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How to Discipline Kids with ADHD: What the Research Says Actually Works · Raising ADHD: Real Talk For Parents & Educators

• 0:00
  Apryl: Welcome to Raising ADHD, the podcast for parents and teachers raising ADHD kids.
• 0:06
  Apryl: If you've ever felt frustrated, overwhelmed, or just unsure what to do next, you're not alone.
• 0:12
  Apryl: I'm April Bradford, a former teacher and ADHD mom, and alongside my husband, Dr.
• 0:18
  Apryl: Brian Bradford, a child and adolescent psychiatrist, we're here to give you the clarity, strategies, and support you've been looking for.
• 0:26
  Apryl: Every week we break down the misconceptions, answer your biggest questions, and share real tools you can use right away at home and in the classroom.
• 0:35
  Apryl: So if you're ready to feel more confident and less overwhelmed, you're in the right place.
• 0:40
  Apryl: Hey there, welcome back to Raising ADHD.
• 0:42
  Apryl: Okay, today we are diving into a topic that can be really difficult, and that is discipline for ADHD kiddos.
• 0:52
  Apryl: A lot of times I hear parents say they don't listen to anything, they don't respond to anything.
• 0:57
  Apryl: How do I actually get these kids to listen?
• 1:00
  Apryl: And how do we actually discipline them?
• 1:03
  Apryl: So we're gonna dive in today to what the research shows works for these kiddos, and this is what I've seen work in our home as well.
• 1:13
  Apryl: To get started, let's talk about why traditional or conventional discipline plans fail for our kiddos with ADHD.
• 1:20
  Apryl: So, first of all, and we've said this in many episodes, and this is it's going to be repeated over and over and over again.
• 1:27
  Apryl: Kiddos with ADHD are lagging in executive function skills.
• 1:32
  Apryl: They're usually about three years behind or about 30% behind.
• 1:37
  Apryl: So a 10-year-old with ADHD may have the impulse control and self-regulation of that of a seven-year-old.
• 1:44
  Apryl: So that's a critical thing to remember when you are setting expectations for your kid.
• 1:51
  Apryl: You have to change your expectations.
• 1:54
  Apryl: You can't expect the 10-year-old to behave like a 10-year-old.
• 1:59
  Apryl: We're going to change our expectations.
• 2:01
  Apryl: What's interesting with our ADHD kiddos is number one, they are less responsive to inconsistent, delayed, and weak reinforcement.
• 2:11
  Apryl: Our kiddos with ADHD actually are less responsive to cues of punishment or non-reward compared to that of their neurotypical peers.
• 2:21
  Apryl: So that's a key thing to remember here is if it's non-reward, because they are lacking dopamine, right?
• 2:28
  Apryl: So their brains work off reward.
• 2:30
  Apryl: So we're going to get into that um in a bit about how reward plays into this as well.
• 2:36
  Apryl: But their brains do not behave like their neurotypical peers.
• 2:41
  Apryl: And Dr.
• 2:42
  Apryl: Russell Barkley, he describes ADHD as a condition of near-sightedness time.
• 2:48
  Apryl: So the child's brain is primarily responsive to what is happening right now.
• 2:54
  Apryl: So think about, I hate to compare this to this, but I'm going to because it it's it will make sense.
• 3:00
  Apryl: So think about if you're training a dog, right?
• 3:03
  Apryl: If your dog did something good or bad, since we're talking discipline, let's talk bad.
• 3:11
  Apryl: So say your dog, I don't know, chewed up your shoe, right?
• 3:16
  Apryl: And you saw that he chewed up your shoe while you were gone to work.
• 3:21
  Apryl: It happened while you were gone to work, you came home, the shoe is chewed up.
• 3:24
  Apryl: If you go discipline your dog for that, it is the dog doesn't understand why you're disciplining.
• 3:31
  Apryl: The same thing is true with our kiddos.
• 3:33
  Apryl: The longer the gap between the um what happened, the event, to the consequence, the less responsive they're going to be, especially with our ADHD kiddos.
• 3:46
  Apryl: If we're going to have a consequence, it has to be immediate.
• 3:50
  Apryl: And I'm going to say this this one of the things that I see all the time is parents getting notes from the school or calls or emails from the teacher, and they are supposed to discipline their child at school.
• 4:03
  Apryl: This is going to ruffle some feathers and make some people upset.
• 4:07
  Apryl: But do not, once your kiddo gets disciplined at school, they've already been disciplined at school for the behavior.
• 4:14
  Apryl: When they get home, you can just respond, hey buddy, it sounds like today was a rough day.
• 4:21
  Apryl: Tomorrow is going to be a great day.
• 4:22
  Apryl: We all have bad days.
• 4:24
  Apryl: Tomorrow will be better.
• 4:26
  Apryl: You do not need to discipline them more.
• 4:29
  Apryl: They're already, they've already got disciplined.
• 4:32
  Apryl: That's like you at work getting disciplined by your boss and then coming home and having your spouse be like, hey, I heard this happened at work.
• 4:41
  Apryl: What happened?
• 4:42
  Apryl: Well, you should, and giving you a punishment for it.
• 4:45
  Apryl: That would be terrible, right?
• 4:46
  Apryl: Same thing is true here.
• 4:48
  Apryl: So that's a little caveat here.
• 4:50
  Apryl: It does not help them once they get home.
• 4:53
  Apryl: The time, space, and gap is too wide.
• 4:57
  Apryl: Here's something that was also very interesting is that ADHD actually experiences punishment as more averse than their neurotypical peers.
• 5:09
  Apryl: However, they become desensitized to it faster.
• 5:14
  Apryl: So that the initial it's like more severe for them, but then they become desensitized to it.
• 5:21
  Apryl: And that ends up creating that cycle where parents escalate the punishment without seeing results because their kids are becoming desensitized to it.
• 5:30
  Apryl: And studies show that the ADHD emotional brain floods the system during dysregulation, and that's blocking the access to their thinking brain.
• 5:41
  Apryl: So then it becomes that cycle of yell, uh escalate the punishment, your child escalates, their thinking brain is offline, their body's not responding to the consequence anyway.
• 5:53
  Apryl: It's just that um cycle, and it's ineffective.
• 5:57
  Apryl: The results are ineffective in the moment.
• 6:00
  Apryl: So we want to make sure that what we're doing for consequences is working for our ADHD kiddos, because you have probably too been stuck in that cycle of like taking away the iPad, they freak out, they get mad, so you're like, you just lost the iPad for the rest of the day, and then they freak out even more, and so you're like, you just lost the iPad for the rest of the week, right?
• 6:24
  Apryl: And it escalates, and then they get more escalated and dysregulated, and that just doesn't work.
• 6:29
  Apryl: You're gonna be stuck in that cycle forever.
• 6:32
  Apryl: So here is what actually works.
• 6:36
  Apryl: Again, this is from a lot of different research.
• 6:40
  Apryl: So we're pulling from the American Academy of Pediatrics, the National Institute of Mental Health, Harvard, Yale.
• 6:48
  Apryl: That's where these all of this research is coming from.
• 6:51
  Apryl: So, and we've said this before on the podcast for children ages four to six of age, behavioral therapy.
• 7:00
  Apryl: This is parent-administered and teacher-administered behavioral therapy.
• 7:07
  Apryl: So we have to do parent behavioral therapy first.
• 7:12
  Apryl: That is not the kid getting therapy, that is the parents and the teachers knowing how to um model and shape behavior.
• 7:22
  Apryl: This is the first line treatment.
• 7:24
  Apryl: And especially with that younger group of kiddos, this is before medication is considered.
• 7:30
  Apryl: So there is strong evidence that this works.
• 7:34
  Apryl: This is what we cover inside of raising ADHD foundations is this parent training so that we know how to help our kids with their behavior.
• 7:45
  Apryl: We know how to deal with their behavior, we know how to um respond.
• 7:50
  Apryl: And pretty much everything that this the research showed is exactly what we do in foundations.
• 7:57
  Apryl: So for the children ages six to 12, so our elementary school age kiddos, a combination of medication and behavioral therapy.
• 8:07
  Apryl: Again, parent training in behavior management is strongly recommended for children up to middle school age.
• 8:17
  Apryl: So it's us parents, we want our kiddos to change, right?
• 8:23
  Apryl: And so it's like, let me put them in therapy.
• 8:25
  Apryl: I've talked to parents and they're like, I've had my kid in therapy for a year and nothing changed.
• 8:30
  Apryl: It's because it's what happens at home that makes the biggest difference.
• 8:36
  Apryl: It's not that the kid goes to therapy once a week for an hour, it's that we know how to manage behavior at home and do it in an effective way.
• 8:45
  Apryl: It is huge.
• 8:46
  Apryl: And I know if Brian were here, he would say he sees the same thing with all of his patients.
• 8:52
  Apryl: It's if the parents knew how to respond, then it would make a huge difference in our kids and at home.
• 9:00
  Apryl: So getting that parent training is key.
• 9:04
  Apryl: Strongly recommended.
• 9:07
  Apryl: So, and then for all ages, definitely treatment is a partnership between your doctors, the families, and the teachers.
• 9:16
  Apryl: That's always key.
• 9:17
  Apryl: We always want that, you know, that community that's helping our kiddos grow, develop, and, you know, nurturing them and just helping them learn the skills.
• 9:30
  Apryl: So as far as classroom goes, the strongest evidence for consequences, and some of your parents are gonna feel so good about hearing this, but the strongest evidence is behavioral classroom management and organizational training.
• 9:47
  Apryl: So again, learning that behavior classroom management and inside of foundations, we talk about this too.
• 9:54
  Apryl: How do we help our teachers get on board?
• 9:56
  Apryl: Because teachers aren't trained in this, they're trained in typical, neurotypical classroom management, not for our ADHD kiddos.
• 10:06
  Apryl: And then that organizational training.
• 10:09
  Apryl: One thing that was very it was repeated multiple times in different studies is expelling kids from school does not ever help.
• 10:22
  Apryl: And this is constantly happening.
• 10:25
  Apryl: We've got to get our schools on board and get our schools and teachers educated in this behavior management training so that they know how to work with our kids and they can also change and shape behavior in their classroom with these neurodiverse kiddos.
• 10:46
  Apryl: The CDC explicitly states that children with ADHD benefit from positive rather than punitive disciplinary strategies, noting again what I was saying that exclusionary practices like suspension are ineffective and counterproductive.
• 11:06
  Apryl: We've got to get our kiddos in a better system.
• 11:11
  Apryl: We've got to get this out here so that schools can see this.
• 11:16
  Apryl: There's research that shows, and there's also ways that we can help our kiddos.
• 11:21
  Apryl: Let's talk then a little bit more in depth about the behavioral parent training.
• 11:25
  Apryl: Again, this is level one evidence-based treatment.
• 11:29
  Apryl: And I mean, this all of the different big research uh universities and you know, like Mayo Clinic, um, Johns Hopkins, Cleveland Clinic, they all say the same thing.
• 11:44
  Apryl: It is recommended as the first line treatment.
• 11:48
  Apryl: And what it is, it's teaching super parenting skills.
• 11:52
  Apryl: When we have ADHD kiddos, we have to have super parenting skills to know how to get them to behave.
• 12:00
  Apryl: And that's what behavioral parent training is.
• 12:03
  Apryl: What it teaches is number one, identifying the antecedents, seeing what comes before behavior, and then also looking at and going, okay, what comes after the behavior?
• 12:15
  Apryl: Then we can modify both.
• 12:17
  Apryl: This is the number one thing.
• 12:18
  Apryl: This is the very first thing that we do in the Raising ADHD Foundations course is that we look and we start tracking the behavior.
• 12:27
  Apryl: What is going on?
• 12:29
  Apryl: Because until we can see exactly what's going on, we can't change it.
• 12:33
  Apryl: We can make assumptions, but until we know, okay, this is what's happening, this is what's causing it, this is what happens afterwards, we can't change the behavior.
• 12:42
  Apryl: Another thing that this focuses on is breaking that coercive parent-child interaction cycle, the one that I talked about earlier, where the child's negative behavior is inadvertently reinforced by the parents' reactions.
• 12:55
  Apryl: I say this over and over and over again all the time, and especially in the Foundations course, is that the behavior we pay attention to is the behavior we're going to see the most.
• 13:06
  Apryl: Think about it.
• 13:07
  Apryl: When your kiddo is doing what they're supposed to do, they're playing with their siblings calmly.
• 13:12
  Apryl: They, you know, got their teeth brushed on time, they did those things.
• 13:16
  Apryl: We ignore it because it's not a problem.
• 13:19
  Apryl: So we don't say anything about it.
• 13:22
  Apryl: But as soon as, you know, they start fighting with their sibling, what gets the attention?
• 13:27
  Apryl: Oh, stop, stop hitting your brother, stop yelling at your brother, right?
• 13:31
  Apryl: That gets the attention.
• 13:32
  Apryl: The behavior we pay attention to is the behavior we're going to see.
• 13:36
  Apryl: And so that's what we focus on.
• 13:39
  Apryl: And then one thing with our ADHD kiddos is there has to be a rewards program before a punishment program.
• 13:49
  Apryl: Rewards are easier to maintain consistently and may produce substantial improvement on their own.
• 13:55
  Apryl: You may not even need punishment because rewards work.
• 13:59
  Apryl: I've seen this with my own daughter.
• 14:01
  Apryl: I rarely have to punish her because she's getting rewarded for the behavior that we want to see.
• 14:08
  Apryl: I was just talking to Brian about this the other day.
• 14:10
  Apryl: I wish the people could see our house and the change in our house and what is possible when you implement these things.
• 14:21
  Apryl: It truly can change your household and change your life and change your child's life.
• 14:27
  Apryl: So let's talk a bit a bit more about positive reinforcement.
• 14:32
  Apryl: This is the foundation of ADHD discipline.
• 14:37
  Apryl: This is week one that we cover in Foundations course, is AD is um positive reinforcement.
• 14:44
  Apryl: We do not start with consequences at all.
• 14:47
  Apryl: It's reinforce the positive, reinforce the positive, reinforce the positive.
• 14:51
  Apryl: Again, or what you pay attention to is what you're gonna see.
• 14:54
  Apryl: Positive reinforcement is the single most important and evidence-backed tool for disciplining children with ADHD.
• 15:02
  Apryl: The Boston Children Hospital states that listen to this positive attention strategies alone can address approximately 80% of behavioral challenges in young children.
• 15:15
  Apryl: I'm gonna say that again.
• 15:25
  Apryl: Imagine if 80% of your child's uh behavioral challenges were reduced just by positive reinforcement.
• 15:37
  Apryl: That is huge.
• 15:38
  Apryl: And like I said, I I promise it works.
• 15:42
  Apryl: So, why does this work for ADHD?
• 15:45
  Apryl: Great question.
• 15:46
  Apryl: As we know, children with ADHD have neurologically based motivational systems that are highly responsive to immediate rewards, and the relative absence of praise makes punishment effects even more averse.
• 16:03
  Apryl: So positive reinforcement takes advantage of the brain's natural tendency to seek rewards, right?
• 16:10
  Apryl: They have a reward sensitivity, and using that tendency to encourage beneficial desired behaviors in a constructive way, they have a reward sensitivity.
• 16:20
  Apryl: This is a biological mechanism that is very strong in our ADHD khdos.
• 16:26
  Apryl: So it is neuroscience that positive reinforcement is what we want to be doing with our ADHD kiddos.
• 16:35
  Apryl: So another thing that we want to look at is that praise to correction ratio.
• 16:41
  Apryl: The Mayo Clinic recommends praising good behavior at least five times more often than criticizing bad behavior.
• 16:50
  Apryl: I want you to stop and think for just a minute.
• 16:53
  Apryl: How often are you praising your child's good behavior versus how often are you criticizing bad behavior?
• 17:04
  Apryl: Children with ADHD, as again, this has been repeated on the podcast multiple times.
• 17:10
  Apryl: Children with ADHD receive a disproportionate amount of criticism, which erodes self-esteem and worsens that coercive cycle.
• 17:21
  Apryl: So when you praise, you want to specify the praise.
• 17:26
  Apryl: And this is what's going to help with behavior change.
• 17:28
  Apryl: Instead of just saying, good job, you want to be very explicit with what you are praising.
• 17:34
  Apryl: So you sat in your chair and you kept your hands to yourself during dinner.
• 17:38
  Apryl: Way to go.
• 17:38
  Apryl: I'm so proud of you.
• 17:40
  Apryl: Specific praise teaches the child exactly which behavior to repeat.
• 17:45
  Apryl: Okay?
• 17:46
  Apryl: So that is key.
• 17:48
  Apryl: And again, like we were talking about earlier, it needs to be immediate.
• 17:52
  Apryl: Praise and reward must follow positive behavior immediately to be effective for the ADHD brain.
• 17:59
  Apryl: And then also child-centered.
• 18:02
  Apryl: Spending as little as 10 to 15 minutes per day in child-led conflict-free play reduces the likelihood that child children will use negative behavior to gain parental attention and builds that parent-child relationship to make all other strategies work.
• 18:19
  Apryl: If you could set aside 10 minutes a day just to have that one-on-one time with your kiddo, that it's um child-led, you know, they tell you what they want to do, and you just do that with them, that makes a huge change as well.
• 18:34
  Apryl: Another thing that is very, very well researched and found to work very well with ADHD kids, and it's validated across the family settings, academic settings, and clinical settings is a token economy and a point system.
• 18:50
  Apryl: This again is one of the things that we set up in the foundations course, and I teach you exactly how to do this.
• 18:58
  Apryl: But a few key things to keep it ADHD specifically designed for ADHD is number one, guess what it is?
• 19:06
  Apryl: We've already said this multiple times, it has to be immediate.
• 19:09
  Apryl: Immediacy is a non-negotiable.
• 19:12
  Apryl: Number two, the system has to be visible and physical.
• 19:15
  Apryl: It can't be, you know, just in your head where you're like, okay, you got 10 points.
• 19:19
  Apryl: No, they have to be able to see it.
• 19:20
  Apryl: So something hanging on the fridge or, you know, by their bed or somewhere where they'll see it frequently.
• 19:26
  Apryl: And then we need to keep the reward to punishment ratio um at two or greater.
• 19:33
  Apryl: So when we're, you know, giving tokens, then it needs to be two um giving tokens to every one takeaway.
• 19:42
  Apryl: Um, and taking away that is, I'm not even gonna get into that.
• 19:47
  Apryl: There are rules to that as well.
• 19:50
  Apryl: Um, but we want to keep rewards higher, like we've been talking about positive reinforcement.
• 19:57
  Apryl: The behavior that we give attention to is the behavior we're gonna see.
• 20:01
  Apryl: If you take nothing else away from this podcast episode, take that.
• 20:05
  Apryl: Um, and then rewards for these token systems, they can be simple.
• 20:10
  Apryl: They don't have to be, you know, you don't have to go buy stuff.
• 20:13
  Apryl: It can be literally um family activities, going on a bike ride, um, having a game night, getting extra time on the iPad, having a friend over.
• 20:23
  Apryl: And then there can be obviously the tangible items as well.
• 20:27
  Apryl: And you can like build like points for smaller items and then build points for bigger items.
• 20:33
  Apryl: We have a whole system that we use, but it's proven token systems work when we know how to use them and we're using them correctly and not using them.
• 20:44
  Apryl: A lot of times it will end up backfiring because parents will be like, oh, I'm taking your points away.
• 20:51
  Apryl: I'm taking your tokens away, right?
• 20:53
  Apryl: And then it just backfires, and then this system doesn't work anymore.
• 20:56
  Apryl: So you have to make sure that you're using it correctly.
• 20:58
  Apryl: And going along with removing tokens, that's the response cost.
• 21:03
  Apryl: Response cost is the structured removal of earned tokens or points following a negative behavior.
• 21:09
  Apryl: There has to be structure and rules to it that before you can take these away.
• 21:14
  Apryl: The child has to know.
• 21:15
  Apryl: You can't just, you know, in the heat of the moment, be like, you lose two points.
• 21:20
  Apryl: No.
• 21:20
  Apryl: Research shows it is effective for children for whom positive reinforcement alone proves insufficient.
• 21:28
  Apryl: So for a lot of our kiddos, we don't need taking away the positive reinforcement, is going to do so much for them that they don't need the negative.
• 21:36
  Apryl: Another thing that parents are like, okay, let's just have the logical consequences, right?
• 21:42
  Apryl: They did this, they get the logical consequence.
• 21:44
  Apryl: Research states and warns use this carefully.
• 21:48
  Apryl: Natural consequences, so allowing the children to simply experience the outcome of their behavior generally fails for ADHD kids because they require.
• 22:00
  Apryl: Insight.
• 22:01
  Apryl: So metacognition, executive function skill there, time awareness, another executive function skill there, and internal regulation.
• 22:11
  Apryl: Another executive function skill there.
• 22:13
  Apryl: As you can see, these are all areas of the greatest deficit of our kids with ADHD.
• 22:17
  Apryl: So these natural consequences can be very tricky to actually work for ADHD kids.
• 22:22
  Apryl: And Russell Barkley explicitly cautions against relying on national consequences for these kids.
• 22:29
  Apryl: That's all I'm going to say with natural consequences.
• 22:32
  Apryl: Just be careful.
• 22:33
  Apryl: And again, if you're using them, like always, they have to be immediate, directly connected to the behavior.
• 22:39
  Apryl: And that's all I'm going to say there.
• 22:41
  Apryl: Okay, so let's talk about structure routines and environmental design.
• 22:46
  Apryl: This is the core of the foundation's course.
• 22:49
  Apryl: This is the core of raising ADHD.
• 22:51
  Apryl: This is this is what I believe wholeheartedly because this is what changed our household.
• 22:57
  Apryl: Boston Children's Hospital describes structure in the home as the magic ingredient for behavior management in ADHD.
• 23:05
  Apryl: Let me say that again.
• 23:06
  Apryl: Boston Children's Hospital describes structure in the home as the magic ingredient for behavior management in ADHD.
• 23:14
  Apryl: So we have to design the environment for our kiddos.
• 23:18
  Apryl: When we do this, it reduces the need for reactive discipline by minimizing the conditions that trigger dysregulation in the first place.
• 23:28
  Apryl: So here's some evidence-based strategies, predictable daily routines, visual schedules and charts, making eye contact when you're asking for things before giving instructions, right?
• 23:41
  Apryl: Break tasks into smaller steps, minimize distractions, and make sure to have movement breaks.
• 23:49
  Apryl: So the research goes more into antecedent-based strategies.
• 23:54
  Apryl: So what's happening before to prevent reaction.
• 23:58
  Apryl: It also talks about modified timeout.
• 24:00
  Apryl: I'm not going to get into that today.
• 24:02
  Apryl: We do cover that in the foundations course, but I do want to talk about harmful discipline practices.
• 24:09
  Apryl: So we can definitely avoid these.
• 24:12
  Apryl: So this is the research is very clear on what not to do.
• 24:16
  Apryl: Number one, yelling, harsh criticism, and physical punishment can cause measurable harm.
• 24:22
  Apryl: Okay, we do not want to do this.
• 24:25
  Apryl: An Ohio State University study found that reducing these practices led to verifiable biological improvements in children's emotional regulation.
• 24:35
  Apryl: When we reduced that, so when we can reduce the yelling, the harsh criticism, and we should never use physical punishment, but you will start to see your kids' emotional regulation.
• 24:48
  Apryl: They'll be able to regulate better.
• 24:50
  Apryl: Exclusionary school discipline was also stated as one of the things that we want to avoid that is harmful, harmful.
• 24:57
  Apryl: So suspension, detention, sending kids home from school is explicitly identified as ineffective and harmful for our children with ADHD.
• 25:04
  Apryl: Again, we need to get this out to the schools, but they also have to have behavior management to know how to do it.
• 25:11
  Apryl: Another thing, like we were talking about, delayed consequences do not work.
• 25:16
  Apryl: It's harmful, it's not effective.
• 25:18
  Apryl: The ADHD brains cannot bridge the temporal gap between behavior and the outcome.
• 25:24
  Apryl: So on a immediate.
• 25:47
  Apryl: When we can be a super parent, have our super parent skills, then we can start to see change in our home.
• 25:54
  Apryl: I promise you, like I said earlier, I promise you, it is 100% doable.
• 25:59
  Apryl: I've seen it in my own home.
• 26:01
  Apryl: And if you want to know more about the Raising ADHD Foundations course, go to raisingadh.org forward slash foundations.
• 26:09
  Apryl: I'll put um the link in the show notes because we set up all of this in the course.
• 26:16
  Apryl: You get coaching with me, and we we do all of it.
• 26:21
  Apryl: We are building this system.
• 26:23
  Apryl: We are building the system that took my home from chaotic to calm.
• 26:27
  Apryl: I want to help you build the same thing.
• 26:29
  Apryl: So go to raisingadh.org slash foundations, and I will see you in the next episode.
• 26:34
  Brian Bradford: Thanks so much for joining us for today's conversation on raising ADHD.
• 26:38
  Brian Bradford: Remember, raising ADHD kids doesn't have to feel overwhelming.
• 26:42
  Brian Bradford: Small shifts can make a big difference.
• 26:44
  Brian Bradford: If you found this episode helpful, it would mean the world if you would hit subscribe, if you would leave a review, or if you shared it with another parent or teacher who needs this support.
• 26:53
  Brian Bradford: And don't forget to join us next week for more real talk, practical tips, and encouragement.
• 26:58
  Brian Bradford: Until then, you've got this, and we've got your back.