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AD/HD
A Clear Practical Approach for the Parents.
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Dr. Grossmann has provided this section as a clear and practical resource for patients and their
families who live with AD/HD. Please click on the highlighted, underlined words of the questions or
topics you are interested in.
1.

What is AD/HD?

2.

How is AD/HD diagnosed?

3.

The DSM V criteria for AD/HD

4.

How does a typical child with AD/HD present?

5.

What about the quite difficult to diagnose child?

6.

The cognitive dysfunctions of AD/HD

7.

What is the physiological basis for AD/HD?

8.

What is the best treatment for AD/HD?

9.

Medications

10. Comorbid disorders

11. When should treatment with stimulant medication start?
12. AD/HD Symptom Questionnaire
13. Contracted, structured and rewarded learning program
14. Suggested structured learning contract
15. Associations involved with AD/HD
16. Local Psychologists/Support

What is AD/HD?
AD/HD (attention deficit/hyperactivity disorder) is a very common condition, affecting millions of
children and adults in the USA, resulting in difficulties involving attention span and hyperactive,
impulsive behavior. This causes an impairment of function that may affect the academic abilities,
behavior, social skills, one's self-esteem, or vocation/occupation.

The prevalence of this disorder is about 10%. Different studies report prevalence rates of 1.7% to
17.8%. The difference in these frequency rates is related to recognition of the disorder and to issues
of quality of life, since in some societies certain impairments such as learning impairments may be
considered less important. A "significant degree of impairment" is required for the diagnosis, but may
be considered differently. The higher the socioeconomic status, the more important the academic
performance. The environment we live in may greatly influence the determination of "an impairment"
and who meets criteria for the diagnosis and treatment for AD/HD.
The slash ("/") in AD/HD, indicates that in order to qualify for the diagnosis, one may have attention
deficit alone, hyperactivity alone, or any combination of the two. Other terms, such as ADD are
outdated and no longer in use as an official medical diagnosis.

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How is AD/HD diagnosed?

The diagnosis of AD/HD is based on the Diagnostic Statistical Manual 5th Edition (DSM V)
diagnostic criteria. Some assessment scales, such as the Conner Scales, and others, may be helpful in
the collection of the diagnostic behavioral features, required for or suggestive of the diagnosis of
AD/HD.
In simple terms, all four of the following diagnostic criteria must be met for a diagnosis of AD/HD to
be established:
I.

II.

A persistent pattern of inattention or hyperactivity-impulsivity that interferes with function or

development.
Onset of symptoms before 12 years of age

III.

Several symptoms (inattention or hyperactivity/impulsivity) must be present in more than one

setting (home, school, work, or at other places)

IV.

IV. The symptoms do not occur exclusively during a psychotic disorder (schizophrenia) or other
mental disorder (anxiety, mood dissociative disorder, substance intoxication or withdrawal)

A more detailed understanding of the above criteria is provided by reading and understanding the DSM
V criteria.

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The DSM V criteria for AD/HD

All of the criteria from A to E must be met for AD/HD to be diagnosed.
A. (1) or (2) must be present.
(1) Inattention: At least 6 of the 9 symptoms must be present; they must last at least 6
months and have a negative impact on social functioning, academics, or occupation
a.

often fails to give close attention to details or makes careless mistakes in schoolwork,
work, or other activities

b.

often has difficulty sustaining attention in tasks or play activities

c.

often does not seem to listen when spoken to directly

d.

often does not follow through on instructions and fails to finish schoolwork, chores, or
duties in the workplace (not due to oppositional behavior or failure to understand
instructions)

e.

often has difficulties organizing tasks and activities

f.

often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental
effort (such as schoolwork or homework)

g.

often loses things necessary for tasks or activities (e.g., school assignments, pencils,
books, or tools)

h.

often easily distracted by extraneous stimuli

i.

often forgetful in daily activities

(2) Hyperactivity-impulsivity: Six (or more) of the following symptoms of hyperactivityimpulsivity have persisted for at least six months to a degree that is maladaptive and
inconsistent with developmental level:
Hyperactivity
a.

often fidgets with hands or feet or squirms in seat

b.

often leaves seat in classroom or in other situations in which remaining seated

is expected

c.

often runs about or climbs excessively in situations in which it is inappropriate

(in adolescents or adults, may be limited to subjective feelings of restlessness)

d.

often has difficulty playing or engaging in leisure activities quietly

e.

is often "on the go" or often acts as if "driven by a motor"

f.

often talks excessively

Impulsivity
g.

often blurts out answers to questions before the questions have been
completed

h.

often has difficulty awaiting turn

i.

often interrupts or intrudes on others (e.g., butts into conversations or games)

Some hyperactive-impulsive or inattentive symptoms that caused impairment were

present before 12 years of age.

Some impairment from the symptoms is present in two or more settings (e.g., at
school, or work, and at home).

There must be clear evidence of clinically significant impairment in social, academic, or

occupational functioning.

The symptoms do not occur exclusively during the course of schizophrenia or other
psychotic disorder, and are not better accounted for by another mental disorder (e.g.,
mood disorder, anxiety disorder, dissociative disorder, or a personality disorder).

The types of AD/HD are:

Attention-deficit/hyperactivity disorder, combined type: if both criteria A1 and A2 are met for
the past 6 months.
Attention-deficit/hyperactivity disorder, predominantly inattentive type: if criterion A1 is met
but criterion A2 is not met for the past 6 months.
Attention-deficit/hyperactivity disorder, predominantly hyperactive-impulsive type: if
criterion A2 is met but criterion A1 is not met for the past 6 months.
Coding note: For individuals (especially adolescents and adults) who currently have symptoms that
no longer meet full criteria, "in partial remission" should be specified. Severity: mild, moderate,
severe.

Other Specified AD/HD: Impairment in function is present, yet not all criteria for AD/HD were
met. One must specify why the criteria weren't fully met.

Unspecified AD/HD: Impairment in function is present, yet not all criteria for AD/HD were met.
The clinician chooses not to specify why criteria weren't used, for instance, when insufficient
information is available.
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How does a typical child with AD/HD present?

AD/HD always presents before 7 years of age (according to the DSM V criteria). Usually children will
be restless, up and on the go, unable to sit still, being squirmy on the chair and fidgeting frequently.
They may be excitable, impulsive (doing things without thinking of the consequences, such as
pushing, cursing, yelling or lying). They will also have a poor attention span and easy distractibility
(looking out the window in class, jumping from one toy or occupation to another). Some kids may be
so distracted that they will forget what was told to them while on the way to follow orders just given
to them. For example, getting something from the refrigerator for mom, forgetting about it and ending
up drinking a soda and heading away to do something else. Or trying to dress up and ending up
playing with a sock for 10 minutes when the bus is due in 2 minutes. When a child has hyperactive
symptoms with associated behavioral difficulties, the referral to get diagnosed is faster and the
diagnosis is relatively easy. This scenario will more commonly occur in boys.

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What about the well-behaved difficult to diagnose child?

These are the ones who have AD/HD of the predominantly inattentive type, most commonly girls (but
many boys fall under this category as well). These kids present with the cognitive impairment of
AD/HD. They may do relatively well until schoolwork becomes more difficult. Some may present with
academic difficulties only in Junior High, when the work becomes more complicated and the
requirements complex with different teachers and the need to change classes. The impairment may

begin later in life, some symptoms however must be present before 6 years of age (see DSM V
criteria).

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The cognitive dysfunctions of AD/HD

The cognitive dysfunctions of AD/HD include the procrastination, the inability to start work on a preset time, "forgetfulness," poor organization skills, fluctuating grades (even in the same subject),
taking a very long time to complete a relatively simple task. They may also have a difficult time
maintaining "mental energy" focused on a task.
Reading may be a problem, since as they start reading, their mind may become distracted, leading to
thinking about something else, so that by the end of the paragraph or a page, the individual has no
idea what they were reading about. The same thing may happen when trying to monitor a
conversation, a lecture, or copying the homework from the blackboard.
Others may be unable to complete a simple task, jumping from one thing to the other, starting many
different assignments, unable to complete any of them. For example trying to clean the room knowing
that mom will check it in one hour. As soon as the child is starting to clean up, he comes across a
book, remembering that homework is not done, looking for the notebook but the homework
assignment is not written down. The next logical thing is to call a friend who gives him the homework
but also reminds him of the rock concert next week. This urges him to listen to the band's CD, but it
seems to be out of the box. "No problema!" he thinks to himself, I can load this music on the
computer in one second. He goes online with AOL and guess what??? His best buddy is online. He
chats a little with his friend remembering that he wanted to download some music, but on his way he
clicks on a very appealing commercial for skateboards, his favorite hobby, checking out the latest
models only to be "awaken" by his mother's voice, yelling at him in a terrible screeching voice.
"What's wrong with you? You had an hour to clean up your room and nothing was done." The child
gets upset and starts crying, yelling back, "I can't believe you are angry at me for trying to do my
homework."
The best way of understanding the cognitive dysfunctions of AD/HD is by trying to perform a very
demanding academic task very late at night, being extremely tired, when all one really wants to do is
sit comfortably and "veg out in front of the TV." Doing the task under these circumstances may require
reading and re-reading the same page several times until it "sinks in." This is how a child with AD/HD
operates under regular conditions. Similar difficulties will be present in undiagnosed adults with this
condition.

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What is the physiological basis of AD/HD?

What usually stands behind AD/HD is a genetic tendency to have a "mild chemical imbalance" in the
brain, involving mostly the neurotransmitters dopamine, epinephrine, and norepinephrine. Decreased
dopamine function in the brain results in slowed "dopaminergic" neurotransmission that leads to a
poor utilization of some brain activities. This results in the AD/HD symptoms. Supplementing the brain
with missing dopamine, as a result of the use of stimulant medications, may correct this situation.
Dr. Grossmann likes to use a graphic representation to help explain to families and patients the
physiological basis of AD/HD.
This is a simplified understanding of the mechanism which is more complicated, involving other
neurotransmitters as well, including norepinephrine and serotonin, as well as different areas of the
brain which are more involved than others.

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What is the best treatment for AD/HD?

The best way of helping a child who has this condition, requires a serious multidisciplinary approach.
This must include:
A. Proper diagnosis, especially with the non-hyperactive, difficult to diagnose children. (See
diagnosis section.)
B. Setting up goals goals for treatment results, before starting with the treatment. The goals
must be high but realistic and as the situation improves, these must be readjusted. When the
IQ score is very high, yet the school performance is very poor, goals may be set higher than
expected. When the difference between an expected high performance due to a high IQ score
(that may enable one to be an A student), and the actual school performance is very
significant, the difference may be attributed to the AD/HD difficulties. In such cases the
improvement with stimulant medications may be remarkable. Some children may in fact
become A students (from failing), within a short period of time.
My experience has shown that some children who were considered "mentally deficient" in
special education, with proper management, including stimulant medications, have become A
students in a mainstream education program. Hoping to become an A student is the goal I like
to see families wish for. This goal may be very realistic in many situations, more than most
parents believe.
C. Changing the mind set, resetting the priorities of the child's lifestyle and activities may
enable him to achieve the set goals. For example, changing recreational and sport activities if
they interrupt the after school learning session, accommodating the activities in a way most
helpful to the academic needs. Habits believed to disturb learning should be eliminated or
adjusted (tv time, Nintendo, etc.)
D. Structured learning. (See specific section on Contracted, Structured and Rewarded
Learning.) This is the program that helps exercise the brain to overcome the cognitive
dysfunctions of AD/HD.
E.

School involvement. Accommodations may be made as needed. I usually advise parents not
to overdo it with extra help that may be an unnecessary "crutch" for the child. Helping too
much may lead to a possibility that the child will take advantage of the help, becoming lazier
than needed. Some extra help at school may require specific labeling by the board of
education. This may be avoided by proper medication and supportive management. If
possible, special education and resource room should be avoided, so that the child will not lose
the challenge in school.
Once accommodations are needed, the 504 laws may be activated. This indicates that all the
children with difficulties must get equal opportunity. Special requests must be made in regards
to this law. These may include increased time or a quiet environment for testing, or even a
one on one assistance from a paraprofessional, who will redirect the child's attention to the
class work. Board of education "labeling" permitting these accommodations may include, most
commonly, "learning disabled," "emotionally disturbed," or a more gentle one, "other health
impaired." Accommodations, including special educational services, require an IEP (Individual
Educational Program). This is a specific academic plan for the child's goals at school. An IEP is
a "legal document" and must include an IQ test.

F.

Psychologists. Help from a psychologist or counselor may be important. Some kids may need
help with self esteem difficulties, social skills, controlling their rage, improving their insight

with regards to how their behavior impacts themselves and others, or dealing with an
oppositional and deficient behavior.
Psychological help is an important supportive treatment for the right individual, but does not
result in a cure. Children who have hyperactive behavior or inattention due to a chemical
imbalance will be unable to correct this situation as a result of "psychological treatment."

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Medications
Stimulants: Adderall, Ritalin, Metadate, Methylin, Daytrana, Concerta, Dexedrine, Focalin, Quillivant
XR and Vyvance are the stimulant medications currently on the market.
Strattera: Stattera, or atomoxetine HCl has been available since January 2003. This is a nonstimulant, non-controlled substance medication. Straterra works on a different neurotransmitter
compared to the stimulants that increase dopamin activity. Straterra is a selective norepinephrine
reuptake inhibitor, meaning it increases the norepinephrine activity. Straterra is available in 5mg,
10mg, 18mg, 25mg, 40mg, 60mg, 80mg and 100mg capsules. The target dose is 1.2mg/kg in a
single daily dose, but should be initiated at 0.5mg/kg to prevent side effects. In some patients (kids
over 70kg body weight or adults), the dose was pushed up to a maximum of 100mg per day in a
single daily dose or evenly distributed in a morning and late evening dose. If drowsiness occurs, the
entire dose may be given at night.
Side effects may include allergic reactions (rare), weight loss, mild temporary growth retardation,
hypertension and rapid heart rate, orthostatic hypotension (feeling dizzy when getting up from sitting
due to a fall in blood pressure), urinary retention, dry mouth, abdominal pain3, irritability,
constipation, nausea, sleeping difficulties, erectile and ejaculatory disturbances. Strattera is a milder
medication with less dramatic effects compared to the fast acting stimulant medications. Yet, for some
individuals who are unable to tolerate stimulant medications, Strattera may be an excellent
alternative. These are, for the most part, individuals with anxiety disorders, nervous tic disorders,
obsessive compulsive disorder or some patients with autism or other milder degrees of Pervasive
Developmental Disorders (PDD's) who are unable to tolerate stimulant medications. Strattera may
take a longer time time to exert its functions, usually 1-2 weeks. On some occasions, Strattera may be
added to stimulant medications in order to enhance their effect.
Adderall: Adderall, an excellent first line medication for AD/HD. It is safe, effective, long acting (6-10
hours) and easily dosed. Unlike Ritalin, which is slow acting and comes in 20mg sustained release
(SR) tablets that cannot be broken into smaller pieces, Adderall comes in 5, 7.5, 10, 12.5, 15, 20, and
30 mg tablets, all scorable to halves and quarters that make dosing much easier, enabling one to
customize the dose specifically to the child's needs, with great dosing flexibility.
Adderall XR or "extended release" stays in the system for 12 hours, covering the homeworks needs
and some of the evening difficulties. The Adderall XR comes in a capsule form of 5mg, 10mg, 15mg,
20mg, 25mg, or 30mg. Another advantage is that this medication comes in sprinkle form that may be
sprinkled on food, overcoming the need to swallow tablets or crush and ingest tablets that taste badly.
A very effective course of action is to start with the short active Adderall, fine tune the dose based on
the individual's needs and then switch to the Adderal XR. Usually an additional 25-30% in total
milligrams is required for this adjustment.
For example, a person who did best with 10mg of Adderall (short acting) will do very well with
Adderall XR 15mg. This increases the duration of the same effect from 8-10 hours.
Concerta: Concerta is a 12 hour (slow release) methylphenidate. This is the same substance as
Ritalin, Meladate, Methylin, Daytrana and Quillivant XR. Concerta is an excellent alternative for

Adderall, especially in the younger children who are irritable and cry easily as a side effect of Adderall
or Dexedrine. Concerta must be swallowed and can't be broken to small pieces since the mechanism
of release is a small laser drilled hole at the pole of the capsule through which the medicine gets
release during the course of the day.
Daytrana: Daytrana is the patch. It's applied at the hip area and releases the same medicine as
Concerta. The advantages include, no need to swallow, a full control on the duration of the activity
(can be placed before the child wakes up or later during the day and may be taken off at any time.)
Once taken off the effect continues for 3 hours. The disadvantages include a frequent rash, the child
may take it off himself and some technical problems applying the patch reported by some people.
Quillivant XR: Quillivant XR is a liquid form of methylphenidate extended release that works well for
9-12 hours. It is an excellent first like medication since it provides the best available dosing flexibility
with the measuring syringe, provided by the company.
Vyvance: Vyvance or Lisdexamfetamine, is a prodrug. Prodrug means that it has no effect at its given
form, yet once ingested it converts into the active medication. In the Vyvance case, it converts to
Dextroamphetamine and Amphetamine or Dexedrine. Dexedrine is a component of Adderall. Adderall
is made of Dextroamphetamine and Amphetamine. The only difference between Vyvance and
Dexedrine is the duration of action. Vyvance works 11-14 hours. Dexedrine works 4 hours and
Dexedrine SR works 8 hours. Adderall is a more effective medication for most people and surprisingly,
is very well tolerated.
Focalin and Focalin XR: Focalin is a component of Ritalin. The generic name is
Detromethylphenidate (Dextro = Right) or the right side of the methylphenidate molecule. By splitting
the Ritalin molecule and using just the right side of it, many of the side effects related to left side may
be eliminated. This is an individual effect, but in some cases Focalin may eliminate the anxiety, tics,
decreased appetite, OCD or sleeping problems that may occur in Ritalin.
To simplify the AD/HD stimulants medications understand: There are two groups. There are
two groups. Ritalin-like and Adderall-like.
Group 1

Ritalin

Methylphenidate

Ritalin LA

Ritalin SR

Metadate

Metadate CD

Methylin

Methylin ER

Concerta

Daytrana

Quillivant XR

Focalin (Dextromethylphenidate)

Focalin XR

These are all the same. The only difference is the mechanism of release. Focalin is a portion (isomer)
of Ritalin.
Group 2

Adderall

Aderall XR

Dexedrine

Dexedrine SR

Dextroamphetamine

Vyvance (once ingested)

ProCentra (4 hr liquid Dextroamphetamine)

Adderall and Adderall XR are Dexroamphetamin + Amphetamine, therefore, they will all have a similar
effect. It must be noted, however, that for some unclear reason, some people will respond well to a
particular medication, yet less effectively or poorly to the same preparation with a slightly different
system.
In all, there are 12 Ritalin like medications and 5 Adderall like medications on the market. It may be
confusing, but not if you think of it as just 2 drugs.
Treatment expectations: The treatment with stimulant medications is the backbone of treating
AD/HD and the most important and effective measure of it. Parents have to be prepared for the fact
that treatment may be prolonged. I like to compare treatment with stimulants and AD/HD in general,
with placing glasses on eyes "which are out of focus." This approach and understanding helps the child
deal with his condition on a more acceptable level, not as a mental or psychiatric disorder, but more as
a physical disability. I tell them, "Your attention span is out of focus. Taking Adderall in the morning is
doing for your attention span what my glasses do for my eyes." They are also told that "Without my
glasses, despite having the ability to do well, I will not be able to read and I will most likely fail." The
same applies to AD/HD and medication. The parents should understand that fluctuating grades, a
common aspect of AD/HD, may be similarly explained. A child who needs glasses, without them may
do poorly, but when a lot of pressure mounts on him he will give it a great effort, placing his face close
to the books, trying very hard to satisfy his parents, eventually succeeding to get a good grade
because he has the mental ability. This effort, however, will be very difficult to maintain and a relapse
to the lower grades is expected. The same thing may happen to children with AD/HD, resulting in their
parents blaming them for being lazy, "Because you can do it, you have done it before." This leads to
increased frustration and more friction within the family.
Stimulants correct the underlying physiological abnormality causing AD/HD by increasing dopamine
concentrations in the brain. The effect usually starts 1/2 hour after taking the medication. And with
Adderall preparations, this lasts for an average of 8 or 12 hours. The effects must be clearly
noticeable; a "questionable" response is unacceptable. Stimulants work in 70-80% of children with

AD/HD. The effect of the stimulants may completely or partially correct the AD/HD. Once AD/HD is
corrected, comorbid disorders must also be addressed. These include ODD (oppositional defiant
disorder), anxiety disorder, OCD (obsessive compulsive disorder), and PDD (pervasive developmental
disorder). These will be discussed in the next section.
Dosing and side effects: Dosing with the stimulant medication is not clearly formulated. This is
more of an art than a science and requires sensitivity to improvements and side effects. Parents
(rightfully) are most concerned with side effects. Even though side effects may exist, I like parents to
regard AD/HD treatments with medications as a risk free proposition. "You like it, we will go ahead.
You don't like it, we can always decrease the dose or stop the medication." I promise my patients'
parents that I will not let their children suffer any side effects. This however places a great
responsibility upon the parents to watch, observe, and be sensitive to any undesirable changes that
only they can detect, such as minor "changes in personality, mild irritability, etc." Therefore, any
changes of the doses of medications should be made over weekends and holidays, so that possible
dose related side effects may be readily observed and corrected. About 80-90% of side effects are dos
related and resolve as proper adjustments are made.
Dosing with short acting Adderall starts low and is gradually increased, as directed by the physician,
until the best effect is obtained. Certain increases may be made on a weekly basis. And if side effects
are observed, the dose should be decreased to the previous one that did not cause the side effects.
This approach may minimize the side effects.
Some side effects of the stimulant medication include, most commonly, a decrease in appetite. An
allergic reaction (rash), which is an indication to stop the medication and never use it again, is rare.
Side effects that are dose related (too much medicine) include increased irritability, tiredness, and
"zoning out" (being too focused on one thing). These respond to lowering of the dose. In about 2% of
children, nervous tics may develop, eye twitches, facial grimacing, neck movement, or frequent throat
clearing. This may require stopping the treatment or decreasing the dose. Other unusual side effects
may include abdominal pain, headaches, sleeping difficulties (if dosing late in the afternoon), and
increased heart rate. No fatality was directly related to stimulant medications if dosed appropriately.

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Comorbid disorders
Most children with AD/HD will not have a completely "pure" AD/HD situation. In the majority of cases
the children will have different, yet related, behavioral comorbid (coexisting) disorders. These may
affect the outcome of managing AD/HD (such as in a specific math or reading/dyslexia disorder), or
may confuse the diagnosis, constituting a different baseline disorder that behaves like AD/HD yet is
not AD/HD (such as manic depressive disorder or a pervasive developmental disorder/autism).
The most common comorbid disorders include:
1.

Oppositional defiant disorder (or conduct disorder) occurring in about 50%

2.

Specific learning disorders occurring in about 20-30%

3.

Anxiety disorders occurring in about 20-30%

4.

Depressive disorder or tendencies occurring in about 30-40%

5.

Bipolar disorders (manic depressive) occurring in about 5%

6.

Tic disorders or Tourette's disorder occurring in about 2-5%

7.

Pervasive developmental disorder/autism occurring in about 3-10%

8.

Social interaction impairments

9.

Obsessive-compulsive disorder

10. Antisocial personality disorder (over 18 years of age)

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One must also expect a different degree of the comorbid disorders. When it comes to the diagnosis of
psychiatric conditions, the word "disorder" indicates that one meets clear clinical criteria for a certain
diagnosis. However, an individual may have behavioral tendencies of one of the disorders without
having the actual diagnosis. Usually the use of the word "disorder" implies that there is an associated,
significant, functional impairment due to the difficulties related to the condition.
Oppositional defiant disorder (ODD)
The diagnosis of ODD requires a period of at least 6 months of negative, hostile, and defiant behavior.
These kids frequently lose their temper, argue with adults, refuse to comply with rules, deliberately
annoy people, blame others for their mistakes, get easily annoyed, are angry, defiant and vindictive.
This becomes a "disorder" if there is a significant associated impairment; academic, social,
occupational or behavioral.
Conduct disorder
A conduct disorder is a more severe form of ODD. There is a pervasive pattern of aggression towards
people or animals. Physical fights, use of weapons, cruelty, destruction of property, theft, and violation
of rules.
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Anxiety disorders
These kids may try to hide their fears or rationalize them, but still may be afraid to stay home alone,
go to the bath by themselves or to leave the house by themselves. They try to avoid certain situations
such as social encounters and react with apparent irritability, unexplained crying or restless behaviors
rather than admit or understand clearly that they have fears. This disorder is frequently associated
with an obsessive-compulsive disorder and depression.
Obsessive-compulsive disorder (OCD)
Individuals with this disorder will have repetitive, unpleasant thoughts (obsessions) that are relieved
by an unusual, ritualistic type behavior (compulsions.) Some compulsions consist of touching
themselves symmetrically, washing hands frequently, holding their breath in certain situations,
arranging objects, checking things frequently, and opening and closing doors repetitively. These
actions may relieve the stress of the obsessions temporarily. The compulsive behaviors are known to
the children to be strange, yet despite being bothered by the behaviors, they cannot help it. OCD and
anxiety may be associated with the development of some nervous twitches and in extreme situations
a tic disorder such as Tourette's disorder.
Tic disorder
Tic disorders, such as Tourette's, are disorders consisting of multiple daily motor tics of different kinds
(eye blinking, facial grimacing, body jerking) and vocal tics (yelling, grunting, throat clearing) lasting
for more than a year and causing a significant impairment. This disorder is important to recognize due
to the fact that it may become worse as a result of treating the AD/HD symptoms with stimulant
medication (Adderall and Ritalin.)
For more information, see our section devoted to tic disorders.

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Depression
Depression is another condition frequently related to anxiety and OCD. Again, to qualify for major
depression as a medical entity one must meet DSM V criteria. However, there may be milder degrees
of depression associated with AD/HD. Moreover, frequently in children, depression will have an atypical
presentation. In addition to the typical sense of worthlessness, guilt, or sadness, as well as decreased
activity, some children may present with increased irritability and unusual behaviors. Depression may
also develop due to the difficulties and impact on self esteem resulting from the frustration caused by
AD/HD. Physicians and parents must also be sensitive to the possibility that depression results from a
side effect of stimulant medication, usually caused by overdosing.
Autisim spectrum disorder (ASD)
ASD typically presents with a language delay. All children with AD/HD who have a history or a
language delay must be considered for the possibility of ASD. The child will typically have poor eye
contact, pervasive ignoring of other people, may develop normally and present with a regression of
speech and interaction abilities at about 18 months of age.
For more information, see our section devoted to ASD/autism.
Other features of a ASD may include severe temper tantrums, especially when changing between
activities, lack of interest in toys or other children, toe walking, hand flapping or bizarre play habits,
such as arranging toys in rows, spinning objects or themselves, fascination with spinning objects,
being in their own world or being unable to understand simple things or communicate them. Some of
these children, when they become verbal, may repeat heard words, say the same phrase or repeat TV
commercials over and over again and have a very unusually remarkable memory for certain details,
such as train routes, numbers, dates or any field of their interest.) As they grow, many of the above
mentioned symptoms may tone down. The eye contact improves, the pervasive ignoring disappears,
but they remain with a poor understanding for social skills and their communication is impaired. Some
of these children may also have persisting AD/HD symptoms that may respond well to treatment with
stimulant medication, yet Anxiety, OCD, irritability and temper tantrums with anger outbursts may
persist and worsen with the use of AD/HD medication at times.
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Mental Retardation
Some (very few) children with AD/HD may have mental retardation. AD/HD may occur at any IQ level.
Mental retardation is defined as an IQ score below 70 (as scored on the IQ testing.) A normal IQ score
is 100. The normal range is between 80 to 120. An IQ of 70 to 80 is considered a borderline IQ. 50-70
is mild mental retardation (MR) and below 50 is a moderate MR. An IQ test may be of value in the
evaluation of AD/HD in the sense that if the academic impairment does not correspond to the IQ
ability, the difference between the actual performance and the IQ ability may be attributed to AD/HD.
For example, in a child who has an IQ of 130, yet fails most of the academic subjects, one would
expect him to be an A student based on the IQ. If this child meets criteria for AD/HD, the difference
between their actual grade and their ability to be an A student may be attributed to the dysfunction
caused by AD/HD. This child would be an excellent candidate for stimulant medication treatment and
should be expected to do exceptionally well unless he has a separate specific learning disorder.
Specific learning disorders
These are disorders affecting specific learning skills despite a normal IQ ability. A reading disorder may
be termed dyslexia, alexia or developmental word blindness. This occurs in about 4% of children. (See
specific dyslexia section.)
Mathematical disorders occur in about 6% of the population and despite correction of AD/HD, these
children will have a permanent degree of impairment understanding mathematical concepts.

These disorders are caused by a dysfunction of a specific region of the brain and may be evaluated
with neuropsychiatric testing. The mathematical disorders are caused by a dysfunction of the right
occipital lobe of the brain. Reading disorders may be localized in the temporal or parietal lobes.
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When should treatment with stimulant medication begin?

Medications are indicated in any child who qualifies for the diagnosis of AD/HD. If properly diagnosed,
this indicates that a significant impairment is present (as per the DSM V definition). Since no other
aspect of treatment of AD/HD is as effective and rewarding, once a diagnosis is correctly established,
treatment should be initiated.

AD/HD Symptom Questionnaires

To assist in assessing symptoms, a symptom questionnaire should be completed by parents and a
different questionnaire should be completed by a teacher. English and Spanish versions are available
for both questionnaires:

Symptom Questionnaire for Parents

[Spanish version - Cuestionario para padres]

Symptom Questionnaire for Teachers

[Spanish version - Cuestionario para profesores]

Instructions:
Please fill out the appropriate forms online and then print out the completed form. Bring all applicable
printed forms to the child's appointment.
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Contracted, Structured, and Rewarded Learning

Who is it for?
Only those children who have learning difficulties associated with an apparent "lack of effort". Best
responders will be motivated children, who hardly invest any time in their work , have a good
potential, but can't seem to get themselves to sit and study effectively. These are children with a
history of fluctuating grades. A motivated family is essential.
What is it?
A predetermined period of about 1 hour per day, during which the child will sit and do his school
related work. This is done during school days, not during week ends or holidays. A contract should be
drawn and written in cooperation with the child. The details, such as the exact starting time, location,
and the reward, are decided by the child with the parents guidance using the following guidelines. All
of these should be agreed upon by parents. The location should be as free of distraction as possible.
(TV, music, toys, siblings)
The location must be a chair by a table (not laying on the bed or floor). The learning period should be
divided into sessions, individually designed for each child's needs. For example, 15 minutes sessions
during which the child does, #1 homework, #2 Math, #3 Reading, #4 Social studies. The extra work
should include academic activity specifically customized for the child, according to his or her specific
difficulties.

[ back to top ]
During the period of learning some restrictions apply: (These restrictions are meant to help overcome
the cognitive dysfunctions of AD/HD.)
1.

No getting up from the chair for any reason. Therefore, all the learning materials should be
prepared ahead of time, bathroom and eating needs must be taken care of before starting.

2.

Work must be done seriously and effort should be put into this activity. The 15 minute
sessions should be designed to give just enough time to finish the required work (such as
during an examination when time is limited).

3.

Medication should be avoided only if possible.

4.

The reward is only granted if full compliance with the contract was achieved.

5.

The reward stands independently, regardless of the child's overall daily unrelated behaviors or
misbehaviors.

6.

The reward must be immediate and appropriate, as previously agreed.

7.

The parent is the ultimate determining authority in regard to granting the reward, but must
give an explanation to the child if the reward was denied. The explanation must be based on a
paragraph of the contract with which the child didn't comply.

When writing the contract, all the above mentioned details must be specified (to prevent future
arguments), the contract is then signed and brought into the Dr.'s office. The agreement must be
carried out strictly with as little deviation from the contract as possible.

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Why?
Many kids, even if not carrying the diagnosis of AD/HD spend very little time doing their school related
work on a daily basis. Some spend a long time, but very ineffectively, daydreaming and taking too
many breaks.
The brain tissue can be compared to the muscle tissue. If exercised, it will be able to perform tasks
previously impossible. If a child is independently able to "change old habits" by "exercising the brain,"
it may lead to improved academic results and this may serve as a "ticket off the Ritalin" for some of
the children with AD/HD.
This may also be compared to biofeedback, only more effective, it is practiced more frequently, is
more affordable and more specific for the AD/HD child.
The extra time actually sitting and performing the work will serve as a helpful academic advantage.
This will also improve responsibility and organization skills. The child is responsible for his own reward
and helps decide upon it.
The child will feel somewhat in control of his own responsibilities, which may decrease the amount of
arguments, "nagging," and unnecessary friction related to the homework issues.

The program, if carried out properly, may decrease the actual time necessary to complete the daily
homework assignment, rather then extending it for a very long and ineffective play / fidget /
distraction / TV and other activity time.
The child is more likely to cooperate if earning a "reward." This may develop good solid established
learning habits and help to understand the concept of future employment, responsibility and
accountability, which relates to the values of our society.

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Suggested Structured Learning Contract

This is a suggested contract that must be individually adjusted to each child's needs and abilities. This
contract should be used as a guideline:
1.

Learning will be started at 4:30 p.m. for a period of 60 minutes.

2.

The
The
The
The
The

3.

If homework takes longer, the Spanish session will be canceled.

4.

The math, reading, or Spanish sessions will include:

Math: Answering 10 questions from book as indicated by Mom.
English: Read 2 pages and write short summary of what you read.
Spanish: Learning by heart 10 new Spanish words from consecutive page in Spanish book.
(The words include all new words encountered.)

5.

All books and materials should be prepared prior to starting the session.

6.

Getting up is not allowed. Urgent needs must be taken care of before session (eating,
drinking, bathroom, etc.)

7.

No day dreaming, fidgeting or excessive movements permitted.

8.

The work must be done while seated by a table without any distractions (TV, radio, music.)
The work table must be clean and contain only the required materials.

9.

If all requirements are met, including completion of work in a reasonable manner as judged by
Mom, a reward of 1 token (Value $__), will be given. The Token Value can be used to buy any
goods desired, subject to parental approval.

hour will be divided into 4 individual 15 minute sessions.

first will be devoted to completing homework.
second to math questions.
third to English.
fourth to Spanish.

Date: ________ Child: _________________________

Date: ________ Parent: _________________________

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Associations Involved With AD/HD

Children and Adults with Attention Deficit Disorder (CHADD)

www.chadd.org
8181 Professional Place, Suite 201
Landover, MD 20785
Phone: 301-306-7070 and 800-233-4050
Fax: 301-306-7090

Learning Disabilities Association of America

www.ldanatl.org
4156 Library Road
Pittsburgh, PA 15234
Phone: 412-341-1515
Fax: 412-344-0224

The National Attention Deficit Disorder Association (ADDA)

www.add.org
PO Box 972
Mentor, OH 44061
Phone: 440-350-9595
Fax: 440-350-0223

National Center for Learning Disabilities

www.ncld.org
381 Park Avenue South
Suite 1401
Phone: 212-545-7510
Toll Free: 888-575-7510
Fax: 212-545-9665

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Local Support
Educational Therapists and Diagnosticians
NAME

TOWN

PHONE

Fleisher, Samuel M.,

Ed.D.

Great
Neck

516.482.0160

Gardner, Nadine,
PsyD

Forest
Hills

718.275.3509

Local Psychologists/ Support

NAME

TOWN

PHONE

Abelew, Paul
Plainview
and Tami, Ph.D. Lynbrook

516.822.7674

Alter, Steven,
Ph.D.

718.261.3363

Forest Hills

516.593.9661

Bryson, William Mineola

Brockmann,
Ph.D.

516.665.4432

Byalick, Robert, Roslyn

Ph.D.

516.484.9232

Dumas, Juan
Carlos, Ph.D.

Jackson
Heights
Bay Shore

718.335.6611

Dustman, Alan,
Ph.D.

Garden
City

516.742.0110

Gardner, Nadine,
PsyD

Forest Hills

718.275.3509

Gregory,
Alexander,
Ph.D.

Bay Shore

631.969.9992

Hollander,
Anthony, Ph.D.

Amityville

631.789.3665

Koelln, James,
Ph.D.

Forest Hills

718.740.2067

Lachenmeye,
Juliana, Ph.D.

Great Neck

516.482.1767

Pitkow, Alvin,
Ph.D.

Franklin
Square
Old
Westbury

516.626.1114

Schnee, Scott,
Ph.D.

Mineola
Rockville
Centre

516.678.2948

Schneider,
Howard, Ph.D.

New Hyde
Park

516.933.8402

Seigel, Karen,
Ph.D.

Manhasset

516.627.7070

Stein, Philip D.,

Ph.D.

Garden
City

516.739.2133

Steinberg,
Michael, Ph.D.

Syosset

516.921.2327

(Spanishspeaking)

631.387.7218

(specializing in
behavioral
modification for
PDD and related
conditions)

Wilder, Susan,
Ph.D.

West
516.747.5352
Hampstead
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Home | Contact Us | Neurology Glossary

Child Neurology and Developmental Center

www.childbrain.com
1510 Jericho Turnpike
New Hyde Park, NY 11040
Tel: 516.352.2500
Fax: 516.352.2573