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ADHD in Children & Teens
CORE FEATURES OF ADHD
A child with ADHD might be able to focus intensely on video games, building projects, or drawing for long periods, yet struggle to complete homework or listen through multi-step instructions. A teenager may fully engage in conversations about a favorite topic but miss details in everyday directions such as “clean your room” or “finish your assignment.” Tasks that are repetitive, lengthy, or less engaging can feel significantly harder to start and maintain attention on.
Inattention in ADHD is not simply an inability to focus, it is difficulty regulating attention. What may look like “not trying” is often difficulty sustaining attention on low-interest tasks. Many children can focus very well when something is interesting, novel, or fast-paced, but have trouble directing attention toward tasks that feel less rewarding or require sustained effort.
INATTENTION
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Parents and caregivers might notice inattention in ways such as:
- Appearing not to listen, even when spoken to directly
- Frequently losing items like homework, water bottles, or jackets
- Forgetting instructions shortly after hearing them
- Making careless mistakes or skipping details
- Becoming easily distracted by noises, movement, or their own thoughts
- Struggling to start tasks, especially without structure
- Leaving tasks unfinished or jumping between activities
Children and teens with ADHD often struggle with working memory, which is the ability to hold and use information in the moment. They may forget what they were just asked to do, lose track of multi-step directions, or need reminders repeated more often than their peers. For example, a child might begin cleaning their room but get distracted by a trading card and shift into sorting their cards. A teen may sit down to do homework, check their phone briefly, and then lose track of time. Even when they intend to follow through, maintaining focus across time can be challenging.
Inattention can look different depending on the child. Some may appear busy and distracted, while others may seem quiet, daydreamy, or “in their own world.” In both cases, the underlying challenge is difficulty directing and sustaining attention in a consistent way.
Impulsivity in ADHD can show up in both conversation and behavior. A child might interrupt frequently, blurt out answers, grab items without asking, or act before thinking through consequences. During emotional or overstimulating situations, a child’s ability to pause and reflect may decrease, leading to quick reactions or difficulty slowing down.
Hyperactivity often appears as a constant need for movement or activity. Some children may seem “always on the go,” as if their body has extra energy that is hard to contain. What may look like “too much energy” is often the brain seeking regulation. This is not intentional misbehavior, it is often how their brain maintains alertness and regulation.
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Parents and caregivers might notice hyperactivity in ways such as:
- Fidgeting with hands, tapping, or squirming in their seat
- Getting up frequently when expected to stay seated
- Running, climbing, or moving excessively in situations where it is not expected
- Talking excessively or making noises during quiet activities
- Difficulty engaging in quiet play or independent work
- Seeming restless even during relaxing activities like watching a movie
In structured settings like school, hyperactivity may look like leaving their seat, rocking in a chair, or needing frequent movement breaks. At home, it might show up as bouncing between activities, trouble sitting at the dinner table, or seeking intense, physical play. For some children, especially older children and teens, hyperactivity may become less visible. Instead of obvious movement, they may describe feeling restless, “on edge,” or unable to relax, even when sitting still.
HYPERACTIVITY & IMPULSIVITY
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Understanding Neurodivergence
ADHD is one way a person can be neurodivergent, but it is not the only way. Neurodivergent describes individuals whose brains process information, attention, and experiences differently from what is considered neurotypical. These differences may include variations in attention, activity level, sensory processing, learning style, emotional intensity, and motivation patterns. A neurodivergent child might notice details others miss, become deeply focused on interests, or experience environments as more stimulating or overwhelming than their peers. The purpose of the term neurodivergent is to promote a broader and more inclusive understanding of human differences in thinking, learning, and behavior. Rather than viewing these differences only as deficits, this perspective recognizes that there are many valid ways for brains to function.
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Some clients have not yet been evaluated to determine whether they meet diagnostic criteria for ADHD or another neurodevelopmental difference. An evaluation can be a helpful step in understanding your child’s attention, behavior, and learning profile.
Parents often seek an evaluation when they notice patterns such as:
• Difficulty sustaining attention or completing tasks
• High levels of activity or restlessness
• Frequent forgetfulness or disorganization
• Impulsivity in speech or behavior
• Emotional intensity or frustration tolerance challenges
• School or homework struggles despite effort
Our comprehensive evaluations provide a snapshot of your child’s cognitive abilities, attention and executive functioning, learning and memory, emotional and behavioral health, and social functioning. We take a strengths-based approach to identify your child’s abilities, interests, and areas of resilience alongside areas where additional support may be helpful.
We use this information to determine which diagnoses, if appropriate, best describe your child’s profile and create a personalized list of recommendations. Recommendations may include interventions such as occupational therapy, talk therapy, executive functioning coaching, or speech-language services. We also provide guidance on requesting school supports such as Individualized Education Programs (IEPs) or 504 Plans. Families receive practical strategies for supporting their child at home and in the community.
To learn more about our assessment process, click HERE
When Families Might Consider
an ADHD Evaluation
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When Families Might Consider
Therapy For ADHD
Our therapeutic approach does not view ADHD as something that needs to be fixed or eliminated. Instead, we see ADHD as a meaningful part of a child’s identity and way of engaging with the world. Many children with ADHD face challenges in environments that require sustained attention, organization, or behavioral regulation. Therapy also supports co-occurring concerns such as anxiety, low self-esteem, school stress, or emotional dysregulation. Because every child’s experience is unique, treatment plans are highly individualized and built around strengths, needs, and interests.
Therapy is most effective when it is engaging and practical. Our clinicians often incorporate a child’s interests into sessions. This might include using games to build attention skills, incorporating favorite sports or hobbies into goal setting, or using creative activities to teach organization and emotional regulation. Creating an environment that supports movement and regulation is also important. Children may benefit from fidgets, movement breaks, flexible seating, or structured routines that support focus.
Each child comes to therapy with different goals. Some need support with attention and organization, while others seek help with emotional regulation, frustration tolerance, or peer relationships. Our goal is to support wellbeing while honoring each child’s neurodivergent identity.
THERAPY FOR PEOPLE WITH ADHD
Uses structured strategies, visuals, and skill-building exercises to help children understand the connection between thoughts, emotions, and behaviors, while building practical coping skills for attention and impulse control.
COGNITIVE BEHAVIORAL THERAPY (CBT)
Focuses on building skills such as planning, organization, time management, task initiation, and follow-through using structured supports and real-life practice.
Helps children recognize early emotional signals, understand what triggers their feelings, and build strategies to manage frustration and overwhelm.
EXECUTIVE FUNCTIONING SKILLS TRAINING & COACHING
EMOTIONAL REGULATION DEVELOPMENT
Provides a supportive space to practice communication skills, peer interaction, and navigate friendships in a way that aligns with the child’s personality and strengths.
SOCIAL SKILLS & RELATIONSHIP SUPPORT
Allows therapists to partner with parents to provide strategies for routines, behavior support, school collaboration, and emotional regulation at home. Families are supported in problem-solving and building consistent systems.
We see therapy as a partnership with children and families. By working together to understand each child’s strengths, needs, and goals, we create a supportive environment where young people can develop skills, confidence, and a strong sense of self.
PARENT COACHING & FAMILY SUPPORT
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