The ADHD Parenting Podcast

Epizode

• ADHD Medication: What Parents Need to Know | Part 2 24.06.2026 14min

  In part two of this two-part series, Mike and Ryan discuss why families often abandon medication too quickly after a single difficult trial, the importance of trial-and-error in finding the right medication regimen, and why genetic testing isn't the shortcut many parents hope it will be.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Timestamps[00:00:00] Start[00:00:46] Why Families Give Up on Medication Too Easily[00:01:30] Two Main Stimulant Categories Explained[00:03:42] Non-Stimulant Medication Options[00:04:22] Why Medication Alone Is Not Enough[00:07:15] Genetic Testing Is Not Recommended[00:09:43] Key Takeaways on ADHD Medication[00:12:13] Final Thoughts on Kids and Medical DecisionsCitationsAmerican Academy of Child and Adolescent Psychiatry. (2020). Clinical use of pharmacogenetic tests in prescribing psychotropic medications for children and adolescents. ⁠https://www.aacap.org/aacap/Policy_Statements/2020/Clinical-Use-Pharmacogenetic-Tests-Prescribing-Psychotropic-Medications-for-Children-Adolescents.aspx⁠American Academy of Child and Adolescent Psychiatry. (2022). Attention-deficit/hyperactivity disorder: Parents’ medication guide. ⁠https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/med_guides/ADHD_Medication_Guide-web.pdf⁠American Psychiatric Association. (n.d.). What is ADHD? ⁠https://www.psychiatry.org/patients-families/adhd/what-is-adhd⁠Centers for Disease Control and Prevention. (2024). Clinical care of ADHD. ⁠https://www.cdc.gov/adhd/hcp/treatment-recommendations/index.html⁠Dalsgaard, S., Leckman, J. F., Mortensen, P. B., Nielsen, H. S., & Simonsen, M. (2015). Effect of drugs on the risk of injuries in children with attention deficit hyperactivity disorder: A prospective cohort study. The Lancet Psychiatry, 2(8), 702–709. https://doi.org/10.1016/S2215-0366(15)00271-0Dalsgaard, S., Østergaard, S. D., Leckman, J. F., Mortensen, P. B., & Pedersen, M. G. (2015). Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: A nationwide cohort study. The Lancet, 385(9983), 2190–2196. https://doi.org/10.1016/S0140-6736(14)61684-6de Vries, W., Boer, M., Stevens, G. W. J. M., & van Dorsselaer, S. (2025). Exploring concept creep: Youth’s portrayal of ADHD on TikTok. SSM Mental Health, 7, 100374.Harpin, V., Mazzone, L., Raynaud, J. P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305. https://doi.org/10.1177/1087054713486516Myer, N. M., Boland, J. R., & Faraone, S. V. (2018). Pharmacogenetics predictors of methylphenidate efficacy in childhood ADHD. Molecular Psychiatry, 23, 1929–1936.Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects of treatment and non-treatment. BMC Medicine, 10, 99. ⁠https://doi.org/10.1186/1741-7015-10-99⁠Wetterer, L. (2020). Attention-deficit/hyperactivity disorder: AAP updates guideline for diagnosis and management. American Family Physician, 102(1), 58–60.Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. ⁠https://doi.org/10.1542/peds.2019-2528⁠Yeung, A., Ng, E., & Abi-Jaoude, E. (2022). TikTok and attention-deficit/hyperactivity disorder: A cross-sectional study of social media content quality. The Canadian Journal of Psychiatry, 67(12), 899–906. ⁠https://doi.org/10.1177/07067437221082854⁠
• ADHD Medication: What Parents Need to Know | Part 1 10.06.2026 18min

  Ryan & Mike take on ADHD kids' medication based on research and doctors, not social media. They cover untreated ADHD risks, debunk the psychiatrist myth, and put decisions with parents and prescribers.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠{{chapters}}[00:00:00] Start[00:01:05] Why Parents Get Confused About Medication[00:03:40] The Risks of Untreated ADHD[00:06:46] Where Medication Misinformation Comes From[00:10:15] Do You Really Need a Child Psychiatrist?[00:13:34] Who Makes the Medication DecisionCitationsAmerican Academy of Child and Adolescent Psychiatry. (2020). Clinical use of pharmacogenetic tests in prescribing psychotropic medications for children and adolescents. https://www.aacap.org/aacap/Policy_Statements/2020/Clinical-Use-Pharmacogenetic-Tests-Prescribing-Psychotropic-Medications-for-Children-Adolescents.aspxAmerican Academy of Child and Adolescent Psychiatry. (2022). Attention-deficit/hyperactivity disorder: Parents’ medication guide. https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/med_guides/ADHD_Medication_Guide-web.pdfAmerican Academy of Child and Adolescent Psychiatry. (n.d.). Pharmacogenetic testing. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Pharmacogenetic_Testing-128.aspxAmerican Psychiatric Association. (n.d.). What is ADHD? https://www.psychiatry.org/patients-families/adhd/what-is-adhdCenters for Disease Control and Prevention. (2024). Clinical care of ADHD. https://www.cdc.gov/adhd/hcp/treatment-recommendations/index.htmlDalsgaard, S., Leckman, J. F., Mortensen, P. B., Nielsen, H. S., & Simonsen, M. (2015). Effect of drugs on the risk of injuries in children with attention deficit hyperactivity disorder: A prospective cohort study. The Lancet Psychiatry, 2(8), 702–709. https://doi.org/10.1016/S2215-0366(15)00271-0Dalsgaard, S., Østergaard, S. D., Leckman, J. F., Mortensen, P. B., & Pedersen, M. G. (2015). Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: A nationwide cohort study. The Lancet, 385(9983), 2190–2196. https://doi.org/10.1016/S0140-6736(14)61684-6de Vries, W., Boer, M., Stevens, G. W. J. M., & van Dorsselaer, S. (2025). Exploring concept creep: Youth’s portrayal of ADHD on TikTok. SSM Mental Health, 7, 100374.Harpin, V., Mazzone, L., Raynaud, J. P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305. https://doi.org/10.1177/1087054713486516Myer, N. M., Boland, J. R., & Faraone, S. V. (2018). Pharmacogenetics predictors of methylphenidate efficacy in childhood ADHD. Molecular Psychiatry, 23, 1929–1936.Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects of treatment and non-treatment. BMC Medicine, 10, 99. https://doi.org/10.1186/1741-7015-10-99Wetterer, L. (2020). Attention-deficit/hyperactivity disorder: AAP updates guideline for diagnosis and management. American Family Physician, 102(1), 58–60.Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528Yeung, A., Ng, E., & Abi-Jaoude, E. (2022). TikTok and attention-deficit/hyperactivity disorder: A cross-sectional study of social media content quality. The Canadian Journal of Psychiatry, 67(12), 899–906. https://doi.org/10.1177/07067437221082854
• Debunking Four ADHD Parenting Myths 27.05.2026 18min

  Ryan and Mike take on four of the loudest myths in Facebook ADHD parenting groups: pharmacogenetic ("cheek swab") testing for medication selection, the idea that every ADHD child needs one-to-one talk therapy, the "everything is sensory" framing, and rejection sensitive dysphoria as a discrete diagnosis. For each one, they walk through what the actual research and clinical practice guidelines support — and what they don't.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:02:13] Myth 1: Genetic Panel Testing for ADHD Meds[00:04:25] Myth 2: Every ADHD Kid Needs Therapy[00:10:36] Myth 3: Everything Is Sensory[00:13:00] Myth 4: Rejection Sensitive Dysphoria[00:16:25] Closing: Research Over PopularityCITATIONS:American Academy of Pediatrics. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528.Antshel, K. M., & Barkley, R. A. (2020). Psychosocial interventions in attention deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 29(3), 499–519.Barkley, R. A. (2013). Distinguishing sluggish cognitive tempo from attention-deficit/hyperactivity disorder in adults. Journal of Abnormal Psychology, 122(4), 978–990.Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.Barkley, R. A. (2020). Taking charge of ADHD (4th ed.). Guilford Press.Doffer, M., et al. (2023). Behavioral parent training for children with ADHD: Long-term outcomes and effectiveness. Journal of Attention Disorders, 27(5), 1–14. (Note: verify exact pages for final)Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 43(4), 527–551.Luman, M., Tripp, G., & Scheres, A. (2010). Identifying the neurobiology of altered reinforcement sensitivity in ADHD. Neuroscience & Biobehavioral Reviews, 34(5), 744–754.Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53(5), 873–932.Sibley, M. H. (2021). Annual research review: Defining and treating ADHD in adolescents. Journal of Child Psychology and Psychiatry, 62(6), 706–724.Tripp, G., & Wickens, J. R. (2020). Neurobiology of ADHD. Neuropharmacology, 173, 108–127.
• Stop Lowering The Bar. Why High Expectations Are The Most Loving Thing For ADHD Kids 13.05.2026 27min

  In this episode of the ADHD Parenting Podcast, hosts Mike and Ryan tackle a provocative but critical topic: why high expectations are the most loving thing you can do for a child with ADHD. They respond to a listener’s experience in which an effective classroom point system—backed by decades of research—was canceled after other parents of children with ADHD complained. Mike and Ryan break down the difference between evidence-based structure and popular social media narratives, explaining why removing consequences and lowering the bar can lead to learned helplessness, prompt dependence, and failure to launch. They cite leading ADHD researchers like Dr. Russell Barkley, clarify what the science actually says about connection vs. consequence, and offer practical advice for IEP meetings, home life, and navigating parent group chats. Above all, Mike and Ryan argue that high expectations combined with high empathy aren’t the opposite of love—they are love.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:05:29] Debunking the "connection, not consequence" myth[00:08:14] Dr. Russell Barkley: ADHD as a self-regulation problem[00:10:39] The cost of removing structure: Learned helplessness[00:14:05] "It's not fair": Neurology explains but does not exempt[00:15:30] Setting kids up for failure to launch[00:16:53] Research-backed classroom policies that work[00:21:26] What parents can do at home and in IEP meetings[00:25:05] Confidence is earned by meeting standards[00:25:44] Closing: High expectations + high empathy = loveCitations:Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of ADHD. Consequence-based approaches showed the largest positive effect.Barkley, R. A. (2015 / 2022). ADHD: A Handbook for Diagnosis and Treatment. Self-regulation model and "point of performance" principle.Power, T. J., Mautone, J. A., & Soffer, S. L. Family-School Success for Children with ADHD: A Guide for Intervention. Guilford Press. From the Center for Management of ADHD at Children's Hospital of Philadelphia — research-based home-school partnership intervention.Pelham, W. E., Fabiano, G. A., and colleagues. Daily Behavior Report Card evidence base.Rosenthal & Jacobson lineage. Pygmalion Effect / adult-expectation research in education.Milich and colleagues; 2024 review on learned helplessness in ADHD populations.
• Why ADHD Kids Struggle with Reading and Writing 29.04.2026 25min

  In this episode, Ryan and Mike explore the real reason children with ADHD struggle with reading comprehension and written expression—working memory issues, not laziness or oppositional behavior. They explain the role of nonverbal working memory (mental movies) and verbal working memory (inner voice) , share key research findings, and offer practical strategies to support children at home and school.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[01:38] The real problem is working memory, not laziness[06:14] The mental movie that never gets made (nonverbal working memory)[13:36] The inner voice goes quiet during writing (verbal working memory)[17:29] The blank page: oppositional behavior or working memory failure?[20:06] What actually helps: make external what other kids do internally[23:00] Closing takeawaysEpisode 56 Citations:Gray, C., Rogers, M., London, K., et al. (2016). Children with attention-deficit/hyperactivity disorder and reading disability: A review of the efficacy of medication treatments. Frontiers in Psychology, 7, 988.Miller, A. C., Keenan, J. M., Betjemann, R. S., et al. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of Abnormal Child Psychology, 41, 473–483.Soto, E. F., Kofler, M. J., Irwin, L. N., et al. (2021). Executive functions and writing skills in children with ADHD. Journal of Abnormal Child Psychology.Molitor, S. J., Langberg, J. M., Evans, S. W., et al. (2016). The written expression abilities of adolescents with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 51–52, 49–59.Re, A. M., Pedron, M., & Cornoldi, C. (2007). Expressive writing difficulties in children described as exhibiting ADHD symptoms. Journal of Learning Disabilities, 40(3), 244–255.
• ADHD Kids and Consequences – What the Research Says 15.04.2026 28min

  In this episode, Ryan and Mike take on one of the most hotly debated topics in the ADHD parenting space: do kids with ADHD actually need consequences? Social media influencers say no — just connection, co-regulation, and emotional validation. Ryan and Mike push back hard with decades of research showing the opposite: ADHD is a disorder of performance, not knowledge, meaning behavior is governed by immediate consequences far more than by understanding or insight, and kids with ADHD need more consequences, not fewer — clearer, more consistent, and delivered in the moment. They also dismantle popular labels being used to justify removing consequences altogether — masking, rejection sensitive dysphoria (RSD), pathological demand avoidance (PDA), and vague "nervous system disorder" language — and explain why these frameworks, however emotionally compelling, leave parents stuck without real strategies. The takeaway: authoritative parenting, warmth plus structure, is what the evidence supports, and parents can step into that authority with confidence.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:39] Research vs. Social Media Parenting Myths[00:02:41] ADHD as a Disorder of Performance, Not Knowledge[00:04:21] Connection Is Not the Problem[00:07:39] Why Parents Are Over-Connecting and Over-Functioning[00:08:48] Authoritative Parenting: Warmth Plus Structure[00:11:08] Feelings Talk vs. Behavior Change[00:13:53] Why Therapy Alone Doesn't Work for ADHD[00:15:10] Masking, RSD, PDA, and Nervous System Labels Debunked[00:19:03] Real Reasons Kids Act Out at Home[00:20:31] Help vs. a Hug: What Parents Actually Need[00:21:09] Act Don't Yak: What Keeps Parents Stuck[00:23:41] The Bottom Line on Consequences and Praise[00:25:05] School Accountability and the Principal StrategyResearch Citations:Wolraich, M. L., Hagan, J. F., Allan, C., et al. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528.Doffer, D. P. A., et al. (2023). Sustained improvements by behavioural parent training for children with attention-deficit/hyperactivity disorder: A meta-analytic review of longer-term child and parental outcomes. JCPP Advances, 3(4).Dekkers, T. J., Hornstra, R., van der Oord, S., et al. (2022). Meta-analysis: Which components of parent training work for children with attention-deficit/hyperactivity disorder? Journal of the American Academy of Child & Adolescent Psychiatry.Luman, M., van Meel, C. S., Oosterlaan, J., & Geurts, H. M. (2009). Are ADHD symptoms associated with delay aversion after controlling for neuropsychological functioning? Journal of Abnormal Child Psychology, 37, 587–598.Hulsbosch, A. K., et al. (2024). Behavioral and emotional responding to punishment in ADHD.
• Stepping Into Your Parental Authority 25.03.2026 38min

  Today's episode is a re-release of Episode 43, because the message is just that important.In this episode of The ADHD Parenting Podcast, hosts Ryan Wexelblatt and Mike McLeod explore what it means to “step into your parental authority.” Drawing from research and clinical experience, they discuss how authoritative parenting—balancing warmth with structure—helps children with ADHD develop self-regulation, emotional safety, and independence. The hosts challenge social media’s rebranding of permissive parenting as “gentle” or “compassionate” and explain why consistency, clear expectations, and calm modeling are key. They also tackle the fears many parents have about being “too firm,” offering practical examples of how to set limits with empathy and predictability while nurturing connection and confidence in their children. Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠
• Answering Parents' Questions 11.03.2026 36min

  In this episode of the ADHD Parenting Podcast, Mike and Ryan answer several listener questions about common challenges parents face when raising children with ADHD. They discuss why some children struggle to initiate friendships despite wanting them, the role of social anxiety and executive functioning in social behavior, and why screen time can reinforce avoidance of real-world interaction. The hosts also address sibling conflict when children are at different developmental stages, explain why brain scans and “types of ADHD” promoted by certain authors lack scientific support, and offer strategies for parents dealing with teens who claim to feel sick to avoid responsibilities.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠{{chapters}}[00:00:00] Start[00:01:01] Podcast Intro And Updates[00:04:10] Question: Child Struggles Making Friends[00:09:00] Social Anxiety And ADHD[00:13:00] Path Of Least Resistance Brain[00:15:55] Sibling Conflict And Age Gaps[00:23:20] Brain Scans And ADHD Myths[00:28:55] Teen Avoidance And “Feeling Sick”
• What New Research Says About Screen Time & ADHD (And Why Online Advice Gets It Wrong) 25.02.2026 22min

  In this episode, Ryan and Mike discuss how screen time impacts the executive functioning skills already delayed in kids with ADHD — things like impulse control, attention shifting, and cognitive flexibility. They challenge the popular online messaging that frames screens as "social" or "regulating" for neurodivergent kids, arguing that these messages make parents feel better but don't actually build skills in children. They also cover practical advice for managing school-issued devices, why parents don't need their child's buy-in to set screen limits, and why short-term calm from screens comes at the cost of long-term development.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:34] Screen Time Realities for Working Parents[00:03:44] The 2025 Longitudinal Brain Study[00:04:28] How Screens Alter Executive Function Development[00:05:45] Why In-Person Interaction Builds Skills[00:08:05] The Myth That Screens Are Social[00:10:19] Why "Screens Are Regulating" Appeals to Parents[00:11:30] Your Child Is Not Your Co-Parent[00:14:13] Addressing Screen Use on School Devices[00:16:20] Best Predictors of Future Success[00:17:51] Key Takeaways and Closing ThoughtsCITATIONS:Shou, Q., Yamashita, M., & Mizuno, Y. (2025). Association of screen time with attention-deficit/hyperactivity disorder symptoms and their development: The mediating role of brain structure. Translational Psychiatry, 15, Article 447.Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that do not. Developmental Cognitive Neuroscience, 18, 34–48.Doebel, S. (2020). Rethinking executive function and its development. Perspectives on Psychological Science, 15(4), 942–956.Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361–383.
• The Executive Function Playbook 11.02.2026 26min

  In this episode, Mike and Ryan walk through the core questions parents often ask about independence, responsibility, and executive functioning in kids with ADHD—using the framework developed in Mike’s recent book and workbook.Rather than focusing on behavior management or short-term strategies, the conversation centers on how internal skills develop over time and how parents can support that development in realistic, age-appropriate ways.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:03:33] Executive Functioning Playbook Framework[00:07:00] Internal Skills Vs Behavior[00:12:55] Self-Awareness, Social Skills, Screens[00:16:57] Motivation, Burnout, Expectations[00:18:40] Mental Movies And Self-Evaluation
• Answering Parents' Questions 28.01.2026 33min

  In this listener Q&A episode, Ryan and Mike tackle some of the most challenging real-life situations parents of kids with ADHD face at home. From bedtime anxiety that spirals into nightly meltdowns, to medication concerns around mood changes and irritability, to constant attention-seeking and dysregulation at home, this episode focuses on what’s really driving these behaviors—and how well-intentioned parenting can sometimes make them worse.They also discuss how to think about summer camps for kids with ADHD, especially when explosive behavior has led to removals from programs in the past. As always, the emphasis is on practical, research-informed strategies that help kids build independence while protecting parents’ sanity.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube{{chapters}}[00:00:00] Start[00:02:12] Listener Q&A Overview[00:05:45] Bedtime Anxiety And Sleep Struggles[00:07:24] Parental Accommodation And Anxiety[00:12:15] Medication And Mood Changes[00:14:12] Inconsistent Medication Effects[00:19:13] Child Dysregulation And Attention Seeking[00:22:45] Teaching Self-Regulation At Home[00:27:13] Summer Camp Decisions For ADHD[00:31:18] How To Submit Questions
• Debunking Four Common ADHD Parenting Myths 14.01.2026 27min

  In this episode of the Mike and Ryan break down four widespread myths about ADHD that continue to circulate on social media, in parent groups, and even in professional settings. Using research-based evidence and clinical experience, they explain what’s accurate, what’s not, and why these misconceptions can be unhelpful for families.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:48] Mike’s Book Announcement[00:01:42] Ryan’s Certification Program[00:02:53] Myth One: Seven Types Of ADHD[00:06:45] Myth Two: Genetic Testing For Medication[00:10:29] Myth Three: AuDHD As A Diagnosis[00:14:08] Myth Four: Masking At School[00:15:15] Why ADHD Behavior Is Context Dependent[00:24:46] Final Takeaways And Closing Thoughts
• The Best Treatments For ADHD Kids, Based on Evidence 24.12.2025 36min

  This episode breaks down the major misconceptions about ADHD treatment and clarifies what decades of research, major clinical guidelines, and leading experts actually recommend. Ryan and Mike explain why weekly talk therapy is not an evidence-based treatment for ADHD, why parent training and environmental structure are consistently shown to improve outcomes, and how parents can make informed decisions without getting pulled into common myths.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube{{chapters}}[00:00:00] Start[00:02:21] What clinical guidelines actually recommend[00:05:27] Dr. Barkley’s research on effective ADHD treatments[00:09:11] Evidence on CBT, DBT, and play therapy[00:19:21] Why office-based therapy doesn’t translate to real-world behavior[00:22:29] Rumination and how talk-heavy approaches can backfire[00:31:19] Treatments with the strongest evidence (medication, parent training)⁠⁠⁠Citations:1. AAP Guideline (Parent Training + Medication as First-Line)Wolraich, M. L., et al. (2019). Clinical practice guideline for ADHD in children and adolescents. Pediatrics, 144(4), e20192528.2. AACAP Treatment Parameter (Medication + Behavioral)Pliszka, S. R., & AACAP Work Group. (2007). Practice parameter for ADHD. JAACAP, 46(7), 894–921.3. Barkley: ADHD as Performance DisorderBarkley, R. A. (2012). Executive functions. Guilford Press.Barkley, R. A. (2015). ADHD: Handbook for diagnosis and treatment (4th ed.). Guilford Press.4. CBT Evidence (Adolescents/Adults, Not Young Children)Safren, S. A., et al. (2010). CBT vs relaxation for adults with ADHD. JAMA, 304(8), 875–880.Solanto, M. V. (2011). CBT for adult ADHD. Guilford Press.Langberg, J. M., et al. (2008). Organization skills intervention for adolescents. JCCP, 76(6), 967–982.5. DBT-Informed (Pilot Trials, Emotion Dysregulation)Murray, D. W., et al. (2022). DBT skills group for adolescents with ADHD. J Attention Disorders, 26(11), 1421–1430.6. Play Therapy (Insufficient Evidence)Hassan, R. A., & Shaker, N. S. (2014). CBPT for ADHD symptoms. Int J Psychology & Behavioral Sciences, 4(6), 221–229.7. EF Skills: Experience-Based, Not Language-BasedBarkley, R. A. (2012). Executive functions. Guilford Press.8. Rumination and ADHDOstojic, D., et al. (2021). Mind wandering and rumination in youth with ADHD. J Abnormal Child Psychology, 49, 1203–1216.Seymour, K. E., et al. (2014). Emotion regulation mediates ADHD-depression relationship. J Abnormal Child Psychology, 42, 611–621.9. Time Blindness/Temporal ProcessingToplak, M. E., & Tannock, R. (2005). Time perception deficits in ADHD. J Abnormal Child Psychology, 33(5), 639–654.Barkley, R. A., et al. (2008). ADHD in adults: What the science says. Guilford Press.10. Parent Behavior Training (Evidence-Based)Chronis, A. M., et al. (2006). Evidence-based treatments for children with ADHD. Clinical Psychology Review, 26(4), 486–502.Evans, S. W., et al. (2014). Evidence-based treatments for ADHD. JCCAP, 43(4), 527–551.11. Medication as First-LineFaraone, S. V., et al. (2021). Stimulant effectiveness and safety. World Psychiatry, 20(3), 314–329.Swanson, J. M., et al. (2017). MTA study long-term outcomes. JAACAP, 56(3), 228–240.
• Your Child Is Not Your Co-Parent | part 2 10.12.2025 22min

  This is part 2 of "Your Child Is Not Your Co-Parent". Ryan and Mike continue examining why popular “gentle” and heavy emotional-validation parenting approaches often backfire for kids with ADHD. They break down the research, explain the leadership needs of ADHD brains, and outline why overtalking, overprocessing, and overnegotiating increase dysregulation rather than calming it.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:46] Rise of emotional-validation parenting[00:01:58] Why emotional processing overwhelms ADHD brains[00:02:48] ADHD kids’ need for clear leadership and hierarchy[00:05:20] How “armchair therapy” increases dysregulation[00:07:07] Why too much talking makes tasks feel bigger[00:08:29] Non-hierarchical relationships and rising anxiety[00:10:08] Impact of inconsistent leadership[00:12:26] Comfort-zone parenting and avoidance[00:13:58] The “four D’s” and building flexibility[00:15:48] How avoidance worsens anxiety and rigidity[00:17:13] How guidance—not rescue—builds confidence[00:18:16] Three core takeaways for ADHD parentsCitations:Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95.Chronis-Tuscano, A., et al. (2011). Parenting behavior and child conduct problems in children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(1), 44–57.Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence based psychosocial treatments for children and adolescents with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 43(4), 527–551.Johnston, C., & Mash, E. J. (2001). Families of children with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 30(4), 479–495.Ma, I., van Duijvenvoorde, A. C. K., & Scheres, A. (2020). Cognitive rigidity in ADHD. Journal of Attention Disorders, 24(5), 707–718.Steinberg, L. (2001). We know some things: Parent adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1–19.
• Your Child Is Not Your Co-Parent | part 1 26.11.2025 22min

  In this first half of a two-part episode, Ryan and Mike break down why many modern parenting approaches—especially those centered on constant negotiation and seeking a child’s input for every decision—backfire for kids with ADHD. They outline how clear leadership, predictable structure, and authoritative (not authoritarian) parenting create emotional safety, reduce conflict, and support executive functioning.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:41] What “co-parenting” your child means[00:03:14] Authoritative parenting overview[00:04:13] Research: structure supports regulation[00:07:42] Research: clarity improves social functioning[00:09:40] Routines, EF, and independence[00:12:00] Why negotiation backfires[00:16:10] Cognitive rigidity & too many choices[00:19:00] Inconsistent expectations worsen symptomsCitations:Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95.Chronis-Tuscano, A., et al. (2011). Parenting behavior and child conduct problems in children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(1), 44–57.Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence based psychosocial treatments for children and adolescents with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 43(4), 527–551.Johnston, C., & Mash, E. J. (2001). Families of children with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 30(4), 479–495.Ma, I., van Duijvenvoorde, A. C. K., & Scheres, A. (2020). Cognitive rigidity in ADHD. Journal of Attention Disorders, 24(5), 707–718.Steinberg, L. (2001). We know some things: Parent adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1–19.
• When Love and Empathy Turn into Disabling 12.11.2025 31min

  Today's episode is a re-release of episode 23. I wanted to bring this episode back because it gets to the core of what Mike and I are always trying to teach: helping kids with ADHD move from dependence to independence. This conversation started with a powerful listener comment about how “doing everything out of love” can actually leave kids feeling helpless and incapable. That story stuck with me—it perfectly illustrates what happens when empathy turns into over-accommodation.In this episode, Mike and I talk about why confidence comes from experience, not protection, and how kids only build real executive functioning skills when they’re trusted to try, fail, and try again. We also dig into why too much therapy, too much prompting, and too much hovering can actually hold kids back.We decided to re-release it now because this message matters more than ever. If you’ve ever wondered how to balance empathy with accountability—or how to stop “lovingly disabling” your child—this is the episode to revisit.
• Answering Parents' Questions 22.10.2025 35min

  The ADHD Parenting Podcast returns with another episode to address real-life questions from parents about managing ADHD. Topics include handling therapeutic classroom recommendations, navigating the challenges of a political climate for a curious preteen, managing prompt dependency in routines such as eating and showering, and dealing with lying and exaggeration. They provide practical advice on executive function growth and the importance of appropriate medication regimens. Key takeaways are aimed at equipping parents with effective strategies rather than offering superficial advice.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:49] Introduction and Question Guidelines[00:01:32] Question 1: Therapeutic Classroom Recommendation[00:07:30] Question 2: Politics and Preteen Critical Thinking[00:14:07] Question 3: Prompt Dependence at Meals and Showers[00:21:28] Question 4: School Focus and Memory Issues[00:25:00] Question 5: Teen Lying and Embellishment[00:34:20] Contact Information and Closing
• Stepping Into Your Parental Authority 08.10.2025 37min

  In this episode of The ADHD Parenting Podcast, hosts Ryan Wexelblatt and Mike McLeod explore what it means to “step into your parental authority.” Drawing from research and clinical experience, they discuss how authoritative parenting—balancing warmth with structure—helps children with ADHD develop self-regulation, emotional safety, and independence. The hosts challenge social media’s rebranding of permissive parenting as “gentle” or “compassionate” and explain why consistency, clear expectations, and calm modeling are key. They also tackle the fears many parents have about being “too firm,” offering practical examples of how to set limits with empathy and predictability while nurturing connection and confidence in their children. Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:00:30] Introduction to stepping into parental authority[00:02:00] Research on parenting styles and ADHD outcomes[00:05:30] Authoritative parenting defined and linked to lower ADHD symptoms[00:07:30] Permissive parenting and its long-term effects[00:11:00] Importance of limits, boundaries, and consistency[00:14:30] Modeling calm behavior for emotional regulation[00:17:00] When a child controls the home environment[00:18:30] Why parents are misled about effective ADHD treatment[00:20:00] Social media’s influence on permissive parenting[00:22:00] Risks of permissive parenting for ADHD kids[00:24:30] Practical ways to step into parental authority[00:26:00] Predictability and routines for emotional safety[00:29:30] Shifting to high empathy with high expectations[00:32:00] Preparing ADHD kids for independence and adulthood[00:33:00] Behavioral parent training as an evidence-based solution[00:34:30] Reassurance for parents stepping into authority[00:36:30] Closing and listener invitation
• Parent Coaching Session with the Father of a 14-Year-Old 24.09.2025 23min

  In this episode of the ADHD Parenting Podcast, Ryan sits down with the father of Rick, a 14-year-old navigating ADHD in the context of a blended family. The conversation explores the challenges of co-parenting across two households with different structures, managing dad guilt while maintaining boundaries, and helping a teen feel both supported and heard. They discuss practical strategies like front-loading transitions, maintaining consistent expectations, and giving kids more voice in decision-making. Rick’s father also shares how ADHD medication has significantly improved Rick’s school performance and home life. This is a candid and practical discussion for parents raising kids with ADHD.Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:01:00] Introduction — Meet Rick’s dad and hear about life in a blended family with ADHD.[00:02:00] Feeling Singled Out — Rick’s struggles with rules and comparisons to siblings.[00:03:30] Structure and Consistency — Why clear expectations matter in ADHD households.[00:06:20] Two Homes, Two Rules — Navigating co-parenting across different households.[00:08:00] Dad Guilt and Boundaries — Balancing empathy with the need for rules.[00:09:50] Giving Teens a Voice — Collaborative problem solving and building trust.[00:13:30] Transition Trouble — Using front-loading to ease household changes.[00:16:50] Vigilant Care — Staying connected through texts and calls between visits.[00:19:50] Medication Success — How stimulants improved focus and behavior for Rick.[00:22:15] Closing Thoughts — Key takeaways, resources, and next steps.
• Answering Parents' Questions 10.09.2025 32min

  Join Mike and Ryan as they tackle listener questions on the ADHD Parenting Podcast. This episode covers practical advice for managing neighborhood conflicts, setting boundaries for young adults with ADHD, and supporting children's reading preferences. Find Mike @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.grownowadhd.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠IG⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Find Ryan @ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.adhddude.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠{{chapters}}[00:00:00] Start[00:05:00] Addressing Neighborhood Conflicts[00:15:00] Young Adult Independence and Boundaries[00:25:00] Scaffolding Social Situations for ADHD[00:35:00] Reading Preferences and Challenges[00:45:00] Closing Remarks and Contact Information