ADHD

on the links below to go directly to the subject matter.

Criteria for Attention-Deficit Hyperactivity Disorder in Children

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (Eligibility)

Classroom Modifications for Students with ADD/ADHD

Recommended Reading

Strategies for Teaching Kids with ADD and ADHD

ADHD and Iron Deficiency

CHADD = Children and Adults with Attention Deficit/Hyperactivity Disorder Website

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What Causes ADD/ADHD?
That answer depends on who you ask. Just about any cause you can think of has it's adherents. The following

are some of the common views on what causes or contributes to the conditions.

-prenatal problems
-prenatal exposure to cigarettes
-prenatal exposure to alcohol
-premature birth
-brain development/minimal brain dysfunction
-inner ear problems
-chemical imbalance
-thyroid problems
-sex linked chromosome
-inherited behavioral traits
-pollution
-fluorescent lights
-fast paced media and video games
-vitamin deficiencies
-lack of calcium
-food allergies
-yeast
-food additives
-low blood sugar
-heart problems
-inconsistent or lax discipline at home
-boring lessons
-poor behavior management skills of the teacher
-misdiagnosis of anxiety or depression

In "true" ADD and ADHD, biochemical reactions related to the brain's neurotransmitters, especially the

dopamine and serotonin pathways are involved. Frontal lobes (the brain's center for attention and impulsivity)

of ADHD individuals have been found to use less glucose (resulting in less energy) and demonstrate less

electrical activity.

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Diagnostic Criteria for Attention-Deficit Hyperactivity Disorder in Children

Either 1 or 2 should be present:

Part A

1. Should have 6 or more of the following symptoms of inattention, persisting for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

Often fails to give close attention to detail, makes careless mistakes.
Often has difficulty sustaining attention in tasks or play.
Often does not seem to listen when spoken to directly.
Often does not follow through and fails to finish tasks.
Has difficulty organizing tasks and activities.
Avoids or dislikes tasks requiring sustained mental effort.
Often loses things necessary for tasks or activities.
Is often easily distracted by extraneous stimuli.
Is often forgetful in daily activities.

2. Should have 6 or more of the following symptoms of hyperactivity-impulsivity persisting for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

Often fidgets or squirms when sitting.
Has difficulty remaining seated when required to do so.
Often runs about or climbs excessively in inappropriate situations.
Has difficulty playing quietly.
Is often "on the go," acts as if "driven by a motor."
Often talks excessively.
Often blurts out answers to questions before they have been completed.
Has difficulty waiting for his or her turn.
Often interrupts or intrudes on others.
Note: Patients with A1 symptoms are diagnosed with ADHD, predominantly inattentive type; those with A2 are diagnosed with ADHD, predominantly
hyperactive-impulsive type; those with both A1 and A2 are diagnosed as ADHD, combined-type.

Part B

Onset of some symptoms before the age of seven. It should be noted that children with the inattentive subtype often are not diagnosed until they are above seven years of age.

Part C

Symptoms occur in two or more settings (for example home and school).

Part D

Clear evidence of significant impairment in social or academic functioning.

Part E

Not caused by a pervasive developmental disorder, schizophrenia, or any other psychotic disorder, and is not better accounted for by another mental
disorder, including anxiety or depression.

Diagnostic and Statistical Manual of Mental Disorders: 4th Edition (Text
Revision), Washington, DC., 2000 American Psychiatric Association.

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Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (Eligibility)

Overview
ADD/ADHD are not specific disabling conditions under the IDEA, although a student with ADD/ADHD may be eligible as "other health impaired" or another specific disability by reason of the condition(s). A student with ADD or ADHD may also be eligible under Section 504 (or the ADA) if the disorder substantially interferes with a major life activity such as learning or effectively participating in school activities.

Key Points
These key-point summaries cannot reflect every fact or point of law contained within a source document. For the full text, follow the link to the cited source.

ADD/ADHD as 'other health impaired'

ADD/ADHD are not specific disabling conditions under the IDEA, although a student with ADD/ADHD may be eligible as "other health impaired" or another
specific disability under 34 CFR 300.7(c) by reason of the condition(s). The classification of ADD/ADHD depends on the particular presentation of the
disorder in an individual student and must be determined on a case-by-case basis.

Qualifying limitations under OHI

A student could have a qualifying "other health impairment" under 34 CFR 300.7(c)(9) if the ADD or ADHD limits the student's alertness and adversely impacts academic performance.

Classification as ED or SLD

The student with ADD or ADHD also could be eligible for services under the classification of an "emotional disturbance" (ED) (34 CFR 300.7 (c)(4)), or a
"specific learning disability" (SLD) (34 CFR 300.7 (c)(10)).

Section504/ADA eligibility

A student with ADD or ADHD may be covered under Section 504 or the ADA, even if ineligible under the IDEA. A student with ADD or ADHD is eligible under Section504 (or the ADA) if the disorder substantially interferes with a major life activity such as learning or effectively participating in school activities. See, e.g., Brittan (CA)Sch. Dist., 16 IDELR 1226 (OCR 1990); Jefferson Parish (LA) Pub. Schs., 16 IDELR 755 (OCR 1989).

Basis for contesting Section 504 determination

Because the IDEA offers more extensive services (e.g., transition services and FAPE for properly expelled students) than Section 504, a parent may contest a determination of eligibility under Section 504 only when a greater entitlement under the IDEA is implicated. See Hempfield School District, 29 IDELR 637 (SEA PA 1998).

Over alertness as 'limited alertness'

A student who is overly alert to his environment as a result of having ADD can be considered to have "limited alertness"' for purposes of eligibility as "other health impaired" under the IDEA, if such distractability adversely affects his educational performance. See, e.g., Letter to Cohen, 20 IDELR 73 (OSEP 1993)(limited alertness must be viewed in terms of its effect on educational performance). The 1999 IDEA regulations affirm prior OSEP interpretation of the law in this regard. 34 CFR 300.7 (c)(9) defines an other health impairment as "including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment."

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Classroom Modifications for Students with ADD/ADHD
Brought to you by the Council for Exceptional Children

Modifications

Is your child struggling in the classroom and not able to stay focused on his schoolwork? Ask your child's teacher if she can try these tips from special
education teacher Francisca Jorgensen with your child.

1. Make sure your child has an "advantageous" seating location. This may not always mean placing her in the front and center of the classroom. Her teacher needs to find the most productive "fit" for your child.

2. Provide an individualized, written schedule that your child can refer to when needed.

3. Assign your child a "study buddy" if he needs one-on-one attention to complete assignments.

4. Stabilize the school environment as much as possible, making sure that school supplies are in the same location each day.

5. Provide a second set of textbooks for your child to keep at home.

6. Consider keeping your child in the same classroom all day or moving her learning environment as necessary, depending on her needs.

7. Provide technological accommodations such as a laptop computer. This might lessen your child's tendency to lose papers.

8. Appoint a single person, such as an instructional aid, to whom your child reports to for help.

The medication question

Sometimes, modifying your child's school environment does not work and he continues to fall further behind. At this point, it may be necessary to consider
Ritalin or other medication for ADD/ADHD. If you decide to use medication, Ms. Jorgensen recommends that a team should be implemented to gauge your child's new productivity levels. Team members should include you and your child's teachers, along with a doctor's close supervision. This process helps ensure an appropriate dosage of the medication and an individualized schedule for your child.

This medical strategy, coupled with environmental controls and solid teaching practices, often yields compelling results. Although the use of Ritalin is not always necessary, for some children it is the difference between learning and failing.

Ms. Jorgensen is a special education teacher in the Arlington County Schools in Virginia. These tips were excerpted from her testimony before Congress on the use of Ritalin to help students with ADD/ADHD.

Source: Adapted from "Advocacy in Action" and "Classroom Modifications for
Students with ADD/ADHD" published by the Council for Exceptional Children in CEC Today, June/July 2000.

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There is no definitive test for for ADD/ADHD. Diagnosis is made by a physician after referral by parents and/or

educators. It usually takes 2-3 office visits before the diagnosis is final. The physician should consider the

impressions of the parents and teachers (perhaps written on a survey form). Diagnosis should be made based on

the criteria established in the Diagnostic and Statistical Manual of the American Psychiatric Association

(DSM-4, 1994) In the DSM-4 manual, the overall condition is known as "Attention Deficit Hyperactivity Disorder"

(ADD and ADHD are not separated...even though most people tend to separate ADD and ADHD). Under this

condition are three different types of ADHD: (1) "ADHD combined type" (the most common type) in which there is

found in the youngster six or more symptoms of inattention (from a list of nine symptoms) and six or more

symptoms of hyperactivity/impulsivity (from a list of nine symptoms). The symptoms must be observed in two or

more settings (i.e., home and one class at school, two different classes at school); (2) "ADHD, Predominantly

inattentive type" in which six or more symptoms of inattention are observed, but fewer than six symptoms of

hyperactivity-impulsivity are seen; and (3) "ADHD, Predominantly hyperactive-impulsive type" with fewer than six

signs of inattention, but six or more signs of hyperactivity-impulsivity. Be aware that most professionals also

recognize a fourth category "ADHD with aggression"

One caution: Many physicians use their own criteria. Be sure to ask them if the diagnosis was based on DSM-4. At

present (late 2000), studies involving chemicals and electroencephalograms are underway. In one study,

chemicals that travel to and set into a part of the brain that is smaller in ADD individuals are used and then the

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Parent's guide to attention deficit disorders. Available from Hawthorne Educational Services at 1- 800-542-1673.

What teachers and parents should know about Ritalin. Available from www.cec.sped.org

Jumping Jake settles down: A workbook to help impulsive children learn to think before they act. [Illustrated story with 50 activities for ADHD kids ages 5-10]. Call 1-800-962-1141

Putting on the brakes: Young people's guide to understanding ADHD. [For ages 8-13]. Call 1-800-962-1141

ADHD: A teenager's guide. [Book or tape] Call 1-800-962-1141

Michael Asher & Steven Gordon. The AD/HD forms book: Identification, measurement, and intervention. [Contains 30 forms and checklists for children and adolescents with ADD/ADHD] Available from www.researchpress.com

Grad Flick (1998) ADD/ADHD behavior-change resource kit: Ready to use strategies and activities.
West Nyack, NY: Center for Applied Research in Education. Available at www.phdirect.com

Grad Flick (1996) Power parenting for children with ADD/ADHD. West Nyack, NY: Center for Applied Research in Education. Available at www.phdirect.com

Matthew Galvin. Otto learns about his medicine: A story about medication for children with ADHD. Available at

Steven Gordon & Michael Asher. Meeting the ADD challenge: A practical guide for teachers. Available from

Gregory Greenberg & Wade Horn. ADHD: Questions and answers for parents. Available at

Geraldine Markel & Judith Greenbaum. Performance breakthroughs for adolescents with LD or ADD: How to help studetns succeed in the regular educaton classroom. [Covers program planning, assessment, self-management strategies, etc.] Available

Janet Morris. Facing AD/HD: A survival guide for parents. Available at www.researchpress.com

Deborah Moss (1989). Shelley the hyperactive turtle. Bethesda, MD: Woodbine House. This book explains ADHD to students in preschool and primary grades. Call 1-800-843-7323.
(Interesting title. What's next? "Baggy the anorexic elephant"?)

Kathleen Nedeau & Ellen Dixon. Learning to slow down and pay attention: A book for kids about ADD. Available from www. MaginationPress.com

Kathleen Nadeau. Survival guide for college students with ADD or LD. Available from www.MaginationPress.com

Mark Nemiroff & Jane Annunziata. Help is on the way: A child's book about ADD. Available from www.MaginationPress.com

Harvey Parker. The ADD hyperactivity workbook for parents, teachers, and kids. [Chapters on medication, behavior management, common problems that frustrate parents, etc. and many worksheets and forms. For those who work with kids ages 6-12] Call 1-800-962-1141

Patricia Quinn. Adolescents and ADD: Gaining the advantage. Available from www.MaginationPress.com

Sandra Rief. (1993). How to reach and teach ADD/ADHD children. [Contains practical strategies, interventions and techniques for teachers of students with ADD/ADHD] West Nyack, NY: Center for Applied Research in Education. Available at www.phdirect.com

Sandra Rief (1998). The ADD/ADHD checklist. [Covers definition, diagnosis, causes, strategies for parents and teachers. Also has checklists of things to do to help.] West Nyack, NY: Center for Applied Research in Education. Available at www.phdirect.com

David & Myra Sosin (1996). Professional's guide to ADD. [Small and quick guide to all aspects of teaching students with ADD] Available from www.teachercreated.com

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STRATEGIES FOR TEACHING YOUTH WITH ADD AND ADHD

The research literature has identified classroom characteristics that promote success for students with ADD and

ADHD. Predictability, structure, short working periods, a small teacher-to-pupil ratio, individualized instruction, an

interesting curriculum, and lots of positive reinforcement are all important to student progress. Researchers have

also identified optimal teacher characteristics. They include positive academic expectations, personal warmth,

patience, humor, consistency, firmness, frequent monitoring of student work, and knowledge of behavior

management strategies. Below, you will find specific strategies for accomplishing different goals.

-Develop good rapport with the student. ADD/ADHD youngsters are more likely to respond to emotional

connections than contingent consequences.

-Ignore as much of the negative behavior as possible.

-If you get a lot of defiant or oppositional behavior, review how often you say negative things and give commands

to the youngster. Kids who hear too many negatives and commands will shut off the person they come from. Get

positive, encourage the youngster, focus on progress (however small), etc.

-Give your attention to appropriate behaviors.

-Prompt the correct behavior and verbally reinforce it frequently.

-Provide opportunities for physical movement (e.g., erasing the blackboard, running errands, distributing and

collecting materials), and build physical activities into the daily schedule.

-Encourage parents to build physical activity into the youngster's out-of-school schedule. If social

rewards/reinforcement is insufficient to bring about the desired behavior, pair social recognition withearned

activities or tangible reinforcers.

-Use progress charts and other visual records of behavior to encourage more appropriate behavior. Use colorful

charts and cards to motivate the youngster and recognize effort.

-Move nearer to the student when s/he becomes restless. Offer verbal encouragement or touch. When

misbehavior occurs (or threatens to occur), move closer and soften your voice.

-Assign a capable "study buddy" who can remind and assist the active or disorganized student.

-Assign duties that require self-control (e.g., line leader, materials distributor). Prepare the youngster for the duty,

encourage him/her, and reinforce him/her during and after that activity/task.

-Implement differential reinforcement procedures (see Dr. Mac's home page).

-Teach self management of behavior (see Dr. Mac's home page).

Modifications To The Classroom Environment

-Assign the student to a seat that best allows him/her to observe you while avoiding distractions (e.g., away from

doors, windows, pencil sharpeners).

-Eliminate excessive noise.

-Eliminate excessive visual stimuli and clutter that might distract the youngster.

-Employ study carrels or seat the student in the area of the classroom with the least distractions, and/or face the

desk toward the wall. However, do not isolate the youngster for long periods of time as this practice stigmatizes

him/her. Allow the student to engage in group work too.

-Keep directions and commentary short and to the point. Avoid "overloading" the student with too much verbiage.

-Provide an individualized written schedule to which the student can refer.

-Provide a bouncy inflatable seat cushion. The students will put there energy into squirming on it, but they'll stay

in the seat.

-Provide a "bean bag ball" or other squishy thing for the student to manipulate.

-Allow the student to chew gum to release energy and give the mouth something to do besides talk.

Starting Your Lesson

-Provide "do now" activities for other students while you focus the ADD/ADHD student.

-Be sure you have the pupil's attention before you start.

-Use alert cues to get the student's attention before giving directions.

-Use more than one modality when giving directions. Supplement verbal instructions with visual ones.

-Repeat and simplify the directions.

-Use pantomime to capture the attention of the student to give instructions.

-To gain the attention of younger kids, give directions through a puppet.

-Place instructions on an audio tape that can be replayed by the student as needed.

-To ensure understanding, have the student repeat the directions in his/her own words.

-Use color and highlighting to accentuate certain important words or phrases on worksheets.

-Have the student underline or highlight directions.

Keeping The Student On Task

-Reduce the length of assignments so that student does not lose interest.

-Present the assignment in parts (e.g., 5 math problems at a time). Give reinforcement for each completed part

before giving the next segment of the task, or have the youngster mark off his/her progress on a chart.

-Keep unstructured time to a minimum.

-Allow the student to use learning aides, computers, calculators (perhaps for different parts of the task).

-Allow the student to manipulate an object as long as s/he attends and is on task. Allow the pupil to doodle,

squeeze a ball, bend a pipe cleaner or paper clip, or handle another non distracting item.

-In cooperation with the student, create a "secret signal" (e.g., tugging on your ear lobe, clicking your tongue,

saying an odd word - - "vagashusshen") that reminds him/her to attend.

-Make a tube that the student uses as a telescope, keeping you in view (and blocking out other distractions).

-To block out distractions on a page, create a "window" in a piece of card board that exposes only one or two lines

of print.

-Provide some choice or variation in assignments to maintain the student's attention.

-Seat the student next to appropriate models.

-Assign another student to be a "support buddy" or "study buddy" who works with the distractible youngster, and

provides one-to-one attention to assist in completing tasks..

-Motivate the youngster by having him/her "race against the clock" to finish the task (or part of it).

-Use a clock to remind the impatient youngster that the next activity must wait until a certain time.

-In a multi-part task, provide visual cues that are written on the student's desk or on the chalkboard for each part. T

he student then engages in that next step.

-Play soft background music without lyrics.

-Allow the student to stand or walk with a clipboard as long as s/he remains on task.

-Allow the student to change seats and places as long as s/he stays on task.

Making Lessons More Interesting

-Give a general overview first. Let the student(s) know what will be learned and why it is important in life.

-Devise interesting activities.

-Use examples that capitalize on the student's interests.

-Involve the student's interests in assignments.

-Ensure that your style of presentation is enthusiastic and interesting.

-Use game formats to teach and/or reinforce concepts and material.

-Use concrete objects to assist in keeping the student's attention.

-Incorporate movement into lessons.

Memory Assistance

-Have the student progress through the following steps while learning: See it, say it, write it, do it.

-Teach memory techniques and study strategies.

Testing Accommodations

-Use alternative methods of assessing the youngster's knowledge or skill level.

-Use oral testing if that format will keep the student's attention and better assess his/her knowledge.

-Use performance testing. Have the student do something or make something.

-Provide extended time to finish.

-Assign the test grade based on performance on different aspects of the assessment (i.e., organization, writing

mechanics, penmanship, subject knowledge displayed).

-To increase reflection and concentration, have the student identify the correct answer AND cross out incorrect

answers on multiple choice tests. Inform the student that there may be more than one correct answer.

Transitions

-Set up routines that prepare the youngster for upcoming transitions.

-Set expectations for behavior BEFORE an activity or event.

-Provide a special "transition object" (e.g., puppet, small stuffed animal) that accompanies the student to other

-Have another student place carbon paper under his/her paper while writing down homework assignments. Give

the carbon copy to the ADD student to take home.

-Provide a laptop computer to students who misplace papers.

-Provide an adult to whom the student reports at the beginning and end of the day to organize his/her work, assure

assignments are in-hand, etc.

-Provide a second set of textbooks for the forgetful student to use at home.

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ADHD and Iron Deficiency

by Anthony Kane, MD

About 8% of children, ages 4 years and under, are deficient in iron. Between the ages of 5 and 12, the percentage

rises to 13%, and then settles back to 8% in people above the age of 15. Anemia is the best-known repercussion of

iron deficiency. However, even minor deficiencies in iron may weaken the immune system, affect the thyroid, and

impair general physical performance. Iron deficiency has also been implicated in a number of

psychiatric and neurological conditions, including learning disabilities and ADHD.

Iron is a co-enzyme in the anabolism of catecholamines. That means it is essential for the creation of certain

neurotransmitters. It helps to regulate the activity of the neurotransmitter dopamine, which probably accounts for

the association of iron deficiency with neurological problems. It makes sense that supplementing ADHD children,

who have some level of iron deficiency, might have some effect on their ADHD. However, what makes sense in

theory, does not always work in practice. Unfortunately, there have been very few studies done testing the effects

of iron supplementation on ADHD.

One study, done in Israel, evaluated 14 ADHD boys for the effect of short-term iron administration on behavior.

Each boy received iron daily for 30 days. Both parents and teachers assessed the behavior of the children. The

parents found significant improvement in the behavior of the children. However, the teachers noticed no

improvement.

In a second study, 33 iron-deficient, but otherwise normal, children were given an iron supplement. The children

became less hyperactive. This study suggests that iron deficiency may cause hyperactive behavior in some

children and that hyperactive behavior is reversible when the deficiency is treated.

A third study tested the affects of iron supplementation on a group of teen-aged high school girls who were

determined to be iron deficient. At the end of the 8-week study, the researchers found that girls who received iron

supplementation performed better on verbal learning and memory tests than those who did not.

This is about all the evidence we have. It’s not a lot and it’s not very impressive. None of the studies were

double-blind studies, which means we cannot really rely on them all that much.

If this were the only consideration, I would say you should definitely try to treat your child for iron deficiency. The

reason is that hyperactive children are more likely to be iron deficient than other children. Also, there is a possibility

that your child has a higher than average iron requirement. That means that he might test normal on all the iron

blood tests and still be iron deficient because he requires more than the average amount of iron.

So why not just give your child iron supplements and see what happens? Because iron functions in the body like a

two edged sword.

Iron exists in the body in two chemical forms. There is the ferrous form, where the iron atom will bond to two

electrons and the ferric form where the atom will bond to three electrons. Iron can go back and forth between these

two forms. This is the property of iron that allows it to play a role in carrying oxygen as part of hemoglobin.

However, it also makes iron an active player in oxidation-reduction reactions. What that means is that iron has the a

bility to act like a free radical and cause significant damage to tissues. Whenever iron is not bound to hemoglobin or

to some other carrier protein, it travels around the body as free iron and can cause damage anywhere it goes.

To further exacerbate the problem, excess iron is not eliminated well by the body. Most of the iron in the body gets

recycled. Therefore, not only is excess iron toxic, but also once you have excess iron in your body, it is going to

stick around for a long time. High amounts of iron have been found in the brains of people with Parkinson’s disease.

It is very likely that excess iron can aggravate, if not cause, other neurological problems as well.

With that in mind we have to approach iron supplementation with caution. My feeling is that if your child turns out to

be one of the 8-13% that is deficient in iron, it is worth giving iron supplements. I doubt that it will help much with

his ADHD, but it should help with his general health. This advice applies to your non-ADHD children, also.

How should you test iron deficiency? The hemoglobin and hematocrit counts that come as part of the standard

complete blood count (CBC) are good for diagnosing anemia. They do not really give you accurate information

about the body’s iron status. The best test for iron status is the serum ferritin test, which measures how much iron

is stored in your body. It will be low if you are deficient and high if you are overloaded.

If you find your child has an iron deficiency problem, there are several approaches to treat it. Probably the safest is

by giving him more iron-containing foods. You can serve him red meat several times a week. Liver is an excellent

source, if you can get him to eat it. You can enhance dietary absorption by supplementing with vitamin A

(about 10,000 IU) and vitamin C (about 500mg) with the meals.

The most likely the reason that your child is deficient is because he is a poor eater so, dietary intervention may not

be practical. A second and far inferior source of iron is through supplements. The primary difficulty of iron

supplements is that they do not get into the body. Fortifying foods with iron in general does not work. Many foods

bind iron and, as a result, the iron is excreted rather than absorbed. The best form of supplemental iron is Ferrochel.

Ferrochel is an amino acid chelated iron, which is highly bio-available and is not affected by foods that bind iron.

Most iron supplements have a ten percent absorption rate. That means if you take 10 mg of the supplement, your

body absorbs 1 mg. Ferrochel is different. Ferrochel has a 75% absorption rate. That means 1.5 mg of Ferrochel

provides more iron to your body than 10 mg of other supplements.

That is an interesting fact, but it is not why I am recommending it. The more important property of Ferrochel is that

since it is already amino acid bound, it does not become free iron in the body. That means it does not have the

dangers and side effects of other iron supplements. The FDA has given Ferrochel the designation of GRAS,

(generally regarded as safe). No other iron supplement has this designation.

The take home message is that iron deficiency may be the cause of hyperactivity in some children. It is worth your

while to have your child tested. If for some reason you suspect your child is iron deficient, the best approach is to

increase your child’s iron intake through his diet. If that doesn’t work and you need to use supplements, the best

supplemental iron is Ferrochel.

Anthony Kane, MD

Anthony Kane, MD is a physician and international lecturer. Get ADD ADHD Child Behavior and Treatment Help for

your ADHD child, including child behavior advice and information on the latest ADHD treatment. Sign up for the free

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