A neurologist describes the current best practices approach to how clinicians diagnose and determine appropriate treatment of ADHD in adults.

Presented to early-career researchers who are making outstanding contributions to our understanding of ADHD, this year’s awards recognize accomplishments in behavioral and molecular genetics.

Children affected by ADHD often struggle with managing time. An executive skills approach can help parents to enhance their child’s ability to learn these critical skills.

A mother talks about the importance of early diagnosis–followed up by the development of a treatment plan–in the second article in a series about raising children with ADHD.

For some children who struggle with learning disabilities or ADHD, it’s not their learning or attention problems that represent their greatest source of emotional distress. It’s the label. The unfortunate reality is that labels, intended to legitimize learning challenges, also sometimes stigmatize those with learning challenges. And with stigma comes the risk of something even more troubling–self-stigma–or the false belief that all those myths and misperceptions about learning disabilities and ADHD are true. Fortunately, there’s an innovative mentoring program that can help. Known as Project Eye-To-Eye, the program pairs trained college or high school mentors with LD and/or ADHD with younger school-age children struggling with these same challenges.

Diagnoses of ADHD across the lifespan and medications to treat the condition have increased steadily and significantly in the last thirty years. Non-medical use of stimulants in adolescent and adult populations has also increased concomitantly, generating public controversy. Researchers have responded by providing scientific data generally supporting diagnostic thresholds, incidence, and appropriate treatment…Selected from the hundreds of studies completed in the last ten years, the following studies represent a broad range of topics and issues related to medication treatment for ADHD.

A family’s struggle to identify a “hidden” coexisting condition.

In Wisconsin, a seven-year-old girl with ADHD and emotional disturbance, who attended a mental health day treatment school, died when several adult staff members placed her in a prone restraint because she broke time-out rules by blowing bubbles in her milk. In California, an eight-year-old with ADHD was routinely locked in a seclusion room built by the school’s consulting behavior specialist with minimal furnishings and no carpet. The student threw himself against or tried to scale the eight-foot walls in repeated attempts to escape. These are just two of many cases described in School Is Not Supposed to Hurt (2009), a report from the National Disability Rights Network investigating the use and abuse of restraint and seclusion in schools.

Earlier this year, Dr. Quinn answered questions during an online Ask the Expert chat sponsored by CHADD and the National Resource Center on ADHD.