly. In doing so, you will find a sense of
calm in finishing your tasks, rather than procrasti‐
nating and leaving them to pile up.
Indulge Your Senses
Life happens whether you are too busy or lazy to

bother with it. So, you might as well engage your senses
and find inner peace to last you.
Take a long bath, play soothing sounds, light some

scented candles, and drink herbal tea. Anything to
engage your different senses and bring you to the point
of zen, away from the hustle and bustle of day-to-day
life, will allow you to relax and decompress.
Spend Time With Family and Friends
Focusing all your time and effort on your ADHD child

could rob you of precious moments with other family
members and friends. Finding the balance between
self-care, caring for your child, and hanging out with
family and friends can be challenging. But you owe it to
yourself and them to try.
Including me time in your schedule is essential. This

way, you can plan toward it without compromising
other essential things. This is a great self-care tip for

balancing your affiliations and avoiding the stress of

strained relationships.
PA R E NT I N G TIPS FOR SINGLE PARENTS ON

R A I S I N G A DHD CHILDREN
Do your homework: ADHD can be a genetic

matter sometimes. If your child has the
condition, there is a 30 to 40 percent chance
that either you or your partner has ADHD. If
left untreated, the condition can make effective
parenting difficult, if not impossible, especially
in the case of single-parent households. The
symptoms of untreated ADHD make it hard for
the child to be organized, keep to a schedule,
and maintain consistency. If you are concerned
about your ADHD status, consider talking to
your primary health care provider for diagnosis
and advice.
Schedule family meetings regularly: Plan for
weekly family meetings with your children. The
assembly aims to discuss a specific topic.
Encourage your family members to make
conscious decisions to contribute to the
creation of the agenda, and put rules in place to
ensure everyone gets some time to air their
views. You want the meeting to be solution-

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centric and productive, and it is best when

everyone is a part of the process.
Highlight everyday stressors: We all have
unique stressors that impact our quality of life.
You must avoid or limit your stressor to make
the most of your time. For instance, a stressor
may involve taking on other people's tasks
because you cannot say "no." While you cannot
control how they will respond to being denied,
you must also look out for yourself to avoid
burnout and overwhelm.
Granted, there will be stressors that you cannot just

nope out of. However, in such cases, it helps to refocus
on the positives and identify helpful coping mecha‐
nisms to deal with the stress. For example, start with
some deep breaths, and delay your response to avoid
impulsive reactions. You can also try meditative and
relaxing routines or exercises that reduce stress levels.
Talk about chores: As a single parent, it is

easy to be caught up in household chores every
other day without delegating. But it does not
have to be so. Involving your children in
chores can be a positive experience for
bonding and skill acquisition. Not only do
they get practical life skills, but they also

develop good work ethics and a sense of

responsibility.
On the other hand, delegating chores will open up

more time for you to focus on other things. Also, over
time, your child will get used to the routine and not
require oversight anymore.
Get the proper support: It takes a lot of effort

to raise a child, so you may want to get a solid
support structure around you. Identify key
family members, support groups, friends, and
babysitters who will help you nurture your
child properly.
Create some one-on-one time: Finding the
time to squeeze another appointment or task
into your already crammed schedule may
threaten to send everything flying. However, it
cannot be helped that your child requires some
one-on-one time with you to reconnect and
develop your relationship. This time spent
together is especially crucial for children with
ADHD, who could sometimes experience
negative spells in which they feel unwanted or
low on confidence. You could build up their
self-esteem with one-on-one time and teach
them to feel better about themselves.

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Create to-do lists: Every day is an excellent day

to make and follow a to-do list. However, in
making plans for the day, learn to be reasonable
in your expectations. Do not expect to summit
Everest and make it in time for dinner on the
same day. Leave enough room for unforeseen
contingencies.
Create routines and set clear rules: Create
house routines and follow them religiously. Not
only will this make your days more predictable
and easy to follow, but it will also help your
child follow instructions better. This benefit is
especially helpful for children with ADHD, as
they perform better in situations with
consistent and straightforward rules.
When devising rules and routines for your household,

it is best to partner with your child. First, discuss
possible repercussions for certain behaviors if your
child's other parent is still in the picture. Then, partner
with them to create a consistent environment geared
towards the convenience of both parties and the child.
This way, everyone knows visiting times and can plan
their schedules around it, making room for
contingency.
Otherwise, if the other parent is not involved, you may

want to bring your child's doctor into the picture. Plan

around hospital visits, checkups, and other health

plans.
HA N D LI N G MARITAL LIFE
Raising a child with ADHD can make you feel discon‐

nected from many things, including your marriage,
which can strain your relationship with your signifi‐
cant other. Hence, it is crucial to take some time out to
focus on your marriage. Remember that raising a child
is the job of both parents, so you do not want to
commit too much and go in alone. This will save you
unnecessary marital problems.
Also, as much as your friends will understand not

reaching out consistently, you should try to reciprocate
the gesture by sending out a message often. It does not
have to be anything special or nifty; just checking up on
them and listening to the goings-on in their lives can
keep the friendship going for longer. Your child's
condition is not enough reason to abandon all forms of
normalcy in your life. If your child is to believe that
their life is still on track, you cannot afford to let yours
get derailed.
That said, here are some practical tips to help you

maintain your marriage when dealing with children
with ADHD:

88 | RO S E LYO N S
Take turns: As a couple, taking care of your

ADHD child can be easier if you go in turns.
This way, everyone gets a break at some point
from the child and one another. Understanding
how this sounds, you could mistake it for
troubling signs, but it is not. Too much of
everything is bad, even the company of
someone you truly care about. You are taking
the time to refresh both mind and body,
providing you with much-needed balance,
which can be hard to come by in a family
setting.
Do not fly solo: Just as you both have to take
turns with your child, you also have to split
parenting responsibilities. Doing so makes
things easier on both parents and reduces the
risk of resentments and conflicts, which could
sour relationships.
Adaptability is key: Your child's ADHD status
will not change in a heartbeat, so it would help
you learn to cope. Find ways around the
suitable condition for the child, your partner,
and you.
Streamlined intents: It is challenging to raise a
child with ADHD, and you do not want to add
marital problems to the list. Working together
instead of trying to one-up each other provides

the best chance of helping the child have a

better life. So, try to avoid blaming each other
for shortcomings. In the end, you are both
ordinary people just trying to do right by your
child, however tasking it seems. The odds of
success are way better when there is
coordination and unity of efforts.
Set clear house rules: Plan and agree on house
rules with your significant other. Being on the
same page creates a better avenue for raising
your children, including ones with and without
ADHD. Clear-cut rules also help to prevent a
clash of interests, as everyone knows,
understands, and accepts the rules of
engagement.
Go on a vacation or take an extended break:
Fit in some couple time into your schedule. You
and your significant other must grow your
relationship away from the children.
In conclusion, raising children with ADHD is tasking

and affects your physical and mental health. From their
impulsiveness to their reluctance to obey, it can make it
frustrating to perform your responsibilities, and you
may sometimes be seething in anger. Other times, you
may feel guilty for going hard on them, especially as the
condition has a hand in their behavior. It is for this

90 | RO S E LYO N S
reason that you ought to practice self-care. The pres‐

sure gets intense sometimes, and you need an outlet to
de-stress and refocus your priorities. However, to be
there for your child, you first have to be responsible for
yourself.
Furthermore, in your quest for self-care, do not forget

to practice your virtues. For example, love and compas‐
sion are crucial when dealing with children with
ADHD. Because when all else fails, these virtues will
help you through.

6
PA R E NT I N G S T R AT EG I E S F O R
H E LP I N G YO U R A D H D C H I LD -
AT H O M E
A t this point, it is pretty clear that raising

children with ADHD is a different ballgame
from raising children without the condition. The chal‐
lenges are more severe and require carefully crafted
strategies for navigating the child's day-to-day life and
how they turn out. However, even at that, knowing
what to do is the easiest part.
For starters, you must understand that there are biolog‐

ical differences between the brains of a child with and
without ADHD. Of course, your ADHD child can
comprehend discipline and learn to organize them‐
selves and their affairs, but that does not make them
any less susceptible to impulsive behaviors. On the
contrary, the condition makes them likely to do things

92 | RO S E LYO N S
on a whim or without care or focus. Furthermore, if

you think that will not bother you, you lie.
As discussed in the previous chapter, self-care comes

first in raising a child with ADHD. It helps you be there
for them at all times. However, that is not the end of it.
You also need to know the dos and don'ts of parenting
ADHD children so that you do not complicate things
for them or yourself.
P RO -PA R E NT ING TIPS FOR RAISING ADHD

C H I LD R E N
As the parent of a child with ADHD, one word you

repeatedly hear is structure. But why? What has struc‐
ture got to do with a cognitive condition? Simple:
Structure provides a predictable and organized envi‐
ronment—two critical factors in raising a child with
ADHD. Creating an organized environment involves
planning a schedule and daily routines for your child.
However, on the other hand, a predictable environment
has expectations, rules, and repercussions that are
known and understood by the child through positive
reinforcement.
Think of a structured environment like scaffolding.

Every limit, reminder, and routine you set up
contributes to the upward growth of the building,

which, in this case, is the child with ADHD. Scaf‐

folding may not be the prettiest sight, but its impor‐
tance to the solidity of the structure cannot be
understated.
A structured environment is ideal for children with

ADHD because they know what to expect at any one
time. It is this understanding that provides them with a
sense of security. The result of such an environment is
evident in children with and without ADHD because
they grow up with better self-awareness and knowl‐
edge of how the world works.
However, this does not mean that children are inca‐

pable of self-structuring; far from it. Many children
devise their structure for tasks, chores, and schedules
and exhibit good behaviors without being prompted.
Things are different for children with ADHD, though.
Self-structuring is more challenging due to the disor‐
ders of the condition. They struggle to regulate their
emotions and responses and have poor organizational
skills. For them, maintaining focus and avoiding impul‐
sive behaviors is a chore, especially with the many
distractions begging for their attention.
ADHD symptoms are primarily connected to their

problems with self-control. Therefore, children with
ADHD require better external structures or control
systems to manage their symptoms, stay grounded at all

94 | RO S E LYO N S
times, and serve as a stepping stone for other helpful

strategies.
That said, here are some tips for creating an effective

and lasting structure:
Manage their sleep cycle: Children with

ADHD have a problematic bedtime routine, no
thanks to their condition. The inability to fall
asleep quickly worsens other symptoms of the
condition, like recklessness, hyperactivity, and
inattention. As such, it is vital to help your child
navigate sleep. You must remove potential
inhibitors, such as caffeine, sugar, and screen
time to do that. Create a bedtime ritual that
calms their senses and helps them relax.
Decide on acceptable and unacceptable
behaviors: A structured environment aims to
help your child understand the consequences of
their actions and manage their inclinations to
act impulsively. Creating one requires strength,
affection, empathy, energy, and patience. Start
by deciding on behaviors that may or may not
be tolerated. Ensure the child is aware of these
behaviors, and do your best to enforce them.
Punishing ADHD children is complicated as many do

not mind having things taken away from them. When

your child breaks the rules, talk to them first and ask
questions such as, what rule is it that you broke? Why
did you break this rule? What can you do next time to
avoid breaking this rule? This is not to say that you
should care for your child with an iron fist. Instead, it is
to ensure consistency and safeguard the child's
improvement.
Certain behaviors should not be excused, like refusing

to turn off the TV, staying off screens before bedtime,
or being reluctant to get up in the morning. Of course,
it would take some getting used to for the child to
internalize all the rules, but they will over time. To
further aid this process, make the rules as clear and
straightforward as can be, with rewards to foster good
behavior.
Have faith in your child: Create a list of

everything you find unique, positive, and
valuable in your child. Have faith in them that
regardless of their condition, they are capable
of changing, succeeding, learning, and
maturing. Moreover, as you wake up and
prepare them for the future daily, reaffirm this
belief and help them believe it, too.
Tone down distractions: Children with ADHD
are often subject to distractions around them,
such as video games, computers, or television.

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These gadgets encourage them to be impulsive

and must be regulated. Start with some
decreased screen time while subsequently
increasing their time on other engaging
activities with family and friends or outside of
the home. The goal is to help them use pent-up
energy.
Deal with aggression: Children with ADHD
often experience aggressive outbursts, which
can be challenging for parents. Instead of
clapping back at them, consider other healthier
alternatives, like a time-out to help calm both
parties. Acting out is not limited to home life
alone and could sometimes happen in public. In
such a case, removing them calmly and quickly
is imperative. Explain what time-out means,
and teach them to ruminate on their actions.
Only consider time-outs for negative behaviors, as mild

disruptions may be a means of releasing built-up
energy. Also, when they behave destructively, inten‐
tionally, or abusively, it goes against the rules and
demands to be addressed.
Encourage them to voice their thoughts: Self-

control is a problem for many children with
ADHD and makes them prone to impulsive

actions and utterances long before considering

the aftereffects. As a result, asking your child to
voice their thoughts when they feel the urge to
act disruptively could help. Doing so will better
comprehend their thought processes and help
them work out positive coping mechanisms.
Make your child's life organized and simple:
Design a little quiet area where they can
indulge themselves, do homework, or take a
break when things become overwhelming for
them. Think of it as their special place. Also,
keep the house clean and organized, so the
child knows the location of whatever they need.
Doing so can also help lessen physical
distractions around the house.
Make the rules clear, but do not be too rigid:
One way to help your child adapt to rules is by
regularly discouraging negative behaviors and
rewarding good ones. In doing so, do not forget
that children with ADHD do not have the same
adaptability as other children. So, be flexible
enough to allow room for mistakes and
learning on the go.
If they exhibit odd behaviors that do not impact them

negatively, accept them as some of the influences of
their condition. However, on the other hand, discour‐

98 | RO S E LYO N S
aging quirky behaviors you do not understand because

they do not seem "normal" to you is pretty harmful.
Encourage physical activities: Engaging in

physical activities is suitable for using excess
energy. It also allows the child to channel their
focus into well-defined movements that could
bring about low impulsive reactions. Exercising
also boosts concentration, improves brain
function and memory, and lowers the risk of
anxiety and depression. There are many
professional athletes with ADHD, but the
condition does not get in their way. Experts
suggest that children with ADHD learn to focus
their energy, attention, and passion by
exercising.
Get personalized counseling: It is impossible
to be everything your child with ADHD needs.
Sure, you can provide for and nurture them, but
you cannot also offer the professional help they
require from time to time. It is time to get a
therapist for your child who will give them a
new outlet to let off steam. It can be challenging
dealing with the fact that you cannot come
through in every way for your child, but
seeking assistance is not a weakness.

A therapist will also come in handy for lowering your

anxiety and stress levels by providing you with profes‐
sional insights. You can also join local support groups
for parents of ADHD children.
Split tasks into smaller bits: Map out a plan

for the activities delegated to your child. Use a
large calendar and color coding to highlight
chores and when they are due. Doing so gives
your child the predictability of knowing what
to do next. It also helps bridge their focus and
channel it into their day-to-day routines.
W HAT PA RENTS SHOULD NOT DO
Please do not give in to the child or the

condition: As a parent, allowing your child to
get away with everything because they have
ADHD can start a slippery slope. You need to
set rules for acceptable behavior and enforce
them. This is not to say that all nurture, care,
and patience go out the window. Not at all.
Instead, it is simply that you should not set the
bar so low that your child becomes a nuisance.
Avoid overwhelm: Keep in mind that ADHD
influences how your child behaves. So, even
though the condition is not visible, it is still a

100 | RO S E LYO NS
disability that affects them and their choices.

When things get heated, it is time to take a deep
breath and remember that your child is not
deliberately trying to push all your buttons.
Relax on the little details: Do not be too rigid
with your child. Allow room for some
flexibility or "bending" of the rules. For
instance, if they had done three of the five
chores, do not come down hard on them to
finish the remaining two in record time.
Remember, they are learning to live within a
structured environment, and every step in the
right direction is progress. Remember to praise
them for what they did accomplish. You can
certainly talk to them about the remaining two
chores and ask for a plan for when they will be
done. Everyone needs skills in life, so treating
your child with respect and having an open line
of communication is a great building block for
them.
Avoid negativity: As simple as it sounds; you
may sometimes feel tempted to rush through
things. Avoid such inclinations. Take things one
at a time to avoid losing sight of what matters:
Your child's healthy development. Anything
embarrassing or stressful that they did today
will not matter tomorrow.

T E AC H I N G HYGIENE TO YOUR ADHD CHILD
Just because a task does not seem like a big deal for you
does not mean your child is living the same experience,
especially when they have ADHD. Getting children
with the condition to do basic hygienic tasks like
helping with the dishes, taking out the trash, or tidying
up their rooms can be challenging. You may be torn
between deciding to let them off easy without chores or
wondering why they do not bother to help at all.
Neither option is good. Understand that your child is
looking for guidance, and it may be that they just need
your help to stay focused. So while you may not be
doing the chore, you are there to guide or help keep
them on track. For example, leaving a child to clean
their room will likely make it messier. What if you were
in the room, hanging out on the bed, talking to them,
and guiding them on how to clean their room appro‐
priately? Or understand that asking for an entire room
to be cleaned in one set without breaks or even broken
up in multiple days is not the best of ideas. Remember,
ADHD children do not have a long attention span for
things that do not interest them.
Not letting them participate in chores disrupts the

structure you are trying to build around them. On the
other hand, their refusal to help is not necessarily born
out of disregard, so remember that. You need to adjust

102 | RO S E LYO N S
how you approach the subject of chores. For starters,

always be direct and specific with whatever tasks you
want them to do, and state any incentives that might
bolster their cooperation.
Another thing you want to incorporate is listing. Lists

help children with ADHD track their activities and give
them the predictability of knowing what to do next. So,
instead of just stating what you want them to do, make
a to-do list and paste it on a wall. Now, they do not
have to deal with trying to remember the chores.
Furthermore, you can break down each task into
smaller components. For example, instead of just writ‐
ing, "tidy your room," try "fold the laundry into the
drawers," "bring dirty clothes to the laundry room," or
"make your bed." The details here make it much easier
to work with.
A chore chart is another technique that can help famil‐

iarize your ADHD child with household activities.
Unlike the to-do list, a chore chart involves chores, a
breakdown of each one, the time of completion, and
what they can expect to get. Think of it as a mini trea‐
sure map with tasks to access the gold. For smaller chil‐
dren, stickers or points further drive home the idea of
chores and makes them even more interested. A behav‐
ioral contract may be more beneficial for older children
(including teenagers) than a chore chart. The difference

is that they are involved in the creation process. Call a

meeting to review acceptable and unacceptable behav‐
iors and rewards and punishments. Agree, and sign it.
Stickers, points, and rewards are all incentives to guide

your child down the right path. For example, with a
point system, the child accumulates them from
performing assigned chores. In turn, they are rewarded
with outings, privileges, or activities agreed upon prior.
Also, decide on how much they can use these points.
For children under seven, two to three times a week is
excellent.
For children between seven and ten, once a week works

fine. The goal of the reward system is to provide a posi‐
tive incentive for the child's behavior. It is better to
reward well-done jobs than punish incomplete ones.
For every task completed, tick the chart or place a star
on it to remind your child of what they stand to gain
for good behavior.
Lastly, do not hover around eager to help when setting

up tasks for your children. Sometimes, let them figure
things out on their own. Of course, be within reaching
distance for when they need your help and ensure they
do not get distracted and steered away from the task at
hand. However, do not interfere too much and make
them dependent on your presence. One way to help
them grow independent is to take a picture before and

after doing a task, like cleaning up their room. It could

also help them become more confident in their abilities.
In conclusion, making plans for regulating how your

child behaves is an essential step in creating a support
system that facilitates growth and organization. It will
not be easy because children with ADHD often prove
challenging to manage. However, you should be okay
with the proper behavioral techniques and structure.

7
PA R E NT I N G S T R AT EG I E S F O R
H E LP I N G YO U R A D H D C H I LD - AT
SCHOOL
A DHD plagues focus and attention, making

children more susceptible to impulsive and
destructive behaviors. In turn, these behaviors lead
them into trouble, which is why many children with
ADHD struggle to have good relationships with their
peers. Unfortunately, their conditions also make them
prime targets for classroom nuisance, even when they
are relatively quiet and innocent.
But all is not lost. Here are some strategies for aiding
your child to improve at school and rise to the occasion
when called upon.

E X EC U T I V E FUNCTION
An executive function is a series of cognitive skills

needed for discipline and self-control. It is also a cogni‐
tive process responsible for managing tasks and
thoughts, decision-making, prioritizing activities, and
effective time management. Executive function skills
aid in establishing strategies and skills for handling
projects. It also determines how we act to move
forward with each task. People without executive func‐
tion struggle with organizing, analyzing, scheduling,
planning, completing tasks—or working with dead‐
lines. They quickly lose track of time, misplace things,
suffer overwhelm from tasking projects, and prioritize
the wrong things.
There is confusion surrounding this subject and how it

concerns people with ADHD. For example, an ADHD
be classified as an executive function disorder? Or are
all executive function disorders ADHD? The answers to
these questions depend on how we define executive
functions and their role in self-regulation.
Karl Pribram first used executive functioning in the

1970s. His studies suggested that the prefrontal cortex
is primarily responsible for mediating executive func‐
tions. Traditional medicine has seen the subject applied
immensely in clinical psychology, psychiatry, and

neuropsychology. However, executive functioning has

evolved into a broader topic discussed in education and
general psychology. It has been integrated into class‐
room accommodations and teaching strategies.
There are seven core self-regulation types affiliated

with executive functioning. They include:
Self-motivation: Pushing yourself to

accomplish things without extrinsic motivation
or consequences
Nonverbal working memory: Making mental
notes for behavioral guidance
Emotional: Integrating images, words, and
self-awareness to influence your feelings on
certain subjects
Problem-solving and planning: Identifying
new and innovative solutions and paths
Self-restraint: Constraining yourself
Verbal working memory: Maintaining
internal dialogue
Self-awareness: Turning the spotlight on
yourself

The Four Circuits of Executive Function
Looking at ADHD from these circuits' perspectives

helps us understand the origin of specific symptoms.
Variations in symptoms affecting a child with ADHD
depend on the level of impairment seen in these
circuits. For example, some children have higher
emotional regulation issues while others have higher
working memory deficits. Some may experience chal‐
lenges with time management but are much better at
other things. Whatever the case, each of these circuits
explained below comes into play:
The Who Circuit: This circuit covers the area

stretching from the frontal lobe to the back of
the hemisphere. It is responsible for self-
awareness and regulates the goings-on around
us, how we feel, and what we do, both
internally and externally.
The When Circuit: The when circuit connects
from the prefrontal areas of the brain to one of
the oldest areas, known as the cerebellum,
which is one of the backmost parts of the brain.
This circuit is responsible for timing and
regulates the sequence of behaviors and how
seamlessly they are performed. It also
coordinates the timeliness of actions and the
decisive time of doing anything. A dysfunction

in the when circuit, especially in people with

ADHD, is responsible for their inability to
manage time judiciously.
The What Circuit: This circuit runs from the
frontal lobe's outer surface to the brain's area
known as the basal ganglia—or, more precisely,
the striatum. This circuit is responsible for
working and adequate memory, so it manages
the thoughts that guide our actions. This is
especially the case for making plans, setting
goals, and cogitating about the future.
The Why Circuit: This circuit also begins from
the frontal lobe and passes through the central
area of the brain called the anterior cingulate. It
ends in the amygdala, the limbic system's
primary gateway. The circuit is considered the
"hot" circuit because it is directly in charge of
emotions. It regulates how our thoughts
influence our feelings and vice versa. It is also
primarily responsible for decision-making,
particularly in planning. When deciding
between several options, the why circuit comes
into play to help single out an option among all
others based on their motivational and
emotional properties and how they make us
feel.

The Development of Executive Functions
Abilities linked to executive functioning develop at

different paces from one another. The development
process is sequential, with one skill developing off the
back of another. Every type of executive function inter‐
acts with one another. It plays a role in the regulation
of behaviors in individuals to lead to desired outcomes
in the future.
The development of executive functions begins at age

two and continues until age 30 when they become fully
developed. However, people with ADHD often experi‐
ence delayed development by 30 to 49 percent, making
them more inclined to be driven by short-term goals
instead of long-term ones.
The back regions of the brain are in charge of informa‐

tion storage about everything one learns. On the other
hand, the front area is where the stored information is
used for social effect and success in life. This shows
how the prefrontal cortex mediates executive functions
through the four primary circuits.
People experiencing executive functioning challenges—

especially those with ADHD—may suffer impairments
in one or more of the discussed circuits. As a result,
such people may experience dysfunction in terms of

social skills, planning, touch memory, and emotional

regulation.
To better understand the executive dysfunctions in

your child, do your homework on the subject and find
out the best interventions and therapies that could help.
Also, get in touch with your child's doctor once you
begin noticing symptoms, including, but not limited to,
the ones discussed below.
Symptoms of Executive Dysfunction
People with executive functioning difficulties may be

subject to any or several of these symptoms:
The trouble with creating schedules and

organizing things
Poor time management, or the inability to make
plans while also taking cognizance of future
activities
Problems with processing and analyzing
information
Challenges with coordinating actions to
achieve long-term goals
The trouble with managing impulses and
emotions

On the other hand, when there are no defects in

executive functioning, people tend to:
Complete activities in a timely fashion

Coordinate the steps necessary for performing
tasks
Effectively analyze and process tasks
Make adjustments or shifts as needed to
complete activities
Make plans for addressing goals
Create timelines for achieving goals
How Executive Function Impacts Children With ADHD
The connection between ADHD and executive func‐

tions is that the latter develops as a result of impair‐
ments in the former, which is the self-management
module of the brain. So, while people without ADHD
can suffer from impairments in executive function,
people with the condition suffer from several executive
function impairments.
These six clusters of executive functions are often

impaired in attention deficit hyperactivity disorder:
Action: Tracking and managing physical

activities

Emotion: Dealing with frustrating and

regulating feelings
Activation: Organizing activities and materials,
time management, and starting tasks
Effort: Analyzing speed, maintaining driving
force, and managing alertness
Memory: Accessing recall and using working
memory
Focus: Identifying, maintaining, and alternating
attention when necessary
Executive dysfunctions are sometimes hereditary, espe‐

cially in children with ADHD. Nevertheless, there is
also a chance that damage could cause in the prefrontal
cortex, severe neglect, in vitro exposure to harmful
substances, and trauma. One study discovered that
people susceptible to impairments in executive func‐
tioning typically suffer from injuries, disorders,
damage, or disease to the same area as the brain.
Managing Problems With Executive Function
Executive function problems can also stem from

learning disabilities and disorders in executive func‐
tion. Whatever the case, the reason for managing issues
with the condition is to help strengthen executive func‐
tion skills, which are otherwise deficient in the affected

individual. Put simply: The primary goal is to work out

the problem.
The management process is individualized and depen‐

dent on the areas that require more attention and the
underlying reason for the dysfunction. However,
according to the National Center for Learning Disabili‐
ties (NLCD), here are some general tips to help improve
problems with executive function:
Create routines and plan shifts and transition

periods for activities
Set up visual task aids or visual schedules, like a
flow chart of activity milestones, and go over
them multiple times daily
Use a step-by-step approach to work by
splitting tasks into more minor activities.
Ask for written guides or oral guidance as
much as possible.
Use tools like alarm watches, computers, or
organizers to track time and stay on course
Using these strategies can help you manage the issue in

your child before, during, and after seeking medical
counsel. Not only will it make their life much easier,
but they will also not be easily overwhelmed with little
tasks.

PA R E NT I N G TIPS FOR HELPING YOUR ADHD

C H I LD AT SCHOOL
Please do your homework: It is crucial to

know the policies, regulations, and laws
safeguarding the health of your child, as well as
the rights the child has. Two federal laws ensure
that children with disabilities receive "free and
appropriate education." The first is Section 504
of the Rehabilitation Act of 1973, and the
second is the Individuals with Disabilities
Education Act (IDEA).
Both rules require schools to provide the necessary

infrastructure and services to aid learning. There may
even be other laws unique to your state. Find out about
them; you want the law on your side.
Learn about the Individualized Education

Program (IEP): If your child with ADHD needs
something different from what is taught in
school, or a new way to learn things, it is best to
give them an IEP. Not only does an IEP satisfy
these needs, but it also shows you how to track
their progress offering insights on the type of
service to expect from the school. The school is
expected to meet with parents twice a year to

review the IEP. The first review is establishing

the IEP and what needs to be included. The
second meeting is to review the goals and how
your child performs. You must stay very
involved with the IEP and ensure that all
teachers adhere. An IEP can follow your child
through college and update throughout the
school years, but it is imperative to remain
involved, so your child has their needs met.
Find out the policies and support that apply
to your child at their school: Send a written
note to the principal of your child's school
requesting an evaluation of their services and
policies. If you want to learn more about how
to go about this letter, consider visiting the
Children and Adults with Attention Deficit
Hyperactivity Disorder (CHADD) website for
samples.
Some schools, especially public ones, offer social skill

groups—small gatherings of two to eight children led
by a speech therapist or the school's psychologist. The
group teaches children to manage specific social situa‐
tions and connect with their peers.
Know the 504 plan: If an IEP is unnecessary for

your child—who will remain in the same class

as other students on the same grade level—you

might need a 504 plan. This document shows
how the school supports your child, with each
plan designed to meet the child's needs. While
class lessons will remain relatively unchanged
in this case, you can expect the following
privileges for your child:
Counseling, occupational therapy, or speech
therapy
Providing verbal answers in a test as opposed to
writing them down
Getting more time to complete schoolwork and
tests
Attempting tests in a different room than
others or with fewer students to limit the
chance of distractions
Having the option to skip reading and use
audiobooks instead
However, there are no rigid laws on obtaining a 504

plan, so it is up to your child's school. If you feel the
plan would be helpful for your child, reach out to your
local school district and learn the terms involved.
Speak to teachers: Regularly meet up with

your child's teacher to discuss their goals and
needs and how best they can be helped in class.

This could mean relocating your child's seat

from the windows and doors to the front of the
course. This way, they can remain focused and
avoid distractions. The teacher can also come in
to offer a little help. Request access to the
school schedule, so you do not catch the teacher
at the wrong time.
This is also handy for tracking your child's progress. If

you can help it, getting another set of books for your
child to use at home can help. In doing so, you can
learn how best they learn and relay it to the teacher.
Work together: It would help to work with

your child's teacher instead of trying to impose
on them. Your child will take it as a sign that the
adults in their life want the best for them.
Be coordinated: Parent-teacher meetings are
often kept short so parents can ask questions.
When attending, come prepared to ask vital
questions. Organize all the necessary details,
including test results, teacher notes, and report
cards, in a binder for easy reference.
Do not get offensive: Occasionally, you may be
called about your child not paying attention in
class or disrupting class activities. It is easy to
give the caller a piece of your mind at that

moment. Instead, reach out to them about your

child's condition. Explain that you know how
much of a handful your child can be, and
suggest possible solutions. Simply providing the
child with directions for a task or changing
their seating setup can help.
Speak regularly: Keep in touch with your
child's teacher by mail, phone calls, and in
person. By doing this, you can find out how
your child is progressing, how they deal with
schoolwork, and if they are adjusting to
changes. You could also learn about the
assignments your child brings home and ask for
help. This way, you can ensure that your child
can go through the homework independently
or request extra time on tests.
Visit the teacher's website to learn about projects,

upcoming tests, and exams. Seek the teacher's advice on
how to help your child prepare for the due dates and
organize their stuff outside the classroom. This can
save you from dealing with meltdowns at the last
moment.
Approach cautiously: Be careful how you

approach teachers to avoid putting them on the
defensive. For instance, rather than asking,

"Why don't you help John Doe when he

struggles with classwork?" say, "I fear that John
Doe may be struggling to finish classwork. How
can we help him stay focused so he does not fall
behind on his studies?"
Create mutual goals: Your child manifests and
is influenced by ADHD symptoms in and
outside school. So, say they struggle to follow
directions; try discussing with the teacher some
new means of keeping the child grounded and
onboard. The solution must be practical both at
home and in school.
Express gratitude: When teachers go out of
their way to understand your child and aid
them in learning, be appreciative. Send a note
to express your appreciation or visit in person.
Discuss in person: Plan your schedule to
include meeting times with your child's teacher.
Each meeting should be set up around the early
stages of the school year. Stick to the plan and
meet up to discuss your child's situation.
During the meeting, remain courteous and
cheerful. Do not focus on the problems alone.
Instead, talk about creating solutions. For example, do

not say, "Jane Doe, she is headstrong." Instead, say, "I
have noticed that Jane Doe does not like to ask for help

if others are around but will ask if she can talk quietly
with someone." Any other educational plans or reports
should also be shared in the meeting.
Join the conversation: Volunteer at the school,

chaperone an event, attend back-to-school
events and offer to help with the library. Little
pitching-ins show the school and the teacher
that you are committed to your child's growth.
You will also get insights into how your child
interacts outside the home.
Please keep your child's teachers informed:
Since you are bringing them into the process,
there is no need to cherry-pick the details that
teachers should know. Inform them if your
child starts or changes ADHD medications.
This way, they can look out for side effects and
provide you with feedback on whether or not
the meds are helping the child. You also want to
keep them in the loop on significant household
changes that could affect your children, such as
the birth of a baby, a death in the family, or
divorce.
Getting started at a new school: As mentioned
above, children with ADHD are often hardest
hit by significant changes. So, whether
relocating during the summer or beginning the

first year of middle or high school, you want to

ease the burden on them. For a start, reach out
to the school beforehand. This way, the new
school can pair your child with teachers and
classes suited to every learning style and ability.
Learn more: Call the school early on and plan
to send your child's report cards, notes, and test
scores from the previous school. Schedule a
meeting with your child's teacher and the
guidance counselor. At the same time, go over
the IEP or 504 plan to see if you need a
new one.
Petition the guidance counselor to give you
and your child a tour of the school: Get to
know the school nurse, the teachers, the
principal, and other vital people your child will
meet. Help your child get used to the roads by
walking them around the premises. If you can
manage it, arrange a hangout or playdate with
another student from their new class.
Create plans and routines: Create plans,
routines, and practices to help your child adjust
to the changes and feel better on their first day.

H E LP I N G YOUR CHILD WITH THEIR

H O M E WO RK
Not many children are huge fans of homework. And

rightly so, too. For children with ADHD, homework
routines seem monumental. It is enough hard work
writing down the assignment and bringing home the
necessary information to accomplish the task. As a
result, they tend to lose some papers either on their
way home, at home, or on the way to school.
Sometimes, it is a different ball game, and they do not

even bother attempting the assignment. For example,
suppose the homework makes it home in one piece. In
that case, they find the effort needed to focus on the
work, recall the instructions, and understand the
assignment hard to come by. Moreover, with all the
distractions floating around, there is much to focus on.
As a result, much homework does not get turned in,
and the ones that attract poor grades. This can lower
the self-esteem of the child, making them feel incompe‐
tent. They also start to despair and are easily hurt by
criticisms for their behaviors.
As a parent, we want to help them do better. So here

are some simple but practical tips for getting around
this hurdle:

Color coding: Color coding is a great way to

help organize and can go a long way with
ADHD children. So, the next time you are
getting them an assignment notebook, get
different colored book covers, pens, notebooks,
and folders. Designate each color to a specific
subject. Finally, get another lockable folder for
storing homework papers. This way, your child
will have a permanent location for accessing
homework files. It will also improve their
organizational skills and make them less likely
to lose assignments.
Offer support and tools: Take your child
shopping to pick a notebook of their choice for
writing down homework assignments from
school. Get in touch with their teachers to issue
verbal reminders about the assignments and
give them time to take notes. Furthermore, you
could inquire about how homework is issued.
You can solicit the teacher to begin doing so if
it is not written on the board. Such a change
will benefit both your child and the entire class.
You can also prime the teachers to look out for your
child and ensure they maintain focus and take down
assignments as instructed. Moreover, when they are
distracted, a quick tap on the shoulder should be

enough to redirect their attention without embar‐

rassing them. Teachers could also go through the
assignment notebook by the end of class to ensure the
accuracy of the writing. Finally, you could ask for a
weekly schedule of the assignments at home as a
backup.
Acknowledge efforts: As your child goes

through their assignments, endeavor to be
relaxed and positive all the way through. The
time is right to offer feedback on their hard
work and efforts. During mealtimes,
compliment them before other family
members. It is easy to get caught up with the
negatives of ADHD and forget that your child is
also human and in need of acknowledgment.
Do not hesitate to point out when they are
doing well. If they behave well until the end of
the week, you could even take them out to
someplace special to celebrate.
Arrange their backpacks: Join your child in
arranging their backpack. As they offload their
books for assignments, teach them how to clean
their bags. Start with old, unnecessary items
they hoard in some areas. This way, you will
not have to deal with moldy leftovers or snacks
they forgot to eat several weeks back. Doing so

also helps to organize the items in the bag,

which makes for fewer distractions for the
child. While this activity may appear trivial,
offering your child with ADHD extra guidance
and support goes a long way for them.
Be your child's advocate: Do not be afraid to
set up meetings with your child's teachers to
talk about any concerns you may have about
their homework. Granted, it will not always be
possible to see all teachers attend to your child.
For such cases, use other means, like phone
calls or emails.
If possible, teachers may be willing to reduce the

assignment workload your child has to deal with. Of
course, the change will be subtle, so their peers do not
see it. For instance, if a mathematics assignment
requires the class to attempt 30 questions, your child
may only have to do 15. To set this up, get in touch with
their teachers and speak about giving the child
extended time or reduced workloads.
Medication: If your child is on meds,

remember that the drug may have worn off
towards late afternoon, which is usually the
time for homework. Consult your child's
doctor to find out if you can withhold one of

the medication dosages until homework time.

Ensure your child does not get the medicine too
late, as it could affect their sleep.
Maintain a pseudo library at home: Reach out
to the principal of your child's school and find
out if you can get another set of school books to
keep at home. For children experiencing
ADHD, taking home the right books for
assignments is challenging. So, having a backup
set they can fall back on at home can be life-
changing on the worst days.
Plan homework time: Starting homework
immediately after returning from school is a
good habit much miss out on. Of course, it
seems like no fun, especially after a whole day
of learning. However, that is not half of it.
Having a snack before plunging back into
school work is advisable for some children. At
the same time, their break could be some
minutes of playtime or exercise.
If you try this break time after school, note how your
child reacts. If they need the time to let off pent-up
energy and regain their focus, it is a worthwhile addi‐
tion to your schedule. First, create a designated home‐
work area. It does not have to be anything fancy; your
kitchen island, or the dining table, could suffice.

Alternatively, you could use your child's room.

However, there are drawbacks to this option. For one,
they are in their own space and may be more prone to
distraction. Furthermore, it helps to be within reaching
distance from them to answer questions and provide
prompts as necessary. Moreover, since their bedrooms
are often more isolated, this approach may not work
correctly.
Some children prefer the quiet when doing homework,

while others enjoy some background music at home.
There are even children who prefer to work intermit‐
tently with little short breaks in between. Speak to your
child and find out their preferred environment.
Finally, prioritize ease and predictability over sophisti‐

cation in creating a homework routine. Once home‐
work is completed, review it to ensure it has been done
right. Then, help them put it away in their homework
folder and return all the other items they use to their
respective places.
S T R AT EG I E S FOR ADHD CHILDREN AT

SCHOOL
When pairing up with your child's teachers, it helps to

give them some tips about engaging with your child.
Doing so could make tutoring much more manageable

while creating a safe space and structure for your child

outside the home.
Be flexible with rules: Children with ADHD

often experience restlessness. So, while
standard classrooms have rules about students
staying in their seats for lessons, children with
ADHD may struggle with this rule. Instead,
they could focus better by standing or pacing.
For the children who get fidgety, palming a tiny
Koosh ball or something easy to maneuver in
their hands helps with stimulation without
causing disruptions. Some studies claim that
chewing gum could even help boost the
concentration of some students with ADHD.
However, the research was pretty inconclusive.
Furthermore, given how many schools frown
on chewing gum, it is unlikely such changes
may be allowed.
Acknowledge and reward positive behavior:
Incentives and rewards should always take
center stage in motivating students instead of
punishment and criticism. Changing rewards
often could spice things up and create healthy
competition to avoid boring the students.
Children should not be prevented from going
to recess as punishment for bad behavior.

Children with ADHD are, in fact, better able to focus

after physical activity in a gym class or outdoors. In all,
prioritizing rewards and incentives gives the school or
classroom a favorable structure for children with
ADHD.
Allow them some leeway: Children with

ADHD find it difficult to sit still for an
extended period, so giving them room to leave
their seats and move around the class could
help them immensely. This subject should be
handled cautiously so as not to disrupt the type
or cause other students to want the same
leeway.
Find creative ways to help them, like asking them to

collect the notebooks of their peers, fetch materials
from the storage closet, take a note to another official
in the building, or wipe the board. Even something as
minor as creating a little break time in between classes
to let everyone get a drink of water at the fountain or
from their lunch boxes helps a lot.
Encourage children to seek support: children

with ADHD require more help in class than
other children, but it is unlikely that classroom
aids are always available, in the same way, that

academic support services for ADHD in schools

may not be in place. So, while it could help for
the child to be given a one-on-one audience
with an adult, it is sometimes best to pair them
up with their peers.
This pairing brings a child with ADHD into a group

with another kind, mature classmate. The outcome is
beneficial for both parties in terms of academics and
socializing. For the child with ADHD, they have the
chance to grow a relationship with their peers, improve
their social skills, and show commitment. On the other
hand, the study buddy makes a new friend, regularly
reminds the student with ADHD about schoolwork,
offers encouragement, and helps them stay grounded
until a task is complete.
Maintain a consistent level of expectations:

The classroom engagement rules should be
simple to understand and straight to the point.
They should also be reviewed and updated
regularly to stay abreast of changes. Rules
should also be highlighted in an area of the
classroom where they can be easily accessed.
It helps children read the rules and what is expected of

them. This way, teachers can determine their under‐

standing of it. Students can read the rules without

understanding their meanings or implications.
For students who experience difficulty switching

between tasks or lessons or managing time in general,
having a schedule in hand and going over it regularly
can ease them into the transition process better. Alter‐
natively, you can use verbal cues, time signals, or timers
to alert them of the duration of activity at any given
time.
Give feedback regularly: Both children with

and without ADHD can benefit from regular
feedback about their behaviors in class. In the
same way, consequences for behavior, whether
positive or negative, should also be meted out
quickly.
Tone-down distractions: Children with
ADHD are often prone to distractions, so it
could help to seat them away from potential
sources of disruptions, such as windows, pencil
sharpeners, doors, and cubby areas. Also, tone
down the distractions in the classroom,
including visual stimuli like clutter or sound
stimuli like noise.
Putting on white noise or soft music to play in the

background can help improve concentration and focus

in children with ADHD. However, there is a tendency

for it to be distracting for other children without the
condition.
Avoid overloading them: children with ADHD

are easily prone to overwhelm. To counter such
occurrences, consider breaking down the total
workload into smaller bits for easier
assimilation. Also, children are more likely to
consider smaller micro-tasks easier to navigate
than the same tasks lumped into one big whole.
Furthermore, children with ADHD may also experi‐

ence sleep problems, which affects how much attention
they pay in class and their overall behavior. Younger
students are generally better prepared for learning
earlier in the day when energy levels are high.
However, you may experience a slump in productivity
and energy after lunch. For older students, though, like
teenagers and college students, morning classes are a
chore.
That said, create a system that allows the class to handle

more challenging and pressing subjects and schoolwork
during the most engaged, alert, and productive periods.
In conclusion, remember that children with ADHD

may struggle with attending school, staying focused in

class, and doing after-school tasks like homework or

projects. As a parent, show support by being compas‐
sionate about their struggles and helping to create a
stable structure that eases the pressure on them. To do
this, you need effective strategies that help your child
improve at school and schoolwork while also imbibing
necessary life skills. Finally, do not be afraid to reach
out to the school and collaborate with teachers to
create healthy and helpful structures for your child.

8
A D H D M E D I C AT I O N A N D
T R E AT M E NT
A DHD can get frustrating to manage, especially

at the onset of the diagnosis. In addition, you
are usually torn between grief and anxiety, making the
process all the more frustrating. However, you can take
respite in the fact that there are prescription medica‐
tions to help with the condition. While these drugs may
not outrightly heal your child, they can help manage
symptoms and give them a more normal life.
M E D S O N, MEDS OFF – WHEN AND WHEN

N OT TO TAKE MEDICATION FOR ADHD
Usually, when your child requires ADHD medications,

the signs are clear as day, with impairments in execu‐
tive functions being the most prevalent symptoms. But

how do you know these symptoms and tell them apart

from youthful exuberance? Here are some signs to look
out for:
The child struggles at school and is often

behind on schoolwork
They find it challenging to develop and
maintain friendships
They exhibit behavioral problems both at home
and at school
They struggle with sports and after-school
activities
ADHD medications—stimulants- typically—are the

recommended treatment methods for children mani‐
festing any of these signs because they address the core
symptoms of the condition. Alternatively, you could
take the path of behavioral therapy or combine it with
the recommended stimulants.
When you are sure that their behavioral issues are more
than childhood shenanigans and have got a diagnosis to
back it up, you might want to start ADHD medications.
But before you do, speak to the child and consult a
medical professional.

Stopping Medications
Nevertheless, just as it is important to know when to

start medicating, it is also crucial to know when to stop.
Knowing when to stop medicating is not as clear-cut as
knowing when to start, especially when the child is
doing much better than beforehand. It makes you
wonder if they should not continue the medication for
life.
While it might seem like a reasonable proposition,

there are a lot of other factors to consider. Here are
some to take into cognizance during decision-making:
Hesitation on your part, say, during the start of

a new school year, to see how they fare without
the medication
Side effects. Many ADHD medications come
with several adverse effects, including but not
limited to moodiness, loss of appetite, or
insomnia
Children may begin rejecting medications,
especially as they mature into teenagers
Although these reasons are not unfounded, they are not

good enough to justify stopping ADHD medications.
For instance, if the child is experiencing frequent side
effects of the drugs, changing the medication or

lowering the dose may bring better results than quit‐

ting altogether.
But another caveat is that many pediatricians and

parents are skeptical about halting a good run of form
and will likely keep the child on medication regularly
without considering necessity. Nevertheless, whatever
the case, you should continue to track your child's
progress even after adjusting the dosage or changing
medications.
When deciding to stop medicating, collaborate with

your child's doctor to look for signs suggesting that
moving past medications may be okay. That said, here
are some reasons to consider:
On days that the child is not on the medication,

or when they fail to take it, symptoms are
unnoticeable
You had maintained the exact dosage over time,
even when the child grew older and added a
few pounds
Your child has been doing well, with controlled
behavior, and no symptoms of ADHD in the
past year since beginning medication

T I P S FO R STOPPING ADHD MEDICATION AND

M I N I M I Z I NG SIDE EFFECTS
Do not just quit the medication for the child. Instead,

speak with the child and consult your doctor like when
you started it. Then, let it be a unanimous decision to
try stopping the medication.
Take cognizance of the possible risks of quitting ADHD

medications and how they can affect the child. You
want to ensure a safe transition for your child. For
instance, non-stimulant meds like clonidine should not
be stopped cold turkey. Doing so could lead to spikes in
blood pressure. Professional medical guidance and
oversight are needed for this process.
Time the process to coincide with low-stress periods of

the year, such as when the child has adapted to school
routines or after tests or exams. Waiting for holidays or
vacations can also be a bad idea, as the child is not
under the duress of schoolwork and might be less over‐
saturated. Instead, you want to find a time when every‐
thing is balanced and just a little easier.
After you stop medicating, schedule regular checkups

at home and school to ensure that the child is still
performing well, do not wait until the report card
comes in to find out or for the teacher to ring you up.
Instead, provide your child's teachers with a question‐

naire to complete over several weeks, like the Vander‐

bilt Assessment Follow-Up form. There is also a form
for parents, which should be forwarded with the teach‐
ers' form to your child's doctor. It is not up to their
medical eye to decide if quitting the medication has
been working fine for the child.
Compliance with ADHD Medication
Since stimulants like Adderall and Ritalin are widely

abused and used outside the medical context, especially
by teenagers and young adults, many parents do not
imagine their child will have a problem taking ADHD
medications. However, many children struggle with
compliance as they enter teenagehood, whether they
have taken the medications before or are just starting.
This stems from their growing sense of independence,
which makes them more likely to resist being
medicated for chronic conditions.
Here are some tips to help win the compliance battle:
Adjust the dosage or change the medication if

the sole reason for noncompliance is side
effects. You could even suggest lower symptoms
in contrast to abandoning medicating
altogether.
Consult your child's doctor to find out if
something else is going on with the child, like

oppositional defiant disorder, depression,

substance use, and anxiety that may fuel their
resistance.
As in the beginning, get your child involved in
the decision-making process. Instead of
imposing it on them, try to find their reasons
for noncompliance.
Consider letting the child stop medicating
during the weekends and other school breaks
or holidays to see how they fare.
Solicit help during and after school hours when
switching ADHD medications to ensure your
child is being monitored.
Open a dialogue with your child and ensure
they understand that the medication is neither a
crutch nor a cure. It is like medicating for any
other chronic condition, like how a person with
insulin problems uses an EpiPen.
M E D I C AT I ON FOR TREATING A DHD
Stimulants
Stimulant medications are often prescribed to people

with ADHD due to their effectiveness in improving
symptoms of the condition. How it works is that the
stimulants in the medication boost neurotransmitter
levels in the brain. As such, the brain receives a shot of

norepinephrine and dopamine, improving symptoms

like hyperactivity, impulsivity, and inattention in
people with ADHD.
Although stimulants are often the go-to medications

for treating ADHD and are backed by the Food and
Drug Administration (FDA) for use by children, many
who use them do not respond to treatment or simply
cannot tolerate stimulant therapy. There is also the case
of people responding better to one form of stimulant
over another.
When using stimulants, here are some of the most

common side effects you can expect to experience: Irri‐
tability, dizziness, lower appetite, increased anxiety,
and insomnia. Other side effects are not as widespread
as those mentioned above, such as tics, blurry vision,
mild stomach aches, increased heart rate and blood
pressure, and nausea.
It helps to know and expect these side effects since they

influence how willing you are to take or adhere to the
medication. If your child experiences side effects from
stimulant medications, consult your doctor. Do not
leave anything to chance. This is so that you can safely
quit or adjust the dosage of the medication under
medical supervision.

The most common stimulant medications used for

treating ADHD are Focalin (dexmethylphenidate),
Adderall (amphetamine and dextroamphetamine),
Dyanavel XR (amphetamine), Vyvanse (lisdexamfeta‐
mine), Daytrana or Concerta (methylphenidate),
Zenzedi or Dexedrine (dextroamphetamine), Ritalin,
Methylin, Metadate CD (methylphenidate), and
Desoxyn (methamphetamine).
Non-Stimulants
Although stimulants are the typical first choice for

many people treating ADHD, other non-stimulant
medication options are also available. The entire
premise of these medications is as follows:
When stimulants cause too many side effects

For people with a history of drug use
When you do not respond to stimulants
For people with a history of specific heart
conditions
For people with a history of bipolar disorder
Here are some non-stimulant medications you can use

for your child:
Strattera: Strattera (Atomoxetine) is one of the

first medications outside of stimulants that the

FDA approved for treating attention deficit

hyperactivity disorder in both adults and
children above age six. Some potential side
effects of this medication are vomiting, fatigue,
agitation, irritability, dry mouth, decreased
appetite, stomachache, increased blood
pressure, dizziness, nausea, and increased heart
rate.
Tricyclic antidepressants (TCAs): Tricyclic
antidepressants are not technically ADHD
medications and are used off-label for
treatment. Some of the commonly used drugs
in this category are Tofranil (imipramine),
Norpramin (desipramine), Amitriptyline, and
Pamelor (nortriptyline). These drugs may cause
side effects such as vivid dreams, drowsiness,
dry mouth, insomnia, constipation, headaches,
stomachache, and blurred vision.
Effexor: Effexor (venlafaxine) is another off-
label ADHD medication that is an
antidepressant. It helps to improve mood and
boost concentration. Common side effects of
the drug include tremors, anxiety, nausea, sleep
problems, dry mouth, and sexual problems in
adults.
Wellbutrin: Wellbutrin (bupropion) is another
form of antidepressant medication. It has been

found to lower depression symptoms in many

users and ADHD symptoms. However, some
side effects of Wellbutrin include insomnia,
irritability, worsening of existing tics, and
weight loss caused by reduced appetite.
Anti-hypertensive drugs: Other medications
used for treating ADHD are heart blood
pressure drugs, like Tenex (guanfacine) and
Catapres (clonidine). They help to manage
symptoms of ADHD but may cause side effects
such as fatigue, stomach pain, decreased blood
pressure, nausea, dry mouth, insomnia,
dizziness, and drowsiness.
Of the non-stimulant medications mentioned in this

section, Strattera is the most studied for use as ADHD
treatment in children and adults. As a result, studies
show fewer side effects when using it compared to
others, like TCAs. Strattera is also more effective for
ADHD than Wellbutrin.
Other Medications
Some people fail to respond to stimulant and non-stim‐

ulant medications or experience intolerable side effects.
When that happens, medical professionals may offer
other medications, such as guanfacine or clonidine,
which the FDA approves for use by adolescents and

children for managing ADHD symptoms. For people

with no problems using stimulants, guanfacine or
clonidine could also be administered to boost the
effects of the medication.
Less common alternatives are often antidepressants

like Wellbutrin (bupropion), although it is not FDA-
approved for managing ADHD symptoms.
CO P I N G W IT H SIDE EFFECTS OF ADHD

M E D I C AT I O N
Below are some common side effects of ADHD medica‐

tion and how to treat them:
Headaches: You can alleviate headaches in your

child by administering the medication during
or after mealtimes. However, there are times
when headaches stem from deficiencies in vital
minerals. This situation is noteworthy because
some children with ADHD have magnesium
deficiencies, which can lead to headaches.
Problems with sleeping: Children with ADHD
may face sleep problems regularly. Often, the
medications they take may affect their ability to
fall asleep. Other times, the restlessness
symptom of ADHD comes into play, making it
harder to go to sleep.

To combat this problem, you must set up a good sleep

routine for your child. Make the time memorable for
them, and put them in the mood for bedtime. Here are
some helpful tips:
Start preparing them for sleep some 30 minutes before

their bedtime. Although it may not be time to go to
sleep, it helps to engage your child in quiet activities.
For instance, switching from a fast-paced video game
or sport to bedtime in minutes can cause sleeplessness.
So, you want to steer the child towards activities like
coloring, piecing together puzzles, or reading.
Work on their hygiene routine by encouraging them to

use the bathroom, brush their teeth, wash their hands
or take a bath, change into pajamas, turn off bright
lights, and get into bed. Stick to this routine religiously,
and try to get your child in and out of bed, as this will
help you create a wake-up and bedtime routine.
Reduced appetite: Feed your child healthy

snacks rich with calories across the day. Some
foods to try are:
Toast and a hard-boiled egg
Crackers and cheese
A muffin served with a glass of milk
A banana or apple served with peanut butter
A protein bar

Consult your doctor for advice about administering

medication after mealtimes.
Stomach aches: Only administer medications

during or after meals to reduce the likelihood
of stomach problems.
CO NTAC T I N G THE DOCTOR
If these strategies discussed so far have failed to

improve side effects in your child, consult your doctor
immediately. In addition, seek advice on other side
effects, such as tics (involuntary vocal or motor move‐
ments like throat clearing, muscle tensing, excessive eye
blinking, coughing, or facial grimaces), irritability, and
increased anxiety levels.
ADHD medications also have potential risks that you

should discuss with the doctor. For example, non-stim‐
ulant medications like Qelbree (viloxazine) and Strat‐
tera (Atomoxetine) warn about triggering suicidal
behaviors and thoughts. Therefore, you want to
monitor your child using these medications to track
changes in their behaviors or mood.
Do not fail to bring up potentially serious side effects

and your child's medical history. These factors play a
role in determining the best medication for the child

and give you insights into what to consider when a

situation arises.
P HA R M ACOGENETIC TESTING
Since ADHD is a complex condition, finding the best

combination and volume of medications can be a
chore. Depending on genetic makeup, some people
metabolize medicines faster or slower than others. As a
result, medications linger in the body for extended
periods, leading to side effects. On the other hand,
when they go through the body too quickly, their effec‐
tiveness wanes.
Thankfully, advances in technology and genetic testing

provide people with ADHD with new knowledge about
the type of medicine and the proper dosage to achieve
the best results for treating the condition. In some
instances, gene-based testing removes the need for trial
and error, which is both expensive and frustrating.
Gene-based testing analyzes how medicines are metab‐

olized in the body, showing the types of drugs that will
give you the best results. This helps you avoid
unpleasant side effects and guides the doctor in finding
the proper dosage for your child. For example, many
people who take amphetamines like Adderall suffer
from nausea. A genetic test will show how your child's

body reacts to this drug. With that knowledge, your

doctor can begin lowering side effects through altered
dosage or medications.
For instance, with a non-stimulant like Atomoxetine,

the medication goes through the body faster. However,
since some percentage of the population have a slower
metabolism for such drugs, the Atomoxetine may linger
in the body for 24 hours. This could make the treat‐
ment ineffective and trigger frequent side effects.
Whatever type of medication you choose for your child,
ensure that they are backed by a medical professional,
including dosages. Having your child undergo gene-
based testing before you begin medicating for the best
results is also essential.
Although not everyone will love the process, it provides

valuable information about well-being and treatment
options crucial to lowering side effects and improving
drug effectiveness.

9
N AT U R A L R E M E D I E S F O R
T R E AT I N G A D H D
A lthough prescription medications are the way to

treat attention deficit hyperactivity disorder,
other natural remedies work well to reduce symptoms
of the condition. For many, these natural remedies
mean fewer side effects triggered by pharmaceutical
concoctions. Natural remedies, also known as comple‐
mentary and alternative medicines (CAM), typically
revolve around lifestyle and dietary changes.
NAT U R A L STRATEGIES AND REMEDIES FOR

T R E AT I N G ADHD
Sleep: Helping your child nail down a good

night routine is critical to quality sleep. Getting
the recommended hours of shut-eye helps to

reduce ADHD symptoms. For instance, if your

child procrastinates on homework until the last
minute, they may go to bed late. And that
means little sleep, as their busy minds will keep
them up longer than necessary. In turn, they
will wake up groggy in the morning and still
tired from not getting enough rest. ADHD
affects your child's ability to concentrate or
focus, and poor sleep only worsens that. If it
continues, their mood and overall well-being
will suffer, too.
Exercise: Exercise helps with improvements
in ADHD symptoms, mainly executive
functions. Many studies have attempted to
identify the different forms of exercise and
their impact on ADHD. The final verdict is
that all exercise types work just as well for the
condition.
So, rather than focusing on type, the main objective

should be to select an exercise routine your child
enjoys. Ridiculous as it seems, enjoyment is a major
driving factor in forming habits. Moreover, since a
healthy habit like exercising helps with ADHD, it is
worth cultivating. The workout routine does not have
to be fancy; it could be simple exercises like martial
arts, spinning classes, running, or yoga. To avoid bore‐

dom, you could even diversify the routine with

multiple activities.
Some studies suggest that taking some time to enjoy

the outdoors could help boost ADHD symptoms. Exer‐
cising can be an excellent way to combine physical
activities and outdoor time.
Energetic play: Exercise affects two significant

symptoms of ADHD the most: impulsivity and
hyperactivity. While children can have fun with
organized physical activities like martial arts or
sports, they may also benefit from energetic
play several times a day. Active play can be
anything from biking to playing on a
trampoline, hopping with friends, or running
around the yard with siblings.
Nutrition: Diet is another aspect of your child's
life affecting ADHD symptoms. Making
conscious plans to feed them healthy foods,
reduce junk food, and find food intolerances
can help immensely.
Clean eating: Some studies show that specific
food additives and ingredients could exacerbate
ADHD symptoms. For instance, sodium
benzoate, found in many common drinks and
foods, has been linked to some of the highest
ADHD rating scales. Another is monosodium

glutamate, a flavor enhancer in many foods,

such as baby food, bouillon cubes, and salad
dressing. Some studies even report unhealthy
cognitive reactions due to MSG.
Caffeine also enters the fray. As a stimulant, it worsens

ADHD symptoms while improving dopamine flow,
increasing alertness and focus. This complex trade-off
results from side effects such as insomnia, nervousness,
and anxiety. Caffeine is also known to impact stimulant
medications negatively. There have also been studies
linking additives and food coloring to hyperactivity
symptoms in children.
Food intolerances: Some studies suggest that

people with ADHD are more likely to
experience food intolerances and allergies than
others. Common symptoms of intolerance are
swelling of the tongue, hives, problems with
breathing, or itchiness. A simple blood or skin
test can diagnose your child with food allergies.
Food intolerances, on the other hand, are not so easy to

diagnose. For instance, they may not be detected in
blood tests, and the side effects of eating a specific food
may not come immediately. However, intolerances
gravely affect the quality of life. For instance, they can

lead to decreased energy levels. They could also

increase the likelihood of impulsiveness in your child
and lower cognitive clarity or their ability to focus.
Protein: Adding protein to your child's meal

can help them to deal with symptoms of
ADHD. Proteins have immense effects on
neurotransmitters, like norepinephrine and
dopamine, which are essential chemicals in
managing ADHD symptoms.
Neurotransmitters are biochemical
communication links through which brain cells
interact.
On the other hand, protein also helps to regulate blood

sugar levels, which helps with brain function. Stimulant
ADHD medications replicate these effects by boosting
the flow of neurotransmitters in the brain's synapses.
Therefore, having enough protein in their meals could
help improve the function and efficiency of neuro‐
transmitters. This could mean better performance for
your child throughout the day. Therefore, making an
ADHD meal for your child should consist of a decent
balance of fiber and protein sourced from oatmeal,
unprocessed fruit, and vegetables.

Blood sugar: Although the study on the link

between ADHD symptoms and high-sugar
dietary patterns was somewhat inconclusive,
some evidence shows that diets rich in sugar
may worsen specific ADHD symptoms. If your
child overeats sugar, the glucose level in their
blood will fluctuate, and they may experience
energy crashes. These changes can exacerbate
ADHD symptoms in focus, memory, and
activity levels.
Rather than encouraging your child to eat unhealthy

snacks and junk food, turn their attention to foods rich
in fiber and protein. Go for snacks loaded with these
natural ingredients to leave them feeling fuller for
extended periods. Protein and fiber also help to regu‐
late the movement of blood sugar levels.
Elimination diet: An elimination diet can be

done in two main ways. For one, you can
remove the top causes of allergies from your
child's meal, including chocolate, eggs, dairy,
soy, peanuts, corn, shellfish, wheat, and yeast.
Alternatively, you could take them out one by
one and track whether or not your child's
symptoms reduce.

The first method is likely unadvisable because taking

out so many foods from your child's diet grossly
reduces their options. Instead, they end up with a
restrictive diet, which is challenging to keep up with.
There is also the likelihood that your child will suffer
from nutritional deficiencies. Therefore, the best way
to begin eliminating foods from their diet is to consult
a dietician. This way, you have medical professionals
offering guidance on how to proceed.
B E HAV I O RAL THERAPY AND ADHD
Behavioral therapy is an umbrella term for types of

therapy that treat mental health disorders. This therapy
seeks to identify and help change potentially self-
destructive or unhealthy behaviors. It functions on the
idea that all behaviors are learned and that unhealthy
behavior can be changed. Therefore, the focus of treat‐
ment is often on current problems and how to change
them.
Types of Behavioral Therapy
There are many different types of behavioral therapy:
▷ Aversion Therapy
Aversion therapy is often used to treat substance abuse

and alcoholism problems. It works by teaching people

to associate a desirable but unhealthy stimulus with a

highly unpleasant one. The unpleasant stimulus may be
something that causes discomfort. For example, a ther‐
apist may teach you to associate alcohol with an
unpleasant memory.
▷ Cognitive Behavioral Play Therapy
Cognitive behavioral play therapy is commonly used

with children. By watching children play, therapists can
gain insight into what a child is uncomfortable
expressing or unable to express. For example, children
may be able to choose their toys and play freely. They
might be asked to draw pictures or use toys to create
scenes in a sandbox. Therapists may teach parents how
to use play to improve communication with their
children.
▷ System Desensitization
System desensitization relies heavily on classical condi‐

tioning. It is often used to treat phobias. People are
taught to replace a fear response to a phobia with relax‐
ation responses. A person is first taught relaxation and
breathing techniques. Once mastered, the therapist will
slowly expose them to their fear in heightened doses
while they practice these techniques.

▷ Cognitive Behavioral Therapy
Cognitive behavioral therapy is viral. It combines

behavioral therapy with cognitive therapy. Treatment is
centered around how someone's thoughts and beliefs
influence their actions and moods. It often focuses on a
person's current problems and how to solve them. The
long-term goal is to change a person's thinking and
behavioral patterns to healthier ones.
B E HAV I O RAL THERAPY FOR CHILDREN

W IT H A D HD
Applied behavior therapy and play therapy are both

used for children. Treatment involves teaching children
different methods of responding to situations more
positively.
A central part of this therapy is rewarding positive

behavior and punishing negative behavior. Parents
must help to reinforce this in the child's day-to-day life.
It may take children some time to trust their counselor;
this is normal. However, they will eventually warm up
to them if they feel they can express themselves
without consequences. Children with autism and
ADHD often benefit from behavioral therapy.

B E HAV I O R A L THERAPIST - WHY YOU NEED

O N E A N D H OW TO GET ONE
Finding a therapist can feel overwhelming, but many

resources make it easier. When finding a provider, you
can choose from:
Social workers
Faith-based counselors
Non-faith-based counselors
Psychologists
Psychiatrists
You should ensure that your chosen provider has the

necessary certifications and degrees. Some providers
will focus on treating specific conditions, such as eating
disorders or depression.
If you do not know how to get started finding a thera‐

pist, you can ask your doctor for a recommendation.
They may recommend you to a psychiatrist if they
think you might benefit, as psychiatrists can write
prescriptions for medication.
Most insurance plans will cover therapy. Some

providers offer scholarships or sliding-scale payments
for low-income individuals. A therapist will ask you
many personal questions about yourself. You will know

you have found the right therapist if you feel comfort‐

able talking to them. You may have to meet with several
therapists to find the right one.
In conclusion, prescription drugs are the obvious way

to treat a condition like ADHD. However, they are not
always good as they have side effects that may be much
more severe in different people.
Thankfully, some natural remedies and therapies have

proved quite effective in treating ADHD. You can get in
touch with a qualified professional who will be able to
guide you more on the therapies and bring in better
results.
Luckily, you do not need professional support for using

natural remedies, as it is doubtful they have any adverse
effects.

10
SUPPORT RESOURCES FOR

PA R E NT S
G iven a choice, many parents would not choose

to raise children with ADHD. Not because the
children are a curse to be shunned, but due to the sheer
effort that goes into it. But over the years, the pressure
of raising children with the condition has lessened
thanks to increased awareness and improvements in
treatment methods. ADHD is no longer the dreaded
and misunderstood condition it once was.
With the myriad of help available, you just have to find

the right resources to help you cope in your journey to
provide your child with a normal life.

B E S T A D H D PODCASTS
The Faster Than Normal Podcast: This

podcast relays the success stories of people
living with ADHD. From CEOs to rock stars to
everyday people, guests come on to speak about
finding success in work and day-to-day life,
regardless of their condition. This podcast
might be the pick-me-up you need to change
your mindset about how you see ADHD and its
impact on your child's future.
I Have ADHD: Kristen Carder, an ADHD life
coach, hosts this podcast. She dedicates the
show to teaching people with ADHD vital
organizational and time management skills.
Listen to this podcast daily if you need practical
tips to help your child set goals and be
productive.
CHADD: CHADD is an acronym for Children
and Adults with Attention Deficit Disorder.
The organization was created in 1987 to create
awareness for people with ADHD. CHADD is a
network of volunteers who help to teach,
encourage, and support people living with
ADHD, including teachers and parents.
Distracted: Mark Patey is the founder of this
podcast. He was in fifth grade when his

diagnosis turned up as ADHD. Afterward, he

was placed in a special education class with
children considered troublemakers and others
with severe disabilities. Regardless of the
difficulties ADHD created for him, Mark grew
up to become a businessman. And a successful
one, too. On Distracted, he talks about what the
diagnosis means and how it should not be the
trigger for a negative spiral.
ADHD reWired: Eric Tivers, founder of ADHD
reWired, is a coach, therapist, and Licensed
Clinical Social Worker (LCSW). His approach
to the podcast is different from most on this
list. He does not just bring on experts on the
condition; he also reaches out to regular folks
living with ADHD. His listeners benefit from
listening to relatable stories from relatable
people and hearing actionable strategies from
experts.
Adult Attention Deficit Disorders Center of
Maryland: This podcast is a collaborative
platform shared by Valerie L. Goodman, a
clinical psychotherapist and LCSW-C, and
David W. Goodman, a medical doctor, and
professor of psychiatry and behavioral sciences.
The duo offers various resources, from
practical to educational, for helping people with

ADHD. Their audio interviews and podcasts

aim to tackle common problems encountered
by people with the condition, like being
diagnosed with another mental health issue
besides ADHD.
Parenting ADHD: Penny Williams hosts the
Parenting ADHD podcast. She is a mom who
took it upon herself to find out every last detail
about ADHD when her son was diagnosed. This
is the closest relatable podcast of the lot. So,
you can start from here, if you would like.
Penny is now a coach and author who partners
with parents to teach them about their
children's condition. Her podcast has several
episodes that discuss all the necessary details on
parenting ADHD children, including relaxing
activities, homework, and positive parenting.
ADHD Experts: On this podcast, high-profile
experts on ADHD are brought in to help
discuss issues on work life, family life, and
education. Unlike other podcasts on this list,
ADHD Experts uses a more interactive format.
Questions are collected from parents with
ADHD children and adults living with the
condition. To participate in the show, simply
register for the live webinar.

More Attention, Less Deficit: Ari Tuckman,

the host of this podcast, is a psychologist, MBA,
and PsyD, who prioritizes the diagnosis and
treatment of adults, teenagers, and children
living with ADHD, including other related
conditions. He wrote a book titled "More
Attention, Less Deficit" to aid adults with
attention deficit hyperactivity disorder. He goes
over various issues per episode on the podcast,
providing practical steps to creating positive
changes.
ADHD Support Talk Radio: Tara
McGillicuddy is an ADHD expert and the
creator and director of ADDClasses.com. Her
podcast focuses on important challenges and
problems people with ADHD experience. She
pairs up with other experts to discuss several
issues on ADHD, including future planning,
stress management, and financial management,
among other things.
Practical ADHD Strategies: Laura Rolands was
a human resource professional with over 15
years of experience. In 2009, she became an
ADHD coach and created
MyAttentionCoach.com. In this podcast, Laura
shares some great tips for managing the
condition. She also conducts interviews with

experts in fields like mindfulness and time

management.
Adulting with ADHD: This podcast is designed
for a specific audience: Women. Sarah Snyder,
the host, goes over personal stories of her
experiences with the condition. Other times,
she brings on other women with ADHD to talk
about relevant subjects such as menopause,
pregnancy, and postpartum depression.
Taking Control: The ADHD Podcast: This
podcast was created by Nikki Kinzer, PCC and
certified ADHD coach. She helps her listeners
develop helpful strategies for dealing with
stress, improving productivity levels,
organizing, and managing time. On the show,
Kinzer looks at some of the specific areas in
which people with ADHD find trouble.
Afterward, she provides practical tips for
solving the problems.
B E S T A D H D APPS
When picking an app for your child with ADHD,

consider its ease of use, its vital features, and its avail‐
ability on Android and iOS. The apps highlighted in the
section are selected for their high ratings and glowing
reviews, ensuring that they were used by actual people

and worked as intended. This way, you can get good

value for your resources.
Some of the best ADHD apps are Bear, Evernote,

Asana, Due – Reminders and Timers, Trello,
Remember the Milk, Clear Todos, Brain Focus, Simple‐
Mind Pro – Mind Mapping, Todoist, and Productive –
Habit Tracker.
Facebook Support Groups
Facebook is easily one of the largest social media

networks for connecting with communities that matter
to you. From groups to pages, there is something for
everyone, including people with ADHD or parents of
ADHD children.
Joining one of these groups may seem daunting, as you

do not know anyone there. But do not despair;
everyone in such a group is united under the banner of
ADHD. The community is vital because it makes the
condition relatable and much easier to deal with now
that it is clear you are not alone.
Here are some of the reasons to join a Facebook group

about ADHD and what you stand to gain:
Vent: Dealing with ADHD is so challenging

that parents battle depression, anxiety, or OCD
when caring for their children. Facebook

groups allow you to vent about your challenges

each day and get the frustration off your chest,
knowing fully well that you are surrounded by
folks who understand.
Ask questions: Pose questions to people with
ADHD and parents with children with a similar
condition. Ask them if they forget to do their
hair before driving the children to school or if
they fell asleep at work from overworking the
previous day. Ask everything and anything.
Consider joining Parent Support Group for

ADHD/ODD and Autistic children. Alternatively, you
could just enter "ADHD" into any old search engine and
find groups or pages that work for you.
In conclusion, whether you need some strong tips to

deal with the condition or want to know more about
ADHD for the sake of your child, using any of the
support or resources discussed in this chapter can help
greatly. Your child can live a normal life with hopes for
future success.

11
MAKING AND KEEPING FRIENDS
M aking friends is a big deal for children.

Although children experience trouble making
and keeping friends, the social difficulties children with
ADHD face must be expertly managed. Children with
ADHD struggle more with building friendships for
many reasons connected to their ADHD symptoms.
The symptoms of ADHD make proper engagement
with others a herculean task for the child, causing frus‐
tration. Although parents would love to address the bad
behavior resulting from that frustration, addressing the
root cause is better.
Making and maintaining friendships requires tons of

skills like talking, sharing, listening, and being empa‐
thetic, which children with ADHD do not acquire natu‐
rally. As a parent, this can be a constant source of

worry. Children with ADHD cannot pick up social

skills that other children assimilate at a higher rate.
Because their symptoms make them neglect social cues,
children with ADHD potentially drive others away
from them.
Before a child is diagnosed with ADHD, the social

isolation from other children can be unexplainable and
worrisome, as it seems the ADHD child has a wrong air
around them, which other children seem to avoid. They
may attend a few playdates but never get invited back.
When children are much younger, it is difficult to

detect their lack of social skills because other children
might only wonder why they display such an attitude
but might not take offense. Again, when children are
much younger, their playdates have the presence of a
parent or caregiver. But the lack of social skills
becomes much more noticeable as the child grows,
causing alienation during playtime because now other
children can take offense.
Children with ADHD need help to learn how to build

and maintain friendships. The bulk of the work lies on
parents, who have to make this work without upsetting
their children. If your ADHD child struggles with
making friends, you have a lot of work cut out for you.

H E LP I N G YOUR ADHD CHILD WITH

B U I LD I N G FRIENDSHIPS
Guide your child to overcome impulsivity:

Children with ADHD can not effectively
control their impulses. They often interrupt
their friends or have difficulty keeping up with
the conversation flow. When this happens, their
friends can become frustrated and may leave
them behind or ignore them.
Although it will take time, regular practice will help

your child interact better with others. Introducing chil‐
dren with ADHD to yoga or meditation can help them
weigh their actions and initiate the best response. If the
child is not old enough for yoga, getting them to sit still
may be hard, but you can convert mindfulness into a
game to help them practice.
Teach your child to pause and think about their options

before deciding. Then, help them determine which
choice will provide a positive response. When your
child learns this at home, they will replicate it in their
relationship with friends.
Guide your child to stop hitting: When a child

cannot control their impulse, their

conversations with friends might not be the

only thing affected. The impulsivity may make
the children with ADHD hit others due to their
anger and frustration. You can help them stop
this act by determining exactly why it happens.
Usually, children react when they are put in a position

they want to end. For example, they will react if your
child's friend takes their toy or calls them a name. The
best way to address this issue is to consider why the
action happened—solving the why will prevent your
child from hitting.
Children with ADHD should be shown ways to cope

with anger and frustration, and exemplary action is the
best way to do that. Whenever you negatively show
anger to your child or partner, offer an apology.
This helps your child learn. Guide your child through

ways to avoid confrontation, for instance, taking short,
calming walks or taking several deep breaths. Children
with ADHD are impulsive, so your child needs to learn
to channel their impulses into other activities, like
jumping jacks or running, until they are calm.
Guide your child to stop using rude words:

Parents of children with ADHD understand and
excuse some of their children's behaviors

because of their condition. However, if these

children say rude or hurtful things, other
children can label them as mean or bullies. As a
parent, you can prevent name-calling when
they use rude words by teaching your ADHD
child empathy.
An angry response whenever your child uses rude

language, will only escalate the situation. The best way
to react to this will be to let them know how you felt
about their comment. Doing this helps the child to
understand that words can be impactful, helping the
child be conscious and empathetic to others.
This same strategy can be applied when your child is

rude to their friends. It will help them understand that
their rude words were hurtful and initiate the process
of mending the relationship. Most importantly, under‐
stand that your child cannot learn all these instantly,
which will take quite a long time. Therefore, you have
to apply patience as you help your child practice.
Helping your child to keep friends: Children

are likelier to keep friends when they have
frequent playdates. A child of school age can
develop socialization skills and build
friendships if they interact with others outside
of school. ADHD children benefit from

playdates because you can make the

environment safe for them to practice positive
skills. The following tips will help you guide
them to maintain friendships.
Teach your child to resolve conflicts: During
playtime, it is normal for children to have
conflicts. However, conflicts are more frequent
for children with ADHD due to impulsivity.
When conflicts occur, teach your child that
their actions can hurt their friends. A good way
to make children with ADHD remorseful is to
let them step into the shoes of the offended. Ask
them how they would feel if they were in their
friend's position. Then, ask them how they will
want their friend to apologize. Get them to say
or do those things to their friends to fix the
conflict and rebuild the friendship.
Teach your child to prevent future conflicts:
It might take a while before you can get your
ADHD child to avoid future conflict. However,
you must ensure there is constant
improvement. When there is a conflict, let your
child practice resolution skills. Constant
practice improves their confidence.
Ensure you remind your child to continue practicing

"stop and think" skills so they can become an automatic

part of your child's instincts. Then, as time goes on,

they will impulsively stop, think, and respond instead
of reacting.
Teach your child to avoid triggering

situations: Your child can maintain friendships
by learning to stop triggering situations. While
teaching your child how to manage their social
skills and control their impulses, teach them, as
well, to keep off from environments that cause
conflicts.
When playing, they can avoid activities like rough‐

housing on the playground or at birthday parties.
Although keep in mind that getting them off activities
like this will help them manage their reactions, you
should not restrict them from these activities forever.
When the child's impulse control improves, allow them
to use their "stop and think" skills to understand and
predict situations that can trigger a physical conflict.
With increasing confidence levels, children with ADHD

can understand their emotions and how they affect
their interactions. Eventually, they will learn signs that
show a situation will cause conflict and learn to steer
clear before their impulse takes over.

How to achieve a successful playdate: Having

established that playdates are great for children
to make friends, you need to have a plan to
make it work. First, invite a playmate to whom
your child is close. Ensure that the playmate has
things in common with your child. Without
shared interests, it will be difficult to have a
successful date. Before the date, it is better to
filter play activities to remove physical
activities requiring high energy or physical
contact. For instance, you can remove touch
football from the playlist if your child cannot
stop touching others.
T I P S TO H E LP YOU PREPARE YOUR ADHD

C H I LD FO R A PL AYDATE
The guest gets to choose: Let your child learn

to step back for their guests. When a child
visits, let your child know that a friend is
welcome in the house as a guest while they play
host. Although your child can suggest activities
for playtime, the final decision lies with the
guest.
Accept the guest completely: Help your child
remember not to criticize if they dislike their

friend's method of doing things because

everyone has a different pattern.
Be kind to the guest: Avoid inviting more than
one friend at a time. Even though your child
might know many other children, the others
may not know or be friends. This could spark
conflicts, putting your child in a position they
cannot handle.
Avoid hovering, but be alert for intervention:
As long as you have taught your child good social
skills, trust that they will use them. Encouraging
your child to use healthy skills is a good way to
reinforce them. It is good to be nearby but stay in
another room so you can observe your child's
reactions to potential conflict.
You cannot wholly erase disagreements from children's

playdates. Instead, it would be best if you strived to
help your child react better when they happen.
E X P L A I N I NG YOUR CHILD'S ADHD BEHAVIOR

TO OT H E R PARENTS
One of the most challenging aspects of parenting a

child with ADHD is explaining your child's behavior to
other parents. For example, you probably have had to

explain every time your child hit a friend or said rude

things to them.
Many times, children with ADHD lose friends because

other parents do not want their children to interact
with them. This can cause pain for you and your child
and fuel a continuous cycle of making and losing
friends. Instead of watching your child grow lonely
from not having friends, try to explain ADHD behav‐
iors to other parents as much as possible. The following
tips can help you:
Do not wait until a conflict happens: Talk to

the parents of your child's friend before any
incident happens. Make them understand your
child's behavior and let them know how you
address it. This way, the other parents can
handle your child's emotions without prejudice,
and you can make them your allies in making a
better life for your child.
Actively resolve conflict: When there is a
conflict, make an effort to resolve it to prevent
escalation. Step aside with your child and
discuss their behavior. Offer encouragement
for the things that were done well and share
ways to improve them in the future.
Reach out after a conflict: Address the conflict
when the parent of the offended child arrives

and ensure they know it has been resolved.

Share the steps you took to achieve resolution.
Listen to the other parent, so they know their
concern about protecting their child is valid.
This helps everyone part on a good note.
However, you must remember that even though every‐

thing is done right, parents may want to avoid future
playdates. Let your child know that they do not have to
be discouraged if this happens.
Most importantly, you and your child must understand

that childhood friendships are fickle. They change
often, and your child's friends will change while
improving social skills. Help your child build self-
awareness by discussing the playdates and determining
which friend they would like to see more frequently.
Monitor your child's behavior during playdates and use
it as a learning experience. Do not send them to a
friend's house for a playdate until conflict management
skills are built. Helping a child with ADHD develop
their social and friendship skills might be tasking, but it
helps them have a better quality of life.

CONCLUSION
The reaction of many parents upon learning that their

children have Attention Deficit Hyperactivity Disorder
may range from despair, and anger, to apathy. In fact,
some parents do not bother to learn why their children
behave differently than others. You, who have made it
to the end of this book, do not fall into either of those
categories. Instead, you are not only eager to learn
about your child's diagnosis but are also committed to
finding the correct ways to parent your ADHD child.
This is certainly commendable.
This book must have impressed you that ADHD is not a

curse, if nothing else. This condition need not deter‐
mine your child's future. Instead, they can attain great‐
ness in whichever area of life interests them.

184 | CO N C L U S I O N
The first chapter of this book undertook the job of

demystifying ADHD. The prevailing reason why people
think this condition is unmanageable is ignorance. If
such parents know anything about the condition, that
knowledge most likely comes from unreliable sources.
This book has strived to be empathetic because,
without a doubt, ADHD can be challenging to deal
with. But it also explained, in great detail, what the
condition is.
For instance, Chapter One revealed the three types of

ADHD. Your child who has this condition may either
be hyperactive and impulsive, or they could be inatten‐
tive. The third type is a combination of inattentiveness
and hyperactivity. As such, you should be careful not to
assume that your child is incapable of or has difficulty
paying attention simply because of their proclivity to
be hyperactive.
Chapter Two continued from where the preceding

chapter left off. It dispelled the myths and stated the
facts regarding the causes of ADHD. Although genes,
alcohol and substance abuse, and poor nutrition have
been linked to ADHD, there is no proof that video
games, TV, sugar consumption, and gender are causal
factors of this condition. Unfortunately, some people
still believe that girls cannot have this disorder, and
misconceptions like that can be especially dangerous. It

CONCLUSION | 185
may lead to depression and suicidal ideation for girls

whose claims are disregarded.
The third chapter of this book took us into the brains

of people with ADHD. We learned, in this chapter, how
the brains of people with this disorder differ from
those of neurotypicals. This book section was impor‐
tant as it conclusively did away with the notion that
ADHD may only exist in the imagination of those diag‐
nosed with it.
With the necessary foundational knowledge of ADHD

carefully described, the succeeding chapters of this
book, Parenting a Child with ADHD, focus on solutions
for parents with children with the disorder. From
learning how to talk to your child with ADHD to effec‐
tive parenting strategies, this book equipped you with
the skills to provide adequate care for your child living
with this disorder.
Nothing truly is worse than feeling guilty for being

unable to help your child when you are certain they
need it. And ADHD, especially for parents dealing with
the disorder for the first time, can feel like a hopeless
situation. But, thankfully, hope does exist.
This book is packed with carefully researched solutions

and true and relatable anecdotes that'll guide you from
despair to triumph. If you apply the knowledge in this

186 | CO N C L U S I O N
book, your child will become more sociable, successful,

and confident. Feel free to highlight the points in this
book that you found important. Then, go back and
reread what stuck out to you, and make notes or set
reminders to enable you to consistently practice the
solutions shared in this book.
Do not feel discouraged or disheartened if some solu‐

tions fail to produce the desired results quickly. If your
will is strong and you are determined to help your child
shine in ways you know they can, this book will surely
work for you.
Parenting is a grueling job, and it is even tougher when

ADHD is thrown into the mix. However, with the right
resources, like this book, you will find that raising a
great child into a stellar adult can be fun.
If Parenting a Child with ADHD has been helpful to

you, please leave it a favorable review!
Just scan the QR code below to leave a quick review!

REFERENCES
Cherry, K. (2021). What are the benefits of having ADHD?. Verywell

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promote resilience in youth with ADHD and ADHD symptoms.
Clinical Child and Family Psychology Review, 19(4), 368–391. https://
doi.org/10.1007/s10567-016-0216-z
McBee, M. T., Brand, R. J., & Dixon, W. E. (2021). Challenging the link
between early childhood television exposure and later attention
problems: a multiverse approach. Psychological Science, 32(4), 496–
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Sherrell, Z. (2021). 6 strengths and benefits of ADHD. Medical News
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Wigal, T., Lerner, M., Williams, L., LaHoste, G. J., & Wigal, S. (1998).
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PARENTING A CHILD

HOW TO PREPARE YOUR CHILD FOR SCHOOL LIFE,

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1. ADHD—A CONDITION, NOT A CURSE 15

2. WHAT CAUSES ADHD AND WHAT

3. THE BIOLOGY OF ADHD AND NON-

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One thing that hinders communication, especially

For parents raising children with Attention Deficit

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The most apparent symptoms of this disorder are

Parents, however, are usually quite observant, and they

You are not alone in this worry. About 2.2% of children

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The first task this book undertakes is the correction of

Because of the problems associated with ADHD, many

For one, success in any endeavor requires focused

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not count for much. One of the most common symp‐

However, it should be noted that this distraction typi‐

If your child is also hyperactive, their behavior may be

ADHD is merely a condition that can be managed.

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James Carville is a political consultant who has been

How about the Pulitzer prize winner, Katherine Elli‐

Sir Richard Branson is another notable figure who has

However, Sir Richard has used this condition to his

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this condition compelled Branson to found his first

There are many other famous names whose exploits

This book, Parenting a Child with ADHD, has been

Rose Lyons, the author of this book, has two lovely

Before now, parents dismissed the symptoms of ADHD

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the case of an inability to focus. Nevertheless, of course,

Prepare to discover more about Attention Deficit

Prepare to become the best possible parent for your

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Meet Christie, a young child in elementary school.

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for misbehaving and has become the black sheep.

C onfused and frustrated, Christie's mother has

U N D E R S TA N DING ADHD—THE FIRST STEP

Does the above scenario sound familiar to you? Do you

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your child is anything like Christie, they struggle with a

Demystifying ADHD is the first step for you as a parent

So, what is it?

ADHD is an acronym for Attention Deficit Hyperac‐

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People with ADHD are inattentive and suffer fluctua‐