The following two articles should be of interest to families considering pharmaceutical intervention for ADHD or other “disorders.”

ADHD and Medication: Risk of Non-treatment


A recent study sheds new light on the risks associated with adolescents with untreated ADHD versus those who receive medical intervention.

Early smoking, alcohol and other drug abuse, a variety of high-risk sexual behaviors and their related consequences, traffic tickets/accidents, and dropping out of school are decidedly more prevalent in those with diagnosed ADHD who do not receive pharmacological treatment– about 75% of the cases as opposed to 25% in both the non-ADHD population and the treated ADHD population. The study is a meta-study that takes into account a variety of other studies and is a compelling argument for considering medication not only as a school-focused treatment but for the broader goal of helping children who are prone to impulsive decision-making to make better behavioral choices. A brief, easy-to-read summary of the study is in the June 2006 issue of Clinical Psychiatry News (www.clinicalpsychiatrynews.com).


Other, non-medical interventions that can be helpful in managing some of the issues that arise among ADHD students and those with related problems can be found at www.greatschools.net. This is an outstanding resource for teachers and parents of students with a variety of mild to moderate issues of learning. We highly recommend that you check it out!


Among the most effective interventions for students struggling in school with issues related to attention management is individual tutoring, which affords students the chance for additional positive recognition, teaches and rehearses coping strategies, and assures them of greater success on their homework. At Kaulele, we do not evaluate students for ADHD, as that diagnosis must be made only by a physician or a clinical psychologist who may administer a set of rating scales and sometimes other measures. However, our learning specialists are keen observers of the role of attention and mental energy management in a student’s performance during the course of educational evaluation or tutoring and can often make informed and practical recommendations regarding how to respond. Interestingly, some of the most helpful strategies are the same ones that work for all students. Among them are the use of lists, calendars, structured and predictable schedules, breaking down of larger tasks into more manageable steps, and clearly stated expectations. Effective tutors help students incorporate these strategies, and often students are more receptive to these ideas from a trusted tutor than from a teacher or parent.

-Mark A. Carey
March 2007


Book Review: Medicating Young Minds

Medicating Young Minds by Glen R. Elliott, Ph.D., M.D., is fittingly subtitled The Essential Guide to Medications and Treatment Options. For those who are considering medical treatment of ADHD or a psychiatric disorder such as depression, this book provides reassuring information that can guide families in their decisions. He points out that 12 to 22 percent of children in our country experience problems related to such difficulties.

While it is common to hear alarmists' claims that we are "overmedicating" our children, the fact is that as much as 80 percent of children with significant psychiatric and behavior disorders receive no mental health care at all. While medication may in fact be almost "miraculous" in the positive change it can stimulate in some, it is not right at all for others, and it may be quite useful but not a "quick fix" for others. Dr. Elliot is clear and articulate in explaining how and why a child must be evaluated to determine the true nature of the problem, and he provides good explanations of the different disorders children can face. He provides very specific information about medications themselves that may be considered and how families and schools can work with students so that they best understand the issues related to pharmaceutical treatment.

Dr. Elliot is not "pro-medication" to the exclusion of other interventions, and he presents excellent information and perspective on non-drug therapies as well. It's well worth the attention of families who are seeking to enhance their understanding of the complex and critical decisions related to struggling students.

-Mark A. Carey
Fall 2008