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The Brown ADHD Clinic is a private practice for assessment & treatment of ADHD and related problems for children & adults, with a specialty for those with high IQ. The Clinic recognizes that ADHD is more than behavioral, rather a problem with the brain's executive function system. Welco me to the BROWN ADHD Clinic Manhattan Beach, California The Brown Clinic is a Private Practice Our clinicians offer expert Diagnostic Evaluations & Treatment for ADHD & Related Disorders in Children, Adolescents & Adults. We have a sub-specialty for those with high-IQ. ** We DO NOT take insurance for payment of services. ** Thomas E. Brown, Ph.D. Director Thomas E. Brown is a clinical psychologist who received his Ph.D. from Yale University and specializes in assessment and treatment of high-IQ children, adolescents and adults with ADHD & related problems. In his 40+ years of experience, Dr. Brown has contributed to over 30 journal publications, 7 books , and presented in speaking engagements and lectures throughout the US and in 45+ other countries. He was inducted into the CHADD Hall of Fame for outstanding contributions to research and professional education about ADHD in children and adults. Dr. Brown has also been elected a Fellow of the American Psychological Association. Ryan J. Kennedy, DNP, FNP-C, PMHS Associate Director Ryan J. Kennedy is a board-certified family nurse practitioner who received his doctorate in nursing practice from Quinnipiac University. He is a Pediatric Primary Care Mental Health Specialist (PMHS) and completed training in the Master Psychopharmacology Program by the Neuroscience Education Institute (NEI). He specializes in assessment and treatment of ADHD and Related Disorders. At the Brown Clinic, he offers evaluations and treatment for children, adolescents, and adults. P atients must be seen in-office, from California and he is able to provide expert medication management, behavioral and therapy services for patients of all ages. Meet our Clinicians NEW PATIENT REGISTRATION ALL prospective patients are required to 1st schedule a brief intake call with our Patient Coordinator prior to scheduling an evaluation. Our intake staff are professionally trained & specialize in screening prospective individuals who fit our provider's scope of practice & clinic services. During the intake call, we will help schedule your Initial Diagnostic Evaluation. We'll answer questions about our clinic & providers, share our process for new & established patients, office policies, follow-up services, & scheduling. *After the intake call, we'll send you forms required for Registration* Self-Schedule an Intake Call for New Patients Description of Services & Fees (Click Here to Open) Our Services NEW PATIENTS INITIAL EVALUATION All patients new to our clinic begin with our initial 3-hour initial diagnostic & psychological evaluation. Our clinicians are experts in their field and offer this comprehensive consultation & testing for ADHD & screening for other related problems that often co-occur with ADHD. Our comprehensive assessment helps to discover a better understanding of your individual strengths, difficulties and needs. Our clinicians will share their impressions and together we develop a treatment plan. Read More > CURRENT PATIENTS Follow-UP SERVICES Established patients can schedule follow up appointments with our doctors for the following services Medication Treatment Individual Therapy Parent/Family Sessions Cognitive Therapy Executive Function Skills Treatment of Comorbidity Behavior Management Read More > TREATMNENT Additional SERVICES Established patients with attention and learning problems may be eligible for accommodations. After testing, we are able to prepare Narrative Summary Reports often required to verify eligibility for accommodations. Executive Function Associated Disorders Cognitive Abilities Intelligence (I.Q.) Academic Achievement Learning Disorders Psycho-Educational Testing Read More > Every person, not just those with ADHD, develop an Executive Function system. This brain system is complex and wired through several brain regions; it undergoes a pruning process from early childhood and continues to develop through adulthood. However, because executive functions are mostly subconscious, this helps to answer how a person with ADHD can focus very well for tasks under pressure or activities of strong interest ... and yet struggle with the many routine tasks of daily life. Every person, not just those with ADHD, develop an Executive Function system. This brain system is complex and wired through several brain regions; it undergoes a pruning process from early childhood and continues to develop through adulthood. However, because executive functions are mostly subconscious, this helps to answer how a person with ADHD can focus very well for tasks under pressure or activities of strong interest ... and yet struggle with the many routine tasks of daily life. publications by brown & Kennedy Contact Us Contact Us Required to select an option below * Interested in New Patient Evaluation Seeking An Evaluation for my child I am an Existing Patient of Drs. 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What is ADHD, anyway? Well, you're about to find out after listening to Dr. Thomas E. Brown, a leading expert in ADHD for 30+ years. In this 28-minute video, Understood.com interviewed Dr. Brown for a discussion about new understandings of ADHD and the Brown Attention/Executive Function Model. Click to watch video on YouTube What's Up Next? Video: Guide to Expert Diagnosis

Modelo del Trastorno de Déficit de Atención desarrollado por el Dr. Brown Dr. Brown ha dedicado su trayectoria profesional a estudiar el Trastorno de Déficit de Atención y el Trastorno de Déficit de Atención con Hiperactividad (TDA/TDAH). Basándose en más de 25 años de entrevistas e investigaciones con niños, adolescentes y adultos que presentan TDA o TDAH, Dr. Brown ha desarrollado un extenso modelo para describir las complejas funciones cognitivas que se ven afectadas por esta perturbación. Este modelo describe las funciones ejecutivas, el sistema de manejo cognitivo del cerebro humano. Aunque el modelo muestra seis conjuntos separados, estas funciones se desempeñan juntas continuamente, por lo general con rapidez y de forma inconsciente, para ayudar a cada individuo a manejar muchas de las tareas de la vida diaria. Las funciones se presentan en sus formas básicas en los niños pequeños y gradualmente se hacen más complejas a medida en que el cerebro madura a lo largo de la niñez, la adolescencia y la primera fase de la edad adulta. Todo el mundo presenta fallas ocasionales en sus funciones ejecutivas. Sin embargo, los individuos con TDAH experimentan mayor dificultad en el desarrollo y uso de estas funciones que la mayoría de las personas de la misma edad y nivel de desarrollo. No obstante, incluso los individuos con un severo TDAH usualmente tienen algunas actividades en las que las funciones ejecutivas funcionan muy bien. ¡No hay que desanimarse! Una persona puede tener una dificultad crónica con síntomas de TDAH en la mayoría de las áreas de la vida, pero cuando se trata de algunos intereses especiales como practicar un deporte o disfrutar videojuegos, hacer algo artístico o edificaciones con lego, no da muestras de los síntomas del TDAH. Este fenómeno de “puedo hacer esto aquí, pero no en la mayoría de los otros lugares” podría hacer suponer que el TDAH es un problema simple de falta de fuerza de voluntad; pero no es así. Estas fallas de las funciones ejecutivas usualmente se deben a problemas congénitos en la química del sistema que maneja el cerebro. Utilizando métodos de entrevistas clínicas, Dr. Brown estudió a niños, adolescentes y adultos diagnosticados con el TDAH según los criterios de DSM. Comparó las descripciones que ellos hacían de sus problemas con las descripciones de los controles normales. Las comparaciones entre las personas diagnosticadas con TDAH y las muestras no clínicas en cada grupo de edad arrojaron informes de fallas que pueden ser reconocidas en seis conjuntos de este modelo de funciones ejecutivas. Activación : organizar las tareas y materiales, estimar tiempo, establecer prioridades de las tareas e iniciar la actividad.Los pacientes con el TDAH describen una dificultad crónica con excesiva dilación. A menudo aplazan el iniciar una tarea, incluso una actividad que reconocen como algo muy importante para ellos, hasta el último minuto. Es como si no pudieran empezar y sólo lo hacen cuando perciben la tarea como algo de aguda emergencia. Foco : centrarse, conservar la atención, mantenerse concentrado en las tareas. Algunos describen sus dificultades para mantener la atención como lo que sucede cuando tratan de escuchar la radio de un automóvil mientras se alejan de la estación y la señal comienza a perderse: se capta algo de ella y se pierde parte de la misma. Dicen que se distraen fácilmente no sólo por las cosas que suceden a su alrededor, sino por sus propios pensamientos. Además, concentrarse en leer es algo difícil para muchos de ellos. Generalmente entienden las palabras cuando las leen, pero a menudo tienen que releer una y otra vez para poder captar el significado cabalmente y recordarlo. Esfuerzo : regular el estado de alerta, mantener el esfuerzo y procesar la velocidad. Muchas personas con TDAH indican que pueden realizar proyectos de corto plazo, pero enfrentan mucha más dificultad a la hora de ejecutar un esfuerzo sostenido durante largos períodos de tiempo. También se les dificulta concluir las tareas a tiempo, especialmente cuando les piden que redacten un texto expositivo. Un gran número de pacientes experimenta una dificultad crónica en cuanto a la regulación del sueño y la vigilia. A menudo permanecen despiertos hasta tarde porque no pueden “apagar” sus mentes. Una vez dormidos, frecuentemente duermen como muertos y tienen grandes dificultades para levantarse por la mañana. Emoción : manejar la frustración y controlar las emociones. Aunque el DSM-IV (clasificación internacional de los trastornos mentales) no reconoce ningún síntoma relacionado con el manejo de las emociones como un aspecto del TDAH, muchas personas con este desorden dicen experimentar dificultades crónicas con relación al manejo de la frustración, la ira, la ansiedad, la desilusión, el deseo y otras emociones. Hablan como si estas emociones se apoderaran de su pensamiento así como los virus de computadoras invaden un PC, lo que les hace imposible prestar atención a cualquier otra cosa. Les resulta sumamente difícil poner las emociones en perspectiva, colocarlas en la trastienda de la mente y proseguir con lo que necesitan hacer. Memoria : usar la memoria funcional y tener acceso al recuerdo. Con frecuencia, las personas con TDAH señalan que poseen una memoria adecuada o excepcional para cosas que ocurrieron mucho tiempo atrás, pero experimentan grandes dificultades a la hora de poder recordar dónde acaban de poner algo, lo que alguien les dijo un minuto atrás o qué estaban por decir. Pueden describir cierta dificultad para tener una o varias cosas “en línea” mientras atienden otras tareas. Además, las personas con TDAH a menudo se quejan porque no pueden extraer información que tienen en la memoria cuando la necesitan. Acción : hacer seguimiento de la propia acción y controlarla. Muchas personas con TDAH, incluso aquellas sin problemas de comportamiento hiperactivo, notifican problemas crónicos a la hora de controlar sus acciones. A menudo son demasiado impulsivas en lo que dicen o hacen, así como en su forma de pensar, por lo que llegan muy rápidamente a conclusiones erróneas. Las personas con TDAH también dicen experimentar problemas cuando desean hacer un seguimiento del contexto en el cual están interactuando. No logran advertir cuándo los demás se sienten desconcertados, heridos o contrariados por lo que ellas acaban de decir o hacer, y por lo tanto no alteran su comportamiento en respuesta a circunstancias específicas. Asimismo, muchas veces dicen experimentar dificultades crónicas cuando desean controlar el ritmo de sus acciones: desacelerarse o acelerarse según lo necesiten para tareas específicas. La mayoría de los niños, adolescentes y adultos con TDAH dicen experimentar estas seis clases de deterioro de manera crónica, a un grado notablemente mayor que las personas sin TDAH. Estas clases no son categorías mutuamente excluyentes; tienden a coincidir en parte y a menudo son interactivas. Las Funciones Ejecutivas que presentan deterioro en los casos de TDAH son complejas y multifacéticas. Este modelo se explica detalladamente en el nuevo libro del Dr. Brown, Attention Deficit Disorder: The Unfocused Mind in Children and Adults (Trastorno de Déficit de Atención: la falta de concentración en niños, adolescentes y adultos), publicado por la Yale University Press en septiembre de 2005. El deterioro de las funciones ejecutivas se puede evaluar mediante las Escalas del Dr. Brown para el Trastorno de Déficit de Atención, que son escalas de puntaje estandarizadas para niños, adolescentes y adultos. Estas escalas, que son utilizadas tanto en escuelas y clínicas como por parte de médicos y especialistas en salud mental en todos los Estados Unidos, además de otros países, y los manuales que explican su uso e interpretación, son publicados por PsychCorp, la compañía que también publica las Escalas Wechsler para evaluar el coeficiente intelectual y la memoria. Brown EF/A Scales

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Browse the collection of books written and reviewed by Dr. Thomas E. Brown Top of Page Outside The Box Smart but Stuck A New Understanding of ADHD ADD: The Unfocused Mind ADHD Comorbidities Handbook Books Written by Thomas E. Brown, PhD Outside The Box Outside the Box: Rethinking ADD in Children and Adults— A Practical Guide Read Excerpt Read Critiques Outside the Box: Rethinking ADD/ADHD in Children and Adults—A Practical Guide identifies assumptions about ADD/ADHD that demand reevaluation in light of recent research. Building upon a current, science-based foundation, the book describes in practical terms how ADHD can be recognized at various ages; how it differs from more typical brain development; how it can significantly impair those affected; and how it can safely, and in most cases effectively, be treated in children and adults. The book extends Dr. Brown’s previous work utilizing current scientific research but also the experience and perspective of the author, a clinician who has devoted more than 35 years to studying this disorder formally and countless hours to engaging with and providing treatment for a diversity of children, teenagers, and adults with ADHD and related problems. The book’s audience includes laypersons and the wide variety of clinicians involved in assessing, treating, and/or monitoring the care of children and adults with this disorder (e.g., pediatricians, primary care physicians, psychologists, psychiatrists, neurologists, physician assistants, advanced practice nurses, and clinical social workers) and also educators, disability service providers, human resource specialists, and the adolescents and adults who seek more information about ADHD assessment and treatment for themselves or for family or friends. Table Contents: Introduction Basic Facts and the Central Mystery of ADHD A New Model of ADHD: Executive Function Impairments Differences Among Persons With ADHD Ways ADHD Can Impair Functioning at Various Age Levels How ADHD Impacts “Brain Googling” for Motivations How ADHD Develops, Sometimes Gets Worse, and Sometimes Improves How and Why Other Disorders Often Co-Occur With ADHD Assessing Children, Teenagers, and Adults for ADHD Emotional Dynamics in Individuals, Couples, and Families Coping With ADHD Practical Aspects of Medication Treatments for ADHD Practical Aspects of Nonmedication Interventions for ADHD Treatment Adaptations for ADHD With Various Complications Available in paperback and in eBook formats Smart but Stuck Smart but Stuck: Emotions in Teens and Adults with ADHD Current diagnostic criteria for ADHD do not explicitly include problems with emotions, but many with ADHD have much difficulty with recognizing, responding to, and managing their emotions—both positive and negative. This book explains why many with ADHD struggle so much with emotions and what can be done about it. “Smart but Stuck” offers a series of true stories about intelligent teens and adults who had gotten “stuck” in failures at school, work, or in getting along with friends and family because of their ADHD. It shows how they got “unstuck” by dealing with ups and downs of emotions they didn’t know they had. In this book you will meet and get to know 11 teens and adults including: • Sue, who earned high grades until middle school, then lost motivation for schoolwork and became disorganized and oppositional in 9th grade, frustrating teachers and family while losing hope for herself. • Mike, a college student who was put on academic probation. His dad always told him he’s smart but just lazy, and now he’s starting to believe it. • Steve, a computer programmer whose ADHD struggles have led to him losing his job—and his wife. He’s good at programming computers, but not at programming himself. • Sarah, who’s had trouble keeping track of things and getting work done since she hit menopause. She’s puzzled, since she never had such a hard time when she was younger. Read Excerpt Read Critiques For information on how to order this book: From the United States, click here From the United Kingdom and other European countries, click here A New Understanding of ADHD A New Understanding of ADHD in Children and Adults Read Excerpt Read Critiques For over 100 years, ADHD has been seen as essentially a behavior disorder. Recent scientific research has developed a new paradigm which recognizes ADHD as a developmental disorder of the cognitive management system of the brain, its executive functions. This cutting-edge book pulls together key ideas of this new understanding of ADHD, explaining them and describing in understandable language scientific research that supports this new model. It addresses questions like: Why can those with ADHD focus very well on some tasks while having great difficulty in focusing on other tasks they recognize as important? How does brain development and functioning of persons with ADHD differ from others? How do impairments of ADHD change from childhood through adolescence and in adulthood? What treatments help to improve ADHD impairments? How do they work? Are they safe? Why do those with ADHD have additional emotional, cognitive, and learning disorders more often than most others? What commonly-held assumptions about ADHD have now been proven wrong by scientific research? Psychiatrists, psychologists, social workers, and other medical and mental health professionals, as well as those affected by ADHD and their families, will find this to be an insightful and invaluable resource. Table of Contents Introduction 35 Myths about ADHD and Why they are Wrong A New Paradigm for an Old Disorder: ADHD as Impaire d Executive Functions What Research Reveals about the Causes and Unfolding Nature of ADHD How the New Model Changes Assessment of ADHD in Children and Adults How Treatments for ADHD Affect the Brain and Improve Executive Functions Why Many Learning and Psychiatric Disorders so often Co-occur with ADHD References Index For information on how to order this book: From the United States, click here From the United Kingdom and other European countries, click here ADD: The Unfocused Mind Attention Deficit Disorder: The Unfocused Mind in Children and Adults Myths about Attention Deficit Disorder abound. This disorder often goes unrecognized, and even when diagnosed may be inadequately treated. In this up-to-date and clearly written book for the general public as well as professionals in medicine, mental health and education, Dr. Brown describes his new way of understanding ADD. Drawing on recent findings in neuroscience and a rich variety of case histories from his clinical practice, he describes what ADD syndrome is, how it can be recognized at different ages, and how it can best be treated. This is the first book to address the perplexing question about ADD: how can individuals, some very bright, be chronically unable to “pay attention,” yet be able to focus very well on specific tasks that strongly interest them? Dr. Brown challenges the “willpower” explanation and explains how inherited malfunctions of the brain’s management system prevent some people from being able to deal adequately with challenging tasks of childhood, adolescence, and adulthood. His book is an authoritative and practical guide for physicians and psychologists, parents and teachers, and the 7 to 9 percent of persons who suffer from ADD or ADHD. Read Critiques For information on how to order this book: From the United States, click here From the United Kingdom and other European countries, click here ADHD Comorbidities Handbook ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults Read Critiques Many books address various aspects of ADHD – but only ADHD Comorbidities: Handbook for ADHD Complications in Children and Adults comprehensively describes the multiple ways in which other psychiatric and learning disorders complicate ADHD in both children and adults. This practical book features comprehensive, research-based information on ADHD and its full range of comorbidities – including anxiety disorders, mood disorders, learning disorders, substance abuse, sleep disorders, obsessive-compulsive disorder, autism spectrum disorders, oppositionality and aggression, Tourette syndrome, and developmental coordination disorder. The book offers a new paradigm for understanding ADHD, viewing it not as a simple behavior disorder, but as a complex developmental impairment of executive function, the management system of the brain. In accessible language, more than 30 researcher-clinician contributors summarize how to recognize ADHD and its comorbidities at various stages of development, from preschool age to adolescence to adulthood. Clinicians will find practical help “and acquire valuable guidance on tailoring medications and other interventions” to optimize treatment outcomes for patients of all ages with complex cases of ADHD.

Biographical Summary of Dr. Ryan J. Kennedy Free Publications & Resources Chapter 4: "Non-Medication Treatment for ADHD," By: TE Brown & RJ Kennedy (2019) Meet our Associate Director Ryan J. Kennedy, DNP, FNP-C, PMHS Ryan is the Associate Director of the Brown Clinic in Manhattan Beach. A native of Connecticut, Ryan attended SCSU & and received his Bachelor of Science in Public Health before moving on to become a registered nurse at Bridgeport-Hospital School of Nursing. He received his doctorate in nursing practice from Quinnipiac University, and he maintains board certification as a family nurse practitioner. He is a Pediatric Primary Care Mental Health Specialist (PMHS certification). He has completed the certificate program for the Master of Psychopharmacology through the Neuroscience Education Institute. He completed training in Cognitive-Behavioral Therapy through the Beck Institute of CBT and several years of intensive training in psychotherapy at the Yale Clinic for Attention & Related Disorders. In 2011, Ryan began to work alongside his mentor, a Yale-trained, clinical psychologist, Thomas E. Brown., Ph.D., where he worked in his private practice clinic for six years. Ryan was first Dr. Brown's research assistant and during graduate school he completed extensive training in the assessment, diagnosis, and treatment of ADHD & Related Disorders in children, adolescents, & adult patients. He has published articles in peer-reviewed journals, lectured at national and international conferences, co-author of several book publications on ADHD, and regularly provides training and continuing education lectures and workshops for medical and nursing healthcare providers & students. At the Brown Clinic, he also provides training & clincial education for resident physicians of UCLA-Harbor. Anchor 1 Anchor 2 "One of the most important things I love about my work is building strong relationships with my patients & and their loved ones. Over the years in this field, I've heard from hundreds of patients who had poor experiences in psychiatry, many people who have tried for years, and for some, decades, to search for answers to lifelong difficulties, in finding a provider who genuinely takes the time to understand the person beyond the patient. Every day, I continue to grow and learn from every interaction with my patients. I enjoy the opportunity to provide my patients a place where I can better serve them and understand their uniqueness, strengths, difficulties, and goals in life." "I am grateful to my patients who say that I listen to them carefully, instead of just hearing their voice... to be given the opportunity to have a space for patients to share their emotions, to validate their experiences, and to work together to find a treatment plan that is tailored to their individual needs. I hope to be the provider patients can find effective support and treatment, despite if they feel like they have given up, because of treatments that didn't help in the past, had providers who prescribed medication that didn't relieve their suffering, or patients who have 'tried it all' and hope to find a treatment plan that works for them." "I enjoy making connections with patients because my appointments are not confined to the typical, 15 to 30-minute appointment block... Instead, patients can schedule 1-hour appointments with me without a long wait. I can carefully listen to my patient's concerns and questions. This amount of time allows us to build a solid foundation and therapeutic relationship. This is my practice philosophy and why I am passionate about providing meaningful and effective care to patients. It is quality time that allows us to collaborate, which is essential for sustaining long-term, successful treatment of this common, yet complex, lifelong condition [ ADHD]."

Behavior Intervention Services and Social Skills Training Applied Behavior analysis (ABA ) can be very helpful in identifying problematic behaviors in school and/or family and to develop individualized strategies or systems to improve school, individual and family functioning. Consultation with families and schools can be provided to develop behavior intervention plans in the school setting and/or to collaborate in the IEP or 504 process. For children in middle or high school who struggle with social difficulties, we offer social skills training using the PEERS model for teaching how to make and keep friends and how to deal with social conflicts. Peers Program >

For our current patients, use this page to request one or more of the following options: request a follow up appointment, written reports or letters, medical records and documentation, & medication/prescription refills. Current Patients Click to Schedule Appointment New Patient? Click here to contact us & inquire about availability for new patient intake. Request Records Request chart documents Scan QR Code Download our Free App to Schedule Appointments Online

Top ADHD Questions Answered Thomas E. Brown, PhD.

Send us a message if you neeed copies of medical records, written reports or letters. Documentation Requests Report Policy & Fees NOTICE: if you are an established & current patient , use this form to request a letter or report regarding diagnosis, recommendations, and/or accommodations, preparation can take between several hours and billed at the doctor's hourly fee. If you need a brief summary for a diagnosis, treatment progress or medication recommendations, this may be subject to a fee depending on the time required to complete the letter. Please allow us at least a few weeks notice for requesting any reports. Requesting Documentation- Existing Patients ONLY I am requesting the following: * Initial Assessment Report (note: charges may apply) Requesting Records Requesting Superbill Requesting Individual Insurance Form Accomodations Report (preparation charges will apply) I understand turnaround can take 1-4 weeks, depending on the request Submit Thanks for submitting!

Read comments and critiques written by leaders in the field and their impression of Dr. Brown's work. 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.