Who We Work With - Center for ADHD

We put the individual ahead of the diagnostic label

We work with children, teenagers and college-age young adults who present with ADHD, Asperger’s Syndrome, learning disabilities or a higher-verbal autism spectrum diagnosis.  Additionally, we work with adults diagnosed with ADHD as well as children and adolescents who were adopted as older children.  Some of our clients do not have a formal diagnosis but need help improving their social skills, executive functioning or emotional regulation skills.

The individuals 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.  Find out what makes us unique and unlike any other practice in the Philadelphia area or Southern New Jersey

Common characteristics of the individuals we work with:

Social Skills

  • Has participated in one or more social skills groups or individual therapy but was not able to generalize what they learned
  • May be able to initially make friends but has trouble keeping them
  • Anxious to approach or initiate conversations with same-age peers 
  • Feels more comfortable communicating with younger people or adults than similar-age peers
  • Spends most of their free time alone, playing video games or surfing the internet
  • May be academically gifted yet lacks friendships
  • Tends to have one-sided conversations, talks about himself/herself or their interests
  • Frequently interrupts others or says things impulsively
  • Can be very inflexible, often says “No” to anything new
  • Has difficulty recognizing when a peer is trying to befriend them
  • Has a propensity to “find the negative” in experiences others would find enjoyable
  • 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/her
  • Tendency to be indecisive and overdependent on parents
  • 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.)
  • Easily overwhelmed and prone to anxiety during unstructured time
  • 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 room and messy school backpack
  • 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

Please contact us to discuss how we can help you or your family.