6 UP NEXT ON "CYCLE OF HEALTH..." TONIGHT'S TOPIC: ATTENTION DEFICIT HYPERACTIVITY DISORDER.

COMMON FOR KIDS AND ONCE THOUGHT TO AFFECT ONLY KIDS BUT ROUGHLY 8 MILLION ADULTS IN THE US HAVE ADHD, AND IT CAN BE DEBILITATING.

6 WHAT ARE THE TELL TALE SIGNS, CAN IT BE TREATED AND CAN YOU HAVE A SUCCESSFUL LIFE ANYWAY?

♪ ♪ ♪ ♪ >> HELLO AND WELCOME TO CYCLE OF HEALTH.

I'M YOUR HOST, DR. RICH O'NEILL.

TONIGHT'S TOPIC: ATTENTION DEFICIT HYPERACTIVITY DISORDER.

COMMON FOR KIDS AND ONCE THOUGHT TO AFFECT ONLY KIDS BUT ROUGHLY 8 MILLION ADULTS IN THE US HAVE ADHD, AND IT CAN BE DEBILITATING.

WE'VE ALL HAD MOMENTS WHEN WE LOSE FOCUS, ACT IMPULSIVELY, BEEN DISORGANIZED.

SO HOW IS ADHD DIFFERENT?

WHAT ARE THE TELL-TALE SIGNS?

HOW CAN IT BE TREATED EFFECTIVELY?

AND CAN YOU HAVE A SUCCESSFUL LIFE ANYWAY?

JOINING US TONIGHT ARE DR. STEPHEN FARAONE, DISTINGUISHED PROFESSOR OF PSYCHIATRY AT NORTON COLLEGE OF MEDICINE AT UPSTATE MEDICAL UNIVERSITY AND PRESIDENT OF THE WORLD FEDERATION OF ADHD; MR. JOHN RINGHISEN, NURSE PRACTITIONER AND THE DIRECTOR OF THE NEW ADULT ADHD CLINIC AT UPSTATE MEDICAL UNIVERSITY; AND MS. LYNN SEAGREN BASS, FORMER SCHOOL PSYCHOLOGIST AND FOUNDING PRINCIPAL OF TAPESTRY CHARTER HIGH SCHOOL.

WELL, FOLKS, WHEN I WAS A KID 6, THERE WAS NO SUCH THING AS ADHD.

PEOPLE DIDN'T TALK ABOUT THAT.

THEY TALKED ABOUT ANTS IN THE PANTS.

AND KIDS WHO WERE JUMPING AROUND IN THE CLASSROOM, THEY WOULD GET DISCIPLINED.

THEY WOULD GET PUNISHED.

SOMETIMES THEY EVEN GOT HIT.

SO 6 IS ADHD A REAL THING?

>> ADHD IS ABSOLUTELY A REAL THING, RICH.

WE HAVE DONE DECADES OF RESEARCH SINCE YOU WERE A BOY IN THAT CLASSROOM.

>> IT'S ONLY BEEN FIVE YEARS.

[LAUGHTER] >> COME ON.

ALL RIGHT.

LET'S GET BACK ON TRACK HERE.

SEE, I'M IMPULSIVE.

>> DECADES OF RESEARCH.

AND WE KNOW NOW THAT THERE ARE SOME CHILDREN WHO SHOW SUCH EXTREME LEVELS OF HYPERACTIVITY INATTENTIVENESS, IMPULSIVE BEHAVIOR, IT CAUSES THEM VERY SERIOUS PROBLEMS IN THEIR LIFE.

IT IS A VERY SERIOUS PROBLEM IN THE LIVES OF CHILDREN AND ADULTS.

>> IN MY CLINIC, A LOT OF THE IMPAIRMENTS WE SEE TRANSMIT THROUGH IN WORK.

PEOPLE FEEL STAGNATED IN THEIR CAREERS, FRUSTRATED AT HOME.

AND BECAUSE THERE IS SOME EVIDENCE FOR A LITTLE BIT OF A GENETIC COMPONENT TO THESE, A LOT OF THESE PARENTS HAVE CHILDREN THAT HAVE STRUGGLE MANAGING THEM AND IF YOU HAVE SOMEBODY IN THE HOUSEHOLD WITH A DISORDER TRYING TO HELP AND MANAGE SOMEBODY WITH A DISORDER.

>> HOW DOES IT SHOW UP IN SCHOOLS?

>> IT'S FUNNY.

I IMAGINE MANY OF THE ADULTS WHO MIGHT COME TO KNOW THEY HAVE AN ISSUE HAVE A BAD TASTE IN THEIR MOUTH FROM THEIR TIME IN SCHOOL BECAUSE SCHOOLS ARE PLACES WITH LOTS OF KIDS AND FEWER ADULTS AND THERE IS A REQUIREMENT OF ORDER AND OBEDIENCE AND FOCUS AND THE TASKS FOR CHILDREN ARE REALLY DIFFICULT AND THEY NEED TO 6 BE ABLE TO KNOW WHAT 6 THE BELL MEANS WHEN IT'S RINGING FOR A FIRE DRILL OR WHAT YOU DO WHEN YOU GO TO LUNCH, ALL THE SMALL THINGS INCLUDING PAYING ATTENTION AND GETTING YOUR HOME WORK DONE.

THESE TASKS ARE PRESENTED TO THESE KIDS AND FOR CHILDREN WITH ADHD, THEY ARE OFTEN GETTING NEGATIVE FEEDBACK, THEY'RE BEING TOLD SIT DOWN, BE QUIET.

THIS IS THE FOURTH TIME YOU HAVE MISSED YOUR HOME WORK THIS WEEK.

AND THEY'RE LESS LIKELY TO GET HIT THESE DAYS.

I THINK RITCHIE, THAT DATES YOU, BUT... >> REALLY, ONLY FIVE YEARS?

>> AND ALSO FORTUNATELY IN MY TIME IN MY 40 YEARS OF EDUCATION 6, THERE WAS AN IMPROVEMENT IN TEACHERS TRAINING SO THAT THERE IS A GREATER AMOUNT OF UNDERSTANDING OF THE VARIETY OF THINGS THAT KIDS WALK IN WITH.

SO IT'S BETTER.

BUT THE REQUIREMENT OF THE STRUCTURE IS STILL THERE AND IT'S STILL VERY PRESSURED FOR CHILDREN.

>> STRUCTURE IS STILL THERE AND WE STILL HAVE THE PROBLEM THAT IT'S DISRUPTIVE KIDS WITH ADHD THAT GET NOTICED AND GET SENT TO TREATMENT.

BUT THE LITTLE GIRL WHO IS INATTENTIVE STARING OUT THE WINDOW, NOT PAYING ATTENTION TO CLASS, THEY'RE NOT DISRUPTIVE.

THEY'RE GETTING Bs AND CS.

EVERYONE THINKS THEY'RE SHE IS DOING OKAY WHEN SHE COULD BE A STRAIGHT A STUDENT IF SOMEONE DEALT WITH HER ADHD.

I USE A LITTLE GIRL EXAMPLE BECAUSE BEING INATTENTIVE LIKE THAT IS MUCH MORE COMMON AMONG GIRLS THAN BOYS.

>> YES, AND THE SCHOOLS HAVE THEIR FOCUS A MILLION DIFFERENT THINGS AND A TEACHER WITH 26 KIDS IS LOOKING AT TRYING TO JUGGLE A LOT OF BALLS IN THE AIR.

THE FACT IS THAT, YOU KNOW, IT'S ONLY WHEN IT BECOMES AN IRRITATION AND IT IS TRUE THAT MORE KIDS ARE NOTICED WHO ARE OUT OF THEIR SEATS AND UNABLE TO SIT STILL AND THEN THEY GET BAD FEEDBACK AND PARENTS THEN ARE HEARING AT HOME, EITHER THE CHILD DOESN'T LIKE GOING TO SCHOOL AND THEY'RE KIND OF FEELING LIKE I DON'T WANT TO GO TO SCHOOL TODAY OR THE TEACHER IS CALLING HOME AND SAYING, YOU KNOW, YOUR CHILD IS NOT WORKING UP TO WHAT WE NEED AND EXPRESSING PROBLEMS.

AND SO PAIRNSES ARE OFTEN-- PARENTS ARE OFTEN FINDING, GEE WHIZ, MY CHILD IS NOT MAKING A SUCCESS OF THEMSELVES AT SCHOOL AND IT'S TROUBLING FOR EVERYBODY.

>> WHEN THAT CARRIES OVER INTO ADULTHOOD, WE SEE INTERNALIZATION AND PERSONALIZATION OF THE FRUSTRATION AND IRRITATION BECAUSE THE SUPPORTIVE STRUCTURE THAT WE HAVE AROUND CHILDREN IN SCHOOLS AND THE STRUCTURE WE TRY TO BUILD AROUND THEM, EVEN TO HELP THEM OUT, FALLS AWAY WHEN YOU BECOME AN ADULT, PARTICULARLY WHEN YOU START ENTERING INTO THE COLLEGE SITUATION.

IT'S MORE OF A STUDENTS NEED TO REACH OUT FOR SERVICES.

IT'S NOT AS PROACTIVE AND TOP DOWN IF THEY NEED ACCOMMODATIONS THEY HAVE TO FILL OUT THEIR OWN PAPERWORK.

THEY HAVE TO GET THEIR OWN ASSESSMENTS, GET THEIR OWN DOCUMENTATION TOGETHER TO APPLY FOR THOSE ACCOMMODATIONS IN COLLEGIATE SETTINGS AND IT BECOMES INCREASINGLY MORE DIFFICULT FOR THEM TO HAVE THE SUPPORT THAT THEY NEED AS THEY GET OLDER.

>> AND IS IT TRUE THAT IT'S MORE COMMONLY SEEN AND DIAGNOSED IN BOYS THAN GIRLS.

>> YES, IT IS.

WE KNOW FROM STUDIES OF THE POPULATION, IF YOU GO OUT AND KNOCK ON DOORS AND ASK PEOPLE ABOUT THEIR KIDS, BOYS ARE MORE LIKELY TO HAVE ADHD THAN GIRLS BY 36-16.

WE DON'T KNOW WHY YET.

IT'S ONE OF THE BIG MYSTERIES WERE BOYS ARE MORE AFFECTED THAN GIRS.

IN THE CLINIC IT'S THE-16 BECAUSE BOYS ARE MORE DISRUPTIVE.

BOYS WITH ADHD ARE MORE DISRUPTIVE THAN GIRLS WITH ADHD.

THE GIRLS DON'T GET NOTICED OR TREATED UNTIL FAST FORWARD TO ADULTHOOD AND THEY REALIZE THEY'RE HAVING PROBLEMS IN THEIR LIFE AND THEY REFER THEMSELVES TO TREATMENT AND BY ADULTHOOD, THE SEX RATIO IN CLINIC IS EVEN.

MEN AND WOMEN COME TO CLINIC ABOUT EQUALLY IN ADULTHOOD.

>> SO OUR TEAM WENT OUT TO VISIT DR. KEVIN ANTSHEL, DIRECTOR OF THE ALTER LAB AT SYRACUSE UNIVERSITY, TO LEARN MORE ABOUT HOW ADHD IS DIAGNOSED IN ADULTS AND HOW THE TREATMENT OF ADHD CHANGES OVER THE LIFESPAN.

LET'S TAKE A LOOK.

>> MY NAME IS KEVIN AND I'M A PROFESSOR OF PSYCHOLOGY AT SYRACUSE UNIVERSITY.

6 OUR CLINIC IS A PEDIATRIC CLINIC AND IT REALLYINGS A TRAINING CLINIC FOR SCHOOL PSYCHOLOGY STUDENTS, CLINICAL PSYCHOLOGY STUDENTS AND THEN WE HAVE 6 SOME RESIDENTS FROM PEDIATRICS AT UPSTATE, PSYCHIATRY AT UPSTATE AND FAMILY MEDICINE PROBLEM AT ST. JOE'S SO IT'S NATURE THAT THERE IS A HIGH INHERITABILITY OF ADHD DUE TO GENETIC.

IT IS NOT 100% SO THE ENVIRONMENT FOR SURE PLAYS A ROLE SO EXPOSURE TO SCREENS ACTUALLY IS ASSOCIATED NOT WITH CAUSING ADHD BUT MAKING ADHD WORSE 6.

SO THE AMERICAN ACADEMY OF PEDIATRICS RECOMMENDS 90 MINUTES OR LESS A DAY AND SO IF YOUR CHILD IS OVER 90 MINUTES A DAY AND IS IN THE PRESCHOOL TO ELEMENTARY SCHOOL, THAT WOULD BE A CONSIDERATION TO MAYBE BEGIN TO CUT BACK ON THAT.

AND SO THAT IS BECOMING PART OF OUR TREATMENT.

IT'S ALONG THE PREVENTION LINES.

TEENS WHO HAVE NO ACCESS TO SOCIAL MEDIA ACTUALLY DO 6 WORSE IN TERMS OF SOCIAL FUNCTIONING.

I THINK IT WOULD BE IMPORTANT TO HAVE SOME DEGREE OF FLEXIBILITY, THAT THERE ARE SOME ACCESS TO SOME OF THE THINGS THAT MAKES A TEENAGER A TEENAGER.

I WOULD LOVE IF WE STARTED CALLING ADHD A SPECTRUM.

HAVE I SEEN FOLKS WITH ADHD IN MY CLINICAL PRACTICE THAT GO ON TO HIGHLY SUCCESSFUL CAREERS, ALSO WORK WITH SOME CHILDREN WITH ADHD THAT NEVER GRADUATED HIGH SCHOOL.

AND SO THERE IS AN INCREDIBLE RANGE 6.

ADHD TREATMENT FOR ADULTS NOW IN THE YEAR 2024 IS REALLY LIKE THE WILD WEST; THAT NO PROFESSIONAL ORGANIZATION TO DATE HAS REALLY TAKEN OWNERSHIP OF ADHD.

THERE IS A LOT OF RESEARCH ON ADHD TREATMENT THAT APPEARS IN SCIENTIFIC JOURNALS AND THINGS, YOU KNOW, THANKS THAT I AND OTHER NERDS READ THAT THE AVERAGE POPULATION NEVER GETS.

AND SO PART OF THIS IS REALLY HELPING TO, YOU KNOW, TO INTRODUCE THE FIELD TO SOME EVIDENCE-BASED GUIDELINES THAT HOPEFULLY WILL HELP TO DRIVE CLINICAL DECISION MAKING AND ALSO WE THINK ALSO IN INSURANCE REIMBURSEMENT.

>> WELL, FOLKS, WHAT ARE THE DIAGNOSTIC CRITERIA?

HOW DO YOU DIAGNOSE SOMEONE WITH ADHD?

>> WELL, IN OUR CLINIC, WE HAVE SEVERAL SCREENING ITEMS THAT THE PATIENTS FILL OUT BEFORE THEY COME IN WHERE THEY ASSESS THEMSELVES.

AND INCREASINGLY WE ARE ALSO USING A PHARMACOLOGICAL APPROACH TO OUR INTERVIEW WHERE THE FOCUS OF THE INTERVIEW COMES OFF OF THE PATIENT A LITTLE BIT AND WE START ASKING QUESTIONS LIKE HOW DOES YOUR ENVIRONMENT REACT TO YOU?

HOW DOES YOUR FAMILY REACT TO YOU?

HOW DOES YOUR WORK REACT TO YOU?

AND THESE THINGS ARE APPARENT IN CHILDREN BECAUSE YOU HAVE A LOT OF COLLATERAL INFORMATION FROM THE TEACHERS, FROM THE PRINCIPALS, FROM THE ADMINISTRATORS AND THEIR GRADES-- >> THE PARENTS.

>> THE PARENTS ARE RIGHT THERE PROVIDING FEEDBACK.

THAT FALLS AWAY WHEN YOU GET OLDER AND SO IT'S, YOU KNOW, BRINGING A WIFE IN AS A SUPPORT PERSON TO PROVIDE SOME OF THE COLLATERAL INFORMATION.

>> WHEN SOMEBODY COMES TO SEE YOU, YOU WANT COLLATERAL FOLKS?

>> WE ENCOURAGE IT.

SOMETIMES PEOPLE ARE A LITTLE EMBARRASSED OR TREPIDATIOUS ABOUT BRINGING SOMEONE INTO A PSYCHOLOGICAL ASSESSMENT.

A LOT OF TIMES WHAT THEY SEE AS THEIR THERAPIST, AND THAT VULNERABILITY CARRIES OVER INTO A SENSE OF EMBARRASSMENT BUT WE TRY TO ENCOURAGE, IF YOU ARE HAVING DIFFICULTY WITH THE PERSON BEING A GOOD HISTORIAN OR PROVIDING A GOOD ACCOUNT OF WHAT THEIR EXPERIENCE IS, WE TRY TO PULL OTHER INDIVIDUALS FROM THE FAMILY OR AROUND THEM IN TO PROVIDE SOME OF THE CONTEXT.

>> .

THAT'S CONSISTENT WITH THE RESEARCH.

THE RESEARCH SHOWS US THAT ADULTS WITH ADHD DON'T ALWAYS HAVE A LOT OF INSIGHT INTO THEIR OWN SYMPTOMS SO YOU MIGHT ASK THE ADULT, YOU KNOW, DO YOU HAVE TROUBLE IN CONVERSATIONS WHERE YOU INTERRUPT OTHER PEOPLE AND THE THE ADULT WILL SAY NO, I'M FINE AND THE WIFE IS THERE AND SAYS OH NO.

>> LET ME INTERRUPT YOU.

THAT IS NOT TRUE 6789-- COLLATERALS CAN BE VERY USEFUL.

>> JOHN, YOU WERE A WEST POINT GRAD AND OFFICER IN THE ARMY, CORRECT?

>> DID YOU SEE PEOPLE WITH ADHD HAVING TROUBLE IN THE FIELD?

>> NOT AS OFTEN IN THE FIELD.

WHERE IT WOULD REALLY START TO COME OUT AND START TO IMPACT UNIT READINESS WAS WHEN UNDIAGNOSED INDIVIDUALS WOULD START TO STRUGGLE WITH THE COMORBIDITIES AROUND ADHD WITH THEIR MOOD, ANXIETY, DEPRESSION, EVEN SUBSTANCE USE DISORDERS START TO CROP UP.

WE HAD INDIVIDUALS WHERE IN TRYING TO TREAT THEIR OWN ADHD WOULD FALL INTO, YOU KNOW, STIMULANT USE, TRYING TO BUY SOMEBODY ELSE'S STIMULANTS.

>> SO THEY WOULD GO TO Dr. GOOGLE, DECIDE THEY HAVE ADHD AND TRY TO TREAT THEMSELVES?

NOT A GOOD IDEA IT SOUNDS LIKE.

>> NOT AT ALL.

PARTICULARLY IN THE MILITARY BECAUSE YOU ARE NOT ALLOWED TO HAVE ANY OF THOSE SUBSTANCES ON YOUR RECORD.

A LOT OF TIMES PEOPLE THOUGHT THAT WAS GOING ON WITH THEM, SOME OF THE CRIMINAL ACTIVITY COMES INTO PLAY WITH TRYING TO GET THOSE THINGS IN A LESS THAN LEGAL MANNER.

>> AND IN ADULTS, ONE OF THE REASONS WHY ADHD IS SOMETIMES MISSED BY PROFESSIONALS IS BECAUSE 6 IT DOES CO-OCCUR WITH OTHER PROBLEMS SUBSTANCE USE ANXIETY AND DEPRESSION.

>> HAVE YOU TO TEASE THESE THINGS OUT.

>> IF THE PERSON IS ONLY SEEING A PRIMARY CARE DOCTOR, THEY'RE NOT TRAINED VERY WELL ABOUT ADHD.

THEY KNOW ABOUT ANXIETY AND DEPRESSION.

THEY THINK THIS PERSON HAS DEPRESSION AND THEY TREAT THEM WITH AN ANTIDEPRESSANT AND THE PERSON IS NOT DOING VERY WELL BECAUSE THE DOCTOR HASN'T REALIZED THEY ALSO HAVE ADHD.

>> AND THIS IS WHERE A COMPREHENSIVE TEAM APPROACH, SIMILAR TO WHAT WE DO IN SCHOOLS, IS VERY HELPFUL.

YOU KNOW, THINK ABOUT IT LIKE A CANCER TREATMENT.

YOU DON'T HAVE JUST ONE DOCTOR OR ONCOLOGIST.

YOU HAVE A SURGEON, RADIOLOGIST, PEOPLE LOOKING AT YOUR IMAGERY AND EVERYTHING ELSE.

SO IN OUR CLINIC WE HAVE OUR NURSE PRACTITIONERS PROVIDING THE MEDICATION MANAGEMENT.

COLLABORATE WITH THE COMMUNITY PSYCHOLOGIST OR THERAPIST TO GET A LOT OF THE OTHER SUPPORTIVE CARE AROUND THE MOOD AND EVERYTHING ELSE AND THERE IS A NEW ASPECT OF COACHING THAT'S COMING INTO THIS AND THESE ARE INDIVIDUALS THAT ARE SOMETIMES AVAILABLE IN THE COMMUNITY, WHETHER INSURANCE PAYS FOR THEM OR NOT IS STILL VERY CONTENTIOUS.

BUT THEY ACT LIKE A COACH.

SOMETIMES A CHEERLEADER, THEY GIVE THE POSITIVE REINFORCEMENT THAT THE SCHOOLS ARE TRYING TO INTEGRATE INTO THEIR PROGRAMMING.

THEY WHISPER INTO THE EAR RIGHT BEFORE THEY GO ON TO THE FIELD.

HERE IS THE PLAY, HERE IS WHAT YOU LEARNED IN THE TALK THERAPY, THE INTERVENTION YOU CAN DO THAT IS GOING TO HELP YOU OUT IN THAT SITUATION.

THEY ACT AS A SUPPORT NETWORK IN THE COMMUNITY REINFORCING WHAT WE ARE DOING IN THE CLINIC.

>> HOW DOES SCHOOL STAFF MANAGE KIDS?

>> IT'S INTERESTING BECAUSE I'M WONDERING WITH SO MANY PEOPLE DISCOVERING NOW THAT THEY REALLY MIGHT HAVE THIS ISSUE, IT WASN'T IDENTIFIED BEFORE, THAT THE BETTER WE TRAIN PEOPLE IN SCHOOLS-- YOU HAVE 13 YEARS IN SCHOOL IN WHICH TO HAVE A STRUGGLE.

AND IF YOU HAVE ADHD, IT'S REALLY ALMOST GUARANTEED TO BE A STRUGGLE.

SO THE MORE SOPHISTICATED PEOPLE ARE IN SCHOOLS TO BE NOTICING THIS THING, THE MORE LIKELY IT IS THAT WE CAN DO A BETTER JOB OF HELPING A CHILD TO WRAP THEIR HEAD AROUND IT.

>> AND THE PARENTS.

>> AND THE PARENTS.

SO THE PARENTS CAN BECOME AN ADVOCATE FOR THE CHILD AND THE PARENTS CAN REALLY KNOW TO SEEK HELP AND TO SEEK COUNSELING FOR THE KID TO FORM THEIR IDENTITY NOT AROUND ONLY A DISORDER BUT AROUND HOW TO TRIUMPH IN SPITE OF IT.

THE BETTER SCHOOLS DO, I HAVE FELT SCHOOLS ARE AN IMPORTANT TIME PERIOD.

>> ABSOLUTELY.

>> AND IF WE DO A BETTER JOB THERE, THEN PEOPLE WILL COME WITH MORE KNOWLEDGE, MORE SELF KNOWLEDGE AND REFLECTION.

>> YOU ARE ABSOLUTELY RIGHT.

ONE OF THE BIGGEST PROBLEMS WE HAVE IN TREATING ADHD AND OTHER CHILDHOOD DISORDERS IS THE DELAY BETWEEN WHEN THE DISORDER STARTS AND WHEN THE CHILD OR THE ADULT EVENTUALLY GETS TREATMENT.

>> NOT JUST A STAGE THAT THE KIDS ARE GOING TO GROW OUT OF.

>> IT'S NOT JUST A STAGE.

WE DID A STUDY ONCE AT MASS.

GENERAL WHERE WE FOUND THE AVERAGE TIME BETWEEN ONSET OF DISORDER AND TREATMENT WAS SIX YEARS.

IF YOU ARE 12 YEARS OLD, THAT'S HALF YOUR LIFE SPENT NOT BEING TREATED AND DEVELOPING BAD HABITS.

>> AND ALSO FEELING CRITICIZED FOR SIX YEARS OF PEOPLE-- BUT AGAIN, WHEN YOU ARE REFLECTING ON YOUR OLD EXPERIENCE, WHICH I REMEMBER, TOO, KIDS BEING YELLED AT AND REALLY PUNISHED AND PUT ASIDE, THAT 6 THAT EXPERIENCE IS DAMAGING.

>> IT'S DAMAGING.

>> AND IT FEELS LIKE IN THE OLD DAYS IT WAS LOOKED AT MORE AS ALMOST LIKE A MORAL SELF CONTROL ISSUE.

IT'S LIKE WHAT IS WRONG WITH YOU?

>> OR A PERSONALITY FLAW.

>> AND SEEN AS SOMETHING-- >> YOU ARE LAZY.

YOU ARE JUST LAZY.

YOU ARE NOT TRYING HARD ENOUGH.

WHAT IS WRONG WITH YOU AND THAT BECOMES AN INTERNAL PROCESS WHEN THEY COME TO ME AS AN ADULT WHERE THEY FEEL THEY'RE LESS CAPABLE, THEY'RE STUPID.

I'M JUST A FAILURE AT SCHOOL AND THIS REALLY FEEDS INTO THE DEPRESSION, THE ANXIETY AND A LOT OF THE MOOD EXOANS THAT-- COMPONENTS THAT WE ADDRESS IN THE CRITERIA WHEN WE DIAGNOSE BUT ARE VERY MUCH A PART OF THE PROBLEM.

>> IMPORTANT TO GET THIS DIAGNOSED AND TREATED EARLY.

NOT SIX YEARS.

>> EXACTLY.

6 THE SOONER THE BETTER.

>> AND WHAT ABOUT TREATMENT?

WHAT WORKS?

WHAT DOES THE RESEARCH SHOW.

>> ALL OF THE TREATMENT GUIDELINES 6 SAY HIVE THAT FOR PRESCHOOL KIDS WHERE YOU START WITH FAMILY BEHAVIOR THERAPY FOR SIX MONTHS, MAIN LINE TREATMENT IS MEDICATION FOR ADHD, SUPPLEMENTED BY SOME KIND OF PSYCHOLOGICAL TREATMENT TYPICALLY FAMILY BEHAVIOR THERAPY FOR CHILDREN ADOLESCENTS TALKING BEHAVIOR THERAPY FOR ADULTS THAT'S FAIRLY STANDARD.

>> SO THIS WOULD BE TYPICALLY ADD ROLL OR RITALIN?

>> STIMULANT MEDICATIONS ARE MOST PROVIDERS START.

THERE ARE NON-STIMULANT DRUGS THAT HAVE A DIFFERENT MECHANISM OF ACTION THAT WORK FOR ADHD.

I KNOW THAT JOHN, YOU USE THAT IN THE CLINIC A LOT.

>> WE TAKE A NON-STIMULANT FIRST APPROACH.

WE INVERT THE TYPICAL THINKING AMONG MOST CLINICIANS AND THE THOUGHT BEHIND THAT IS THE PHYSIOLOGICAL SIDE EFFECTS THAT COME INTO PLACE WITH STIMULANT USE BECAUSE HAVE YOU TO TAKE INTO ACCOUNT CARDIAC ISSUES THAT AND OTHER THINGS THAT COULD BE PLACED AT HIGHER RISK.

IT'S A CONTROLLED SUBSTANCE MEANING THAT HAVE YOU TO GET IT FROM A PRESCRIBER, HAVE YOU TO GET YOUR PRECIPITATION EVERY SINGLE MOVEMENT YOU CAN'T HAVE MORE THAN ONE MONTH'S SUPPLY IN HAND.

IT'S A BIT OF AN INCONVENIENCE AS WELL.

THE RESEARCH SUPPORTS THE IDEA THAT IF YOU RESPOND TO A NON-STIMULANT MEDICATION, THE RELIEF OF YOUR ADHD SYMPTOMS CAN BE AS GOOD AS IF YOU ARE ON A STIMULANT BUT YOU HAVE TO GIVE IT THE CHANCE.

AND THERE IS A LOT OF PEOPLE THAT, BECAUSE NON-STIMULANTS TAKE A LITTLE LONGER IN ORDER TO BECOME EFFECTIVE, THEY'RE JUST NOT PATIENT ENOUGH OR EXTERNAL PATIENT THAT HAVE I TO BE BETTER AT MY JOB, HAVE I TO BE FOCUSED AT HOME.

I HAVE TO TAKE CARE OF THE KIDS WHEN THEY GET HOME FROM SCHOOL, THE TWO TO THREE DAY TURN AROUND FROM THE STIMULANT MEDICATION VERSUS THE TWO WEEKS, I KNOW YOU HAVE BEEN DOING A LOT OF WORK TRYING TO FIGURE OUT EARLIER WHETHER SOMEBODY IS GOING TO RESPOND TO A NON-STIMULANT OR NOT, THAT SOMETIMES IT'S A DECIDING FACT FACTOR WHICH DIRECTION SOMEBODY GOES WITH MEDICATION.

>> DO MEDICATIONS WORK?

>> THEY WORK VERY WELL.

A COLLEAGUE OF MINE DID A VERY BIG STUDY LOOKING AT ALL MEDICATIONS ACROSS ALL AREAS OF MEDICINE.

>> ALL AREAS OF MEDICINE, NOT JUST ADHD.

>> ALL AREAS, AND FOR EVERY MEDICINE STANDARDIZED METRICS AND MEDICINES FOR ADHD WERE THE MOST EFFECTIVE.

>> LET ME GET THAT AGAIN.

>> THESE MEDICATIONS AMONG THE MOST EFFECTIVE ACROSS ALL MEDICINE EVEN PENICILLIN?

>> LIKE PENICILLIN.

>> I'M SURE JOHN WILL TELL YOU HE HAS HAD PATIENTS THAT WILL TELL HIM MY LIFE HAS BEEN CHANGED.

IT'S A MIRACLE.

>> IT'S DAY AND NIGHT ESPECIALLY IN THE ADULT REALM, WITH THE PERFORMANCE AND ACADEMICS, YOU KNOW, THEY'RE NO LONGER DELINQUENT AT WORK, NO LONGER BEING CALLED IN ON THE BOSS' CARPET TO BE YELLED AT.

MORE PRODUCTIVE AND THEY'RE FEELING LIKE THEY HAVE A SENSE OF CONTROL THAT HAS REALLY BEEN JUST 6 SHED UPON THEM AND THEY FEEL THAT'S WHERE A LOT OF THE MOOD STUFF COMES IN AS WELL AND YOU CAN SEE THE COUPLING BETWEEN THE TWO.

THEY'RE NOT AS ANXIOUS ABOUT TRYING TO GET THEIR KIDS OUT OF THE DOOR EVERY MORNING BECAUSE THEY'RE MORE ORGANIZED, NOT AS SAD ABOUT COMING HOME FROM A DAY'S WORK BECAUSE THEY DIDN'T GET ANYTHING DONE BECAUSE THEY WERE SCATTERED THROUGHOUT THE DAY.

>> OR WORK EXTRA LONG HOURS BECAUSE THEY COULDN'T FOLK US.

>> THEY DON'T HAVE TO PUT AS MUCH TIME AND EFFORT INTO ACCOMPLISHING SIMPLE TASKS.

>> IT FEELS LIKE HIVE LIFE HAVE I KNOWN CIRCUMSTANCES WHERE WE WERE IN SCHOOL ROOTING FOR THEM TO GET THE MEDICATION AND SEE THE CHANGE DRAMATICALLY, IT ALSO FEELS LIKE I NEED TO PUT IN THE PLUG FOR THE FACT THAT WHEN YOU ARE LOOKING AT KIDS WHO ARE FORMING THEIR IDENTITY AND KIND OF TRYING TO FIGURE OUT WHO AM I, I WOULD PUT IN THE PLUG FOR THE IMPORTANCE OF THEM ALSO GETTING COUNSELING AND ASSISTANCE IN THAT DECIDING WHO AM I AND HOW DO I INCORPORATE THIS DIAGNOSIS INTO THIGH IDENTITY.

>> ANY LAST THINGS TO SAY TO OUR AUDIENCE BEFORE WE STOP?

>> ONE OF THE THINGS I FEEL LIKE WAS AN IMPORTANT MESSAGE THAT WE TRIED TO GIVE KIDS AND FAMILIES IN THIS PICTURE WAS GO FOR TREATMENT, YOU KNOW, LIKE TRY TO GET THE MOST ASSISTANCE YOU CAN.

WE WOULD TRY TO PROP THEM UP IN SCHOOL AND HAVE STRATEGIES.

BUT KNOW THAT SCHOOL ASKS YOU TO DO CERTAIN THINGS IN A CERTAIN CONTEXT.

WHEN YOU ARE AN ADULT, HUGELY SUCCESSFUL PEOPLE HAVE ADHD.

AND THEY HAVE AN ABUNDANCE OF ENERGY, AN OUT OF THE BOX WAY OF THINKING, LOTS OF SKILLS, SOME OF YOUR STRENGTHS ARE THINGS THAT CAN LEAD YOU TO A WONDERFUL, HAPPY ADULTHOOD.

BUT YOU NEED TO BE REAL ABOUT WHAT THE CHALLENGES ARE.

>> FOR A PERSON WHO HAS ADHD, SOMETIMES IT CAN BE OVERWHELM #G AND THEY END UP THINKING THEY ARE ADHD AND THEY'RE NOT.

THEY'RE A PERSON.

JUST LIKE ANYBODY ELSE.

>> I JUST HAPPEN TO HAVE ADHD.

>> YOU MAY HAPPEN TO HAVE ANOTHER DISORDER.

BUT YOU HAVE MANY OTHER FACETS OF YOUR PERSONALITY, MANY STRENGTHS AND YOU NEED TO LOOK INSIDE.

WHAT ARE THE STRENGTHS, HOW CAN I MOVE THAT AND TAKE THE STRENGTHS AND MOVE MYSELF FORWARD IN LIFE AS WELL AS GETTING MY ADHD TREATED?

>> THE BOTTOM LINE IS, YEAH, IT'S A DISORDER.

IT'S A CHRONIC DISORDER.

IT CAN BE VERY SERIOUS AND HAVE A NEGATIVE IMPACT BUT IF YOU GET IT TREATED, YOU CAN HAVE A SUCCESSFUL LIFE AND TURN AROUND SOME OF THE DIFFICULTIES THAT YOU HAVE HAD.

WELL, FOLKS LIVE-- >> AND IF YOU OR SOMEBODY YOU KNOW IS STRUGGLING WITH THESE THINGS AND WANTS TO COME TO MY CLINIC AND SET UP AN APPOINTMENT, I THINK WE WILL HAVE INFORMATION ON THE WEBSITE HOW TO CONTACT US.

WE ARE WELCOMING NEW PATIENTS WITH OPEN ARMS >> THAT'S ABOUT ALL THE TIME WE HAVE, I WANT TO THANK OUR GUESTS: DR. STEPHEN FARAONE, DISTINGUISHED PROFESSOR AND VICE CHAIR OF RESEARCH OF PSYCHIATRY AND BEHAVIORAL SCIENCES AT UPSTATE AND PRESIDENT OF THE WORLD FEDERATION FOR ADHD; MS. LYNN SEAGREN BASS, FOUNDING PRINCIPAL OF TAPESTRY CHARTER HIGH SCHOOL; AND MR. JOHN RINGHISEN, HEAD OF THE NEW ADHD CLINIC AT UPSTATE.

WE HAVE A TRADITION HERE, CALLED ‘LAUGHTER IS THE BEST MEDICINE'.

LET'S SEE IF ANY OF THESE GRAB YOUR ATTENTION-- 6 PIN INTENDED.

WHY DID THE SCIENTIST THINK HIS MICROSCOPE HAD ADHD?

IT COULDN'T FOCUS!

6.

[LAUGHTER] ALL RIGHT.

WHY DID THE STUDENT EAT HIS HOMEWORK?

BECAUSE HIS TEACHER SAID IT WAS A PIECE OF CAKE!

YOU GUYS ARE RUINING MY PUNCH LINES.

TO HEAR OUR NEW COMPANION COMMUNITY FM RADIO SHOW, CHECK UP FROM THE NECK UP, VISIT WCNY.ORG/COMMUNITYFM.

WHR YOU CAN VERY SOON HEAR MORE FROM Dr. FARONE AND ONLINE EXTRAS.

AND FOR ONLINE EXTRAS, INCLUDING OUR CHECK UP FROM THE NECK UP VIGNETTES, VISIT WCNY.ORG/CYCLEOFHEATH.

FOR ‘CYCLE OF HEALTH', I'M PSYCHOLOGIST DR. RICH O'NEILL.

THANK YOU FOR CHECKING IN, AND WE'LL SEE YOU NEXT WEEK!

>> NEXT WEEK ON "CYCLE OF HEALTH..." >> TALKING TO OUR KIDS ABOUT 6 THE BIRDS AND THE BEES.

369 STATES MANDATE-- 3669 STATES MANDATE WHAT WORKS, WHAT DOESN'T AND HOW CAN WE HELP OUR KIDS ENJOY THEIR BODIES, MAKE GOOD RELATIONSHIPS SO WE MIGHT JUST HAVE GRANDKIDS SOME DAY.