The ADHD Parenting Podcast

Originally aired as Episode 4 — still as relevant as ever.

Hosts Ryan and Michael debate the controversial topic of screen use in children with ADHD, and whether it should be treated like an addiction. They explore the impact of screens on the developing brain, discussing the correlation between ADHD and addiction. Are screens truly addictive, or is it just compulsive use? How do screens affect executive functioning skills and social interactions? Tune in to discover their nuanced opinions and recommendations for parents struggling with screen time limits and the potential consequences of excessive screen use on a child's future success.

We're reissuing this one as Episode 68 (it was originally Episode 4) because the message here still holds up. In today's world of endless screens, short-form video, and devices in every pocket, this conversation is arguably more relevant than ever. Give it a listen (or a re-listen) — the questions Ryan and Michael raise about attention, addiction, and parenting in the digital age are ones every family is still wrestling with.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:01:35] Screen addiction in ADHD.

[00:07:01] Screen addiction and gambling comparison.

[00:08:05] Screen time and child behavior.

[00:14:37] Screen time limits for ADHD.

[00:18:09] Managing video game usage.

[00:22:16] Screens and refusal to brush.

[00:24:18] Screen time impact on children.

[00:27:13] Video games and social skills.

[00:32:37] Big tech concerns and parenting.

[00:36:51] Visual time management for kids.

[00:40:33] Importance of varied experiences.

Hosts Ryan and Mike take on anoother round of questions submitted by parents. Topics include screens and texting, boredom and sibling conflict, morning routines, a young adult testing house rules, and a kid who can't put down a book. Along the way, they talk about why earned incentives work better than consequences, how to avoid getting pulled into negative attention loops, and what it looks like to step back into parental authority, even when it feels late.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:00:54] 13-Year-Old Struggling With Texting Etiquette

[00:05:29] Boredom and Sibling Fights at Age 10

[00:10:35] Morning Routines: Ignoring Behavior vs. Consequences

[00:15:56] Reclaiming Parental Authority With an 18-Year-Old

[00:23:12] When a 9-Year-Old Won't Stop Reading

ADHD Parenting Podcast – Episode 66: Understanding ADHD Medications: What Parents Need to Know – Part Two

Hosts Ryan and Mike continue their two-part deep dive into ADHD medications by walking through the actual medication categories and how they differ. They cover the two stimulant families — methylphenidate-derived (Ritalin, Concerta, Focalin, Jornay PM) and amphetamine-derived (Adderall, Vyvanse, Dexedrine) — and explain why a poor response to one class doesn't mean all stimulants will fail. From there they break down alpha agonists like clonidine and guanfacine, non-stimulants including Strattera and Qelbree, and the role SSRIs play when anxiety or depression co-occurs with ADHD. They also address the growing reality that pediatricians and nurse practitioners — not psychiatrists — are now the primary prescribers of ADHD medication due to a severe nationwide shortage that isn't getting better. The episode closes with a reminder that parents don't need to become medication experts; they need enough knowledge to ask better questions and partner effectively with their child's prescriber.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:01:35] The Two Stimulant Families Explained

[00:03:42] Why Finding the Right Medication Takes Time

[00:05:11] Alpha Agonists: A Different Category

[00:06:44] Non-Stimulants: Strattera and Qelbree

[00:09:40] SSRIs and ADHD: Separate but Related

[00:11:12] Why Pediatricians Now Prescribe Most ADHD Meds

[00:13:11] Conclusion and Key Takeaways

Hosts Ryan and Mike tackle one of the most frequently asked questions from parents: Is ADHD medication safe? In this first installment of a two-part series, they break down what the long-term research actually shows about stimulant medications, address common fears around side effects — including appetite suppression, sleep difficulties, growth concerns, personality changes, tics, and cardiovascular risks — and explain how each is typically monitored and managed by prescribers. They also discuss the medication holiday debate, make the case that medication decisions should be adult-guided with input from the child rather than child-decided, and explain why pharmacogenetic testing doesn't deliver on its marketing promises. Throughout the episode, Ryan and Mike emphasize that the right question isn't just whether medication has risks, but what the risks of untreated ADHD look like — and that informed decisions should be made with a licensed clinician, not strangers in Facebook groups.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:02:21] Long-Term Safety of ADHD Medication[00:06:15] Common Side Effects and How to Manage Them[00:10:51] Height Velocity and Growth Concerns[00:12:15] Personality Flattening and the Zombie Myth[00:16:11] Should Kids Take Meds Only on School Days?[00:19:05] Who Should Make Medication Decisions?[00:22:18] Why Genetic Testing Doesn't Pick the Right Med[00:24:05] Conclusion and Part Two Preview

Hosts Ryan and Mike deliver the high school companion to their elementary and middle school back-to-school episode, focusing on the shift parents need to make from managing their teen to consulting.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:04:26] Tip 1: Stop Rescuing Executive Functions

[00:06:43] Tip 2: Set Technology Expectations Now

[00:10:00] The Phone You Bought Is Your Problem

[00:14:01] Tip 3: Build Independence, Not Dependence

[00:16:38] Bonus: Collaborative Relationships With Teachers

Hosts Ryan and Mike share the three things that will have the biggest impact on an ADHD child's school year — and none of them involve buying supplies. First, they explain why setting clear, specific expectations before school starts (morning routines, homework, electronics, bedtime, after-school activities) prevents the negotiation battles that derail families every fall. Second, they walk through building routines now rather than scrambling once school begins, with particular emphasis on keeping school-issued laptops out from behind closed doors and advocating with the school when technology becomes a distraction rather than a tool. Third, they lay out how to start strong with teachers through concise, collaborative communication — and why badmouthing a teacher in front of your child or demanding a classroom switch does more harm than good. Throughout the episode, Ryan and Mike stress that consistency lowers emotional intensity and that small changes now prevent big problems in September and October.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:05:19] Tip 1: Set Clear Expectations Before School

[00:09:23] Tip 2: Build Routines Before You Need Them

[00:13:45] Managing School-Issued Laptops and Screens

[00:16:37] Tip 3: Start Strong With Teachers

[00:21:18] Don't Badmouth Teachers in Front of Your Child

[00:22:47] Summary: Small Changes Now Prevent Big Problems

Hosts Ryan and Mike make the case that children with ADHD don't need fewer responsibilities — they need better-scaffolded, consistent ones. They introduce the idea of a "competent role": an ongoing, child-owned job that genuinely matters to the family, distinct from a random chore. Along the way they name the "high giving, low expectations" trap that well-meaning parents fall into, explain why learned helplessness gets weaponized to escape non-preferred tasks, and walk through the executive-function skills these roles quietly build. The episode closes with a practical playbook for creating one competent role this week, grounded in research on autonomy, competence, and relatedness.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:02:14] What a Competent Role Actually Is

[00:04:09] High Giving, Low Expectations

[00:11:09] The Four Parts of a Competent Role

[00:14:19] How Roles Build Executive Function

[00:16:50] Create One Competent Role This Week

Hosts Ryan and Mike work through five real listener questions covering some of the most common — and most misunderstood — challenges of raising kids with ADHD: a six-year-old with borderline intellectual functioning caught between a cautious school and a hands-off psychiatrist, a ten-year-old with total time blindness for non-preferred activities, sibling conflict where the hosts openly diverge on whether to hold the older child more accountable or redirect the younger one, a physically aggressive first-grader stuck in a cycle of ineffective next-day suspensions, and a fifteen-year-old with ADHD, anxiety, OCD, and autism who avoids school at the first sign of feeling unwell. The thread running through all five: executive functioning is environment-dependent, and parental accommodation — however loving — tends to make avoidance and anxiety worse rather than better.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:00:52] Borderline Functioning: School vs. Psychiatrist

[00:05:16] Time Blindness and Non-Preferred Activities

[00:09:03] Sibling Conflict and the Dopamine Cycle

[00:15:15] Aggression, Suspensions, and Brain Breaks

[00:22:28] Autism, Illness Avoidance, and School Refusal

In part two of this two-part series, Mike and Ryan discuss why families often abandon medication too quickly after a single difficult trial, the importance of trial-and-error in finding the right medication regimen, and why genetic testing isn't the shortcut many parents hope it will be.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

⁠

Timestamps

[00:00:00] Start

[00:00:46] Why Families Give Up on Medication Too Easily

[00:01:30] Two Main Stimulant Categories Explained

[00:03:42] Non-Stimulant Medication Options

[00:04:22] Why Medication Alone Is Not Enough

[00:07:15] Genetic Testing Is Not Recommended

[00:09:43] Key Takeaways on ADHD Medication

[00:12:13] Final Thoughts on Kids and Medical Decisions

Citations

American Academy of Child and Adolescent Psychiatry. (2020). Clinical use of pharmacogenetic tests in prescribing psychotropic medications for children and adolescents. ⁠https://www.aacap.org/aacap/Policy_Statements/2020/Clinical-Use-Pharmacogenetic-Tests-Prescribing-Psychotropic-Medications-for-Children-Adolescents.aspx⁠

American Academy of Child and Adolescent Psychiatry. (2022). Attention-deficit/hyperactivity disorder: Parents’ medication guide. ⁠https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/med_guides/ADHD_Medication_Guide-web.pdf⁠

American Psychiatric Association. (n.d.). What is ADHD? ⁠https://www.psychiatry.org/patients-families/adhd/what-is-adhd⁠

Centers for Disease Control and Prevention. (2024). Clinical care of ADHD. ⁠https://www.cdc.gov/adhd/hcp/treatment-recommendations/index.html⁠

Dalsgaard, S., Leckman, J. F., Mortensen, P. B., Nielsen, H. S., & Simonsen, M. (2015). Effect of drugs on the risk of injuries in children with attention deficit hyperactivity disorder: A prospective cohort study. The Lancet Psychiatry, 2(8), 702–709. https://doi.org/10.1016/S2215-0366(15)00271-0

Dalsgaard, S., Østergaard, S. D., Leckman, J. F., Mortensen, P. B., & Pedersen, M. G. (2015). Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: A nationwide cohort study. The Lancet, 385(9983), 2190–2196. https://doi.org/10.1016/S0140-6736(14)61684-6

de Vries, W., Boer, M., Stevens, G. W. J. M., & van Dorsselaer, S. (2025). Exploring concept creep: Youth’s portrayal of ADHD on TikTok. SSM Mental Health, 7, 100374.

Harpin, V., Mazzone, L., Raynaud, J. P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305. https://doi.org/10.1177/1087054713486516

Myer, N. M., Boland, J. R., & Faraone, S. V. (2018). Pharmacogenetics predictors of methylphenidate efficacy in childhood ADHD. Molecular Psychiatry, 23, 1929–1936.

Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects of treatment and non-treatment. BMC Medicine, 10, 99. ⁠https://doi.org/10.1186/1741-7015-10-99⁠

Wetterer, L. (2020). Attention-deficit/hyperactivity disorder: AAP updates guideline for diagnosis and management. American Family Physician, 102(1), 58–60.

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. ⁠https://doi.org/10.1542/peds.2019-2528⁠

Yeung, A., Ng, E., & Abi-Jaoude, E. (2022). TikTok and attention-deficit/hyperactivity disorder: A cross-sectional study of social media content quality. The Canadian Journal of Psychiatry, 67(12), 899–906. ⁠https://doi.org/10.1177/07067437221082854⁠

Ryan & Mike take on ADHD kids' medication based on research and doctors, not social media. They cover untreated ADHD risks, debunk the psychiatrist myth, and put decisions with parents and prescribers.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:01:05] Why Parents Get Confused About Medication

[00:03:40] The Risks of Untreated ADHD

[00:06:46] Where Medication Misinformation Comes From

[00:10:15] Do You Really Need a Child Psychiatrist?

[00:13:34] Who Makes the Medication Decision

Citations

American Academy of Child and Adolescent Psychiatry. (2020). Clinical use of pharmacogenetic tests in prescribing psychotropic medications for children and adolescents. https://www.aacap.org/aacap/Policy_Statements/2020/Clinical-Use-Pharmacogenetic-Tests-Prescribing-Psychotropic-Medications-for-Children-Adolescents.aspx

American Academy of Child and Adolescent Psychiatry. (2022). Attention-deficit/hyperactivity disorder: Parents’ medication guide. https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/med_guides/ADHD_Medication_Guide-web.pdf

American Academy of Child and Adolescent Psychiatry. (n.d.). Pharmacogenetic testing. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Pharmacogenetic_Testing-128.aspx

American Psychiatric Association. (n.d.). What is ADHD? https://www.psychiatry.org/patients-families/adhd/what-is-adhd

Centers for Disease Control and Prevention. (2024). Clinical care of ADHD. https://www.cdc.gov/adhd/hcp/treatment-recommendations/index.html

Dalsgaard, S., Leckman, J. F., Mortensen, P. B., Nielsen, H. S., & Simonsen, M. (2015). Effect of drugs on the risk of injuries in children with attention deficit hyperactivity disorder: A prospective cohort study. The Lancet Psychiatry, 2(8), 702–709. https://doi.org/10.1016/S2215-0366(15)00271-0

Dalsgaard, S., Østergaard, S. D., Leckman, J. F., Mortensen, P. B., & Pedersen, M. G. (2015). Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: A nationwide cohort study. The Lancet, 385(9983), 2190–2196. https://doi.org/10.1016/S0140-6736(14)61684-6

de Vries, W., Boer, M., Stevens, G. W. J. M., & van Dorsselaer, S. (2025). Exploring concept creep: Youth’s portrayal of ADHD on TikTok. SSM Mental Health, 7, 100374.

Harpin, V., Mazzone, L., Raynaud, J. P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305. https://doi.org/10.1177/1087054713486516

Myer, N. M., Boland, J. R., & Faraone, S. V. (2018). Pharmacogenetics predictors of methylphenidate efficacy in childhood ADHD. Molecular Psychiatry, 23, 1929–1936.

Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects of treatment and non-treatment. BMC Medicine, 10, 99. https://doi.org/10.1186/1741-7015-10-99

Wetterer, L. (2020). Attention-deficit/hyperactivity disorder: AAP updates guideline for diagnosis and management. American Family Physician, 102(1), 58–60.

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528

Yeung, A., Ng, E., & Abi-Jaoude, E. (2022). TikTok and attention-deficit/hyperactivity disorder: A cross-sectional study of social media content quality. The Canadian Journal of Psychiatry, 67(12), 899–906. https://doi.org/10.1177/07067437221082854

Ryan and Mike take on four of the loudest myths in Facebook ADHD parenting groups: pharmacogenetic ("cheek swab") testing for medication selection, the idea that every ADHD child needs one-to-one talk therapy, the "everything is sensory" framing, and rejection sensitive dysphoria as a discrete diagnosis. For each one, they walk through what the actual research and clinical practice guidelines support — and what they don't.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:02:13] Myth 1: Genetic Panel Testing for ADHD Meds

[00:04:25] Myth 2: Every ADHD Kid Needs Therapy

[00:10:36] Myth 3: Everything Is Sensory

[00:13:00] Myth 4: Rejection Sensitive Dysphoria

[00:16:25] Closing: Research Over Popularity

CITATIONS:

American Academy of Pediatrics. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528.

Antshel, K. M., & Barkley, R. A. (2020). Psychosocial interventions in attention deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 29(3), 499–519.

Barkley, R. A. (2013). Distinguishing sluggish cognitive tempo from attention-deficit/hyperactivity disorder in adults. Journal of Abnormal Psychology, 122(4), 978–990.

Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.

Barkley, R. A. (2020). Taking charge of ADHD (4th ed.). Guilford Press.

Doffer, M., et al. (2023). Behavioral parent training for children with ADHD: Long-term outcomes and effectiveness. Journal of Attention Disorders, 27(5), 1–14. (Note: verify exact pages for final)

Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 43(4), 527–551.

Luman, M., Tripp, G., & Scheres, A. (2010). Identifying the neurobiology of altered reinforcement sensitivity in ADHD. Neuroscience & Biobehavioral Reviews, 34(5), 744–754.

Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53(5), 873–932.

Sibley, M. H. (2021). Annual research review: Defining and treating ADHD in adolescents. Journal of Child Psychology and Psychiatry, 62(6), 706–724.

Tripp, G., & Wickens, J. R. (2020). Neurobiology of ADHD. Neuropharmacology, 173, 108–127.

In this episode of the ADHD Parenting Podcast, hosts Mike and Ryan tackle a provocative but critical topic: why high expectations are the most loving thing you can do for a child with ADHD. They respond to a listener’s experience in which an effective classroom point system—backed by decades of research—was canceled after other parents of children with ADHD complained. Mike and Ryan break down the difference between evidence-based structure and popular social media narratives, explaining why removing consequences and lowering the bar can lead to learned helplessness, prompt dependence, and failure to launch. They cite leading ADHD researchers like Dr. Russell Barkley, clarify what the science actually says about connection vs. consequence, and offer practical advice for IEP meetings, home life, and navigating parent group chats. Above all, Mike and Ryan argue that high expectations combined with high empathy aren’t the opposite of love—they are love.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:05:29] Debunking the "connection, not consequence" myth

[00:08:14] Dr. Russell Barkley: ADHD as a self-regulation problem

[00:10:39] The cost of removing structure: Learned helplessness

[00:14:05] "It's not fair": Neurology explains but does not exempt

[00:15:30] Setting kids up for failure to launch

[00:16:53] Research-backed classroom policies that work

[00:21:26] What parents can do at home and in IEP meetings

[00:25:05] Confidence is earned by meeting standards

[00:25:44] Closing: High expectations + high empathy = love

Citations:

•

Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of ADHD. Consequence-based approaches showed the largest positive effect.

•

Barkley, R. A. (2015 / 2022). ADHD: A Handbook for Diagnosis and Treatment. Self-regulation model and "point of performance" principle.

•

Power, T. J., Mautone, J. A., & Soffer, S. L. Family-School Success for Children with ADHD: A Guide for Intervention. Guilford Press. From the Center for Management of ADHD at Children's Hospital of Philadelphia — research-based home-school partnership intervention.

•

Pelham, W. E., Fabiano, G. A., and colleagues. Daily Behavior Report Card evidence base.

•

Rosenthal & Jacobson lineage. Pygmalion Effect / adult-expectation research in education.

•

Milich and colleagues; 2024 review on learned helplessness in ADHD populations.

In this episode, Ryan and Mike explore the real reason children with ADHD struggle with reading comprehension and written expression—working memory issues, not laziness or oppositional behavior. They explain the role of nonverbal working memory (mental movies) and verbal working memory (inner voice) , share key research findings, and offer practical strategies to support children at home and school.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[01:38] The real problem is working memory, not laziness

[06:14] The mental movie that never gets made (nonverbal working memory)

[13:36] The inner voice goes quiet during writing (verbal working memory)

[17:29] The blank page: oppositional behavior or working memory failure?

[20:06] What actually helps: make external what other kids do internally

[23:00] Closing takeaways

Episode 56 Citations:

• Gray, C., Rogers, M., London, K., et al. (2016). Children with attention-deficit/hyperactivity disorder and reading disability: A review of the efficacy of medication treatments. Frontiers in Psychology, 7, 988.
• Miller, A. C., Keenan, J. M., Betjemann, R. S., et al. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of Abnormal Child Psychology, 41, 473–483.
• Soto, E. F., Kofler, M. J., Irwin, L. N., et al. (2021). Executive functions and writing skills in children with ADHD. Journal of Abnormal Child Psychology.
• Molitor, S. J., Langberg, J. M., Evans, S. W., et al. (2016). The written expression abilities of adolescents with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 51–52, 49–59.
• Re, A. M., Pedron, M., & Cornoldi, C. (2007). Expressive writing difficulties in children described as exhibiting ADHD symptoms. Journal of Learning Disabilities, 40(3), 244–255.

In this episode, Ryan and Mike take on one of the most hotly debated topics in the ADHD parenting space: do kids with ADHD actually need consequences? Social media influencers say no — just connection, co-regulation, and emotional validation. Ryan and Mike push back hard with decades of research showing the opposite: ADHD is a disorder of performance, not knowledge, meaning behavior is governed by immediate consequences far more than by understanding or insight, and kids with ADHD need more consequences, not fewer — clearer, more consistent, and delivered in the moment. They also dismantle popular labels being used to justify removing consequences altogether — masking, rejection sensitive dysphoria (RSD), pathological demand avoidance (PDA), and vague "nervous system disorder" language — and explain why these frameworks, however emotionally compelling, leave parents stuck without real strategies. The takeaway: authoritative parenting, warmth plus structure, is what the evidence supports, and parents can step into that authority with confidence.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:00:39] Research vs. Social Media Parenting Myths

[00:02:41] ADHD as a Disorder of Performance, Not Knowledge

[00:04:21] Connection Is Not the Problem

[00:07:39] Why Parents Are Over-Connecting and Over-Functioning

[00:08:48] Authoritative Parenting: Warmth Plus Structure

[00:11:08] Feelings Talk vs. Behavior Change

[00:13:53] Why Therapy Alone Doesn't Work for ADHD

[00:15:10] Masking, RSD, PDA, and Nervous System Labels Debunked

[00:19:03] Real Reasons Kids Act Out at Home

[00:20:31] Help vs. a Hug: What Parents Actually Need

[00:21:09] Act Don't Yak: What Keeps Parents Stuck

[00:23:41] The Bottom Line on Consequences and Praise

[00:25:05] School Accountability and the Principal Strategy

Research Citations:

Wolraich, M. L., Hagan, J. F., Allan, C., et al. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528.

Doffer, D. P. A., et al. (2023). Sustained improvements by behavioural parent training for children with attention-deficit/hyperactivity disorder: A meta-analytic review of longer-term child and parental outcomes. JCPP Advances, 3(4).

Dekkers, T. J., Hornstra, R., van der Oord, S., et al. (2022). Meta-analysis: Which components of parent training work for children with attention-deficit/hyperactivity disorder? Journal of the American Academy of Child & Adolescent Psychiatry.

Luman, M., van Meel, C. S., Oosterlaan, J., & Geurts, H. M. (2009). Are ADHD symptoms associated with delay aversion after controlling for neuropsychological functioning? Journal of Abnormal Child Psychology, 37, 587–598.

Hulsbosch, A. K., et al. (2024). Behavioral and emotional responding to punishment in ADHD.

Today's episode is a re-release of Episode 43, because the message is just that important.

In this episode of The ADHD Parenting Podcast, hosts Ryan Wexelblatt and Mike McLeod explore what it means to “step into your parental authority.” Drawing from research and clinical experience, they discuss how authoritative parenting—balancing warmth with structure—helps children with ADHD develop self-regulation, emotional safety, and independence. The hosts challenge social media’s rebranding of permissive parenting as “gentle” or “compassionate” and explain why consistency, clear expectations, and calm modeling are key. They also tackle the fears many parents have about being “too firm,” offering practical examples of how to set limits with empathy and predictability while nurturing connection and confidence in their children.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠

In this episode of the ADHD Parenting Podcast, Mike and Ryan answer several listener questions about common challenges parents face when raising children with ADHD. They discuss why some children struggle to initiate friendships despite wanting them, the role of social anxiety and executive functioning in social behavior, and why screen time can reinforce avoidance of real-world interaction. The hosts also address sibling conflict when children are at different developmental stages, explain why brain scans and “types of ADHD” promoted by certain authors lack scientific support, and offer strategies for parents dealing with teens who claim to feel sick to avoid responsibilities.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:01:01] Podcast Intro And Updates

[00:04:10] Question: Child Struggles Making Friends

[00:09:00] Social Anxiety And ADHD

[00:13:00] Path Of Least Resistance Brain

[00:15:55] Sibling Conflict And Age Gaps

[00:23:20] Brain Scans And ADHD Myths

[00:28:55] Teen Avoidance And “Feeling Sick”

In this episode, Ryan and Mike discuss how screen time impacts the executive functioning skills already delayed in kids with ADHD — things like impulse control, attention shifting, and cognitive flexibility. They challenge the popular online messaging that frames screens as "social" or "regulating" for neurodivergent kids, arguing that these messages make parents feel better but don't actually build skills in children. They also cover practical advice for managing school-issued devices, why parents don't need their child's buy-in to set screen limits, and why short-term calm from screens comes at the cost of long-term development.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:00:34] Screen Time Realities for Working Parents

[00:03:44] The 2025 Longitudinal Brain Study

[00:04:28] How Screens Alter Executive Function Development

[00:05:45] Why In-Person Interaction Builds Skills

[00:08:05] The Myth That Screens Are Social

[00:10:19] Why "Screens Are Regulating" Appeals to Parents

[00:11:30] Your Child Is Not Your Co-Parent

[00:14:13] Addressing Screen Use on School Devices

[00:16:20] Best Predictors of Future Success

[00:17:51] Key Takeaways and Closing Thoughts

CITATIONS:

Shou, Q., Yamashita, M., & Mizuno, Y. (2025). Association of screen time with attention-deficit/hyperactivity disorder symptoms and their development: The mediating role of brain structure. Translational Psychiatry, 15, Article 447.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that do not. Developmental Cognitive Neuroscience, 18, 34–48.

Doebel, S. (2020). Rethinking executive function and its development. Perspectives on Psychological Science, 15(4), 942–956.

Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361–383.

In this episode, Mike and Ryan walk through the core questions parents often ask about independence, responsibility, and executive functioning in kids with ADHD—using the framework developed in Mike’s recent book and workbook.

Rather than focusing on behavior management or short-term strategies, the conversation centers on how internal skills develop over time and how parents can support that development in realistic, age-appropriate ways.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}

[00:00:00] Start

[00:03:33] Executive Functioning Playbook Framework

[00:07:00] Internal Skills Vs Behavior

[00:12:55] Self-Awareness, Social Skills, Screens

[00:16:57] Motivation, Burnout, Expectations

[00:18:40] Mental Movies And Self-Evaluation

In this listener Q&A episode, Ryan and Mike tackle some of the most challenging real-life situations parents of kids with ADHD face at home. From bedtime anxiety that spirals into nightly meltdowns, to medication concerns around mood changes and irritability, to constant attention-seeking and dysregulation at home, this episode focuses on what’s really driving these behaviors—and how well-intentioned parenting can sometimes make them worse.

They also discuss how to think about summer camps for kids with ADHD, especially when explosive behavior has led to removals from programs in the past. As always, the emphasis is on practical, research-informed strategies that help kids build independence while protecting parents’ sanity.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube

{{chapters}}
[00:00:00] Start
[00:02:12] Listener Q&A Overview
[00:05:45] Bedtime Anxiety And Sleep Struggles
[00:07:24] Parental Accommodation And Anxiety
[00:12:15] Medication And Mood Changes
[00:14:12] Inconsistent Medication Effects
[00:19:13] Child Dysregulation And Attention Seeking
[00:22:45] Teaching Self-Regulation At Home
[00:27:13] Summer Camp Decisions For ADHD
[00:31:18] How To Submit Questions

In this episode of the Mike and Ryan break down four widespread myths about ADHD that continue to circulate on social media, in parent groups, and even in professional settings. Using research-based evidence and clinical experience, they explain what’s accurate, what’s not, and why these misconceptions can be unhelpful for families.

Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠

{{chapters}}
[00:00:00] Start
[00:00:48] Mike’s Book Announcement
[00:01:42] Ryan’s Certification Program
[00:02:53] Myth One: Seven Types Of ADHD
[00:06:45] Myth Two: Genetic Testing For Medication
[00:10:29] Myth Three: AuDHD As A Diagnosis
[00:14:08] Myth Four: Masking At School
[00:15:15] Why ADHD Behavior Is Context Dependent
[00:24:46] Final Takeaways And Closing Thoughts