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BEFARS Click to Order Brown EF/A Scales Dr. Brown has developed and published assessment tools to help assess executive function impairments associated with ADD/ADHD and related problems. These tools are designed for easy use by psychologists, physicians, psychiatrists, school psychologists and other educational, medical or mental health professionals. His rating scales, normed for each age group across the lifespan, elicit valuable data about executive function impairments for persons aged 3 years through adult. The scales are useful for: ​ screening individuals who might benefit from assessment for ADD/ADHD as one component of a comprehensive assessment of persons for possible ADD/ADHD for monitoring effectiveness of ongoing treatment for ADD/ADHD These scales are widely used by schools and clinicians in paper and pencil or clinical interview format; they have also been utilized in research for many clinical trials of ADHD medications. ​ Scales are divided into Age Groups Young Children (3 to 7) Middle Childhood (8 to 12) Adolescents/Teens (13 to 18) Adults (19+) ​ ​ All Patients Will Receive Their Own Copy After their Initial Evaluation ​ The Brown Scales help to assess a wide range of symptoms of executive function impairments associated with ADHD/ADD. These normed rating scales are available to elicit parent report and teacher report for children ages 3 to 7 yrs and 8 to 12 yrs. For 8 to 12 year olds, a normed self-report version is also available. For adolescents (12-18 yrs) and for adults, normed rating scales elicit self-report and collateral report on a single form. ​ Dr. Brown's scale was first released in 1996 and focused on adolescents and adults. In 2001, it was revised to assess children. Both Brown Scales for Children and Adolescents and the Brown Scales for Adolescents and Adults provide age-based norms and detailed information about how to administer and interpret the Brown Scales. In 2018 the scales underwent another revision to better assess this complex impairment that impacts academic, social, emotional, and behavioral development for both children and adults. Now known as the Brown Executive Function/Attention Scales (Brown EF/A Scales), it goes beyond other measures to screen and assess a wider range of impairments of executive function and attention. ​ What makes Brown EF/A Scales Different? ​ Helps address situational variability: The clinical presentation of ADHD is generally variable, the symptoms are situational, and the degree to which a patient exhibits them may be observed and interpreted differently by various observers.1 The Brown EF/A scales will provide a comprehensive evaluation of an individual's ADHD symptoms by analyzing their behavior using multiple perspectives: the examinee's self-perspective, teacher's perspective and parents' perspective. ​ Items are more specific and contextual: Patients with ADHD experience situational variability and have the ability to focus on certain activities which hold strong interest for them. The Brown EF/A scales will include items that are more specific and ask about difficulties they might encounter in a specific context, e.g. difficulty remembering what has been read (when reading is assigned, not self-selected texts). ​ Focus on severity as opposed to frequency: The items on the Brown EF/A scales, unlike other instruments will focus on severity of specific behaviors as opposed to frequency. This will allow examinees to directly and more accurately report symptoms they perceive to be problems. ​ Includes DSM-5 symptoms of ADHD and more: In addition to diagnostic criteria for ADHD defined in DSM-5, the Brown EF/A scales also assess other important aspects of executive function impairments found in persons with ADHD, but not yet included in DSM-5 diagnostic criteria for ADD/ADHD. ​ Based on Dr. Brown's model of Executive Functions: The Brown EF/A scales are based on Dr. Brown's six cluster model of executive functions that has been well recognized and explained in books and articles for more than a decade. ​ ​

Helpful Links International US . International UK . National Focus The websites listed here offer offer a variety of free information about attention deficit disorders. Most specialize in issues concerning children and adolescents; some focus more on adults. Many are sponsored by ADD support and advocacy organizations and provide detailed, downloadable information that has been evaluated and approved by a professional advisory board; others are less selective and may include reports that are not adequately supported by scientific research. Some list contact information for local support and advocacy groups concerned with attention deficit disorders. Many have links to related organizations, and all are nonprofit. International Websites Based in United States Children and Adults with ADHD (CHADD) , is the largest ADHD support and advocacy organization in the United States that offers scientifically reliable information about ADHD in children adolescents, and adults. Their site offers downloadable fact sheets for parents, educators, professionals, the media, and the general public. The site also includes contact information for two hundred local chapters of CHADD throughout the United States. Chadd.org Add.org ADDA is a resource in English for adults with ADD. Sponsored by Attention Deficit Disorder Association (ADDA), the world’s largest organization for adults with ADHD, it provides information, resources, and networking opportunities. International Websites Based in the United Kingdom addiss.co.uk ADDIS presents information in English about ADHD across the lifespan. It serves patients, parents, teachers, and health professionals, and questions received by phone or email are answered. This site is sponsored by the National Attention Deficit Disorder Information and Support Service in the United Kingdom. adders.org adders.org provides a wide variety of information about ADHD in English, French, German, and Spanish. It posts websites and email addresses for support groups in forty different countries. Websites with a National Focus The following websites are sponsored by ADHD education and advocacy organizations in various countries. Some are much better established and provide much more reliable information than others. Many list addresses for local groups within their country. Usually the material is presented in the dominant language of the country listed. ​ Argentina TDAH ​ ​ Australia Learning and Attentional Disorders Society (LADS) Learning Difficulties Coalition NSW ADHD Foundation ​ ​ Austria​ ADAPT​ ​ ​ Belgium ADHD Europe ​ Brazil The Brazilian Association for Attention Deficit Disorder (ABDA) ​ ​ Canada Canadian ADHD Resource Alliance (CADDRA) Centre for ADHD Awareness, Canada (CADDAC) ​ China ADHD-China ​ ​ Denmark Danish ADHD Association ​ ​ Estonia Estonian Children's Fund ​ ​ Finland The ADHD Association ​ ​ France HyperSupers - ADHD France ​ ​ Germany JUVEMUS ADHD-Deutschland ​ ​ Hong Kong Focus Hong Kong ​ ​ Ireland HADD ​ ​ Italy AIFA ​ ​ Japan Ejison Club ​ Mexico Deficit de Atencion The Netherlands Balans Brainwiki ​ ​ New Zealand ADHD New Zealand ​ ​ Northern Ireland ADD-NI ​ ​ Spain ADANA Fundación ANSHDA APNADAH ​

Top of Page ADHD Overview Executive Functions Comorbidities Assessments Medication Magazine Articles & Peer Reviewed Journals ADHD Overview Read More Read More Executive Functions Comorbidities Read More Assessments ​ Read More Medications Read More ADHD Overview ADHD Overview The Marshmallow Test, "Willpower" and ADHD The most puzzling feature of ADHD is that it is situationally specific. Virtually all children and adults with ADHD have at least a few specific activities in which they are able to focus their attention very well for long periods of time, are able to keep several different things in mind simultaneously, are able to sustain their efforts for challenging tasks, and can prevent themselves from acting too impulsively—all this even though they have great difficulty in demonstrating those same skills for many other tasks that they recognize as important. Growing Up With ADHD: Clinical Care Issues “Growing Up With ADHD: Clinical Care Issues,” was published in the January 2016 issue of Psychiatric Times, a publication distributed to all psychiatrists in the U.S. It describes why young adults with ADHD often do not get the help they need when they are no longer being cared for by their pediatrician. It includes some suggestions for how they can be provided more adequate care. 10 Myths about ADHD This article, reprinted with permission from ATTENTION magazine (June, 2013 issue), is comprised of excerpts from the first chapter of Dr. Brown’s book, A New Understanding of ADHD in Children and Adults: Executive Function Impairments (Routledge, 2013). ADHD: From Stereotype to Science This article describes an updated understanding of ADHD. Published in Educational Leadership, a national magazine for teachers and school administrator, it describes how ADHD is not primarily a problem of behavior, but more a problem with the management system of the brain. The article explains how ADHD involves working memory problems which impact reading and writing. Parents may want to share this with teachers and read it for themselves. Inside the ADD MIND Dr. Brown’s new model of the management system of the brain is described in this edited excerpt from the first chapter of his recent book, Attention Deficit Disorder: The Unfocused Mind in Children and Adults. The article includes a diagram of the new model of executive functions and describes why people with ADD/ADHD can pay attention very well for tasks that really interest them, while they have great difficulty in making themselves pay attention to other tasks that they recognize as important. ​ Reprinted with permission from the April/May issue of ADDITUDE magazine The World Federation of ADHD Guide This 124 page ebook sponsored by the World Federation of ADHD was written by leading ADHD experts around the world. It provides accurate information about the causes of ADHD, assessment of ADHD over the lifespan, as well as medications and psychosocial treatments for children, teens, and adults with ADHD. Chapter 4 was contributed by Dr. Thomas E. Brown and Dr. Ryan J. Kennedy regarding Psychooscial Treatments for ADHD. A New Approach to Attention Deficit Disorder Written for educators, this article describes how ADD is no longer seen as a simple behavior disorder, but as a complex syndrome of impairments in the management system of the brain. Examples of students in elementary and high school illustrate how ADD can impact learning and academic productivity at different ages and stages in school. Some guidelines for assessment are included and the importance of early identification is emphasized. The Myths & Facts about ADD/ADHD This list of 10 common myths about ADD and facts to counter those myths was published with the article above in Educational Leadership magazine. The information comes from Dr. Brown’s book, Attention Deficit Disorder: The Unfocused Mind in Children and Adults (Yale University Press, 2005). ​ Reprinted with permission from the February, 2007 issue of Educational Leadership, a magazine for leaders in education. Executive Functions Executive Functions A New Approach to Attention Deficit Disorder Written for educators, this article describes how ADD is no longer seen as a simple behavior disorder, but as a complex syndrome of impairments in the management system of the brain. Examples of students in elementary and high school illustrate how ADD can impact learning and academic productivity at different ages and stages in school. Some guidelines for assessment are included and the importance of early identification is emphasized. ​ ADD/ADHD and Impaired Executive Function in Clinical Practice This article, intended for physicians or psychologists who are evaluating adults for ADHD, describes how executive function impairments associated with ADHD can be recognized in clinical practice. It emphasizes that diagnosis of ADHD does not require esoteric neuropsychological tests; it describes chronic difficulties in daily life that are characteristic of adults with ADHD. The article also notes that the DSM-IV requirement for age of onset “before 7 years has been shown to be invalid. Practical suggestions about initiating and monitoring medication treatment is also included.” Thomas E. Brown in Current Attention Deficit Disorder Reports, 1: 37-41, 2009 AD/HD Early Adulthood Challenges The late teens and early twenties present multiple challenges to every young adult, but for those with ADD/ADHD, these challenges may be especially difficult. This article describes specific ways in which those with ADHD often have difficulty with linking school to a career, managing money, developing and sustaining satisfying relationships, seeking and keeping a job, moderating substance use, and utilizing adequate medical care. Reprinted from the February, 2006 issue of ATTENTION! Magazine, with permission from CHADD Executive Functions: Six Aspects of a Complex Syndrome This article, published in ATTENTION magazine, provides many examples from everyday life to illustrate the various types of cognitive impairments typical of children and adults with ADD/ADHD. Descriptions and explanations of these “executive functions” are edited excerpts from the 2nd chapter of Dr. Brown’s book, Attention Deficit Disorders: The Unfocused Mind in Children and Adults. Comparison of Two Measures of Working Memory Impairments in 220 Adolescents and Adults with ADHD Working memory is one of the most significant impairments of ADHD in adolescents and adults. This study demonstrated that a brief standardized story memory test is a more sensitive and relevant measure of working memory than is the digit span test often used for assessment of working memory in those with ADHD. Despite high IQ, most participants with ADHD scored significantly lower on the story memory test than do others in the general population. Ryan J. Kennedy, D. M. Quinlan, and T.E. Brown. Journal of Attention Disorders (2016) Executive Function Impairments in High IQ Children and Adolescents This article reports a study of 117 children and adolescents with ADHD, all of whom have IQ scores of 120 or higher, placing them in the top 9% of their age groups. The study shows that extremely bright kids can suffer from ADHD in ways that seriously interfere with their schoolwork, especially as they meet the challenges of junior high and high school. Most of these kids scored very high on verbal and visual spatial abilities, but were impaired by much weaker abilities in working memory, processing speed and a variety of other executive functions. Thomas E. Brown, Philipp C. Reichel, and Donald M. Quinlan in the Open Journal of Psychiatry. (July, 2011). 56-65. DSM-IV: ADHD and Executive Function Impairments Attention-deficit/hyperactivity disorder (ADHD) is a medical condition that first appears in childhood, affecting 6% to 8% of children. In more than 60% of cases, impairments of ADHD extend into adulthood as well. Since it was first described 100 years ago, conceptualization of ADHD has gradually shifted from focus on hyperactive and impulsive behaviors to recognition of cognitive impairments as the central and most persistent symptoms of the disorder. Current research suggests that ADHD is essentially a developmental impairment of the brain’s executive functions-the management system of the brain’s cognitive operations. This article reviews the phenomenology of currently recognized symptoms of ADHD and suggests that there is one important executive function impaired in ADHD that is not included in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) criteria for the disorder: impairments in regulation of emotion. Thomas E. Brown, Ph.D. in Johns Hopkins University Advanced Studies in Medicine (2002) Vol. 2 (25): pp. 910-914. Assessment of Short-Term Verbal Memory Impairments in Adolescents and Adults with ADHD One hundred seventy-six adolescents and adults diagnosed with ADHD (DSM-IV criteria) were assessed with a measure of short-term verbal memory. The short-term verbal memory score of each subject was compared with their verbal abilities on two measures. Percentages of ADHD subjects with significant discrepancy between verbal IQ and short-term verbal memory were compared with the standardization sample for the verbal memory measure. Results: A majority of adolescents and adults diagnosed with ADHD demonstrated significant discrepancy between performance on the short-term verbal memory measure and verbal IQ. The percentage of ADHD subjects with a significant discrepancy between these two measures greatly exceeded the percentage of persons in the general population showing such a discrepancy. This brief measure of short-term verbal memory may be a useful measure to include in a comprehensive assessment for ADHD symptoms in adolescents and adults. ​ Donald M. Quinlan, Ph.D. and Thomas E. Brown, Ph.D. in Journal of Attention Disorders, (2003) Vol. 6: pp 143-152. Executive Function Impairments in High IQ Adults with ADHD This article reports a study of 157 adults aged 18 to 55 years with ADHD, all of whom have IQ scores of 120 or higher, placing them in the top 9% of their age groups. The study shows that extremely bright adults can suffer from ADHD in ways that seriously interfere with their higher education and/or employment. The study highlights impairments of working memory, processing speed, and a variety of other executive functions that that be assessed with standardized measures. It also notes that many of these high IQ adults did not show significant ADHD impairments until they got into high school or college. Thomas E. Brown, Philipp C. Reichel, and Donald M. Quinlan in Journal of Attention Disorders. (2009) 13 (2) 161-167. Comorbidities Comorbidities AD/HD and Co-Occurring Conditions Individuals with ADHD are six times more likely to have at least one additional psychiatric disorder sometime during their lifetime. Dr. Brown’s edited book, ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults, published in January, 2009, describes how ADHD is different when the person also has an anxiety disorder, a mood disorder, a learning disorder, OCD, a sleep disorder, etc. In February , 2009 ATTENTION magazine published this article that summarizes key points from a section of the first chapter of that new book; it describes a new model for understanding ADHD and co-occurring conditions. Assessment and Management of Sleep Problems in Youths With Attention-Deficit/Hyperactivity Disorder A research work-group report. Extended time improves reading comprehension test scores in adolescents with ADHD Reporting on a study of 145 adolescents with ADHD, this article shows how reading comprehension difficulties of those with ADHD are related not so much to weak verbal abilities or weak basic reading skills, but to impairments of working memory and processing speed that are characteristic of ADHD. Results show that only 43% of the sample were able to score close to their verbal ability index when doing a timed reading test, but 78% were able to reach that goal when allowed modest amount of extended time on a standardized test of reading comprehension. Thomas E. Brown, Philipp C. Reichel, and Donald M. Quinlan in the Open Journal of Psychiatry. (October, 2011). 1: 79-87. Unrecognized Attention-Deficit/Hyperactivity Disorder in Adults Presenting with Other Psychiatric Disorders+ Many adults with a diagnosed psychiatric disorder also have attention-deficit/hyperactivity disorder (ADHD). In many cases, comorbid ADHD is unrecognized and/or undertreated. Differential diagnosis of adult ADHD can be challenging because ADHD symptoms may overlap with other psychiatric disorders and patients may lack insight into their ADHD-related symptoms. Current ADHD diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition-Text Revision may prevent appropriate diagnosis of many patients with significant ADHD symptoms. Adults may not be able to provide a history of onset of symptoms during childhood, and it may be difficult to confirm that ADHD symptoms are not better accounted for by other comorbid psychiatric conditions. Comorbid ADHD is most prevalent among patients with mood, anxiety, substance use, and impulse-control disorders. ADHD can negatively affect outcomes of other comorbid psychiatric disorders, and ADHD symptoms may compromise compliance with treatment regimens. Furthermore, unrecognized ADHD symptoms may be mistaken for poor treatment response in these comorbid disorders. In these individuals, ADHD pharmacotherapy seems to be as effective in reducing core ADHD symptoms, as it is in patients who have no comorbidity. Limited evidence further suggests that ADHD therapy may help to improve symptoms of certain psychiatric comorbidities, such as depression. Therefore, management of ADHD may help to stabilize daily functioning and facilitate a fuller recovery. CNS Spectr CNS Spectr. 2008;13(11):977-984 . 2008;13(11):977-984 ​ By Russell A. Barkley, PhD, and Thomas E. Brown, PhD Attention Deficit Disorders and Sleep/Arousal Disturbances Many children, adolescents and adults with Attention Deficit Disorders report chronic difficulties with falling asleep, awakening, and/or maintaining adequate daytime alertness. These problems may be due to a variety of factors, including environment, lifestyle and psychiatric comorbidities. Impairments in sleep/arousal may also be related more directly to the underlying pathophysiology of ADD. This chapter describes clinical manifestations of sleep/arousal problems often associated with ADD and reviews behavioral and medication options for treatment. Thomas E. Brown and William J. McMullen in Annals of the New York Academy of Sciences (2001) Vol. 931, pp. 271-286 Fluoxetine and Methylphenidate in Combination for Treatment of Attention Deficit Disorder and Comorbid Depressive Disorder Children and adolescents with attention deficit disorders and comorbid conditions who had shown inadequate treatment responses to methylphenidate (MPH) alone, were treated by addition of fluoxetine to the MPH. After 8 weeks in open trial, all 32 patients showed positive therapeutic responses in attention, behavior and affect. Thirty of the 32 children showed clinically significant responses and the other two had statistically, but not clinically significant responses. After 12 weeks of treatment one patient showed deterioration in clinical status. The children had improved report card grades in major subjects (p < .0001), and showed significant improvements (p < .0001) on the Children’s Global Assessment Scale (C-GAS), Conners Parent Rating Scale (CPRS) and Children’s Depression Inventory (CDI). No significant adverse effects were observed. These preliminary results suggest that fluoxetine and methylphenidate in combination may be safe and effective for some children with ADHD and with comorbid anxiety or depressive symptoms who do not show adequate responses to MPH or fluoxetine alone. G. Davis Gammon, M.D. and Thomas E. Brown, Ph.D. in Journal of Child and Adolescent Psychopharmacology (1993) Vol. 3, pp. 1-10. Assessments Assessments Attention-Deficit/Hyperactivity Disorder Among Adolescents: A Review of the Diagnosis, Treatment and Clinical Implications Much of the literature about ADHD is still focused exclusively on children. At the invitation of the American Academy of Pediatrics (AAP), a team of ten specialists in ADHD reviewed research and standards of clinical practice to develop a summary of current information about how ADHD can be recognized and effectively treated in adolescents. M.L. Wolraich, C.J. Wibbelsman, T.E.Brown, S.W. Evans, E.M. Gotlieb, J.R. Knight, E.C.Ross, H.H. Schubiner, E.H. Wender, and T.Wilens. Pediatrics (2005) 115: 1734-1746. Circles Inside Squares: A Graphic Organizer to Focus Diagnostic Formulations This article describes a simple graphic organizer that can be used to help focus discussion between a clinician, patient and family about specific strengths, stresses and problems that are identified in a clinical evaluation. It is particularly useful for illustrating overlapping disorders and representing how much each contributes to the patient’s current difficulties. The diagram can be used to elicit reactions from the patient and family about how current problems should be understood and prioritized for treatment. It can also be utilized on an ongoing basis to evaluate responses to treatment. Thomas E. Brown, Ph.D. in Journal of the American Academy of Child and Adolescent Psychiatry (2005) 44:1309-1312. Executive Functions and Attention Deficit Hyperactivity Disorder: Implications of two conflicting views Increasingly ADD/ADHD is being seen as a disorder involving impairment of the brain’s management system, its executive functions. However, among researchers there are two very different viewpoints about how executive functions are involved in this disorder. Some see impaired executive functions as impaired in only about 30% of those with ADHD. The alternative view, advocated by Dr. Brown and by Dr. Russell Barkley, claims that ADHD is essentially a name for developmentally impaired executive functions, that all those with ADHD have such impairments. The difference between these two views rests upon how executive functions are to be measured. This article describes the differing viewpoints and argues that the “ADHD = developmental impairment of executive functions” view is a more adequate way to understand what this disorder really involves. Reprinted with permission from the March, 2006 issue of the International Journal of Disability, Development and Education. Medication Medication Atomoxetine (Strattera) and Stimulants in Combination for Treatment of Attention Deficit Hyperactivity Disorder: Four Case Reports Atomoxetine and stimulants have both been demonstrated effective as single agents for treatment of attention deficit hyperactivity disorder in children, adolescents and adults. However, attention deficit hyperactivity disorder symptoms in some patients do not respond adequately to single-agent treatment with these medications, each of which is presumed to impact dopaminergic and noradrenergic networks by alternative mechanisms in different ratios. Four cases are presented to illustrate how atomoxetine and stimulants can be utilized effectively in combination to extend duration of symptom relief without intolerable side effects or to alleviate a wider range of impairing symptoms than either agent alone. This combined pharmacotherapy appears effective for some patients who do not respond adequately to monotherapy, but because there is virtually no research to establish safety or efficacy of such strategies, careful monitoring in needed. Thomas E. Brown, Ph.D. in Journal of Child and Adolescent Psychopharmacology, (2004) Vol. 14: pp. 129-136. Clinical utility of ADHD symptom thresholds to assess normalization of executive function with lisdexamfetamine dimesylate treatment in adults This analysis assessed the relationship of various cutoff scores of the ADHD Rating Scale IV (ADHD-RS-IV) to levels of improvement in ADHD-related executive function (EF), measured by the Brown ADD Scale for Adults (BADDS), which may provide a measure of clinically meaningful EF improvement after ADHD treatment. Impact of atomoxetine on subjective attention and memory difficulties in perimenopausal and postmenopausal women Perimenopausal and postmenopausal women frequently report midlife onset of impairments of attention, organization, and short-term memory. We sought to determine whether these cognitive symptoms in healthy women in the menopause transition without a history of ADHD would respond to treatment with atomoxetine(ATX), a medication demonstrated to be effective in reducing similar cognitive impairments in adults with ADHD. New onset executive function difficulties at menopause: a possible role for lisdexamphetamine Reports of cognitive decline, particularly in the domains of executive functions (EFs), are common among menopausal women. This study aims to detertime the impact of the psychostimulant lisdexamfetamine (LDX) on subjective and objective cognitive function among menopausal women who report new-onset EF complaints. Open-label administration of lisdexamfetamine dimesylate improves executive function impairments and symptoms of attention-deficit/hyperactivity disorder in adults. Executive function (EF) impairment in attention-defi cit/hyperactivity disorder (ADHD) may account for behavioral symptoms such as poor concentration, impaired working memory, problems in shifting among tasks, and prioritizing and planning complex sets of tasks or completing long-term projects at work or school. Poor self-regulation and control of emotional behaviors frequently are seen in patients with ADHD. This study assessed EF behaviors in adults with ADHD at baseline and after 4 weeks of treatment with lisdexamfetamine dimesylate (LDX). ​ By Thomas E. Brown, Matthew Brams, Joseph Gao, Maria Gasior & Ann Childress Lisdexamfetamine Effects on Executive Activation and Neurochemistry in Menopausal Women with Executive Function Difficulties During the menopause transition, many women with no history of executive functioning deficits report cognitive difficulties in domains including working memory, organization,focus, and attention (Epperson et al, 2011). This midlife onset of executive difficulties may be a result of reduced estradiol modulation of the executive system (Shanmugan and Epperson, 2014). Lisdexamfetamine (LDX) has been suggested to be a safe and effective treatment option for these women. However, the mechanism by which LDX improves executive functioning in these women is not known. Here we investigated the effects of LDX on brain activation and neurochemistry, hypothesizing that LDX would be associated with increased activation and decreased glutamate in executive regions.

Top of Page Overview of ADHD For Parents/Teachers of ADHD Children For Parents & Teachers of Teens For Teens with ADHD For College Students with ADHD For Adults with ADHD Books for Children Education, Learning Disabilities and Teaching Strategies Asperger’s Syndrome Bipolar Disorder Bipolar Disorder Substance Abuse Disorders Dr. Brown's ADHD Reading List Overview of ADHD ​ Brown, T. E. (2013). A New Understanding of ADHD in Children and Adults: Executive Function Impairments. New York: Routledge. ​ Introduction of a new working definition of ADHD as developmentally-impaired executive function with updated information about scientific research that supports the new EF model. 35 myths about ADHD are challenged with scientific facts and implications of the new model for assessment and treatment of ADHD are described in terms understandable for both general public and professionals. Brown, T. E. (2005). Attention Deficit Disorder: The Unfocused Mind in Children and Adults. New Haven: Yale University Press. ​ A new model of Attention Deficit Disorder as impairment of the brain’s management system. Written for general public and professionals, includes many case examples that show how ADD changes across the lifespan. Brown, T. E., Ed. (2009). ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults. Washington, D.C.: American Psychiatric Publishing. ​ A comprehensive, though somewhat technical text book about ADHD and other commonly co-existing disabilities, such as ADHD and mood disorders, ADHD and anxiety disorders, ADHD and Sleep Problems, ADHD and OCD, ADHD and Tourette’s, ADHD and Substance Abuse, etc. ​ ​ ​ ​ For Parents/Teachers of Children with ADHD ​ Barkley, R. A. (2013). Taking Charge of ADHD: Complete, Authoritative Guide for Parents. New York: Guilford Press. Complete authoritative guide for parents. Covers topics such as understanding ADHD, evaluations, behavior management, educational issues and medications. Not much coverage of ADD without hyperactivity ​ Quinn, P. O., Nadeau, K. G., & Littman, E. B. (2000). Understanding Girls with AD/HD. Silver Spring, MD: Advantage Books. A helpful book to understand the special issues regarding girls with ADHD ​ Wilens, T. E. (2008). Straight Talk About Psychiatric Medications for Kids-Third Edition. New York: Guilford Press. ​ Answers to parents questions about medications from a leading authority in Psychiatry ​ Phelan, T. W. (2010). 1-2-3 Magic Glen Ellyn: Child Management Inc. Effective discipline for children ages 2-12. Easy to read strategies and clearly defined plan to successfully manage their children’s’ behavior ​ Phelan, T. W. (2012). Surviving Your Adolescents: How to Manage and Let Go of Your 13-18 Year Olds. Glen Ellyn: Child Management Inc. ​ Practical suggestions about how to improve communication with teenage; managing risk-taking and learning to let go ​ Greene, R. W. (2010). The Explosive Child-Revised & Updated. New York: HarperCollins. ​ An excellent, helpful book for parents of children who are easily frustrated and chronically inflexible offers insight into understanding and parenting these challenging children ​ Klass, P. & Costello, E. (2003). Quirky Kids: Understanding and Helping Your Child Who Doesn’t Fit In—When to Worry and When Not to Worry. New York: Ballantine. ​ ​ Sensible, practical advice for parents of children who have difficulties in fitting in due to autistic spectrum disorders, sensory integration dysfunction and more ​ Brooks, R., Goldstein, S. (2001). Raising Resilient Children. Chicago: Contemporary Books. ​ Warm and supportive guide for parents to improve communication to develop children’s sense of confidence and self-worth ​ Packer, L. E. & S. K. Pruitt. (2010). Challenging Kids, Challenged Teachers: Teaching Students with Tourette’s, Bipolar Disorder, Executive Dysfunction, OCD, ADHD and More. ​ Practical suggestions about strategies for dealing with students with multiple difficulties. ​ Rief, S. F. (2005). How to Reach and Teach Children with ADD/ADHD, 2nd Edition. San Francisco: Jossey-Bass. ​ Practical techniques, strategies, and interventions for teachers of children with ADHD ​ ​ ​ ​ ​ For Parents & Teachers of Teens ​ Dendy, C. A. Z. (1995). Teenagers With ADD: A Parents’ Guide. Bethesda,MD: Woodbine House, Inc. ​ A hands-on guide for parents and professionals about the issues and challenges of daily life faced by teens with ADHD. Written by a mom who has “been there” ​ Dendy, C. A. Z. (2000). Teaching Teens with ADD and ADHD. Bethesda,MD: Woodbine House. ​ A reference guide for parents and teachers loaded with strategies, interventions, and tips to create a positive learning experience ​ Kuhn, C., Swartzwelder, S., & Wilson, W. (2003). Buzzed. New York: W. W. Norton & Company. ​ The straight facts about the most used & abused drugs from alcohol to ecstasy. An informative book for adults and adolescents about substance abuse ​ Snyder, J. M. (2001). AD/HD & Driving. Whitefish: Whitefish Consultants. ​ A guide for parents and teens with ADHD that addresses specific problems and issues of teenage drivers ​ ​ ​ ​ For Teens with ADHD ​ Dendy, C. A. Z., & Zeigler, A. (2003). A Bird’s-Eye View of Life with ADD and ADHD: Advice from Young Survivors. Cedar Bluff: Cherish the Children. ​ A book for teens, written by teens living with the challenges of ADHD that offers advice and strategies ​ Nadeau, K. G. (1998). Help4ADD@High School. Bethesda: Advantage Books. ​ An excellent user friendly guide for teens with ADD ​ Kuhn, C., Swartzwelder, S., & Wilson, W. (2008). Buzzed-3rd Edition. New York: W. W. Norton & Company. ​ Straight facts about the most used & abused drugs from alcohol to ecstasy. An informative book for adults and adolescents about substance abuse ​ ​ ​ ​ For College Students with ADHD ​ Mooney, J. and D. Cole (2000). Learning Outside the Lines. New York: Simon & Schuster. ​ Two Ivy League students with ADHD and learning disorders offer witty and practical advice on strategies to survive and thrive in the learning environment of colleges and universities. ​ Bramer, J. S. (1996) Succeeding in College with Attention Deficit Disorders. ​ Vignettes that illustrate frustrations and effective strategies for college students with ADHD. ​ Kuhn, C., Swartzwelder, S., & Wilson, W. (2003). Buzzed. New York: W. W. Norton & Company. ​ Straight facts about the most used & abused drugs from alcohol to ecstasy. An informative book for adults and adolescents about substance abuse ​ Quinn, P. O., N.A. Ratey, & T.L. Maitlin. (2000). Coaching College Students with AD/HD. Silver Spring, MD: Advantage Books. ​ A useful resource about difficulties with time and task management experienced by many college students with ADHD. Offers suggestions for those who want to assist these students. ​ ​ ​ ​ For Adults with ADHD ​ Hallowell, E. M., & Ratey, J. J. (1994). Driven to Distraction. New York: Random House. ​ A very popular overview of ADHD by psychiatrists who understand it from their own experience. ​ Hallowell, E. M., & Ratey, J. J. (2005). Delivered From Distraction. New York: Random House. ​ Very readable description of how those with ADHD can understand themselves in more adaptive and hopeful ways. ​ Hallowell, E. M. & Hallowell, S. G. (2010). Married to Distraction. New York: Ballantine. ​ A compassionate and sensible approach to help couples with or without a partner having ADHD to deal constructively with distractions and disruptions to intimacy in their relationships. ​ Solden, S. (2012). Women With Attention Deficit Disorder: Embrace Your Differences and Transform Your Life. Grass Valley, CA: Underwood Books. ​ A well written guide that describes the unique perspective of women with ADD ​ Nadeau, K. G., & Quinn, P. O. (Eds.). (2002). Understanding Women with AD/HD. Silver Spring: Advantage Books. ​ Addresses issues faced by women with ADHD at all stages of life ​ Barkley, R. A. and Benton, C. M. (2010). Taking Charge of Adult ADHD. New York: Guilford. ​ A comprehensive overview of practical information about ADHD in adulthood and strategies for improving difficulties in education, work, finances, social relationships, etc. ​ Nadeau, K. G. (1997). ADD in the Workplace: Choices, Changes and Challenges. New York: Brunner/Mazel. ​ A user friendly guide for ADD adults covering both general and more specific issues regarding work and careers ​ Nadeau, K. G. (1996). Adventures in Fast Forward: Life, Love and Work for the ADD Adult. New York: Brunner/Mazel. ​ A great book for ADD adults with workable coping strategies for living ​ Pera, G. (2008). Is it You, Me, or Adult A.D.D.: Stopping the Roller Coaster When Someone You Love Has Attention Deficit Disorder. San Francisco: 1201 Alarm Press. ​ A perceptive description of multiple ways in which ADHD problems can cause both partners in a relationship to become demoralized or caught up in chronic conflict. Includes multiple examples of useful strategies to deal with such problems ​ Kohlberg, Judith and Nadeau, K. G (2002). ADD-Friendly Ways to Organize Your Life. New York: Brunner-Routledge. ​ Practical advice on how to organize time, money and stuff ​ Tuckman, A. (2009) More Attention, Less Deficit: Success Stories for Adults with ADHD. Plantation, FL. Specialty Press. ​ Sensible descriptions of practical problems of adults with ADHD and strategies to overcome them ​ ​ ​ ​ Books for Children ​ Corman, C. L., & Trevino, E. (1995). Eukee the Jumpy Jumpy Elephant. Plantation: Specialty Press, Inc. ​ An upbeat positive message of success for young children with ADD, ages 3-8 ​ Galvin, M. (1988). Otto Learns About His Medicine. New York: Magination Press. ​ A children’s story about a fidgety car who needs medication to control his hyperactivity, ages 3-8 ​ Levine, M. (1990). Keeping A Head in School. Cambridge: Educators Publishing Service, Inc. ​ A large print collection of stories for young readers about learning abilities and learning disorders, ages 5-8 ​ Levine, M. (1993). All Kinds of Minds. Cambridge: Educators Publishing Service, Inc. ​ A guide for students in upper elementary and middle school about learning abilities and learning disorders, ages 9-13 ​ Gehret, J. (1990). The Don’t-give-up Kid and Learning Differences. Fairport: Verbal Images Press. ​ A positive, uplifting story about learning differences, ages 5-10 ​ ​ ​ ​ ​ Books about, Education, Learning Disabilities and Teaching Strategies ​ Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the Special Education Maze. (Third Ed.). Bethesda, MD: Woodbine House. ​ A guide to understanding the special education system and making it work for individual families. A must for families seeking special education services for their child ​ Osman, B. B. (1997). Learning Disabilities and ADHD. New York: John Wiley and Sons, Inc. ​ Practical strategies and useful advice on learning disabilities. Clearly organized by topic so readers can find areas of particular concern or interest ​ Shaywitz, S. (2003). Overcoming Dyslexia. New York: Alfred A. Knopf. ​ A book about children and adults with reading problems ​ Silver, L. B. (1992). The Misunderstood Child. (2nd ed.). Bradenton: HSI and TAB Books. ​ A guide for parents that discusses learning disabilities, ADHD, psychological, emotional and social development as well as diagnosis and treatment ​ Berninger, V. W. and T. L. Richards (2002). Brain Literacy for Educators and Psychologists. New York: Academic Press. ​ Very useful textbook linking problems in brain function with practical problems in learning and teaching of reading, writing and math. ​ ​ ​ ​ Asperger’s Syndrome ​ Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome. London: Jessica Kingsley Publishers. ​ Very readable book that describes Asperger’s disorder for parents and professionals ​ Jackson, L. (2002). Freaks, Geeks & Asperger Syndrome. Philadelphia: Jessica Kingsley Publishers. ​ Written by a teen with Asperger Syndrome, practical first hand experiences offer guidance for adolescents with Asperger’s ​ Lovecky, D. (2004). Different Minds: Gifted Children with AD/HD, Asperger’s Syndrome, and other Learning Deficits. New York: Jessica Kingsley Publishers. ​ Descriptions of the special strengths and difficulties experienced by many children who are extremely bright and talented, but also impaired by ADHD, Asperger’s and related problems ​ Myles, B. S., & Southwick, J. (1999). Asperger Syndrome and Difficult Moments. Shawnee Mission: Autism Asperger Publishing Co. ​ Practical solutions for tantrums, meltdowns, and rage. Geared more toward classroom management ​ Tanguay, P. B. (2001). Nonverbal Learning Disabilities at Home. Philadelphia: Jessica Kinglsey Publishers. ​ A valuable, easy to use reference that parents can turn to again and again, filled with strategies and suggestions to help NVLD kids at home ​ ​ ​ ​ Bipolar Disorder ​ Jamison, K. R. (1995). An Unquiet Mind. New York: Vintage Books. ​ A personal memoir of a successful medical school professor who suffers from bipolar disorder. Moving and enlightening ​ Waltz, M. (2000). Bipolar Disorders. Sebastopol: O’Reilly & Associates, Inc. ​ A comprehensive look at bipolar disorders in children and adolescents, description of the disorders, diagnosis, medications, life and school issues ​ ​ ​ ​ ​ Obsessive-Compulsive Disorder ​ Neqiroglu, F., & Yaryura-Tobia, J. (1995). Over and Over Again. New York: Lexington Books. ​ An informative book about obsessive compulsive disorder that combines the latest scientific knowledge and practical suggestions for self-help ​ Rapoport, J. L. (1989). The Boy Who Couldn’t Stop Washing. New York: E. P. Dutton. ​ A collection of personal stories from people who have obsessive compulsive disorder about their experiences and successes with the disorder ​ ​ ​ ​ ​ Substance Abuse Disorders ​ Kuhn, C., Swartzwelder, S., & Wilson, W. (2008). Buzzed-3rd Edition. New York: W. W. Norton & Company. ​ Straight facts about the most used & abused drugs from alcohol to ecstasy. An informative book for adults and adolescents about substance abuse ​ Denning, P., Little, J. & Glickman, A. (2004). Over the Influence: The Harm Reduction Guide for Managing Drugs and Alcohol. New York: Guilford Press. ​ While some need a “total abstinence” approach to recovery from substance abuse, others benefit from this “harm reduction” approach that works to maintain limited use with less damaging effects ​ Beattie, M. (1992). Codependent No More. Center City, MN: Hazelden. ​ Useful advice for those who care about someone suffering from addiction. Emphasizes the need to avoid excessive efforts to control them, for the sake of both parties ​ Richandson, W. (1997). The Link Between A.D.D. & Addiction. Colorado Springs: Pinon Press. ​ A guide for adults to understand the relationship between ADD and addictions. Insightful, practical strategies for recovery Overview of ADHD For Parents/Teachers of ADHD Children For Parents & Teachers of Teens For Teens with ADHD For College Students with ADHD For Adults with ADHD Books for Children Education, Learning Disabilities and Teaching Strategies Asperger’s Syndrome Bipolar Disorder Bipolar Disorder Substance Abuse Disorders

Step 1: Intake Call & Registration Before new patients are seen for their initial evaluation, prospective patients are first scheduled for a brief intake appointment via phone call with our office staff for screening and completing registration forms. Step 2: The Initial Evaluation ​ ​ During initial 3-hour consultations, your clinician begins with a clinical interview. All patients are then administered a few objective assessment measures including the Brown Attention/Executive Function Rating Scales (patients will be given a copy of the report by the end of the appointment). Additionally, patients are assessed using memory & cognition sub-tests to measure short-term, working memory abilities; and lastly a screening for other possible related problems or co-occurring disorders. By the end of the consultation, your clinician will provide some education about ADHD, answer any questions and provide you with a diagnostic impression and any recommendations for treatment including follow-up appointments. A brief summary report for initial consultations are provided upon request. If you are seeking a more analytical and extensive report (typically needed for accommodations), this can be provided at an additional fee and prepared within a few weeks. ​ We require all new patients under 18 to come with at least one parent or caregiver; for adult patients we highly encourage you to come with a close friend, family member or partner to provide additional perspective of the patient's presenting difficulties.

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1. Initial Evaluations * required for all new patients View More 2. Therapy Psychotherapy Cognitive- Behavioral Therapy Family Sessions View More 3. Expert consultations & specialized fine-tuning & titration for medication optimization View More 4. Psych-Ed Testing Cognitive Abilities, Intelligence, and Achievement testing. Narrative Written Reports for accommodations View More 5. Behavior& Family Therapies B ehavior Management , Parent Training , & Social Skills Training View More Medication Treatment

Top of Page Outside the Box Smart bu Stuck A New Understanding of ADHD ADD: The Unfocused Mind ADHD Comorbidities Handbook Book Critiques Outside the Box Outside the Box: Rethinking ADD in Children and Adults— A Practical Guide Outside the Box is arguably the best practical book ever written on ADHD. Laden with compelling case examples that humanize this condition, the writing is both authoritative and readable. Overall, the book masterfully blends the underlying science related to ADHD with extremely helpful guidance for assessment and treatment. It is a “must-read” for anyone dealing with ADHD. Stephen P. Hinshaw, Ph.D., Professor, Department of Psychology, University of California, Berkeley ​ This book is another example of Dr. Brown’s exceptional ability to convey complex information about ADHD to a broad audience in easily understandable terms yet based on the scientific evidence. It provides not only a fine understanding of ADHD, its complexity and its causes, but also a number of insightful cases and evidence-based recommendations for its management. Russell A. Barkley, Ph.D., Clinical Professor of Psychiatry, Medical University of South Carolina ​ This brilliant book by a superb clinician-researcher compresses a wealth of vital, practical information into a marvelously user-friendly and engaging format. It’s chock-full of everything anyone interested in ADHD wants to know, arranged in such a way that you can find what you want and will never be bored. Edward Hallowell, M.D., author of Driven to Distraction and other books ​ This down-to-earth book shows what ADHD really is and what it isn’t. Brown gives us a true “feel” for ADHD and the impact of symptoms on people’s lives. He defines executive functions in clear examples just as his patients described to him. For those want an in-depth understanding of ADHD as it occurs in children, youth and adults, this book is a must read. Michael J. Manos, PhD, Head of Pediatric Behavioral Health. Cleveland Clinic ​ Professor Brown translates complex science into everyday language. This is THE guide for everyone having questions or doubts about ADHD. Case descriptions are delivered in an empathic tone that only one who has dedicated a lifetime to caring for patients and families with ADHD could provide. Highly recommended for patients, their families and professionals interested in ADHD. Luis Augusto Rohde., M.D. Professor of Psychiatry, Federal University of Rio Grande do Sul, Brazil & President of the World Federation of ADHD ​ This book is essential reading for anyone who wants to better understand ADHD across the life span. Brown gathers together some of the best thinking and research from a variety of fields to answer some of the most crucial questions about this still vexing and all-too-common condition. He has delivered a clear, comprehensive work that is both engaging and original. A rewarding, useful and accessible read. F. Xavier Castellanos, M.D., Professor of Child and Adolescent Psychiatry, Professor of Professor of Radiology, and Physiology and Neuroscience, and Director, Center for Neurodevelopmental Disorders. New York University, Langone Medical Center Child Study Center ​ Outside the Box offers an accessible update on the latest research about ADHD and answers questions and doubts that many struggle with about this disorder which is very prevalent in children and adults all over the world. Sandra Kooij, M.D., Ph.D., Chair, European Network Adult ADHD ​ Tom Brown’s clearly written, evidence-based update on Attention-Deficit/Hyperactivity Disorder is a must-read for professionals working with people struggling with ADHD and for adolescents and adults with ADHD seeking a deeper understanding of the disorder. The many clinical vignettes add interest and remind us of the person behind the diagnosis. Sections debunking common misunderstandings and summarizing important facts about ADHD are gems! Mina K. Dulcan, M.D. Head, Child and Adolescent Psychiatry, Ann & Robert H. Lurie Children’s Hospital of Chicago, Professor of Psychiatry and Behavioral Sciences and Pediatrics Northwestern University Feinberg School of Medicine ​ Comprehensive, compassionate, and clear, Brown’s authoritative survey on attention deficit disorders integrates rich clinical experience with cutting-edge neuroscience and epidemiology. The book provides a textured overview of ADD/ADHD symptoms and comorbidities. Brown’s views on such topics as measurement bias and non-pharmaceutical adjunctive treatment are compelling. This rigorous yet approachable text is ideal for clinicians, academic researchers, parents and patients alike. Ronald C. Kessler, Ph.D., McNeil Family Professor, Department of Health Care Policy, Harvard Medical School ​ Well written, clear and concise, Dr. Brown’s Outside the Box explodes many of the myths and misunderstandings surrounding ADHD. In his calm, reassuring style, he provides the information families and young adults with ADHD need to not only to understand this disorder, but also to seek out proper treatment This is a much needed book amidst all the confusion that abounds today. Patricia O. Quinn, MD, Developmental Pediatrician, Washington DC and author of 100 Questions and Answers about ADHD in Women and Girls ​ Professor Brown has written with his usual insightful understanding and communicates in an understandable way that will be a most valuable asset for professionals, patients, and parents alike. A brilliant read and one I will come back to many times. As a patient advocate, this is an invaluable resource for me. Andrea Bilbow, OBE, Founder of Attention Deficit Information and Support Service (ADDISS) in U.K. Smart bu Stuck Smart but Stuck: Emotions in Teens and Adults “No matter where you are in your journey to success, if you have ADHD, this book will help to speed you on your way. I could not recommend it more highly.” Edward (Ned) Hallowell, MD, author, Driven to Distraction and Delivered from Distraction ​ ​ “Clearly written, rich in detail, and full of helpful advice, this book will be beneficial to anyone with ADHD and to those who struggle to live with, understand, and help them.” Russell A. Barkley, PhD, clinical professor, Psychiatry and Pediatrics, Medical University of South Carolina; author, Taking Charge of ADHD and Taking Charge of Adult ADHD ​ ​ “This book, reflecting Dr. Brown’s 35 years of clinical practice combined with the latest findings from affective neuroscience, is a must-read for anyone who is interested in ADHD.”​ James J. Gross, PhD, professor, psychology, Stanford University; editor, Handbook of Emotion Regulation ​ ​ “Dr. Brown introduces a forgotten piece in the life of those suffering from ADHD—the role of emotions.” Luis Augusto Rohde, MD, PhD, president, World Federation of ADHD; professor,psychiatry, Federal University of Rio Grande do Sul, Brazil. ​ ​ “These engaging vignettes vividly bring to life emotional difficulties that, even for very intelligent teens and adults, can lead to frustration and failure in efforts to overcome their deficits in attention, organization, and motivation.” Mina K. Dulcan, MD, professor, Psychiatry, Behavioral Sciences and Pediatrics,Ann & Robert H. Lurie Children’s Hospital of Chicago and Northwestern University Feinberg School of Medicine. A New Understanding of ADHD A New Understanding of ADHD in Children and Adults “Dr. Brown more than fulfills his promise to provide an accessible summary that describes and integrates new facts and perspectives on ADHD. The book is comprehensive, current, and engagingly written. It will be a terrific resource for parents, educators, and clinicians as well as for patients themselves.”​​​​​​ F. Xavier Castellanos, M.D., Brooke and Daniel Neidich Professor of Child and Adolescent Psychiatry, Professor of Radiology and Physiology and Neuroscience, and Director, Center for Neurodevelopmental Disorders, New York University Langone Medical Center Child Study Center ​ “Brown presents a comprehensive case for comprehending this disorder in terms of a wide range of executive functions, rather than on the basis of behavior and attention alone. Loaded with up-to-date research findings and synthetic in scope, this work is bound to challenge assumptions and pave the way toward new paradigms.”​ Stephen P. Hinshaw, Ph.D., Professor of Psychology, University of California, Berkeley, and Editor, Psychological Bulletin ​ “Tom Brown’s book is placing cognitive changes at the heart of ADHD and drawing out the implications for clinicians and researchers. It is a welcome corrective to the overemphasis on disruptive behavior and it is written so clearly that it can be recommended to everyone who wants to understand the nature of this serious problem for adults and children.” Eric Taylor, FRCP, FRCPsych, Professor of Child and Adolescent Psychiatry, Institute of Psychiatry, University of London ​ ​ “A very intriguing read. Dr. Brown skillfully examines the diverse nature of executive functions, ADHD, and their overlap.” Timothy E. Wilens, M.D., Associate Professor of Psychiatry, Harvard Medical School, and Director of Substance Abuse Services, Massachusetts General Hospital ​ “Professionals and lay people looking for a synthesis of our current understanding of this condition will find Dr. Brown’s latest book a sensible, understandable, and very readable contribution.” Gabrielle A. Carlson, M.D., Professor of Psychiatry and Pediatrics, and Director, Child and Adolescent Psychiatry, Stony Brook University School of Medicine. ​ ​ “Dr. Brown presents a science-driven and cohesive way of re-conceptualizing the disorder, revitalizing the central role of executive functioning impairment in ADHD. This book translates recent advance in ADHD science into understandable words not only for mental health professionals, but for all those interest in this very prevalent disorder affecting individuals across the whole life cycle.” Luis Augusto Rohde, M.D., Ph.D., President of the World Federation of ADHD, and Professor of Psychiatry, Federal University of Rio Grande do Sul, Brazil ​ ​ “Tom Brown’s newest book pulls from the latest research in ADHD to present anew explanatory paradigm. Research results are distilled to debunk myths and offer sound guidance on evaluation and effective treatment. This book is a must-read for any education, health, or mental health professional who encounters children or adults with ADHD. Its direct and clear language makes the explanations and conclusions accessible to parents and adult patients, too.” Mina K. Dulcan, M.D., Osterman Professor of Child Psychiatry and Head, Department of Child and Adolescent Psychiatry at the Ann & Robert H. Lurie Children’s Hospital of Chicago; Professor of Psychiatry and Behavioral Sciences and Pediatrics, and Director, Child and Adolescent Psychiatry, Northwestern University Feinberg School of Medicine. ​ “This book presents a highly useful and current summation of the major findings concerning ADHD and the role of executive functioning in it. Clinicians, students, and laypeople will find here much valuable information on the disorder, its assessment and diagnosis, and its management.” Russell A. Barkley, Ph.D., Clinical Professor of Psychiatry and Pediatrics, Medical University of South Carolina. ​ “Thomas E. Brown has produced a comprehensive reference. It extends our understanding of the impact of Attention Deficit Hyperactivity Disorder as that diagnosis assumes new borders in DSM 5.” Martha Bridge Denckla, M.D., Professor of Neurology, Pediatrics, and Psychiatry, Johns Hopkins University School of Medicine, and Director, Developmental Cognitive Neurology, Kennedy Krieger Institute. ​ “Tom Brown is one of the true pioneers in our growing understanding of ADHD. Both a clinician and a researcher, he continues to deepen and enlarge our knowledge of ADHD. Dr. Brown is a dedicated doctor who’s written yet another brilliant book.” Edward Hallowell, M.D., author of Delivered from Distraction and The Childhood Roots of Adult Happiness ​ ADD: The Unfocused Mind Attention Deficit Disorder: The Unfocused Mind in Children and Adults “This fine book, is rich with clinical anecdotes that provide great insight into ADD/ADHD. It demonstrates why ADHD is a far more profound disorder of cognitive development than many people believe. Dispelling many myths, this book provides scientifically based recommendations for the management of the disorder. Well done and well worth reading.” Russell A. Barkley, Ph.D. SUNY Upstate Medical School ​ “Authoritative and ground-breaking. This is a superb book. I recommend it highly!” Edward Hallowell, M.D., author of Delivered from Distraction: Getting the Most Out of Life with ADD ​ “A timely, practical and much needed text on a medical problem of enormous importance. A lucid discussion, exquisitely attuned to both the critical assessment of empirical fact and the unique human situation of each patient.” Joaquin M. Fuster, M.D., Ph.D. University of California, Los Angeles, author of The Prefrontal Cortex ​ “Dr. Brown provides compassionate understanding and a fresh perspective on how manifestations of ADHD change across childhood, adolescence and adulthood.” Rosemary Tannock, Ph.D., The Hospital for Sick Children & University of Toronto, Canada ​ “While rooted in science, this book goes far beyond typical clinical explanations to get to the heart of the matter. People living with ADHD will identify themselves and their loved ones on every page.” Evelyn Polk Green, Attention Deficit Disorder Association ​ “Dr. Brown has combined neuroscience information with very good clinical examples in a way that will be of great benefit for patients, for students and clinicians.” Professor Joseph Sergeant, Ph.D. Free University of Amsterdam ​ “People struggling with problems organizing themselves and concentrating will find much here to help them know and overcome their difficulties.” Professor Eric Taylor, FRCP, FRCPsych. Institute of Psychiatry, King’s College, University of London ​ “Readers will come away with new insights and a treasure trove of essential strategies to effectively manage ADHD and related conditions.” Harvey C. Parker, Ph.D., Co-founder of Children and Adults with Attention Deficit Disorder (CHADD) ​ “This book provides a vivid and lucid description of ADHD across the lifespan; as a clinical resource, it will be useful to professionals and lay readers.” Martha Bridge Denckla, M.D. The Kennedy Krieger Institute, Johns Hopkins University ​ “Attention Deficit Disorders documents Dr. Brown’s thirty years of listening to patients of all ages who tried, but could not ‘pay attention.’ Patients will recognize the deficits that have hampered them, and meet others with similar difficulties.” Margaret Weiss, M.D., Ph.D. Children and Women’s Health Centre in British Columbia. Author of ADHD in Adulthood. ​ “Dr. Brown’s book clearly describes Attention Deficit Hyperactivity Disorder and its treatment. Through many examples, it clarifies what is known and what are myths and misinformation.” Mark Wolraich, M.D., University of Oklahoma Health Sciences Center ADHD Comorbidities Handbook ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults “This book offers a rich compendium of information about what is currently known about ADHD and how it can be most effectively treated in all its complexities.” From the Forword. F. Xavier Castellanos, M.D. , New York University Child Study Center and Nathan Kline Institute for Psychiatric Research, New York, New York. ​ This is the most up-to-date book on this topic currently available and richly rewards the reader, whether clinician, scientist, or student, with its substantial breadth of coverage and detail. Russell A. Barkley, Ph.D., Clinical Professor, Medical University of South Carolina, Charleston, South Carolina, and Research Professor, SUNY Upstate Medical University, Syracuse, New York. ​ Every conceivable psychiatric comorbidity is covered, by experts in each. Specific chapters are devoted to assessment of ADHD and comorbid disorders and the variety of treatments: pharmacotherapy, psychosocial interventions, cognitive therapy for adults, and tailoring treatment to best fit each person and family. Given the high prevalence of ADHD, this volume should be on every clinician’s shelf. Mina Dulcan, M.D., Osterman Professor of Child Psychiatry, Children’s Memorial Hospital; Head, Child and Adolescent Psychiatry, Children’s Memorial Hospital and Northwestern Memorial Hospital; Head, Child and Adolescent Psychiatry and Professor of Psychiatry and Behavioral Sciences and Pediatrics, Northwestern University’s Feinberg School of Medicine, Chicago, Illinois ​ “It is a comprehensive and exhaustive volume, with ample references, suggestions for further readings, and even useful web sites. While the information can be overwhelming, the variety of therapeutic responses to the syndrome—from cognitive and behavioral therapy to appropriate medication—offer a glimmer of hope for concerned teachers and beleaguered family members.” From “Review of ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults.” Merri Rosenberg, Education Update (www.EducationUpdate.com ). To read the rest of the review, download the pdf.