Treatment for ADHD

We are most known first and foremost throughout the Philadelphia area for our innovative approach to treating ADHD.

The boys and young adults we work with have many strengths, great qualities, and tremendous potential. They also have specific needs that are not effectively addressed by traditional therapy and require the highly specialized, skill-building approach we provide.  We are unlike any therapy/counseling practice in South Jersey as we teach practical skills and strategies to compensate for lagging skills.  We teach everyone we work with that ADHD is a description of how their brain works and not their identity.

Common characteristics of the individuals we work with:

Social Skills

  • May be able to initially make friends but has trouble keeping them
  • Appears awkward and has difficulty initiating conversations with similar-age peers
  • Feels more comfortable communicating with younger people or adults than similar-age peers
  • Spends most of his free time alone, playing video games or surfing the internet
  • Tends to have one-sided conversations, talks at people about his interests
  • Frequently interrupts others or says things impulsively, lacks a “filter”
  • Can be inflexible, often says “No” to anything new
  • Labels other kids with ADHD as “annoying” or “weird” despite the fact he acts like them
  • Trouble understanding social cues and non-verbal communication (facial expressions and body language)
  • Lacks understanding how they are perceived by others
  • Has significant difficulty understanding other’s thoughts, feelings, and intentions
  • Difficulty asking for help or self-advocating
  • Tries to be part of a peer group who is not accepting of him
  • Desires romantic relationships but does not understand how they develop
  • Tends to use humor inappropriately in order to gain attention from peers
  • Finds it easier to interact through electronic devices than in person

Executive Function Skills

  • Has a hard time sensing the passage of time
  • Difficulty managing self-care tasks without reminders (hygiene, sleep)
  • Tremendous difficulty completing non-preferred tasks (avoids, procrastinates, etc.)
  • Struggles during lunch/recess and other unstructured times at school
  • Can be impulsive, does things without thinking about outcome or consequences
  • Chronically disorganized, forgets or looses materials
  • Under or over-estimates how long it will take to complete assignments
  • Has a hard time recalling how they performed a task in the past
  • Difficulty with future planning
  • Has a hard time self-monitoring themselves and their schedule
  • Becomes easily distracted and/or wastes time with trivial matters
  • Focuses on small details and has a hard time getting the “bigger picture”
  • Has a messy school backpack or carries around too much
  • Completes homework but forgets to turn it in

Emotional Regulation Skills

  • Easily becomes anxious or overwhelmed, particularly in new environments or situations
  • Propensity to be inflexible and likes to be in control
  • Perseverates on the negative and has trouble letting go of things that bother him/her
  • Becomes anxious when there is change in routine or around transitions
  • Has trouble differentiating between what is a “small problem” or “big problem”
  • Does not express emotions in an age-expected manner
  • Prone to “meltdowns” when having to do non-preferred tasks
  • Does not understand how their tone of voice sounds to others
  • Has difficulty with competition
  • Low frustration tolerance
  • (Children and teenagers) Can keep themselves regulated while at school but takes it out on parents after school
  • (Children and teenagers) Can become physical when upset or angry then remorseful afterward

Your son’s social, emotional and executive functioning skills will not just improve with age, he needs to learn practical skills and strategies. 

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