About Youth ADD/ADHD

neuroAgility for ADD/ADHD

Not all chil­dren grow from infancy through their adoles­cent years without expe­ri­encing some bumps along the way. While every child is unique and special, some­times they encounter emotions, feel­ings or behavior that cause prob­lems in their lives and the lives of those around them. Fami­lies often worry when their child or teenager has diffi­culty coping with things, feels sad, can’t sleep, gets involved with drugs, or can’t get along with family or friends.

So, how does one know when “normal” behavior crosses the line and is getting in the way of everyday func­tioning? As a parent, educate your­self, read sites like this and many more. When disrup­tive or inat­ten­tive behav­iors start to become some­thing that needs to be managed every day, and the family is feeling exas­per­ated by it, it might be time to take a look. It isn’t common to see a straight A student with ADD/ADHD; it is not about intel­li­gence, it is about managing work­load, the self, and social rela­tion­ships in a satis­fying manner for all.

“In the beginning I was skep­tical as far as what results we would see. The results have exceeded all of our expec­ta­tions...Perhaps best of all is that our lives no longer revolve around (our son's) medication.” - JH

In general, young­sters who have been accu­rately diag­nosed with ADD/ADHD are at higher risk for acad­emic failure, social isola­tion, acci­dents, low self esteem, demor­al­iza­tion, and disrup­tive behavior (including anti­so­cial behav­iors). For some, ADD/ADHD can be a life­long disorder, but for those chil­dren diag­nosed and treated early, the condi­tion can be effec­tively managed, and their lives can indeed be produc­tive, successful, and fulfilling.

Chil­dren or teens with ADD/ADHD are inat­ten­tive, over­ac­tive, impul­sive, and disor­ga­nized. These behav­iors may resemble normal teen behavior. They are, however, persis­tent, extreme, and truly outside the control of the child/teen with ADD/ADHD. Adoles­cents with atten­tion deficit/hyperactivity disorder have a harder time keeping their minds focused on indi­vidual tasks for even short periods of time without becoming bored or distracted. And even more impul­sive than their non ADHD peers, these teens seem inca­pable of curbing their auto­matic reac­tions of thinking before they act. During stressful situ­a­tions, these already exag­ger­ated behav­iors become more extreme. Because of these trou­ble­some symp­toms, the child/adolescent may have trouble devel­oping a sense of mastery and posi­tive self esteem.


Life manage­ment skills are a major part of our program

neuroAgility believes ADD/ADHD is a treat­able condi­tion. We map and train indi­vid­uals with a diag­nosis of ADD/ADHD. We want to learn specif­i­cally what this means to each person, as every person has their own atten­tional style. The brain is capable of re-routing, by adding or subtracting neuropath­ways, changing blood flow patterns, changing chem­istry, estab­lishing new patterns. neuroAgility sees an 83% effi­cacy rate with neuro­feed­back as the primary treat­ment for atten­tional issues. neuroAgility also combines cogni­tive behav­ioral therapy for work with the indi­vidual training, and also with the inte­gra­tion of family members. There are many areas of perfor­mance needed for the indi­vidual to thrive, for example, orga­ni­za­tion and struc­ture at home are key for this success to happen.

Neuro­feed­back has a good liter­a­ture to its success with youth ADD/ADHD. Please read the compre­hen­sive bibli­og­raphy of research at the end of this website for more infor­ma­tion.