I recently created a famous podcast where I unveiled the nuts and bolts of all the issues that we’re dealing with in the ADHD community across the globe. Since I have chosen to live in this city I love, Richmond, then the people of this town have the opportunity to meet me face to face that other folks around the globe don’t.
I’m putting together a new LIVE event that brings to light 12 specific changes we’ve seen in our practice from working with parents, kids, and adults. The ADHD program is all-natural non-medication, but a strength based program geared to help people dampen the negative problems of ADD/ADHD – and enhance the positive aspects of it.
Click the “Register” button to get a seat at the presentation. I’ve summarized the changes below as it regards to kids in school:
- reduced AD/HD behaviors and symptoms
- all children were rated by their parents as being at the normal level after training.
- scores on the BRS completed by parents and teachers showed reductions in AD/HD symptom frequency.
- more attentive behaviors were perceived during and after training sessions.
- children started showing more socially meaningful behaviors
- improvement in assignment completion and exertion of more patience during tasks
- broad behavioral problems lessened – social, aggressive, and delinquent problems.
- children had completed more schoolwork, and the improvements remained after the training.
- increased attentive behavior in class
- improved quality of schoolwork improved these children’s social status.
- children had better social status after the training, as rated by their homeroom teachers.
- increased children’s confidence in doing tasks.
- their motivation for doing daily tasks improved
- their expectation for success increased improvement of the cognitive and state-control problems that are commonly associated with AD/HD
“These findings indicate that parents and teachers have perceived a broad range of behavioral improvements as a result of the neurocognitive training.”
“These findings speak to the relationship between underdeveloped psychological abilities, negative behavior patterns, and inadequate academic and social participation at school, and indicate that once the children have received positive support and technical aids, they can achieve dramatic improvements”