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I am proud to be a co-author of these new and exciting books, 365 Ways to Succeed With ADHD:  A Full Year of Valuable Tips and Strategies From the World's Best Coaches and Experts and 365+1 Ways to Succeed With ADHD! I joined 80 other experts from around the world to create these invaluable books!  Imagine having a tip and/or strategy for ADHD everyday of the year.  To purchase these books created with children, parents, caregivers, teachers, therapists and ADHD adults in mind, email me at

 15 Ways to Disarm (and Understand) Explosive ADHD Emotions

15 Ways to Disarm (and Understand) Explosive ADHD Emotions

Why you feel things more intensely than other people — and what you can do to manage it.

In this free ADHD handout from ADDitude ...

The volatile (and sometimes) destructive emotions associated with ADHD can manifest in frustration, sensitivity, or tendency to depression. Learn how you can take charge of your feelings, build your emotional intelligence, and thrive! 


Inattentive ADHD Explained  for free download


Music for Healthy ADHD Brains for free download


 The 15-Day Fix to Stop Defiant Behavior in its Tracks for free download


Using a Daily Report Card to Improve ADHD School Behavior

Using a daily report card can help steer ADHD students toward continued academic success. Find out how to set goals, determine rewards, and make a report card system work for your child or student with attention deficit disorder. 

 Does an ADHD Diagnosis Camouflage Autism?

Attention deficit hyperactivity disorder (ADHD) and autism are two different conditions and two different diagnoses.

Yet, there are many symptoms that overlap and occur in both disorders. They include poor social skills, sensory dysfunction, and the inability to stay focused. This can make an accurate diagnosis more difficult. The difference is seen in the way these symptoms present and their severity, which can signal which condition is relevant.The recently updated Diagnostic and Statistical Manual of Mental Disorders V permits both ADHD and autism diagnoses in one person, allowing a growing number of people to be diagnosed with both ADHD and autism spectrum disorder.  A new study published in the journal Pediatrics found that children who are diagnosed with ADHD first are more likely to get their autism diagnosis at a later age than those with no ADHD diagnosis. The autism diagnosis comes an average of three years later for kids with an existing diagnosis of ADHD. 


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ADHD Caused By Sunlight Deficiency? - Nijmegen, March 26th, 2013 - A study published today in Biological Psychiatry sheds new light on the increasing rates (prevalence) of attention-deficit/hyperactivity disorder, known as ADHD. Children with ADHD have problems with inattention, distractibility, disorganization, impulsiveness, and overactivity. This study found that "sunny" regions with high solar intensity, such as the US states of California, Arizona, and Colorado, and countries like Spain and Mexico have lower prevalence of ADHD. An apparent protective effect of sunlight accounted for 34-57% of the variance in ADHD prevalence. The authors speculate that this may be related to sunlight's effects on preventing circadian rhythm ("biological clock") disturbances. These results suggest ways to prevent or treat ADHD for a substantial sub-group of patients. 


Does being younger in a grade increase the odds of an ADHD diagnosis?


ADHD is the most commonly diagnosed neurobehavioral disorder in children and substantial evidence indicates that biological factors play an important role in its development. For example, although the exact mechanism by which genetic factors convey increased risk for ADHD remains unclear, the importance of genetic transmission has been documented in a number of published studies.  Even though biological factors are widely regarded as important in the development of ADHD, no medical or biological test is recommended for routine use when diagnosing ADHD. Instead, like virtually all psychiatric disorders, ADHD is defined by a constellation of behavioral symptoms that are generally reported on by a child's parents and teacher. Also, in nearly all cases, it is parents' and/or teachers' concerns about a child's ability to focus and regular their behavior that leads to a child being evaluated for ADHD in the first place.

While some children display sufficient inattentive and/or hyperactive-impulsive behavior to be diagnosed with ADHD as preschoolers, it is generally not before children enter school that concerns related to attention and hyperactivity arise. This may be especially true for inattentive symptoms, as demands for sustained attention become much greater when children start in school. Teachers can observe how a child's ability to regulate attention and behavior compares to an entire classroom - something parents typically can't do - and their judgements may thus be particularly influential in whether a child is evaluated for ADHD and diagnosed with the disorder.

A number of factors may contribute to differences in children's ability to focus and regulate their behavior when they enter school. One factor certainly is ADHD, as children with the condition will be observed by teachers to be more inattentive and/or hyperactive. Another factor - and one that may be frequently overlooked - is their age relative to most of their classmates. Public school systems have specific dates that a child must be born by to begin kindergarten. Consider two children in a school system where the cut-off is December 31st. Jack is born on December 31st, 2007 and would thus be eligible to enter kindergarten during fall 2012. Compared to most of his classmates who were born as early as 1/1/2007, he will be relatively young. On average, in fact, Jack would be about 6 months younger than his peers. 


John is born on January 1st 2008 and would thus be ineligible to enroll in the fall. Instead, he would need to wait until fall 2013 before starting kindergarten. Thus, compared to most of his classmates who could be born as late as 12/31/2008, he will be relatively old; on average, he would be about 6 months older.  Although an age difference of 6 roughly may make little if any difference in the ability of older children and adolescents to focus, attend, and regulate their behavior, it may make a substantial difference in 5 and 6 year-olds. And, differences in nearly a year - which may be present between the oldest and youngest child in a grade - could be associated with large differences on these dimensions. This suggests that children relatively young for grade at the start of school will, on average, be less able to regulate their attention and behavior than their classmates. As a result, young-for-grade children may be more likely to be seen as struggling by teachers who would convey their concerns to parents. In many cases, this may lead parents to have their child evaluated for ADHD and potentially increase the rate of ADHD diagnosis and treatment in young-for-grade children.



A recently published study, reported by David Rabiner, Ph.D.  Associate Research Professor, Duke University, examined a new intervention for preschool children with ADHD called TEAMS - Training Executive, Attention, and Motor Skills. The premise of this interesting and important study is that through regular parent-child engagement in games designed to exercise important neurocognitive skills, it may be possible to affect enduring reductions in core ADHD symptoms. Thus, in contrast to current evidence-based interventions like medication treatment and behavior therapy, the goal of TEAMS is to produce more fundamental and enduring change.   Find the article at

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