Paul Tough

If you're having impulse control, if you're distracted by everything else that's going on in the room, when you take this medication that makes whatever you're supposed to be looking at seem more interesting, it makes it easier to focus, easier to sit still.

Scientifically, there is not yet any real data showing that there's any particular sort of parent training or behavioral techniques that makes things better, which I think is really frustrating for a lot of clinicians and a lot of parents. And I think, as a result, tends to make medication seem like a more attractive alternative.

Scientifically, there is not yet any real data showing that there's any particular sort of parent training or behavioral techniques that makes things better, which I think is really frustrating for a lot of clinicians and a lot of parents. And I think, as a result, tends to make medication seem like a more attractive alternative.

Scientifically, there is not yet any real data showing that there's any particular sort of parent training or behavioral techniques that makes things better, which I think is really frustrating for a lot of clinicians and a lot of parents. And I think, as a result, tends to make medication seem like a more attractive alternative.

But lots of clinicians have found their own ways of working with kids and with families that are just about like helping to create a calmer atmosphere in the classroom, a calmer atmosphere at home. you know, things as basic as, you know, post-it notes and calendars and just ways of helping you organize your thoughts, organize your schoolwork.

But lots of clinicians have found their own ways of working with kids and with families that are just about like helping to create a calmer atmosphere in the classroom, a calmer atmosphere at home. you know, things as basic as, you know, post-it notes and calendars and just ways of helping you organize your thoughts, organize your schoolwork.

But lots of clinicians have found their own ways of working with kids and with families that are just about like helping to create a calmer atmosphere in the classroom, a calmer atmosphere at home. you know, things as basic as, you know, post-it notes and calendars and just ways of helping you organize your thoughts, organize your schoolwork.

If you're a kid in school, you know, none of those are a perfect cure, but a lot of them seem to help. And I think they're really individualistic and, you know, a good clinician can help a family figure out the solutions or the tools, the interventions that are most helpful for that child.

If you're a kid in school, you know, none of those are a perfect cure, but a lot of them seem to help. And I think they're really individualistic and, you know, a good clinician can help a family figure out the solutions or the tools, the interventions that are most helpful for that child.

If you're a kid in school, you know, none of those are a perfect cure, but a lot of them seem to help. And I think they're really individualistic and, you know, a good clinician can help a family figure out the solutions or the tools, the interventions that are most helpful for that child.

Yeah, so he's written a lot about it. Probably the most well-known, the most prominent doctor, scientist when it comes to popularizing our ideas about ADHD. And what he talks about in this speech is that ADHD is basically diabetes of the brain. So it's a chronic condition that you're going to have to treat for your whole life. And he tends to focus on the downsides of ADHD.

Yeah, so he's written a lot about it. Probably the most well-known, the most prominent doctor, scientist when it comes to popularizing our ideas about ADHD. And what he talks about in this speech is that ADHD is basically diabetes of the brain. So it's a chronic condition that you're going to have to treat for your whole life. And he tends to focus on the downsides of ADHD.

Yeah, so he's written a lot about it. Probably the most well-known, the most prominent doctor, scientist when it comes to popularizing our ideas about ADHD. And what he talks about in this speech is that ADHD is basically diabetes of the brain. So it's a chronic condition that you're going to have to treat for your whole life. And he tends to focus on the downsides of ADHD.

He takes very seriously the real problems that can occur for kids and adults who have ADHD, including higher rates of traffic accidents, of early death, of drug addiction. And the way that he looks at ADHD is to look at it as this very much sort of black and white, yes or no diagnosis, like diabetes. If you've got it, you've got it. If you don't, you don't.

He takes very seriously the real problems that can occur for kids and adults who have ADHD, including higher rates of traffic accidents, of early death, of drug addiction. And the way that he looks at ADHD is to look at it as this very much sort of black and white, yes or no diagnosis, like diabetes. If you've got it, you've got it. If you don't, you don't.

He takes very seriously the real problems that can occur for kids and adults who have ADHD, including higher rates of traffic accidents, of early death, of drug addiction. And the way that he looks at ADHD is to look at it as this very much sort of black and white, yes or no diagnosis, like diabetes. If you've got it, you've got it. If you don't, you don't.

Well, the main point of that consensus statement was exactly to defend the diagnosis against critics. And so a lot of that statement is just about the basic fact that this is a real diagnosis that has real consequences.

Well, the main point of that consensus statement was exactly to defend the diagnosis against critics. And so a lot of that statement is just about the basic fact that this is a real diagnosis that has real consequences.

Well, the main point of that consensus statement was exactly to defend the diagnosis against critics. And so a lot of that statement is just about the basic fact that this is a real diagnosis that has real consequences.

What I was drawn to in that statement was the focus on biomarkers, on particular biological signatures that could let us identify ADHD and in the process say, this is clearly a biological condition, not just a psychological one. And it focused on three particular biomarkers. One was certain electrical signals in the brain that seemed different in kids with ADHD and without.