Attention-Deficit/Hyperactivity Disorder (ADHD) Treatment in Sycamore and North Aurora ILIf you are interested in counseling for ADHD, call OakHeart at 630-570-0050 or 779-201-6440 or email us at [email protected]. We have counselors, psychologists, and social workers available to help you at one of our locations in North Aurora, IL, Sycamore, IL, and/or via Telehealth Online Therapy Services serving Kane County, DeKalb County, Dupage County, and beyond.
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What is ADHD?Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by persistent difficulties with attention, and in some cases hyperactivity and impulsivity, that interfere with daily functioning across multiple areas of life. ADHD is one of the most common neurodevelopmental conditions, affecting approximately 9.4% of children in the United States, and about one third of those diagnosed in childhood continue to experience significant symptoms into adulthood.
To meet diagnostic criteria, symptoms must have been present before age 12, occur across more than one setting such as home, school, or work, and cause meaningful impairment in social, academic, or occupational functioning. Symptoms of Inattention Individuals with ADHD who struggle primarily with attention may experience some of the following: Difficulty sustaining attention in tasks or activities, frequently making careless mistakes or missing details. Often not seeming to listen when spoken to directly, even without obvious distraction. Difficulty following through on instructions or completing tasks at school or work. Struggles with organizing tasks, managing time, and prioritizing responsibilities. Avoiding or feeling reluctant to engage in tasks that require sustained mental effort. Frequently losing items needed for tasks, such as keys, phones, or paperwork. Being easily distracted by unrelated thoughts or environmental stimuli. Forgetfulness in daily activities and routines. |
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Symptoms of Hyperactivity and Impulsivity
Individuals with ADHD who experience hyperactivity and impulsivity may notice some of the following:
Fidgeting, tapping, or feeling physically restless and unable to stay still. Difficulty remaining seated in situations where it is expected. Feeling internally driven or "on the go" even in quiet or low-stimulation environments. Talking excessively or blurting out answers before a question is finished. Difficulty waiting for their turn or interrupting others in conversation or activities.
Three Presentations of ADHD
ADHD presents differently across individuals and is categorized into three types. In the Inattentive presentation, the individual experiences primarily attention-related symptoms with minimal hyperactivity or impulsivity. In the Hyperactive-Impulsive presentation, hyperactivity and impulsivity are predominant, with fewer attention difficulties. In the Combined presentation, the individual experiences significant symptoms of both inattention and hyperactivity-impulsivity. It is also worth noting that presentation can shift across the lifespan. Hyperactive symptoms often become less prominent in adulthood, while inattentive symptoms frequently persist and may become more impairing as life demands increase.
ADHD and the Brain
ADHD is fundamentally a neurological condition, not a character flaw or a failure of effort. The frontal lobe of the brain, which governs executive functioning, organization, planning, decision making, emotion regulation, and higher-order thinking, does not function the same way in individuals with ADHD as it does in those without the condition. This means that difficulties with focus, follow-through, and emotional regulation are neurobiological in nature. They are not a reflection of intelligence, motivation, or how much a person cares.
One aspect of ADHD that is often misunderstood is hyperfocus. While individuals with ADHD struggle to sustain attention on tasks they find unstimulating, many have the ability to become deeply and intensely absorbed in topics, activities, or creative pursuits that genuinely engage them. This capacity for hyperfocus can be a genuine strength when channeled effectively.
ADHD and Co-Occurring Conditions
ADHD rarely exists in isolation. Research consistently shows that individuals with ADHD are significantly more likely than the general population to experience a range of co-occurring mental health conditions, and understanding this is an important part of comprehensive assessment and treatment planning. Anxiety and depression are among the most common co-occurring conditions in individuals with ADHD. Anxiety can develop as a secondary coping mechanism, with worry and rumination serving the function of keeping the person on task when the brain's own regulatory systems are not doing so reliably. Depression often follows, driven by the shame, exhaustion, and accumulated sense of failure that can result from years of struggling without adequate understanding or support.
The relationship between ADHD and PTSD is well-documented in the research literature. A 2025 systematic review found that the prevalence of comorbidity between ADHD and PTSD ranged between 28% and 36%, with individuals with ADHD showing a significantly elevated risk of developing PTSD compared to those without ADHD. Research by Biederman and colleagues found that the lifetime prevalence of PTSD was significantly higher among adults with ADHD compared to controls (10.0% versus 1.6%), and that when both conditions were present, clinical severity, psychiatric comorbidity burden, and psychosocial impairment were all substantially greater. There are several reasons why individuals with ADHD may be at elevated risk for trauma and PTSD, including increased impulsivity, greater likelihood of accidents and risky situations, and the emotional dysregulation that can make traumatic experiences harder to process and recover from.
ADHD and substance use disorders also co-occur at striking rates. A large meta-analysis found an ADHD prevalence of approximately 21.5% in substance use disorder populations, compared to roughly 2.5% in the general adult population. Research has found that individuals with ADHD show elevated rates of substance use disorders across multiple substances, including alcohol, cannabis, stimulants, and opioids. The relationship is thought to be bidirectional, with impulsivity and reward-seeking driving substance use, and substance use in turn worsening ADHD symptoms and overall functioning.
OCD and ADHD also co-occur more frequently than chance would suggest. Research has identified OCD as one of the conditions associated with elevated risk in individuals with ADHD, particularly in children and adolescents. The overlap can also complicate diagnosis, as both conditions involve difficulty with sustained attention, repetitive behaviors, and significant functional impairment, though the underlying mechanisms and appropriate treatments differ importantly.
Learning disabilities, including dyslexia, dyscalculia, and dysgraphia, are among the most well-established comorbidities in ADHD. Research estimates that between 25% and 40% of individuals with ADHD have at least one co-occurring learning disability. This is clinically important because untreated learning disabilities can contribute significantly to academic difficulties, shame, and low self-esteem that compound the already significant challenges ADHD creates.
Individuals with ADHD who experience hyperactivity and impulsivity may notice some of the following:
Fidgeting, tapping, or feeling physically restless and unable to stay still. Difficulty remaining seated in situations where it is expected. Feeling internally driven or "on the go" even in quiet or low-stimulation environments. Talking excessively or blurting out answers before a question is finished. Difficulty waiting for their turn or interrupting others in conversation or activities.
Three Presentations of ADHD
ADHD presents differently across individuals and is categorized into three types. In the Inattentive presentation, the individual experiences primarily attention-related symptoms with minimal hyperactivity or impulsivity. In the Hyperactive-Impulsive presentation, hyperactivity and impulsivity are predominant, with fewer attention difficulties. In the Combined presentation, the individual experiences significant symptoms of both inattention and hyperactivity-impulsivity. It is also worth noting that presentation can shift across the lifespan. Hyperactive symptoms often become less prominent in adulthood, while inattentive symptoms frequently persist and may become more impairing as life demands increase.
ADHD and the Brain
ADHD is fundamentally a neurological condition, not a character flaw or a failure of effort. The frontal lobe of the brain, which governs executive functioning, organization, planning, decision making, emotion regulation, and higher-order thinking, does not function the same way in individuals with ADHD as it does in those without the condition. This means that difficulties with focus, follow-through, and emotional regulation are neurobiological in nature. They are not a reflection of intelligence, motivation, or how much a person cares.
One aspect of ADHD that is often misunderstood is hyperfocus. While individuals with ADHD struggle to sustain attention on tasks they find unstimulating, many have the ability to become deeply and intensely absorbed in topics, activities, or creative pursuits that genuinely engage them. This capacity for hyperfocus can be a genuine strength when channeled effectively.
ADHD and Co-Occurring Conditions
ADHD rarely exists in isolation. Research consistently shows that individuals with ADHD are significantly more likely than the general population to experience a range of co-occurring mental health conditions, and understanding this is an important part of comprehensive assessment and treatment planning. Anxiety and depression are among the most common co-occurring conditions in individuals with ADHD. Anxiety can develop as a secondary coping mechanism, with worry and rumination serving the function of keeping the person on task when the brain's own regulatory systems are not doing so reliably. Depression often follows, driven by the shame, exhaustion, and accumulated sense of failure that can result from years of struggling without adequate understanding or support.
The relationship between ADHD and PTSD is well-documented in the research literature. A 2025 systematic review found that the prevalence of comorbidity between ADHD and PTSD ranged between 28% and 36%, with individuals with ADHD showing a significantly elevated risk of developing PTSD compared to those without ADHD. Research by Biederman and colleagues found that the lifetime prevalence of PTSD was significantly higher among adults with ADHD compared to controls (10.0% versus 1.6%), and that when both conditions were present, clinical severity, psychiatric comorbidity burden, and psychosocial impairment were all substantially greater. There are several reasons why individuals with ADHD may be at elevated risk for trauma and PTSD, including increased impulsivity, greater likelihood of accidents and risky situations, and the emotional dysregulation that can make traumatic experiences harder to process and recover from.
ADHD and substance use disorders also co-occur at striking rates. A large meta-analysis found an ADHD prevalence of approximately 21.5% in substance use disorder populations, compared to roughly 2.5% in the general adult population. Research has found that individuals with ADHD show elevated rates of substance use disorders across multiple substances, including alcohol, cannabis, stimulants, and opioids. The relationship is thought to be bidirectional, with impulsivity and reward-seeking driving substance use, and substance use in turn worsening ADHD symptoms and overall functioning.
OCD and ADHD also co-occur more frequently than chance would suggest. Research has identified OCD as one of the conditions associated with elevated risk in individuals with ADHD, particularly in children and adolescents. The overlap can also complicate diagnosis, as both conditions involve difficulty with sustained attention, repetitive behaviors, and significant functional impairment, though the underlying mechanisms and appropriate treatments differ importantly.
Learning disabilities, including dyslexia, dyscalculia, and dysgraphia, are among the most well-established comorbidities in ADHD. Research estimates that between 25% and 40% of individuals with ADHD have at least one co-occurring learning disability. This is clinically important because untreated learning disabilities can contribute significantly to academic difficulties, shame, and low self-esteem that compound the already significant challenges ADHD creates.
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Autism Spectrum Disorder (ASD) and ADHD frequently co-occur. Research suggests that approximately 50% to 70% of individuals with ASD also meet criteria for ADHD. The two conditions share overlapping features including attention difficulties, executive functioning challenges, and social difficulties, which can complicate diagnosis and underscore the importance of thorough, comprehensive evaluation.
Oppositional Defiant Disorder (ODD) and conduct disorder are among the most common comorbidities in children with ADHD. The impulsivity and frustration tolerance difficulties inherent in ADHD are thought to contribute meaningfully to the development of these conditions, and addressing both simultaneously is an important component of treatment for children and adolescents. Recognizing and addressing co-occurring conditions is an essential component of comprehensive ADHD care. At OakHeart, our clinicians take a thorough, individualized approach to assessment and treatment planning that accounts for the full picture of a person's mental health, not just their ADHD symptoms in isolation. |
How Do You Treat ADHD?
ADHD is a treatable condition, and most individuals who engage in evidence-based treatment see meaningful improvements in their functioning, relationships, and quality of life. Treatment for ADHD is typically most effective when it is multimodal, meaning it combines more than one approach tailored to the individual's specific needs, age, and presentation.
Medication
For many individuals, psychotropic medication is an important and highly effective component of ADHD treatment. Stimulant medications are the most commonly prescribed and work by activating the frontal lobe to support improved attention, focus, organization, impulse control, and follow-through. Many individuals taking stimulant medication report significant reductions in ADHD symptoms and related anxiety. Non-stimulant medications are also available and may be appropriate for some individuals. Medication decisions should be made in collaboration with a qualified medical provider such as a psychiatrist, psychiatric nurse practitioner, or primary care physician.
Therapy
Medication alone addresses symptoms but does not teach the skills and strategies that many individuals with ADHD need in order to function at their best. Therapy is an important complement to medication and can also be a meaningful standalone intervention for those who choose not to pursue medication or for whom medication is not sufficient on its own.
Cognitive Behavioral Therapy (CBT) for ADHD is one of the most well-researched therapeutic approaches and focuses on developing practical organizational skills, time management strategies, planning and prioritization, impulse control, and problem-solving. CBT also addresses the negative thinking patterns and self-critical beliefs that frequently develop as a secondary consequence of living with ADHD, including shame, low self-esteem, perfectionism, and rejection sensitivity. Rejection sensitivity is particularly common in individuals with ADHD and refers to an intense emotional response to perceived criticism, disappointment, or rejection from others, which can significantly impact relationships, work performance, and self-worth.
In practice, CBT for ADHD might look like working with your therapist to build a realistic and sustainable daily planning system, learning how to break large tasks into smaller manageable steps, developing strategies for managing transitions and shifting attention between tasks, identifying and challenging the self-critical inner voice that says "I am lazy" or "I will never get it together," and practicing how to respond to perceived criticism or feedback without becoming overwhelmed or shutting down. Your therapist may also help you develop routines that reduce reliance on memory alone, create external cues and reminders that support follow-through, and build the kind of consistent structure that helps the ADHD brain function at its best.
Acceptance and Commitment Therapy (ACT) can help individuals with ADHD develop a more compassionate and workable relationship with their symptoms, clarify their values, and commit to meaningful action even in the presence of the distraction, frustration, and inconsistency that ADHD can bring.
Skills-Based and Environmental Support
Beyond formal therapy, many individuals with ADHD benefit from practical support around organizational systems, environmental modifications, and workplace or academic accommodations. Your therapist may collaborate with schools, employers, or other providers as appropriate, and can help you identify accommodations and strategies that fit your specific profile and needs.
Family and Couples Involvement
When ADHD is impacting family relationships or a romantic partnership, involving family members or a partner in the treatment process can be tremendously valuable. Therapy can help loved ones develop a more accurate understanding of ADHD, reduce frustration and resentment, and develop communication and problem-solving strategies that work for everyone involved.
Our team of psychologists, licensed counselors, and social workers in North Aurora and Sycamore, Illinois provides evidence-based counseling for ADHD to clients throughout Kane County, DeKalb County, DuPage County, and the surrounding Chicago suburbs, including in-person and telehealth options.
Medication
For many individuals, psychotropic medication is an important and highly effective component of ADHD treatment. Stimulant medications are the most commonly prescribed and work by activating the frontal lobe to support improved attention, focus, organization, impulse control, and follow-through. Many individuals taking stimulant medication report significant reductions in ADHD symptoms and related anxiety. Non-stimulant medications are also available and may be appropriate for some individuals. Medication decisions should be made in collaboration with a qualified medical provider such as a psychiatrist, psychiatric nurse practitioner, or primary care physician.
Therapy
Medication alone addresses symptoms but does not teach the skills and strategies that many individuals with ADHD need in order to function at their best. Therapy is an important complement to medication and can also be a meaningful standalone intervention for those who choose not to pursue medication or for whom medication is not sufficient on its own.
Cognitive Behavioral Therapy (CBT) for ADHD is one of the most well-researched therapeutic approaches and focuses on developing practical organizational skills, time management strategies, planning and prioritization, impulse control, and problem-solving. CBT also addresses the negative thinking patterns and self-critical beliefs that frequently develop as a secondary consequence of living with ADHD, including shame, low self-esteem, perfectionism, and rejection sensitivity. Rejection sensitivity is particularly common in individuals with ADHD and refers to an intense emotional response to perceived criticism, disappointment, or rejection from others, which can significantly impact relationships, work performance, and self-worth.
In practice, CBT for ADHD might look like working with your therapist to build a realistic and sustainable daily planning system, learning how to break large tasks into smaller manageable steps, developing strategies for managing transitions and shifting attention between tasks, identifying and challenging the self-critical inner voice that says "I am lazy" or "I will never get it together," and practicing how to respond to perceived criticism or feedback without becoming overwhelmed or shutting down. Your therapist may also help you develop routines that reduce reliance on memory alone, create external cues and reminders that support follow-through, and build the kind of consistent structure that helps the ADHD brain function at its best.
Acceptance and Commitment Therapy (ACT) can help individuals with ADHD develop a more compassionate and workable relationship with their symptoms, clarify their values, and commit to meaningful action even in the presence of the distraction, frustration, and inconsistency that ADHD can bring.
Skills-Based and Environmental Support
Beyond formal therapy, many individuals with ADHD benefit from practical support around organizational systems, environmental modifications, and workplace or academic accommodations. Your therapist may collaborate with schools, employers, or other providers as appropriate, and can help you identify accommodations and strategies that fit your specific profile and needs.
Family and Couples Involvement
When ADHD is impacting family relationships or a romantic partnership, involving family members or a partner in the treatment process can be tremendously valuable. Therapy can help loved ones develop a more accurate understanding of ADHD, reduce frustration and resentment, and develop communication and problem-solving strategies that work for everyone involved.
Our team of psychologists, licensed counselors, and social workers in North Aurora and Sycamore, Illinois provides evidence-based counseling for ADHD to clients throughout Kane County, DeKalb County, DuPage County, and the surrounding Chicago suburbs, including in-person and telehealth options.
How is ADHD diagnosed?
ADHD is a clinical diagnosis, meaning it is based on a thorough clinical interview and evaluation rather than a single test or biological marker. A qualified mental health or medical professional will gather detailed information about the individual's history, symptoms, functioning across multiple settings, and developmental background. Standardized rating scales and behavioral checklists completed by the individual, parents, and sometimes teachers or other observers are commonly used as part of this process. To meet diagnostic criteria, symptoms must have been present before age 12, occur in more than one setting, and cause meaningful impairment in daily functioning.
While a clinical interview and rating scales are sufficient for diagnosis in many straightforward cases, comprehensive neuropsychological or psychological testing can be extremely valuable in certain circumstances. This may include situations where the presentation is complex or ambiguous, where multiple conditions may be present simultaneously (such as ADHD alongside a learning disability, anxiety, or mood disorder), where prior treatments have not been effective, where academic or workplace accommodations are being sought, or where the individual or family wants a more detailed understanding of the person's cognitive profile, strengths, and areas of challenge.
Comprehensive psychological or neuropsychological testing for ADHD typically involves a battery of standardized assessments that may evaluate attention, processing speed, working memory, executive functioning, academic achievement, and cognitive abilities across multiple domains. The evaluation generally takes place across one or more appointments and concludes with a detailed written report summarizing the findings, diagnostic impressions, and specific recommendations for treatment, accommodations, and support.
It is important to know that licensed clinical psychologists are the professionals specifically trained and credentialed to administer, score, and interpret comprehensive psychological and neuropsychological assessments. If you are seeking a comprehensive evaluation for ADHD, whether for yourself, your child, or an adolescent in your life, it is important to seek out a licensed clinical psychologist with experience in assessment. At OakHeart, we can speak with you about whether a comprehensive evaluation may be beneficial and help connect you with appropriate referral resources if needed.
While a clinical interview and rating scales are sufficient for diagnosis in many straightforward cases, comprehensive neuropsychological or psychological testing can be extremely valuable in certain circumstances. This may include situations where the presentation is complex or ambiguous, where multiple conditions may be present simultaneously (such as ADHD alongside a learning disability, anxiety, or mood disorder), where prior treatments have not been effective, where academic or workplace accommodations are being sought, or where the individual or family wants a more detailed understanding of the person's cognitive profile, strengths, and areas of challenge.
Comprehensive psychological or neuropsychological testing for ADHD typically involves a battery of standardized assessments that may evaluate attention, processing speed, working memory, executive functioning, academic achievement, and cognitive abilities across multiple domains. The evaluation generally takes place across one or more appointments and concludes with a detailed written report summarizing the findings, diagnostic impressions, and specific recommendations for treatment, accommodations, and support.
It is important to know that licensed clinical psychologists are the professionals specifically trained and credentialed to administer, score, and interpret comprehensive psychological and neuropsychological assessments. If you are seeking a comprehensive evaluation for ADHD, whether for yourself, your child, or an adolescent in your life, it is important to seek out a licensed clinical psychologist with experience in assessment. At OakHeart, we can speak with you about whether a comprehensive evaluation may be beneficial and help connect you with appropriate referral resources if needed.
Frequently Asked Questions About ADHD
Can adults be diagnosed with ADHD?
Yes. While ADHD is often thought of as a childhood condition, it is very common in adults and is frequently undiagnosed until adulthood. Many adults with ADHD spent years struggling with focus, organization, time management, and relationships without understanding why, often having been labeled as lazy, disorganized, or underachieving. Adult ADHD diagnosis requires that symptoms were present before age 12, even if they were not recognized or diagnosed at the time.
Is ADHD overdiagnosed?
This is a common question. While there are ongoing debates in the research literature about diagnostic rates, ADHD is also genuinely underdiagnosed in certain populations, particularly in girls and women, who often present with predominantly inattentive symptoms that are less visible and more easily overlooked than the hyperactive presentations more commonly seen in boys. A thorough, evidence-based assessment is the best way to determine whether ADHD is present and whether it is contributing to the difficulties a person is experiencing.
Does everyone with ADHD need medication?
No. Medication is a highly effective first-line treatment for ADHD and can make a significant difference for many individuals. However, it is not the only option and is not the right fit for everyone. Behavioral interventions, CBT, skills-based coaching, and environmental accommodations can all be meaningful components of an ADHD treatment plan, either alongside medication or independently. The decision about whether to pursue medication is a personal one best made in consultation with a qualified medical provider.
What is the difference between ADHD and just being easily distracted?
Most people experience distraction from time to time, particularly in environments with many competing demands. ADHD is distinguished by the pervasiveness, severity, and developmental history of the symptoms. In ADHD, difficulty with attention, organization, and impulse control is present across multiple settings, has been present since childhood, and causes meaningful impairment in daily functioning, relationships, academic performance, or work. Occasional distraction or forgetfulness in otherwise high-functioning individuals is not ADHD.
How does ADHD affect relationships?
ADHD can significantly impact relationships in a variety of ways. Partners and family members may feel unheard, frustrated by forgotten commitments, or exhausted by the inconsistency that ADHD can produce. Individuals with ADHD may feel misunderstood, criticized, or ashamed. These dynamics are not a reflection of how much the person with ADHD cares. They are a reflection of how the disorder affects executive functioning. Therapy, including couples therapy and family therapy, can be very helpful in improving communication, building understanding, and developing practical strategies that work for everyone involved.
Is ADHD a learning disability?
ADHD is not technically classified as a learning disability, though the two frequently co-occur. ADHD is a neurodevelopmental disorder that affects attention, impulse control, and executive functioning. Learning disabilities such as dyslexia or dyscalculia involve specific difficulties processing certain types of information. Many individuals have both ADHD and a co-occurring learning disability, which is one of the reasons comprehensive evaluation is valuable.
Yes. While ADHD is often thought of as a childhood condition, it is very common in adults and is frequently undiagnosed until adulthood. Many adults with ADHD spent years struggling with focus, organization, time management, and relationships without understanding why, often having been labeled as lazy, disorganized, or underachieving. Adult ADHD diagnosis requires that symptoms were present before age 12, even if they were not recognized or diagnosed at the time.
Is ADHD overdiagnosed?
This is a common question. While there are ongoing debates in the research literature about diagnostic rates, ADHD is also genuinely underdiagnosed in certain populations, particularly in girls and women, who often present with predominantly inattentive symptoms that are less visible and more easily overlooked than the hyperactive presentations more commonly seen in boys. A thorough, evidence-based assessment is the best way to determine whether ADHD is present and whether it is contributing to the difficulties a person is experiencing.
Does everyone with ADHD need medication?
No. Medication is a highly effective first-line treatment for ADHD and can make a significant difference for many individuals. However, it is not the only option and is not the right fit for everyone. Behavioral interventions, CBT, skills-based coaching, and environmental accommodations can all be meaningful components of an ADHD treatment plan, either alongside medication or independently. The decision about whether to pursue medication is a personal one best made in consultation with a qualified medical provider.
What is the difference between ADHD and just being easily distracted?
Most people experience distraction from time to time, particularly in environments with many competing demands. ADHD is distinguished by the pervasiveness, severity, and developmental history of the symptoms. In ADHD, difficulty with attention, organization, and impulse control is present across multiple settings, has been present since childhood, and causes meaningful impairment in daily functioning, relationships, academic performance, or work. Occasional distraction or forgetfulness in otherwise high-functioning individuals is not ADHD.
How does ADHD affect relationships?
ADHD can significantly impact relationships in a variety of ways. Partners and family members may feel unheard, frustrated by forgotten commitments, or exhausted by the inconsistency that ADHD can produce. Individuals with ADHD may feel misunderstood, criticized, or ashamed. These dynamics are not a reflection of how much the person with ADHD cares. They are a reflection of how the disorder affects executive functioning. Therapy, including couples therapy and family therapy, can be very helpful in improving communication, building understanding, and developing practical strategies that work for everyone involved.
Is ADHD a learning disability?
ADHD is not technically classified as a learning disability, though the two frequently co-occur. ADHD is a neurodevelopmental disorder that affects attention, impulse control, and executive functioning. Learning disabilities such as dyslexia or dyscalculia involve specific difficulties processing certain types of information. Many individuals have both ADHD and a co-occurring learning disability, which is one of the reasons comprehensive evaluation is valuable.
OakHeart ADHD Counselors, Psychologists, and Social Workers
ADHD Related Blogs:
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Safren and colleagues (2017) have created a Cognitive-Behavioral Treatment Program for Adults with ADHD. In this program, they suggest some strategies for overcoming difficulties with organization. They first provide suggestions for prioritizing tasks by creating daily task lists: What is it you are hoping to accomplish today? Individuals with ADHD may be prone to complete the easy and less important tasks first. However, this may then halt progress towards important, more challenging goals. Therefore, Safren and colleagues (2017) suggest that, after a daily task list is created, the level of importance of tasks on the list should be considered...(to read more, click on the link above).
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ADHD stands for attention-deficit/hyperactivity disorder. As an aside, the use of the term ADD has been discontinued. It is now considered part of the broader ADHD term, and you do not have to experience hyperactivity to have ADHD. There are 3 different types of ADHD: hyperactive/impulsive, inattentive, and combined type. When people visualize someone with ADHD, they often picture a child (usually a boy) who cannot sit still in a classroom setting. While this can be one way that ADHD presents, it is not the only way it shows up in children. It can also show up as a child who needs to be reminded four times that they need to get their materials out of their backpack to start their day…every day. The diagnosis has nothing to do with a lack of attention. It is not a character flaw. It is a condition that individuals are born with that results in executive functioning issues (otherwise known as executive dysfunction)...(to read more, click on the link above).
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Have you ever found yourself feeling overwhelmed by tasks, responsibilities, and expectations? Do you find yourself procrastinating until the last possible minute…even if you had a whole day to get it accomplished? Does the task (when you remember to take care of it) feel like there are just too many steps? This is the tip of the iceberg known as overwhelm, especially in the neurodiverse community. Each person has different tolerances for being overwhelmed and different factors that can contribute. For some, feelings of being overwhelmed may stem from physical stimuli (too loud, too many people, uncomfortable clothes, etc.). For others it may be the sheer amount of steps required and feeling like it will take “forever”...(to read more, click on the link above).
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Resources
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Anholt, G. E., Cath, D. C., van Oppen, P., Eikelenboom, M., Smit, J. H., van Megen, H., & van Balkom, A. J. L. M. (2010). Autism and ADHD symptoms in patients with OCD: Are they associated with specific OC symptom dimensions or OCD severity? Journal of Autism and Developmental Disorders, 40(5), 580-589.
Biederman, J., Petty, C. R., Spencer, T. J., Woodworth, K. Y., Bhide, P., Zhu, J., & Faraone, S. V. (2013). Posttraumatic stress disorder and attention-deficit/hyperactivity disorder in adults: Clinical features and familial transmission. Journal of Clinical Psychiatry, 74(6), 550-556.
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43-51.
Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., Rohde, L. A., Sonuga-Barke, E. J. S., Tannock, R., & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1, 15020.
Groenman, A. P., Janssen, T. W. P., & Oosterlaan, J. (2017). Childhood psychiatric disorders as risk factor for subsequent substance abuse: A meta-analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 74(8), 788-796.
Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., Faraone, S. V., Greenhill, L. L., Howes, M. J., Secnik, K., Spencer, T., Ustun, T. B., Walters, E. E., & Zaslavsky, A. M. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163(4), 716-723.
Larson, K., Russ, S. A., Kahn, R. S., & Halfon, N. (2011). Patterns of comorbidity, functioning, and service use for US children with ADHD. Pediatrics, 127(3), 462-470.
Leitner, Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children: What do we know? Frontiers in Human Neuroscience, 8, 268.
Meier, S. M., Petersen, L., Schendel, D. E., Mattheisen, M., Mortensen, P. B., & Mors, O. (2015). Obsessive-compulsive disorder and autism spectrum disorders: Longitudinal and offspring risk. PLOS ONE, 10(11), e0141703.
Nwokeji, C., Khurana, I., Abdulkadir, M., & Okonkwo, C. (2025). Attention-deficit/hyperactivity disorder and post-traumatic stress disorder adult comorbidity: A systematic review. Systematic Reviews, 14, 107.
van Emmerik-van Oortmerssen, K., van de Glind, G., van den Brink, W., Smit, F., Crunelle, C. L., Swets, M., & Schoevers, R. A. (2012). Prevalence of attention-deficit hyperactivity disorder in substance use disorder patients: A meta-analysis and meta-regression analysis. Drug and Alcohol Dependence, 122(1-2), 11-19.
Anholt, G. E., Cath, D. C., van Oppen, P., Eikelenboom, M., Smit, J. H., van Megen, H., & van Balkom, A. J. L. M. (2010). Autism and ADHD symptoms in patients with OCD: Are they associated with specific OC symptom dimensions or OCD severity? Journal of Autism and Developmental Disorders, 40(5), 580-589.
Biederman, J., Petty, C. R., Spencer, T. J., Woodworth, K. Y., Bhide, P., Zhu, J., & Faraone, S. V. (2013). Posttraumatic stress disorder and attention-deficit/hyperactivity disorder in adults: Clinical features and familial transmission. Journal of Clinical Psychiatry, 74(6), 550-556.
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43-51.
Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., Rohde, L. A., Sonuga-Barke, E. J. S., Tannock, R., & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1, 15020.
Groenman, A. P., Janssen, T. W. P., & Oosterlaan, J. (2017). Childhood psychiatric disorders as risk factor for subsequent substance abuse: A meta-analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 74(8), 788-796.
Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., Faraone, S. V., Greenhill, L. L., Howes, M. J., Secnik, K., Spencer, T., Ustun, T. B., Walters, E. E., & Zaslavsky, A. M. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163(4), 716-723.
Larson, K., Russ, S. A., Kahn, R. S., & Halfon, N. (2011). Patterns of comorbidity, functioning, and service use for US children with ADHD. Pediatrics, 127(3), 462-470.
Leitner, Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children: What do we know? Frontiers in Human Neuroscience, 8, 268.
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