To improve academic outcomes, children with ADHD need both medication and non-medication treatments

By Dr. David Rabiner | March 11, 2015

. Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD, and often the issue that leads to refer­ral for an ADHD eval­u­a­tion. Aca­d­e­m­ic out­comes can be mea­sured in 2 dif­fer­ent ways — aca­d­e­m­ic achieve­ment and aca­d­e­m­ic per­for­mance — and both are com­pro­mised in chil­dren with ADHD. Aca­d­e­m­ic achieve­ment refers to the infor­ma­tion and skills that children…

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Study: To help children with ADHD improve academic performance, combine medication AND behavioral treatment

By Dr. David Rabiner | January 27, 2015

. Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD and often the issue that leads to refer­ral for an ADHD eval­u­a­tion. Unfor­tu­nate­ly, the sig­nif­i­cant aca­d­e­m­ic strug­gles that many chil­dren with ADHD expe­ri­ence can under­mine their long-term suc­cess in areas that extend far beyond for­mal school­ing. Giv­en these facts, an impor­tant ques­tion is whether long-term…

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ADHD @ high schools: Clear mismatch between the Evidence and the Practice

By SharpBrains | November 3, 2014

— Study: High School­ers with ADHD Receiv­ing Few Evi­­dence-Based Sup­ports (Edu­ca­tion Week): “A lit­tle over half of high school stu­dents with atten­tion deficit hyper­ac­tiv­i­ty dis­or­der are receiv­ing some kind of ser­vices from their schools, such as addi­tion­al time on tests or extend­ed time to com­plete home­work assign­ments, a recent study finds. But those par­tic­u­lar sup­ports have…

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New Review of Neurofeedback Treatment for ADHD — Current State of the Science

By Dr. David Rabiner | January 17, 2012 |

Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vid­ed real-time feed­back on their brain­wave activ­i­ty and taught to alter their typ­i­cal EEG pat­tern to one that is con­sis­tent with a focused and atten­tive state. Accord­ing to neu­ro­feed­back pro­po­nents, this often results in improved atten­tion and…

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