Taking Charge of ADHD is widely regarded as a comprehensive and authoritative guide for parents of children with ADHD. Readers appreciate Barkley's scientific approach and the depth of information provided. Many found the book validating and insightful, offering practical strategies for managing ADHD. However, some felt it was overly clinical and pessimistic in tone. The book's strengths lie in its thorough explanation of ADHD as an executive function disorder and its evidence-based recommendations for treatment and support.
ADHD is a developmental disorder of self-control, not just attention
Genetic and neurological factors are primary causes of ADHD
ADHD impacts multiple aspects of a child's life beyond academics
Effective parenting requires a principle-centered, executive approach
Behavioral management techniques are crucial for children with ADHD
School success depends on teacher knowledge and classroom strategies
Parent-child relationship should take priority over academic pressures
ADHD is probably among the best studied of all psychological disorders of childhood. Still, our understanding of the psychology of ADHD is far from complete.
Executive functioning deficit. ADHD is primarily a disorder of self-control and executive functioning, rather than just attention. This involves difficulties with:
Inhibiting behavior
Sustaining attention
Controlling impulses
Self-regulating activity level
Working memory
Planning and organizing
Emotional self-regulation
Children with ADHD struggle to manage their behavior relative to time and future consequences. They often live in the "now" and have trouble considering long-term implications of their actions.
The evidence that ADHD is a valid disorder is not only abundant but of a long-standing nature and has been considered to be such by clinical scientists for decades if not centuries.
Biological basis. ADHD has a strong genetic component and is associated with neurological differences:
70-80% of ADHD risk is attributable to genetic factors
Brain imaging studies show structural and functional differences in individuals with ADHD
Key brain regions affected include:
Prefrontal cortex
Basal ganglia
Cerebellum
Anterior cingulate cortex
Environmental factors like maternal smoking or alcohol use during pregnancy may increase risk in some cases, but are not the primary cause for most individuals with ADHD.
ADHD is real: a real disorder, a real problem, and often a real obstacle. It can be heartbreaking and nerve-wracking when not treated properly.
Pervasive impacts. ADHD affects various domains of a child's life:
Academic performance: Difficulty completing work, lower grades, higher retention rates
Social relationships: Trouble making and keeping friends, social rejection
Family dynamics: Increased stress and conflict at home
Emotional well-being: Lower self-esteem, higher rates of anxiety and depression
Behavior: Higher rates of oppositional behavior and conduct problems
Future outcomes: Increased risk of substance abuse, job instability, and relationship difficulties
Understanding the wide-ranging impacts of ADHD is crucial for developing comprehensive treatment plans and support strategies.
To claim that ADHD is a real developmental disorder, scientists must show that (1) it arises early in child development; (2) it clearly distinguishes these children from normal children or those who do not have the disorder; (3) it is relatively pervasive or occurs across many different situations, though not necessarily all of them; (4) it affects a child's ability to function successfully in meeting the typical demands placed on children of that age in various major life activities; (5) it is relatively persistent over time or development; (6) it is not readily accounted for by purely environmental or social causes; (7) it is related to abnormalities in brain functioning or development, which is to say that there exists a failure or deficit in the natural functioning of a mental ability that occurs in all normal humans; and (8) it is associated with other biological factors that can affect brain functioning or development (that is, genetics, injuries, toxins, etc.).
Executive parenting. Parents of children with ADHD must adopt a strategic, principle-centered approach:
Understand ADHD as a developmental disorder
Develop realistic expectations and a coping attitude
Establish clear rules and consistently enforce them
Communicate positively and effectively
Use problem-solving strategies for disagreements
Implement behavioral management techniques
Collaborate with schools and professionals
Maintain a sense of humor and practice self-care
This approach helps parents navigate the challenges of raising a child with ADHD while maintaining a positive relationship and promoting the child's growth and development.
The treatment programs suggested here will need to be combined with medication to treat the school problems of a child with ADHD. Recent research shows that the combination of behavioral programs and medication produces improvements that are superior to either treatment used alone.
Behavior modification. Effective strategies for managing ADHD behaviors include:
Positive reinforcement: Praise, token systems, and rewards for desired behaviors
Clear consequences: Consistent, immediate responses to misbehavior
Time-out: Brief removal from rewarding activities for serious misbehavior
Home-school communication: Daily report cards to coordinate efforts
Self-monitoring: Teaching children to track and evaluate their own behavior
Key principles:
Provide frequent, immediate feedback
Use more powerful consequences than for typical children
Implement rewards before punishments
Maintain consistency across settings
Combining these behavioral techniques with medication (when appropriate) often yields the best results for children with ADHD.
The single most important ingredient in your child's success at school is your child's teacher.
Classroom accommodations. Effective strategies for supporting students with ADHD include:
Seating arrangements: Close to teacher, away from distractions
Task modifications: Breaking assignments into smaller chunks, providing extra time
Visual aids: Posting schedules, rules, and reminders
Active learning: Incorporating movement and hands-on activities
Organizational support: Helping with materials management and planning
Teacher characteristics that promote success:
Knowledge of ADHD and its impact on learning
Willingness to implement accommodations and behavioral strategies
Positive attitude towards students with special needs
Ability to collaborate with parents and other professionals
Parents should advocate for appropriate classroom supports and work closely with teachers to ensure their child's needs are met.
A parent's relationship with a child is a sacred bond and trust and ultimately must be appreciated by both parents and teachers as having a higher priority to and serving as a fundamental underpinning of any academic priority.
Balanced approach. While academic success is important, it should not come at the expense of the parent-child relationship:
Set realistic expectations for academic performance
Limit homework time to age-appropriate levels
Prioritize positive interactions and bonding activities
Seek professional help for tutoring when needed
Communicate with teachers about balancing school demands and family life
Remember that a strong, supportive parent-child relationship provides the foundation for long-term success and well-being. Overemphasis on academics can damage this crucial bond and potentially lead to negative outcomes in other areas of the child's life.