On April 29, the Trump administration announced it was cutting $1 billion in funding for federal grants used to hire and train 14,000 mental health professionals in 260 public school districts across 49 states.

The grants originated in 2022’s Bipartisan Safer Communities Act, a bill that passed the Senate with unanimous consent following the school shooting in Uvalde, Texas, where 22 people died, including 19 elementary school children. The bill was largely seen as important recognition of and support for an escalating mental health crisis among American youth.

In April, the Trump administration eliminated all funding for these grants, blaming Diversity, Equity and Inclusion (DEI) initiatives associated with them. Specifically, the administration objected to grant money being used to train and recruit diverse mental health counselors who reflect the demographic make-up of the students they serve.

Meanwhile, research shows that BIPOC students benefit from access to a diverse cohort of mental health professionals¹, and the inverse is true as well.

“We see studies that show a bias in the way that Black children, in particular, are treated in the health care system compared to white children,” said Tumaini Rucker Coker, M.D., during the ADDitude webinar “Equity in ADHD Care.” “It is directly related to racial bias. Black families are less likely than white families to have concordance or a shared lived experience with their healthcare providers, and studies have shown that Black adults are more likely than white adults to report lower levels of trust in their providers as well.”

[Read: “As Inclusion Disappears, My Mask Reappears”]

Furthermore, “studies show that Black families tend to have worse outcomes with white doctors,” said Napoleon B. Higgins, Jr., M.D., during his ADDitude webinar “Health Equity in ADHD.” “That is that is a sad thing to hear, but if we can educate more providers, maybe we could change that.”

Recently, ADDitude invited its readers’ reflections on news of the $1 billion in cuts to youth mental health services. Nearly 200 people responded, and many of them expressed concern that all students’ mental health may suffer because of the cuts, but especially those with autism, ADHD, and learning differences, who may benefit from seeing school counselors with similar lived experiences.

[Read: “DEI – and Neurodivergence – Are Under Attack”]

ADDitude Readers React to Mental Health Funding Cuts

“As a school social worker and the parent of a child who has an IEP, I consider Trump’s cuts to funding for public school mental health to be gross negligence. I think that it highlights his ignorance on the issues plaguing our youth. I also find it irresponsible. Our kids still are not okay ever since COVID. I believe that it will impact the services that my son receives.”

“Students need to feel safe and be OK within themselves before they can take in the knowledge to learn anything. Cutting access to mental health services means that students who are at-risk learners due to factors outside a school’s or educator’s control may become disengaged learners. This leads to more problematic and potentially anti-social behavior.”

“As a former teacher of students with disabilities, I am concerned. Students need safe places to go and get mental health support. Parents are doing their best but don’t always have the resources to support their children.”

“All three of my children are neurodiverse, and this can take a toll on their mental health. Having supports like counselors, DEI programs, and other accessibility programs is vital. I now have two children in college and one entering high school.”

“I am a school counselor and my son has ADHD. We’re already incredibly behind on providing mental health services to students. These cuts are only going to significantly increase the percentage of students whose health needs are hardly or never addressed.”

“Every child should have the support they need to excel in school. School mental health services are critical for this.”

“I don’t understand why we are defunding mental health awareness, advocacy, and resources. It really doesn’t make any sense to me. It seems like we had made such strides forward in mental health, but now we’re going backward for some reason. I understand cutting expenses to cut spending and improve the national deficit, but it seems like we are cutting very vital and necessary things. It’s like trying to cut back on your own budget by deciding to not buy groceries anymore.”

Understanding Trump’s Funding Freeze: Next Steps

• Read: Generation AnXiety — Findings on ADHD & the Mental Health Crisis
• Learn:Youth Mental Health Care Is Vital. And Hard to Access.
• Watch: Mental Health Out Loud Webinar

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Sources

¹
McGuire, TG., Miranda, J. (March-April 2008). New evidence regarding racial and ethnic disparities in mental health: policy implications. Health Affairs.https://doi.org/10.1377/hlthaff.27.2.393

In my clinical experience as a music therapist, I’ve seen how music and other sensory experiences help individuals improve their focus, impulse control, and emotional regulation. Try these fun (and whimsical!) activities, designed to stimulate the sensory pathways (sight, sound, touch, taste, and smell) to relax the body and mind.

The Scarf’s Serenade

Grab a light scarf. Put on some instrumental, relaxing music of your choice. Glide the scarf over your body. The calming and repetitive action works well to regulate hyperactivity, racing thoughts, and impulses, as your attention will be drawn to the sensory experience of the scarf over your skin to the tune of soothing music.

A Symphony of Mist

Put on a relaxing, instrumental music track. (Not sure what to select? Try “Raindrops Keep Falling on My Head” by B.J. Thomas. You’ll see why.) Grab a spray bottle and fill it with water. Spray it over your head and let the mist fall onto your face. The light touch of the mist paired with familiar, rhythmic music activates the parasympathetic nervous system, which is responsible for the body’s calming response. This helps shift the brain and body from a hyper-aroused to a more regulated and calm state.

The Balloon’s Dance

Put on some music and bounce a balloon to the beat. Music adds a predictable auditory rhythm, to which you can naturally sync your movements. Meanwhile, repetitive bouncing will provide a target for your focus and give your body an outlet for restless movement, without being overly stimulating.

Sticks and Sounds

Turn on your favorite music and grab two pencils or chopsticks. Then, tap along to the beat on any surface you can find! If you’re already in the habit of drumming along, keep at it. Tapping is a controlled, safe outlet for movement — you may not realize how it has probably helped you manage restlessness and reduce impulsive behaviors! Moving and grooving to a beat supports body regulation and coordination, promoting a sense of internal calm.

Music Therapy and ADHD: Next Steps

• Read: Music Therapy — Sound Medicine for ADHD
• Read: Rhythm Notion — 10 Benefits of Music for ADHD Brains
• Read: Music Is Magic — 9 Hacks to “Beat” ADHD Symptoms

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Yes, I could be seeing patients inside a clinical office to discuss suppressing or ignoring old behaviors while allowing a deeper self to arise. Or I could just remind them to bring an umbrella to our session today as we delve into these issues.

Three months into the COVID-19 pandemic, I moved across the country with my three young children to Palo Alto, California, for the University and College Mental Health Fellowship in psychiatry at Stanford University. But instead of joining a vibrant academic community, I worked from my apartment. Alone. A few months later, forest fires made the air quality so bad that we couldn’t even go outside.

[Free Download: How to Choose the Right ADHD Treatment Profesional]

As the pandemic began to lift, we wore masks when we treated patients in person. But in doing this emotional work, revisiting the difficult moments of a patient’s childhood, it is so important to see kindness on a psychiatrist’s face. So I made a decision: Whenever possible, I met with patients outside in nature, where masks weren’t required.

Benefits of Nature Therapy

After the pandemic ended, even as we sat in coats under umbrellas during the rainy season, I repeatedly asked my patients, “Do you want to do this in an office?” The answer was always the same: “Absolutely not.”

When patients are diving deeply into old pain, desperately hoping for connection while also fearing it, I can simply say: “What do you see, right now? What do you hear?” They look around at the grass and the trees, hear the birds, feel the sun on their skin, or hear the rain drumming on their umbrella. They discover that their fear is about the past, not the present. Try as they might, they can’t force their fear away any more than they can stop the rain. But they can notice it. They can choose to ignore the narrative it generates in their inner monologue. They can breathe and let the tears fall so that something new can grow.

The rainy season of change can be hard. But it doesn’t last forever. Eventually, spring comes. And the grass grows. To allow growth to change us for the better, we need to trust this deeply in our bodies. For my patients, I’ve found there is great power in learning from the change of the seasons. So we do the work. Outside. And sometimes it rains.

[Read: Go Take a Hike! (No, Really, It Helps.)]

Nature Therapy for ADHD: Next Steps

• Free Download: Everything You Need to Know About Cognitive Behavioral Therapy (CBT)?
• Read: How Green Time Promotes Better Focus
• Read: Never Underestimate the Healing Power of Mother Nature

Aaron Winkler, M.D., is a board-certified psychiatrist in California. He founded and directed the Adult ADHD Clinic at Stanford University before deciding to pursue private practice.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Listening to music while practicing mindfulness exercises may improve focus, mood, and emotional wellbeing in people with symptoms of ADHD, anxiety, and depression, according to two new studies.

A systematic review examining the relationship between music and ADHD found that music listening activates brain regions involved in sensory processing, motor control, and motivation — networks that are often dysregulated in individuals with attention deficit.¹

Traditional thinking suggests that quiet environments help sustain attention; however, the opposite may be true. The review, published in Behavioral Science, indicated that music, especially calm music with or without lyrics, can improve focus and performance in individuals with ADHD, especially when it is heard before or during tasks. Listening to music can also help filter out distractions, leading to improved learning and mood.

“People with ADHD benefit from ‘rhythmic entrainment,’ using strong, steady rhythms to imprint structure and consistency. This assists with regulation of attention and behavior,” said Roberto Olivardia, Ph.D., Clinical Instructor of Psychology at Harvard Medical School, during his presentation titled, “We Got the Beat: The Impact of Music on ADHD,” at the 2024 Annual International Conference on ADHD.

Listening to music could become counterproductive if it causes overstimulation or if the listener is doing a challenging task that requires significant cognitive resources, the researchers noted.

Music Therapy Boosts Emotional, Social Skills

Music listening may be self-directed or facilitated by a trained music therapist, as part of music therapy. Music therapy sessions often incorporate active music listening, playing instruments, songwriting, or singing, as well as passive music listening.

The review made a compelling case for using music therapy to complement ADHD medications and other recommended therapies, citing evidence for the efficacy of music therapy in reducing symptoms of ADHD. For example, active music-making can enhance working memory and social skills while decreasing aggression. Conversely, passive music listening may improve learning and reduce disruptive behaviors.

“These insights highlight the potential for music to contribute to more holistic, non-pharmacological approaches, offering individuals with ADHD new avenues for enhancing cognitive functioning and overall wellbeing,” the study’s authors wrote.

The systematic review included 20 studies published between 1981 and 2023, reflecting data from 1,170 participants aged 2 to 56 years. Several limitations exist: The studies primarily focused on children and adolescents, rather than adults. Variations in study methods and design also resulted in some inconsistent findings.

“Despite these limitations, this review provides a valuable foundation for future research on the interaction between ADHD and music,” the study’s authors wrote.

Mindfulness Paired with Music Reduces Stress, Improves Mood

Another recent, smaller study, published in Frontiers in Neuroscience, suggests that listening to music while performing mindfulness exercises activates areas of the brain and body related to stress and emotional regulation that could reduce moderate symptoms of anxiety and depression in adults.sup>2

The study, led by a team of researchers from the Yale School of Medicine, assessed the physiological impact of music mindfulness by recording heart rates and EEGs from 38 participants, aged 18 to 65, as they engaged in a bilingual, two-week mindfulness program centered on “focus” and “mindfulness.”

“Anxiety and depression reduce autonomic system activity, as measured by Heart Rate Variability (HRV), and exacerbate cardiac morbidity, while both music and mindfulness have been shown to increase HRV,” wrote the researchers.

They found that music mindfulness quickly improved HRV — a sign of better stress regulation — and changed brain wave patterns (measured by EEG) in areas of the brain linked to emotion, awareness, and decision-making.

Both virtual and in-person sessions incorporated similar guided mindfulness exercises, accompanied by live improvised music, music listening, or no music at all. In addition to wearing mobile heart rate and EEG monitors during each session, participants completed surveys regarding their stress levels, degree of mindfulness, state of consciousness, and level of social connection before and after each session.

The virtual group exhibited a significant decrease in stress and a significant increase in altered states of consciousness during the “focus” sessions, but not the “motivation” sessions. This contrasted with the in-person sessions, where stress decreased and mindfulness and altered state of consciousness increased during both Focus and Motivation sessions.

The researchers said that the differences in music composition features (tempo, key, mode) between “focus” and “motivation” sessions may explain the physiological differences observed in heart rate variability.

In-person sessions with music boosted feelings of social connection more than the virtual sessions did, underscoring the value of live, shared experiences in therapeutic settings.

“Our results imply that, while virtual sessions reduce stress, they do not have as extensive an effect on psychological states as in-person sessions do,” the researchers wrote. “Important aspects of live social interaction may drive feelings of social connection and serve as a key differentiator between live and virtual sessions.”

The researchers also observed gender-specific effects via HRV; women appeared to benefit more physiologically from music mindfulness than men.

While the findings from the Behavioral Science and Frontiers in Neuroscience studies contribute to a growing body of evidence supporting the use of music as a viable adjunct treatment for ADHD and mood disorders, both research teams emphasize the need for further investigation. Future studies would include randomized controlled trials, long-term outcome assessments, and greater representation of adult populations.

Sources

¹Saville, P., Kinney, C., Heiderscheit, A., Himmerich, H. (2025). Exploring the intersection of ADHD and music: A systematic review. Behav. Sci. https://doi.org/10.3390/bs15010065

²Ramirez, C., Alayine, G.A., Akafia, C., Selase, K., Adichie, K. et al. (2025). Music mindfulness acutely modulates autonomic activity and improves psychological state in anxiety and depression. Frontiers in Neuroscience. https://doi.org/10.3389/fnins.2025.1554156

Reserve your spot in this free webinar, and get the event replay link plus a 15% discount to ADDitude magazine

Not available June 26th? Don’t worry. Register now and we’ll send you the replay link to watch at your convenience.

ADHD brings with it intense emotions, impatience, and stress — and our inability to regulate these feelings affects everyday life as well as our most important relationships. We overreact to situations and feel angry or dejected due to real or perceived criticism. We have trouble calming down and sometimes react in ways that we later regret.

Mindfulness and related contemplative practices offer a powerful counterbalance to these feelings. They are valuable tools that aid in stress reduction, self-awareness, cognitive flexibility, self-compassion, habit change, and more. And here’s the good news: Contrary to popular belief, these practices do not require a still mind and body. When these practices are integrated with a proactive approach to physical health, they can create a stable emotional foundation that supports comprehensive, evidence-based ADHD care.

In this webinar, you will learn:

• How ADHD impairs executive function and contributes to emotional dysregulation
• About the clinical importance of addressing emotional health as a foundational step in ADHD treatment planning
• How unmanaged emotional reactivity disrupts adherence to evidence-based ADHD interventions
• How to evaluate the role of mindfulness and contemplative practices in promoting emotional self-regulation and cognitive flexibility
• How to apply specific mindfulness-based strategies to support comprehensive, individualized ADHD care across clinical settings.

Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.

Meditation for Emotional Regulation: Resources

• Free Download: Make Mindfulness Work for You
• Read: Meditation for the Bored & Restless: How to Practice Mindfulness with ADHD
• Read: The Key to ADHD Emotional Regulation? Cultivating Gratitude, Pride & Compassion
• Read: The Ultimate List of Mindfulness Exercises
• eBook: Mindfulness & Meditation for ADHD Symptoms

Meet the Expert Speaker

Mark Bertin, M.D., is a developmental pediatrician and author of How Children Thrive, Mindful Parenting for ADHD (#CommissionsEarned), Mindfulness and Self-Compassion for Teen ADHD (#CommissionsEarned), all of which integrate mindfulness into evidence-based pediatric care. Dr. Bertin is a faculty member at New York Medical College and the Windward Teacher Training Institute, and has served on advisory boards for APSARD, ADDitude Magazine, The Screen Time Action Network, Common Sense Media, and Reach Out and Read. His blog is available through Psychology Today and elsewhere.

In addition to his clinical and writing work, Dr. Bertin leads workshops and retreats that combine mindfulness and practical support for families and professionals. Join him for Held and Whole: A Restorative ADHD Retreat Rooted in Nature, October 10–12, 2025, in the Catskills. For more information, please visit www.developmentaldoctor.com.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

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Certificate of Attendance: For information on how to purchase the certificate of attendance option (cost $10), register for the webinar, then look for instructions in the email you’ll receive one hour after it ends. The certificate of attendance link will also be available here, on the webinar replay page, several hours after the live webinar. ADDitude does not offer CEU credits.

Closed captions available.

“Nothing activates the brain so extensively as music.” — Dr. Oliver Sacks, neurologist

Science shows us that music lights up no fewer than nine regions of the brain. Research demonstrates that these areas — responsible for everything from decision making and memory to emotional regulation and sensory feedback — are activated and largely benefited by music, which increases dopamine and smooths temporal processing. And personal experience confirms these findings for many individuals with ADHD, who find that they study, work, and process the world better with music. This has certainly been true for me.

In this webinar, we will study the neurological power of music by reviewing existing research on everything from mood and social skills to sustained attention and auditory processing. We will delve into research specifically on music therapy for individuals with ADHD, and on academic outcomes with and without background music for students with ADHD.

In this webinar we will answer the questions:

• What areas of the brain are activated by music?
• How does listening to music specifically help with ADHD symptom management?
• What type of music is best for promoting concentration and memory?
• Can music help with emotional dysregulation and rejection sensitive dysphoria?
• And more.

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Music and ADHD: Resources

• Free Download: Your Free Guide to Music for Healthy ADHD Brains
  
• Read: Music That Focuses the Brain
• Read: Music Therapy: Sound Medicine for ADHD
• Read: Rhythm Notion: 10 Benefits of Music for ADHD Brains

Obtain a Certificate of Attendance

If you attended the live webinar on June 5, 2025, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Roberto Olivardia, Ph.D., is a clinical psychologist and Clinical Instructor of Psychology at Harvard Medical School. He maintains a private psychotherapy practice in Lexington, Massachusetts, where he specializes in the treatment of ADHD, executive functioning issues, and issues that face students with learning differences.

He also specializes in the treatment of Body Dysmorphic Disorder (BDD), Obsessive-Compulsive Disorder (OCD) and in the treatment of eating disorders in boys and men. He is co-author of The Adonis Complex, (#CommissionsEarned) a book which details the various manifestations of body image problems in men. He sits on the Scientific Advisory Board for ADDitude and serves on the Professional Advisory Boards for CHADD, Attention Deficit Disorder Association and is a Featured Expert for Understood. He is an avid music fan with ADHD.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Webinar Sponsor

Brain Balance helps kids, teens and adults with ADHD, learning differences, anxiety & more through our integrative cognitive development and brain wellness program. Our approach combines cognitive, physical and sensory training with nutritional guidance to strengthen and build brain connectivity without the use of medication. Stronger connections translate to improved attention, behaviors, and social-emotional well-being. www.brainbalancecenters.com

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Calls to Action: MAHA Commission Testimony & Advocacy

• Submit your testimony to the MAHA Commission by contacting MAHA Commission Chair Robert Kennedy, Jr. at https://x.com/SecKennedy, and media@hhs.gov
• Join the advocacy efforts organized by CHADD
• Contact your national, state, and local representatives to share your testimony and the evidence-based research on ADHD below

February 26, 2025

Dear Secretary Kennedy,

As the Make America Healthy Again Commission begins its evaluation of published research on the chronic health conditions impacting American children, we urge it to consult with the esteemed clinicians associated with the American Professional Society of ADHD and Related Disorders (APSARD), the American Academy of Pediatrics (AAP), and the World Federation of ADHD regarding the established science on ADHD causes and treatments. Consensus within these groups, and among ADHD researchers worldwide, is strong and consistent regarding the following evidence-based findings:

• ADHD is a chronic neurodevelopmental condition characterized by inattention, impulsivity, executive dysfunction, and/or hyperactivity that persists into adulthood for approximately 90% of patients.¹
• ADHD is a highly genetic condition.^2,3,4 Lifestyle factors such as nutrition, exercise, and sleep exert epigenetic changes on DNA that influence how strongly or weakly ADHD genes are expressed. However, diet, physical activity, sleep, or screen use alone do not cause — and have not been shown to “cure” — ADHD.
• The 16% increase in ADHD diagnoses over the last decade is due, in large part, to revised diagnostic criteria published in the DSM-5, which changed the maximum age of onset from 7 to 12 and added the first-ever qualifier symptoms for ADHD in adulthood. This wider net, along with improved education, training, and symptom recognition, particularly in historically overlooked girls and women, account for much of the diagnostic uptick, according to studies.^{5, 6}
• Scientific research has established no causal link between excessive screen time, video game play, or social media use  and ADHD.⁷ Some studies suggest these habits may exacerbate inattention and impulsivity.^{8, 9}
• Scientific research has established no causal link between consumption of sugar, food additives, or food dyes and ADHD, though some studies show a heightened sensitivity among children with ADHD to these foods, which may exacerbate existing symptoms.¹⁰
• Scientific research shows that prenatal and/or childhood exposure to tobacco, lead, pesticides, and polychlorinated biphenyls (PCBs) may increase the odds of ADHD in some children, however the studies do not find direct causality.^{11,12, 13,14}
• Several research studies have shown that consumption of a Western diet high in processed foods, fats, sugars, and salt is associated with higher rates of ADHD, however these studies demonstrate an association rather than causality.¹⁵
• ADHD shortens an individual’s life expectancy by 7.5 years, on average.¹⁶ It is serious, potentially lethal, and associated with elevated risks for comorbid conditions ^{17, 18} including anxiety, depression,¹⁹ substance use disorder,²⁰ eating disorders,^{21, 22} obesity, and oppositional defiant disorder,²³ which commonly derails treatment plans and parenting strategies. People with ADHD are more likely to get into car accidents,²⁴ become hospitalized, and engage in self-harm than are their neurotypical peers.^{25, 26, 27}
• In patients with the condition, ADHD medication use reduces the risk of death by 19%, the risk of overdose by 50%,²⁸ the risk of substance abuse by 50%,²⁹ and the risk of motor vehicle accidents by at least 38%.³⁰ Its effective symptom management improves patients’ self-esteem and efficacy, thereby reducing the risk of self-harm and suicide, as well as negative life outcomes such as unwanted pregnancy, incarceration, unemployment, and interruption of education.
• The medications used to treat ADHD have been studied rigorously and used safely for 88 years. Amphetamine and methylphenidate safely and effectively reduce ADHD symptoms, with methylphenidate reducing symptoms by 70% to 90% in children and adults with the condition.^{31, 32} The effect sizes for ADHD medication are .8 to 1.0,³³  which are among the strongest in all of psychiatry. Clinical practice guidelines recommend medication as the first-line treatment for ADHD due to its overwhelming efficacy; for children with ADHD ages 4 to 6, parent behavior training is recommended by the AAP.³⁴
• According to the CDC, just 53.6% of all children and teens with ADHD reported they were actively treating their symptoms with medication in 2022. Because stimulant medications are classified as Schedule II drugs under the Controlled Substances Act, they are tightly regulated; supplies are limited to 30 days and prescribing clinicians must authorize monthly refills. The widely reported ADHD medication shortage has disrupted treatment for millions of patients across the country since 2022.³⁵
• Caregivers and adults with ADHD surveyed by ADDitude rate medication as the most effective treatment for ADHD, however less than half of parents report that they chose to medicate their children within 6 months of diagnosis. They report changing diet, limiting screen time, supplementing with fish oil, and increasing physical activity before ultimately using medication to achieve the symptom improvement necessary for academic and social success.
• The mild to moderate side effects associated with ADHD medication include appetite suppression, irritability or moodiness, sleep problems, and headaches. There is no evidence that ADHD medication use leads to dependency or broader substance abuse; in fact, research shows that ADHD medication use is protective against substance use disorder in individuals with ADHD.³⁶
• The non-stimulant medications used to treat ADHD, such as atomoxetine, guanfacine, and clonidine, have an effect size of .4 to .7 and are considered a second-line treatment appropriate for patients who do not tolerate or cannot take stimulants.^{37, 38, 39}
• Clinical guidelines promote the use of multimodal treatment plans that pair prescription medication with complementary approaches to ADHD management. The nonpharmacological interventions shown to be most effective at reducing ADHD symptoms in children are behavioral therapy (effect size of .5 to.8 when used on its own),⁴⁰ exercise (effect size of .4 to .6 when used on its own),⁴¹ sleep hygiene and interventions (effect size of .5 to .8 when used on their own),⁴² and dietary interventions (effect size of .2 to .5 when used on their own).⁴³
• Behavioral therapy, principally parent training, has an elevated and improved effect when used in conjunction with ADHD medication.⁴⁴ Behavioral therapy is used by just 44% of pediatric patients, in part because it’s not always covered by medical insurance and knowledgeable providers are scarce.
• One meta-analysis of randomized, placebo-controlled trials showed that supplementation with high doses of omega-3 fatty acids has a small positive impact on attention and hyperactivity in children.⁴⁵
• Research suggests that restricting the consumption of synthetic food dyes does benefit some children with ADHD, though aggregate effects are quite small.⁴⁶
• When engaging in vigorous cardiovascular exercise, the brain releases endorphins. Levels of dopamine, norepinephrine, and serotonin also increase with exercise, thus improving focus, working memory, and mood to enable better learning.
• Cognitive behavioral therapy (CBT), though more commonly prescribed to adult patients, has been shown to improve core ADHD symptoms in adolescents when used in conjunction with ADHD medication.⁴⁷
• Neurofeedback uses an electroencephalogram (EEG) to measure brain activity and train the patient to produce brain wave patterns like those of a non-ADHD brain. Neurofeedback has not shown enough effectiveness in studies to be recommended as a “stand-alone” treatment for ADHD and there is little evidence that neurofeedback reduces ADHD symptoms long-term. In addition, neurofeedback is seldom covered by insurance and involves a significant investment of time and money.^{48, 49, 50}
• According to research, brain training does not reduce ADHD symptoms. There is no evidence that a patient can train a brain to improve working memory, or any other executive function.^{51, 52, 53}

Thank you for reviewing the evidence-based research highlighted above. We welcome follow-up questions from the Commission as it devises recommendations based on science that may benefit the health and wellbeing of the 22 million Americans with ADHD, whom ADDitude has served for the last 26 years. We support their personal liberty to pursue and maintain the treatments that benefit their ADHD brains, which are a tremendous asset to this nation.

Sincerely,
Anni Rodgers
General Manager, ADDitude

Sources

¹Sibley, M., Arnold, L, Swanson, J. et.al. (13 August 2021). Variable patterns of remission from ADHD in the multimodal treatment study of ADHD. The American Journal of Psychiatry. https://doi.org/10.1176/appi.ajp.2021.21010032

²Faraone, Stephen V. et al. Molecular Genetics of Attention-Deficit/Hyperactivity Disorder, Biological Psychiatry, Volume 57, Issue 11, 1313 – 1323

³Liuyan Zhang, Suhua Chang, Zhao Li, Kunlin Zhang, Yang Du, Jurg Ott, Jing Wang, ADHDgene: a genetic database for attention deficit hyperactivity disorder, Nucleic Acids Research, Volume 40, Issue D1, 1 January 2012, Pages D1003–D1009, https://doi.org/10.1093/nar/gkr992

⁴Gizer, I.R., Ficks, C. & Waldman, I.D. Candidate gene studies of ADHD: a meta-analytic review. Hum Genet 126, 51–90 (2009). https://doi.org/10.1007/s00439-009-0694-x

⁵Mowlem, F.D., Rosenqvist, M.A., Martin, J. et al. Sex differences in predicting ADHD clinical diagnosis and pharmacological treatment. Eur Child Adolesc Psychiatry 28, 481–489 (2019). https://doi.org/10.1007/s00787-018-1211-3

⁶Abdelnour E, Jansen MO, Gold JA. ADHD Diagnostic Trends: Increased Recognition or Overdiagnosis? Mo Med. 2022 Sep-Oct;119(5):467-473. PMID: 36337990; PMCID: PMC9616454.

⁷Nikkelen, S. W., Valkenburg, P. M., Huizinga, M., & Bushman, B. J. (2014). “Media use and ADHD-related behaviors in children and adolescents: A meta-analysis.” Developmental Psychology, 50(9), 2228-2241.

⁸Madigan S, Browne D, Racine N, Mori C, Tough S. Association Between Screen Time and Children’s Performance on a Developmental Screening Test. JAMA Pediatr. 2019;173(3):244–250. doi:10.1001/jamapediatrics.2018.5056

⁹Yifei, P, Xuechun, L,Yu, Y. (2023). Screen use and its association with ADHD symptoms among children: a systematic review. MEDS Public Health and Preventive Medicine, 3.10.23977/phpm.2023.030301

¹⁰Nigg JT, Lewis K, Edinger T, Falk M. Meta-analysis of attention-deficit/hyperactivity disorder or attention-deficit/hyperactivity disorder symptoms, restriction diet, and synthetic food color additives. J Am Acad Child Adolesc Psychiatry. 2012 Jan;51(1):86-97.e8. doi: 10.1016/j.jaac.2011.10.015. PMID: 22176942; PMCID: PMC4321798.

¹¹Huang L, Wang Y, Zhang L, Zheng Z, Zhu T, Qu Y, Mu D. Maternal Smoking and Attention-Deficit/Hyperactivity Disorder in Offspring: A Meta-analysis. Pediatrics. 2018 Jan;141(1):e20172465. doi: 10.1542/peds.2017-2465. PMID: 29288161.

¹²Goodlad JK, Marcus DK, Fulton JJ. Lead and Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms: a meta-analysis. Clin Psychol Rev. 2013 Apr;33(3):417-25. doi: 10.1016/j.cpr.2013.01.009. Epub 2013 Jan 29. PMID: 23419800.

¹³Nigg JT, Nikolas M, Mark Knottnerus G, Cavanagh K, Friderici K. Confirmation and extension of association of blood lead with attention-deficit/hyperactivity disorder (ADHD) and ADHD symptom domains at population-typical exposure levels. J Child Psychol Psychiatry. 2010 Jan;51(1):58-65. doi: 10.1111/j.1469-7610.2009.02135.x. Epub 2009 Nov 23. PMID: 19941632; PMCID: PMC2810427.

¹⁴Eubig PA, Aguiar A, Schantz SL. Lead and PCBs as risk factors for attention deficit/hyperactivity disorder. Environ Health Perspect. 2010 Dec;118(12):1654-67. doi: 10.1289/ehp.0901852. Epub 2010 Sep 9. PMID: 20829149; PMCID: PMC3002184.

¹⁵Howard AL, Robinson M, Smith GJ, Ambrosini GL, Piek JP, Oddy WH. ADHD is associated with a “Western” dietary pattern in adolescents. J Atten Disord. 2011 Jul;15(5):403-11. doi: 10.1177/1087054710365990. Epub 2010 Jul 14. PMID: 20631199.

¹⁶O’Nions E, El Baou C, John A, et al. Life expectancy and years of life lost for adults with diagnosed ADHD in the UK: matched cohort study. The British Journal of Psychiatry. Published online 2025:1-8. doi:10.1192/bjp.2024.199

¹⁷Gnanavel S, Sharma P, Kaushal P, Hussain S. Attention deficit hyperactivity disorder and comorbidity: A review of literature. World J Clin Cases 2019; 7(17): 2420-2426 [PMID: 31559278 DOI: 10.12998/wjcc.v7.i17.2420]

¹⁸Kessler, Ronald & Adler, Lenard & Barkley, Russell & Biederman, Joseph & Conners, C & Demler, Olga & Faraone, Stephen & Greenhill, Laurence & Howes, Mary & Boye, Kristina & Spencer, Thomas & Ustun, Tevfik & Walters, Ellen & Zaslavsky, Alan. (2006). The Prevalence and Correlates of Adult ADHD in the United States: Results From the National Comorbidity Survey Replication. The American journal of psychiatry. 163. 716-23. 10.1176/appi.ajp.163.4.716.

¹⁹Babinski DE, Neely KA, Ba DM, Liu G. Depression and Suicidal Behavior in Young Adult Men and Women With ADHD: Evidence From Claims Data. J Clin Psychiatry. 2020 Sep 22;81(6):19m13130. doi: 10.4088/JCP.19m13130. PMID: 32965804; PMCID: PMC7540206.

²⁰Katelijne van Emmerik-van Oortmerssen, Geurt van de Glind, Wim van den Brink, Filip Smit, Cleo L. Crunelle, Marije Swets, Robert A. Schoevers, Prevalence of attention-deficit hyperactivity disorder in substance use disorder patients: A meta-analysis and meta-regression analysis, Drug and Alcohol Dependence, Volume 122, Issues 1–2, 2012, Pages 11-19, ISSN 0376-8716, https://doi.org/10.1016/j.drugalcdep.2011.12.007.

²¹Nazar BP, Bernardes C, Peachey G, Sergeant J, Mattos P, Treasure J. The risk of eating disorders comorbid with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Int J Eat Disord. 2016 Dec;49(12):1045-1057. doi: 10.1002/eat.22643. Epub 2016 Nov 15. PMID: 27859581.

²²Curtin, Carol & Pagoto, Sherry & Mick, Eric. (2013). The association between ADHD and eating disorders/pathology in adolescents: A systematic review. Open Journal of Epidemiology. 3. 193-202. 10.4236/ojepi.2013.34028.

²³Nock MK, Kazdin AE, Hiripi E, Kessler RC. Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. J Child Psychol Psychiatry. 2007 Jul;48(7):703-13. doi: 10.1111/j.1469-7610.2007.01733.x. PMID: 17593151.

²⁴Curry AE, Yerys BE, Metzger KB, Carey ME, Power TJ. Traffic Crashes, Violations, and Suspensions Among Young Drivers With ADHD. Pediatrics. 2019 Jun;143(6):e20182305. doi: 10.1542/peds.2018-2305. Epub 2019 May 20. PMID: 31110164; PMCID: PMC6564068.

²⁵Ward JH, Curran S. Self-harm as the first presentation of attention deficit hyperactivity disorder in adolescents. Child Adolesc Ment Health. 2021 Nov;26(4):303-309. doi: 10.1111/camh.12471. Epub 2021 May 3. PMID: 33939246.

²⁶Hinshaw SP, Owens EB, Zalecki C, Huggins SP, Montenegro-Nevado AJ, Schrodek E, Swanson EN. Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: continuing impairment includes elevated risk for suicide attempts and self-injury. J Consult Clin Psychol. 2012 Dec;80(6):1041-1051. doi: 10.1037/a0029451. Epub 2012 Aug 13. PMID: 22889337; PMCID: PMC3543865.

²⁷Ping-I Lin, Weng Tong Wu, Enoch Kordjo Azasu, Tsz Ying Wong, Pathway from attention-deficit/hyperactivity disorder to suicide/self-harm, Psychiatry Research, Volume 337, 2024, 115936, ISSN 0165-1781, https://doi.org/10.1016/j.psychres.2024.115936.

²⁸Li L, Zhu N, Zhang L, Kuja-Halkola R, D’Onofrio BM, Brikell I, Lichtenstein P, Cortese S, Larsson H, Chang Z. ADHD Pharmacotherapy and Mortality in Individuals With ADHD. JAMA. 2024 Mar 12;331(10):850-860. doi: 10.1001/jama.2024.0851. PMID: 38470385; PMCID: PMC10936112.

²⁹Faraone SV, Wilens T. Does stimulant treatment lead to substance use disorders? J Clin Psychiatry. 2003;64 Suppl 11:9-13. PMID: 14529324.

³⁰Chang Z, Quinn PD, Hur K, et al. Association Between Medication Use for Attention-Deficit/Hyperactivity Disorder and Risk of Motor Vehicle Crashes. JAMA Psychiatry. 2017;74(6):597–603. doi:10.1001/jamapsychiatry.2017.0659

³¹Spencer, Thomas et al. A large, double-blind, randomized clinical trial of methylphenidate in the treatment of adults with attention-deficit/hyperactivity disorder, Biological Psychiatry, Volume 57, Issue 5, 456 – 463

³²Barbaresi WJ, Katusic SK, Colligan RC, Weaver AL, Leibson CL, Jacobsen SJ. Long-term stimulant medication treatment of attention-deficit/hyperactivity disorder: results from a population-based study. J Dev Behav Pediatr. 2006 Feb;27(1):1-10. doi: 10.1097/00004703-200602000-00001. PMID: 16511362.

³³Faraone, S. V., & Buitelaar, J. (2010). “Comparing the efficacy of stimulants for ADHD in children and adolescents using meta-analysis.” European Child & Adolescent Psychiatry, 19(4), 353-364.

³⁴Centers for Disease Control and Prevention. (2022, March 8). Treatment recommendations for healthcare providers. https://www.cdc.gov/adhd/hcp/treatment-recommendations/index.html.

³⁵Grossi, G. US ADHD Stimulant Shortage Highlights Growing Challenges in Adult Treatment. AJMC. 2024 Nov. https://www.ajmc.com/view/us-adhd-stimulant-shortage-highlights-growing-challenges-in-adult-treatment

³⁶Quinn PD, Chang Z, Hur K, Gibbons RD, Lahey BB, Rickert ME, Sjölander A, Lichtenstein P, Larsson H, D’Onofrio BM. ADHD Medication and Substance-Related Problems. Am J Psychiatry. 2017 Sep 1;174(9):877-885. doi: 10.1176/appi.ajp.2017.16060686. Epub 2017 Jun 29. PMID: 28659039; PMCID: PMC5581231.

³⁷Newcorn, J. H., Kratochvil, C. J., Allen, A. J., Casat, C. D., Ruff, D. D., Moore, R. J., & Michelson, D. (2008). “Atomoxetine and osmotically released methylphenidate for the treatment of attention deficit hyperactivity disorder: acute comparison and differential response.” American Journal of Psychiatry, 165(6), 721-730.

³⁸Sallee FR, McGough J, Wigal T, Donahue J, Lyne A, Biederman J; SPD503 STUDY GROUP. Guanfacine extended release in children and adolescents with attention-deficit/hyperactivity disorder: a placebo-controlled trial. J Am Acad Child Adolesc Psychiatry. 2009 Feb;48(2):155-65. doi: 10.1097/CHI.0b013e318191769e. PMID: 19106767.

³⁹Connor DF, Findling RL, Kollins SH, Sallee F, López FA, Lyne A, Tremblay G. Effects of guanfacine extended release on oppositional symptoms in children aged 6-12 years with attention-deficit hyperactivity disorder and oppositional symptoms: a randomized, double-blind, placebo-controlled trial. CNS Drugs. 2010 Sep;24(9):755-68. doi: 10.2165/11537790-000000000-00000. PMID: 20806988.

⁴⁰Fabiano GA, Pelham WE Jr, Coles EK, Gnagy EM, Chronis-Tuscano A, O’Connor BC. A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clin Psychol Rev. 2009 Mar;29(2):129-40. doi: 10.1016/j.cpr.2008.11.001. Epub 2008 Nov 11. PMID: 19131150.

⁴¹Cerrillo-Urbina AJ, García-Hermoso A, Sánchez-López M, Pardo-Guijarro MJ, Santos Gómez JL, Martínez-Vizcaíno V. The effects of physical exercise in children with attention deficit hyperactivity disorder: a systematic review and meta-analysis of randomized control trials. Child Care Health Dev. 2015 Nov;41(6):779-88. doi: 10.1111/cch.12255. Epub 2015 May 18. PMID: 25988743.

⁴²Ogundele MO, Yemula C. Management of sleep disorders among children and adolescents with neurodevelopmental disorders: A practical guide for clinicians. World J Clin Pediatr. 2022 Mar 15;11(3):239-252. doi: 10.5409/wjcp.v11.i3.239. PMID: 35663001; PMCID: PMC9134149.

⁴³Nigg JT, Lewis K, Edinger T, Falk M. Meta-analysis of attention-deficit/hyperactivity disorder or attention-deficit/hyperactivity disorder symptoms, restriction diet, and synthetic food color additives. J Am Acad Child Adolesc Psychiatry. 2012 Jan;51(1):86-97.e8. doi: 10.1016/j.jaac.2011.10.015. PMID: 22176942; PMCID: PMC4321798.

⁴⁴A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. The MTA Cooperative Group. Multimodal Treatment Study of Children with ADHD. Arch Gen Psychiatry. 1999 Dec;56(12):1073-86. doi: 10.1001/archpsyc.56.12.1073. PMID: 10591283.

⁴⁵Richardson, A. J., Puri, B. K. (2002). “A randomized double-blind, placebo-controlled study of the effects of supplementation with highly unsaturated fatty acids on ADHD-related symptoms in children with specific learning difficulties.” Progress in Neuro-Psychopharmacology & Biological Psychiatry, 26(2), 233-239.

⁴⁶Nigg JT, Lewis K, Edinger T, Falk M. Meta-analysis of attention-deficit/hyperactivity disorder or attention-deficit/hyperactivity disorder symptoms, restriction diet, and synthetic food color additives. J Am Acad Child Adolesc Psychiatry. 2012 Jan;51(1):86-97.e8. doi: 10.1016/j.jaac.2011.10.015. PMID: 22176942; PMCID: PMC4321798.

⁴⁷Ojinna BT, Parisapogu A, Sherpa ML, Choday S, Ravi N, Giva S, Shantha Kumar V, Shrestha N, Tran HH, Penumetcha SS. Efficacy of Cognitive Behavioral Therapy and Methylphenidate in the Treatment of Attention Deficit Hyperactivity Disorder in Children and Adolescents: A Systematic Review. Cureus. 2022 Dec 17;14(12):e32647. doi: 10.7759/cureus.32647. PMID: 36660538; PMCID: PMC9845961.

⁴⁸Gevensleben, H., Moll, G. H., Rothenberger, A., & Heinrich, H. (2014). Neurofeedback in attention-deficit/hyperactivity disorder – different models, different ways of application. Frontiers in human neuroscience, 8, 846. https://doi.org/10.3389/fnhum.2014.00846

⁴⁹ Arnold, L. E., Lofthouse, N., Hersch, S., Pan, X., Hurt, E., Bates, B., Kassouf, K., Moone, S., & Grantier, C. (2013). EEG neurofeedback for ADHD: double-blind sham-controlled randomized pilot feasibility trial. Journal of attention disorders, 17(5), 410–419. https://doi.org/10.1177/1087054712446173

⁵⁰Ramsay, J. R. (2010). Neurofeedback and neurocognitive training. In J. R. Ramsay, Nonmedication treatments for adult ADHD: Evaluating impact on daily functioning and well-being (pp. 109–129). American Psychological Association. https://doi.org/10.1037/12056-006

⁵¹ Gathercole S. E. (2014). Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014). Journal of child psychology and psychiatry, and allied disciplines, 55(3), 256–257. https://doi.org/10.1111/jcpp.12196

⁵² Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., Rajwan, E., Cornwell, M., Anderson, L., Zwilling, A., & Ramon, M. (2014). A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: a replication in a diverse sample using a control condition. Journal of child psychology and psychiatry, and allied disciplines, 55(3), 247–255. https://doi.org/10.1111/jcpp.12146

⁵³ Hulme, C., & Melby-Lervåg, M. (2012). Current evidence does not support the claims made for CogMed working memory training. Journal of Applied Research in Memory and Cognition, 1(3), 197–200. https://doi.org/10.1016/j.jarmac.2012.06.006

ADDitude magazine asked practitioners who specialize in ADHD about their clients’ toughest problems, and the strategies that move them in the right direction. Here is what they said.

Identify the Benefits

Ari Tuckman, Psy.D.

As Russell Barkley, Ph.D., has famously said, ADHD is not about knowing but about doing. This is especially true with co-occurring conditions that make it even harder to get going. I have engaged in some great conversations in session about what to do and how to do it, but then faced disappointing weeks when clients struggled to follow through – again.

It’s easy with ADHD to feel like too much of life is about avoiding negatives, so I make a point of talking about the positives that clients will gain from doing what we discuss. For example, walking into a work meeting feeling confident rather than hoping to be ignored. Or getting into bed earlier tonight so you’ll be more effective tomorrow and then have time after work to meet up with friends.

We all benefit from working toward something that is important and meaningful. Anxiety and depression can steal this sense of purpose, so you need to figure out what that is for you. This will become your source of real, lasting motivation.

Value Persistence Over Perfection

Sharon Saline, Psy.D.

I really enjoy the outside-the-box thinking that people bring to our sessions – their humor, their intelligence, their candor about their strengths and limitations, and their sensitivity. In my office, laughter is often mixed with personal insights, curiosity, and tears.

[Get This Free Download: Get the Adult’s Guide to Treating ADHD]

The main challenges I see in my work with clients with ADHD: consistently inconsistent motivation, a hallmark of ADHD, mixed with perfectionism and helplessness. All of my clients sincerely want to change but wrestle with how. They are willing to try a new technique or take a risk, but they struggle with persistence, unrealistic standards, and self-esteem. They become discouraged and give up.

When this occurs, we begin by exploring the obstacles they face, patterns that might be recurring, and any past successes that could be applied to this situation. We work together to adjust their expectations about “success,” look for something to re-engage them, and then pivot to trying again with new tweaks and a different perspective. This process helps them regroup, aim for steadiness instead of perfectionism, and feel empowered.

Determine the Conditions at Play

Roberto Olivardia, Ph.D.

ADHD rarely travels alone. Yet many patients are unaware of the hand that ADHD plays in the etiology, presentation, and/or course of their other conditions – which may be unidentified or misdiagnosed. This is particularly true of ADHD in adults, since many symptoms mimic and overlap with traits of other disorders.

Patients are perceived as complicated when previous treatment methods seem ineffective. However, a primary reason for this is the clinical underappreciation of ADHD. Even when ADHD has been diagnosed, many patients are told that ADHD treatment is secondary to treatment of “more serious” problems. Meanwhile, untreated ADHD often undermines the treatment of other conditions. Patients feel unfixable.

[Read More from Dr. Olivardia]

My role is to empathically work with a patient to place all the pieces of the diagnostic puzzle on the table. You have to inquire about each of the problems to capture the story of the symptoms. For example, not sleeping for three consecutive days could be a symptom of a manic episode, a cocaine-fueled bender, a depressive episode, or because you were writing your senior honors thesis (and I have experience in this) after your ADHD had you put it off until 72 hours before the deadline.

As clinicians, we always have to ask, “What diagnosis is driving the bus?” – especially when multiple diagnoses are present. Only then can we properly put the puzzle pieces together and deliver to our patients the heartfelt message that they are not broken but simply needed more time and examination for the proper treatment to be effective.

Put On Your Own Oxygen Mask First

Dawn K. Brown, M.D.

Women of color with ADHD carry an immense load. They balance careers, family life, and societal expectations while managing ADHD, not to mention other conditions like anxiety or hormonal imbalances. I always tell my patients that taking care of themselves is not optional. In a world that often expects them to be last, they must intentionally choose to put themselves first. Without that, everything else falls apart.

I begin by helping them create a personal roadmap for managing life with ADHD. For instance, I had a patient who was a single mother with a demanding career. She felt overwhelmed, always chasing her to-do list but never catching up. We started by breaking down her day, prioritizing tasks, and integrating time for self-care. I introduced her to time-blocking: setting specific times for work, family, and herself. She also used organization apps, like Todoist, to break down tasks into smaller, manageable steps. Over time, she learned to delegate more responsibilities at home and let go of the pressure to do everything perfectly.

We also focused on setting boundaries. For many women of color, there’s pressure to be everything to everyone. I encourage my patients to set limits and say “no” without guilt. This might mean communicating with family about their need for quiet time or asking for help at work to lighten the load.

Unite and Conquer

Paul Mitrani, M.D., Ph.D.

My adult clients report frequent problems in relationships, especially when they have ADHD and their partner does not understand the difficulties it brings, like forgetting to do things or neglecting to share responsibilities. When must-dos fall by the wayside, that’s when trouble begins. It’s important for individuals and their partners to think about how to delegate – this is my strength, this is yours, and this is how we’ll partner up. I also work to educate the partner that this is a medical condition and not just the other person forgetting or not seeming to be as interested in things.

How to Set Emotional Boundaries: Next Steps

• Free Download: Who Can Treat ADHD?
• Read: Realistic Solutions for Managing Life, Time & Emotions
• Read: 33 Ways to Prioritize Your Mental Health

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DBT can help obvious forms of emotional dysregulation in ADHD, like overblown reactions. It can also address other ADHD-related challenges like low motivation problems and high procrastination. Its principles and skills target common frustrations with both emotional regulation and executive function that lead to distractibility to disorganization.

What Is DBT?

DBT is a skills-based form of talk therapy designed to help people manage intense emotions, improve relationships, and make thoughtful decisions. It used to treat ADHD, anxiety, depression, and more.

DBT focuses on four core areas:

• Emotion Regulation: Understanding and balancing emotions
• Distress Tolerance: Managing crises without making them worse
• Mindfulness: Staying present and aware in the moment
• Interpersonal Effectiveness: Communicating clearly and setting boundaries

1. Master Emotional Regulation

Emotions Are Not the Problem

Many adults say emotional dysregulation is the most impairing aspect of living with ADHD. DBT reminds us that emotions are important because they tell us about our environment and move us to action. Ignoring emotions is not the answer; learning to dance with them is key. With frequent practice, the following skills can improve emotional regulation.

• Understand and label emotions. Investigating your emotions will allow you to become clearer about what’s really going on. Labeling is also an act of mindfulness that cools the amygdala and limbic system. You can say to yourself, “I am experiencing ___ right now.”
• Accept emotions. Experiencing emotions intensely does not make you an irrational or bad person. Fighting their presence only depletes energy that is better used taking positive action to regulate them.

Improve Your Emotional Baseline

Taking care of your overall emotional health can reduce the frequency and intensity of emotions and improve your regulation of them.

• Practice daily mastery. When you actively seek challenges, you are exerting influence on your immediate environment, which builds self-efficacy and self-esteem. So do something every day that improves your sense of competence. Mastery can be found in the mundane, whether it’s doing the laundry or the dishes. (It isn’t important whether the activity you find challenging is also challenging to others.)
• Seek pleasant experiences. Focusing on positive experiences will help you break out of negative rumination cycles and build resilience against life’s stressors. Each day, engage in activities that bring you a sense of interest, satisfaction, and joy. These activities can be simple, from gardening and listening to music to watching a show with your family.

[Get This Free Download: Emotional Regulation & Anger Management Scripts]

2. Reverse ADHD Paralysis

“Opposite Action” is a DBT skill for calming emotions that are disproportionate to a situation. It entails doing the opposite of what your emotions tell you to do to interrupt and eventually change your feelings. Feel the urge to yell? Speak softly or adopt a half smile instead. Feel like withdrawing? Call a friend instead.

Opposite action is also helpful for overcoming ADHD paralysis. This skill can help you generate the emotional energy you need to start and complete tasks that you find boring or overwhelming. Are you frozen on the couch and know that you need to wash the dishes? Try wiggling your toes. Bring one leg off. Then the other. Stand on your feet for a few moments. Bring one foot in front of the other and make your way to the sink. Adopt a determined facial expression. Roll up your sleeves. Say aloud, “I’m going to wash this dish.”

3. Cope with Discomfort

Discomfort is a core part of our lives. We feel it when we try to control impulsive behaviors or emotional outbursts. We feel it when fielding comments and criticism. And sometimes when we try to manage this discomfort, we may end up engaging in self-sabotaging behaviors that worsen feelings of shame.

[Read: 13 Ways to Beat ADHD Paralysis]

Enter distress tolerance — a core DBT module that centers on the ability to endure stressful, overwhelming thoughts, feelings, and situations without engaging in self-defeating behaviors. Distress tolerance skills help you cope with tough feelings and reduce their intensity. The following distress tolerance exercises activate the parasympathetic nervous system in real time and downregulate flooded emotional states:

TIPP

• Temperature: Hold an ice cube or splash cold water on your face.
• Intense exercise: Do jumping jacks or sprint in place.
• Paced breathing: Take slow, deep breaths, extending your exhale.
• Paired muscle relaxation: Tense a muscle group while inhaling, then release as you exhale.

STOP

• Stop. Physically don’t move a muscle. Freeze.
• Take a step back. Create some distance, literally and/or figuratively, from the person you’re in conflict with or the frustrating task. Leave the room if possible. Think, “What’s happening here? What are the thoughts and emotions I’m having?”
• Observe. Notice what’s happening without holding onto anything.
• Proceed mindfully. Move forward with intention and in a way that aligns with your values.

4. Practice a Mindful Life

Mindfulness is at the root of all DBT skills. Learning how to pay attention to the present moment — an ongoing practice — will allow you to balance reason with emotion and act in ways that better serve you. In DBT, this state is called “Wise Mind,” and it is activated by practicing the following skills:

DBT Skills for ADHD: Next Steps

• Free Download: What Is Dialectical Behavior Therapy (DBT)?
• Read: DBT — The Emotional Control Therapy You Need Now
• Read: The Emotional Resilience Playbook for People with Big Emotions

The content for this article was derived from the ADDitude ADHD Experts webinar titled, “How DBT Promotes Emotional Regulation, Distress Tolerance, and Mindfulness” [Video Replay & Podcast #527] with Scott Spradlin, LPC, which was broadcast on October 31, 2024.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

We make time for everything and everyone but ourselves. We consistently prioritize the needs of others. We feel guilty erecting boundaries. And this struggle to carve out space for our own wellbeing is the biggest barrier to mental and emotional health for more than half of adults with ADHD, according to a new survey of 1,898 ADDitude readers.

“I have a hard time putting myself first. I worry about others to my own detriment.”

“I really want to journal but, when I remember to, I spend an hour writing and then find myself thinking, ‘I don’t have time for this!’”

On a 10-point scale, where 10 is extremely satisfied, ADDitude readers rated their mental and emotional health a 5.2. Additional barriers to mental health care cited by readers include the following:

• Defining effective self-care strategies: 45%
• Sticking with a routine: 45%
• Practicing mindful meditation and/or gratitude: 38%
• Affording a mental-health practitioner: 23%

“Insurance makes things impossible sometimes. Also, I’ve had to switch mental healthcare doctors many times due to clashes of ideals and personality. One actually said ADHD wasn’t real and that I just needed discipline to work through my ‘laziness’.”

“I have not found a single counselor who is highly familiar with adult ADHD and its nasty companions.”

[Get This Free Download: Make Mindfulness Work for You]

Top Mental Health Apps and Tools

Following are the top apps, websites, podcasts, books, and other resources recommended by ADDitude readers for improving mental and emotional health.

Self-Care Apps

• Insight Timer: Guided meditation sessions, music, and courses for mindfulness and relaxation
• Balance: Personalized meditation that adapts sessions to your goals and progress
• Gratitude: Foster daily gratitude and positivity via journaling
• Happify: Activities and games to boost happiness and reduce stress
• Headspace: Mindfulness and meditation tools, sleep sounds, mindful movement, and exercise.
• Calm: Sleep stories and music, meditation and inspirational stories, mood tracking, and relaxation tools
• Healthy Minds: Unlock wellbeing my practicing four skills — awareness, connection, insight, and purpose
• Finch: Nurture a virtual pet by completing daily wellness and self-care tasks

Self-Care YouTube Channels, Podcasts, and Websites

• How to ADHD: A YouTube channel created by Jessica McCabe that offers practical tools and insights for living with ADHD.
• The Happiness Lab: A podcast by Laurie Santos, Ph.D., that explores science-backed strategies for a happier life.
• The Teen Anxiety Maze : A podcast by Cynthia Coufal, a teen anxiety coach.
• Therapy in a Nutshell : A mental health and strategies podcast, YouTube channel, and website by Emma McAdam, LMFT.
• Something Shiny: A podcast by therapists David Kessler and Isabelle Richards that tackles ADHD and relationships with humor and authenticity.
• ADDitude ADHD Experts: Leading experts in ADHD and mental health share the latest research and proven strategies.

Self-Care Books

• ADHD 2.0 (#CommissionsEarned)by Edward M. Hallowell, M.D., and John Ratey, M.D.
• Your Brain Is Not Broken (#CommissionsEarned) by Tamara Rosier, Ph.D.
• The Gift of Imperfection (#CommissionsEarned) by Brené Brown
• Get Out of Your Mind and Into Your Life (#CommissionsEarned) by Steven C. Hayes and Spencer Smith

Daily Self-Care Approaches

To prioritize self-care, many ADDitude readers incorporate small practices and routines into daily life. Here is their advice.

“Take three deep breaths a few times a day. Connect it to something you are doing anyway; do it after going to the bathroom first thing in the morning or when you get into your car.”

“I have a ‘blow off steam’ playlist that I listen to when I feel wired or hostile. (I also have calming playlists!)”

“As weird as it sounds, I find ChatGPT great for journaling. It asks me questions about what I’ve written and helps me develop a deeper understanding of my thoughts.”

“Exercise is the magic medicine for my mental health. I notice a difference in my energy, focus, attitude, and motivation to get things done when I exercise. I try to walk three days a week and attend a class at my local YMCA three days a week.”

“I write about three good things every morning. It gives me a sense of achievement and agency and calms my anxiety.”

“I have set aside Fridays after work as ‘nothing needs to get done’ time.”

“I try to have 30 minutes of ‘me’ time every day. I take a bath, listen to an audiobook, or watch a show.”

[Read: 31 Ways to Work Out the Kinks in Your Workout Plan]

The Power of Therapy and Medication for Mental Health

Readers report that taking prescribed medications and working with mental health professionals do wonders for their health, and assigned the following “helpfulness” ratings to each tool (on a 5-point scale where 5 is extremely helpful):

• Therapist (in-person or online): 4.11
• Medication for ADHD: 3.91
• Medication for another condition: 3.88
• Psychiatrist: 3.67

“ADHD meds have helped so much with emotional regulation that I’m quite upset I didn’t have access to them earlier!”

“Medication for anxiety has largely cleared up my ADHD mess, so much that I’m able to handle other sides that come up (time blindness, forgetfulness, etc.)”

“Accessing a therapist is paramount to understanding your emotions, triggers, and boundaries.”

“Medication can be so helpful, but it can take a while to figure out what works for you. Try some stuff and don’t be afraid to try something else if it is not working or if side effects make life unfun. Also, know that medication is a helpful tool, but it doesn’t do the work for you. It helps you do the work of setting up systems, finding coping skills and accommodations, and looking honestly at how your current patterns are helping or hurting you as you seek to be the best you.”

More Recommended Mental Health Supports

What other supports are helpful for improving mental and emotional health? ADDitude readers contributed the following “helpfulness” ratings:

• ADHD coach: 3.67
• Yoga or meditation class: 3.50
• Spouse, family member, friend: 3.38
• Anger-management training: 2.75
• Journaling: 3.08

“Get a good yoga teacher who focuses on the emotional benefits of yoga as well as the physical benefits. It is so much more than exercise and is really beneficial for all sorts of ADHD symptoms, too.”

“Find safe spaces to talk about your feelings, even if it is just an online community of strangers. Communities of people with ADHD are great to engage with because they have empathy for what you are experiencing and often really great advice for ways to better your daily life.”

“There is something therapeutic about writing on paper while curled up in a chair. It clears my mind and gets the chaos out of my head.”

“My most helpful experiences come from seeing others with similar struggles and finding that I am normal.”

How to Improve Mental Health: Next Steps

• Celebrate Every Step: Join the Small Wins Appreciation Network!
• Read: 11 Self Care Strategies for ADHD Brains
• Read: “Your ADHD Self-Improvement Plan — 6 Steps to a Better You”
• Join Us! ADHD Support Group for Adults

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In this final installment of ADDitude magazine’s two-part series, “The Future of ADHD” (the first part appeared in the Winter 2023 issue), I’ll explain each of the developments poised to revolutionize ADHD understanding and treatment.

New Pharmacologic Interventions for ADHD

Development of pharmacologic interventions for ADHD has mushroomed over the last two decades. Though researchers have made progress in developing non-stimulant treatment options (i.e., long-acting forms of clonidine and guanfacine, as well as atomoxetine and viloxazine), most of the FDA-approved agents are simply tweaks of methylphenidate and amphetamine compounds.

There are now more choices available to prescribers and patients, offering stimulant preparations of varying durations, delivery formats (patch, liquid, tablet, capsule), and pharmacokinetic profiles. It should be noted that both older and newer preparations are exceptionally effective for most patients and, when comparing them to non-stimulants in head-to-head trials and in clinical practice, the psychostimulants generally win hands-down. However, the various forms of psychostimulants differ in their rate of onset, duration of coverage, convenience (once daily vs. multiple doses daily), and cost.

Psychostimulants, however, are not effective for everyone; about 30% of patients may not have a satisfactory response.¹ As a result, researchers are increasingly exploring the benefits of combining psychostimulant treatment with other compounds (e.g., methylphenidate paired with atomoxetine, or a dextroamphetamine compound plus guanfacine).

[Get This Free Download: 2024 Scorecard of ADHD Treatments]

The robust effectiveness of psychostimulants in treating ADHD has somewhat slowed the development of alternatives. However, researchers are exploring newer agents that target different neurotransmitter systems, including:

• Solriamfetol (used to treat excessive daytime drowsiness)
• Tipepidine (used as a cough suppressant)
• Amantadine (used to treat Parkinson’s disease)
• Dasotraline (used to treat depression and other disorders)

Not yet FDA-approved for ADHD, these compounds face two main challenges: matching the effectiveness of psychostimulants and effectively targeting symptoms not currently treated by psychostimulants.

ADHD and the Gut-Brain Axis

Emerging research suggests a significant, but underappreciated, relationship between the gut biome — a diverse community of microorganisms living in the digestive tract — and behavior and emotions. The gut and the brain communicate through the gut-brain axis, allowing gut microbiota to influence brain function and vice versa.

Multiple studies have now shown that abnormalities in the gut microbiome can affect mood, anxiety, and stress levels.² Certain gut bacteria can even produce neurotransmitters like serotonin and gamma-aminobutyric acid (GABA), which play a crucial role in regulating emotions.³ Other gut bacteria can produce toxins, inflammatory molecules, and other metabolites that can cross the blood-brain barrier to adversely impact brain health and cognitive function.⁴

[Get This Free Download: Lifestyle Changes for Adults with ADHD]

Imbalances in the gut microbiome can be caused by diet, stress, and even antibiotic use during the prenatal period or during infancy.^{5 6} Longitudinal studies have shown that these gut factors can be linked to mental health disorders, including ADHD, in later childhood.⁷ Multiple studies also suggest that restoring a healthy gut balance through probiotics, prebiotics, or dietary changes might improve emotional wellbeing.⁸ Research involving the microbiome’s impact on human behavior and emotions is still emerging.

ADHD and Gene-Environment Interactions

ADHD is highly heritable; however, environmental influences are exceptionally important in determining whether, when, and how a set of genes will manifest in ADHD symptoms. Environments determine whether a particular illness or disease manifests. This area of research — how certain genes are differentially expressed due to differences in environments — is in its infancy.

A major challenge: Because there are so many genes and possible environmental factors unfolding over time, there are literally trillions of possible gene-environment interactions that could affect the timing, severity, and persistence of ADHD. Due to the likely number and complexity of these interactions, multiple replications across independent studies will be essential.

Several studies have already shown that the severity and persistence of ADHD can be a function of parent-child interactions and supervision across different settings.⁹ This is not a “blame the parents” finding, but, instead, suggests that certain interventions from caregivers (and possibly teachers, coaches, and other adults) may mitigate a child’s symptom severity and persistence. For example, teaching parents how to remain neutral, or even express warmth in the face of difficult behaviors, is likely an important area of intervention. Related findings indicate that parental rejection¹⁰ can affect a child’s outcomes, as can the level of household disorganization¹¹, overall life stress¹², and other factors. Attention to such challenges offers an opportunity for targeted interventions.

Many different factors contribute to ADHD’s etiology, timing of onset, and severity, as well as possibilities for prevention and person-specific treatment. Our research to date, and our research programs unfolding over the next decades, will continue to lead to advances in the way we diagnose and treat ADHD in childhood and in adults.

ADHD Research: Next Steps

• Read: The Evolution of ADHD — Examining the Last 25 Years and the Future
• Read: Prenatal and Early Life Risk Factors of ADHD
• Watch: Epigenetics — Understanding Its Role in ADHD and Future Applications
• Hub: ADHD News & Research

Peter S. Jensen, M.D., is the founder of The REACH Institute, which trains providers in interventions for children’s mental health care.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Spencer, T., Biederman, J., & Wilens, T. (2004). Nonstimulant treatment of adult attention-deficit/hyperactivity disorder. The Psychiatric clinics of North America, 27(2), 373–383. https://doi.org/10.1016/j.psc.2003.12.001

² Xiong, R. G., Li, J., Cheng, J., Zhou, D. D., Wu, S. X., Huang, S. Y., Saimaiti, A., Yang, Z. J., Gan, R. Y., & Li, H. B. (2023). The Role of Gut Microbiota in Anxiety, Depression, and Other Mental Disorders as Well as the Protective Effects of Dietary Components. Nutrients, 15(14), 3258. https://doi.org/10.3390/nu15143258

³ Chen, Y., Xu, J., & Chen, Y. (2021). Regulation of Neurotransmitters by the Gut Microbiota and Effects on Cognition in Neurological Disorders. Nutrients, 13(6), 2099. https://doi.org/10.3390/nu13062099

⁴ Parker, A., Fonseca, S., & Carding, S. R. (2020). Gut microbes and metabolites as modulators of blood-brain barrier integrity and brain health. Gut microbes, 11(2), 135–157. https://doi.org/10.1080/19490976.2019.1638722

⁵ Madison, A., & Kiecolt-Glaser, J. K. (2019). Stress, depression, diet, and the gut microbiota: human-bacteria interactions at the core of psychoneuroimmunology and nutrition. Current opinion in behavioral sciences, 28, 105–110. https://doi.org/10.1016/j.cobeha.2019.01.011

⁶ Fish-Williamson, A., Hahn-Holbrook, J., Hobbs, M., Wallander, J., & Morton, S. M. B. (2022). Prenatal antibiotic exposure in pregnancy and early childhood socioemotional development. JCPP advances, 2(2), e12066. https://doi.org/10.1002/jcv2.12066

⁷ Cassidy-Bushrow, A. E., Sitarik, A. R., Johnson, C. C., Johnson-Hooper, T. M., Kassem, Z., Levin, A. M., Lynch, S. V., Ownby, D. R., Phillips, J. M., Yong, G. J. M., Wegienka, G., & Straughen, J. K. (2023). Early-life gut microbiota and attention deficit hyperactivity disorder in preadolescents. Pediatric research, 93(7), 2051–2060. https://doi.org/10.1038/s41390-022-02051-6

⁸ Bistas, K. G., & Tabet, J. P. (2023). The Benefits of Prebiotics and Probiotics on Mental Health. Cureus, 15(8), e43217. https://doi.org/10.7759/cureus.43217

⁹Haack, L. M., Villodas, M. T., McBurnett, K., Hinshaw, S., & Pfiffner, L. J. (2016). Parenting Mediates Symptoms and Impairment in Children With ADHD-Inattentive Type. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 45(2), 155–166. https://doi.org/10.1080/15374416.2014.958840

¹⁰ Brinksma, D. M., Hoekstra, P. J., de Bildt, A., Buitelaar, J. K., van den Hoofdakker, B. J., Hartman, C. A., & Dietrich, A. (2023). Parental rejection in early adolescence predicts a persistent ADHD symptom trajectory across adolescence. European child & adolescent psychiatry, 32(1), 139–153. https://doi.org/10.1007/s00787-021-01844-0

¹¹ Agnew-Blais, J. C., Wertz, J., Arseneault, L., Belsky, D. W., Danese, A., Pingault, J. B., Polanczyk, G. V., Sugden, K., Williams, B., & Moffitt, T. E. (2022). Mother’s and children’s ADHD genetic risk, household chaos and children’s ADHD symptoms: A gene-environment correlation study. Journal of child psychology and psychiatry, and allied disciplines, 63(10), 1153–1163. https://doi.org/10.1111/jcpp.13659

¹² Hartman, C. A., Rommelse, N., van der Klugt, C. L., Wanders, R. B. K., & Timmerman, M. E. (2019). Stress Exposure and the Course of ADHD from Childhood to Young Adulthood: Comorbid Severe Emotion Dysregulation or Mood and Anxiety Problems. Journal of clinical medicine, 8(11), 1824. https://doi.org/10.3390/jcm8111824

Dialectical behavior therapy (DBT) combines elements of mindfulness and cognitive behavioral therapy (CBT) to treat conditions marked by emotional dysregulation, including ADHD, mood disorders, and anxiety disorders.

Initially developed by Marsha Linehan, Ph.D., in the 1980s to treat borderline personality disorder (BPD), DBT helps people learn to tolerate internal experiences (i.e., emotions), physical sensations (i.e., agitation and restlessness), and the urge to fidget or interrupt. It has become a go-to treatment for ADHD.

A central tenet of DBT is validation — accepting uncomfortable emotions and situations before trying to change them. By coming to terms with troubling thoughts and emotions, change appears possible, and patients can work with their therapists to create a recovery plan.

In this download, you will learn:

• The four modules that comprise DBT skills training
• Types of coping strategies presented in DBT
• How DBT improves emotional regulation skills
• How DBT improves ADHD symptoms
  The difference between cognitive behavioral therapy (CBT) and DBT
• And much more!

Dialectical Behavior Therapy (DBT) is an effective treatment for improving emotional regulation in adults with ADHD. DBT is a lesser known but important intervention under the Cognitive Behavioral Therapy (CBT) umbrella of treatments for ADHD.

DBT aims to improve emotional dysregulation through four basic skills modules: core mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. DBT modified for adult ADHD also integrates skills that improve executive function.

In this webinar, you will learn:

• About basic DBT skills modules and how they are modified to treat adult ADHD symptoms and traits
• How DBT teaches skills to improve management of intense emotions, impulsivity, mood swings, stress intolerance, and related behaviors
• How DBT teaches skills to improve executive functioning
• How DBT teaches approaches to activate the emotions needed for task initiation and persistence
• About the actionable strategies that DBT provides to bring about lasting changes in behavior and motivation

Watch the Video Replay

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Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO

DBT Skills for ADHD Symptoms: More Resources

• Download: What Is Dialectical Behavior Therapy (DBT)?
• Read: Why Dialectical Behavior Therapy Works
• Read: DBT Plus tDCS May Best Improve ADHD Symptoms in Adults
• eBook: The Adult’s Guide to Stronger Executive Functions
  

Obtain a Certificate of Attendance

If you attended the live webinar on October 31, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Scott Spradlin, a licensed professional counselor and licensed master’s addiction counselor, is the co-director of Wichita DBT at NorthStar Therapy, along with his wife, Mariah Spradlin, a licensed clinical social worker and licenses clinical addiction counselor. They provide adherent comprehensive DBT and Wise Mind for the Distracted Mind: DBT for Adult ADHD, a modified DBT for adult ADHD.

Scott completed DBT intensive training with DBT founder Marsha Linehan, Ph.D., and Linda Dimeff, Ph.D., in 2000 in Seattle, Washington. He served as an adjunct professor for the College of Education and School Psychology at Wichita State University, where he taught courses on DBT and related topics, the assessment and treatment of suicidality and self-harm, and the ethical integration of religion and spirituality in psychotherapy for undergraduate and graduate students. Scott authored Don’t Let Your Emotions Run Your Life: How Dialectical Behavior Therapy Can Put You in Control (New Harbinger, 2003).

He and his wife are co-authoring a new workbook on DBT for adult ADHD scheduled for release in 2026.

Listener Testimonials

“I found today’s webinar to provide a great overview of how DBT principles can be applied to ADHD treatment.”

“I’m a psychologist with ADHD specializing in ADHD and I loved this! I’ve done some generic DBT training but there was so much in this and so much that’s relevant to my clients and I.”

“Absolutely brilliant speaker. That was excellent; so gentle and kind for us ADHD adults and yet loads of really good theory and simple steps that could really help.”

Webinar Sponsor

The sponsor of this ADDitude webinar is….

Are your emotions taking you on a rollercoaster you can’t control? You’re not alone. For adults with ADHD, managing feelings can be tough. That’s where Inflow steps in. Our expert-designed app-based program offers practical techniques to help you identify thought patterns, regulate emotions, and boost your overall well-being. With Inflow, you’re not just surviving – you’re thriving. Ready to take charge of your emotional world for good? Take the free ADHD quiz today to kick off your self-care journey.

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

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EndeavorOTC is an over-the-counter digital therapeutic authorized by the Food and Drug Administration (FDA) for the treatment of adults 18 and older with primarily inattentive or combined-type ADHD. In the U.S., it is indicated to improve attention and functioning as measured by computer-based testing. It is available without a prescription.

EndeavorOTC is not intended to be used as a stand-alone therapeutic and is not a substitution for ADHD medication.

Developed by Akili Interactive, EndeavorOTC is the first FDA-authorized over-the-counter digital therapeutic treatment for adult ADHD. It uses the same proprietary technology as EndeavorRx, an FDA-approved digital therapeutic for the treatment of children ages 8 to 12 with primarily inattentive or combined-type ADHD.

EndeavorOTC is available in the U.S. in the Apple App Store for iOS and the Google Play Store for Android mobile devices.

How Does EndeavorOTC Work?

Through its immersive video game experience, EndeavorOTC presents specific sensory stimuli and simultaneous motor challenges designed to alter pathways in the brain related to focus.

Adults typically interact with EndeavorOTC on mobile devices for 25 minutes daily, five days a week.

The EndeavorOTC games, which challenge players to simultaneously target and navigate through a series of obstacles, are designed to boost cognitive functions related to attention, focus, multitasking, and prioritization.

How Long Does EndeavorOTC Take to Work?

The clinical study supporting EndeavorOTC’s FDA clearance found that, after six weeks of EndeavorOTC use, 83% of participants saw clinical improvements in their ability to focus as measured by the TOVA attentional control score. Nearly three-quarters (72.5%) of participants reported some quality-of-life improvements as measured by the Adult ADHD Quality of Life Scale (AAQoL), and roughly half (45.8%) of adults met a prespecified threshold for clinically meaningful improvement.¹

What are the Side Effects of EndeavorOTC?

The clinical trial for EndeavorOTC reported no lasting or serious side effects. Of the 221 adults who received EndeavorOTC for six weeks in the trial, 11 (5%) reported a treatment-emergent adverse device event, most commonly nausea (1.8%) and headache (1.4%).¹

What Precautions are Associated with EndeavorOTC?

EndeavorRx may not be appropriate for patients with photosensitive epilepsy, color blindness, or physical limitations that stop a patient from comfortably holding a device.

To learn more about EndeavorOTC, visit EndeavorOTC.com.

What is EndeavorRX?

EndeavorRx, a version of EndeavorOTC designed for children ages 8 to 12 with ADHD, was approved by the FDA in June 2020. Through its immersive video game experience, EndeavorRx presents specific sensory stimuli and simultaneous motor challenges designed to target neural systems in the brain related to attentional control. Children interact with EndeavorRx on mobile devices and typically play for 25 minutes per day, five days a week. It is available by prescription from a licensed healthcare provider.

Learn more about EndeavorRx at www.endeavorrx.com/

Source

¹ Stamatis, C.A., Mercaldi, C., Kollins, S.H. (2023). A Single-Arm Pivotal Trial to Assess the Efficacy of Akl-T01, a Novel Digital Intervention for Attention, in Adults Diagnosed With ADHD. Journal of the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2023.09.510