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Areas › Focus, starting, and ADHD › Treatment and medication
Waiting is genuinely harder with ADHD, and a treatment whose reward is months away is exactly the sort of thing that gets dropped in week five. Knowing the shape of it in advance turns a slow start into what was expected rather than proof that this one has failed too. Agree a point to review, far enough out to be fair, and treat the weeks in between as the work rather than the wait.
This explains how treatments work. Never start, stop or change a medication because of something you read here.
Do not rush to recite before the revelation is fully complete (Quran 20:114). Even receiving something good is described as something not to be hurried.
طه
فَتَعَٰلَى ٱللَّهُ ٱلۡمَلِكُ ٱلۡحَقُّۗ وَلَا تَعۡجَلۡ بِٱلۡقُرۡءَانِ مِن قَبۡلِ أَن يُقۡضَىٰٓ إِلَيۡكَ وَحۡيُهُۥۖ وَقُل رَّبِّ زِدۡنِي عِلۡمࣰ ا
exalted be God, the one who is truly in control. [Prophet], do not rush to recite before the revelation is fully complete but say, ‘Lord, increase me in knowledge!’
Qur’an 20:114read it in the library
Translation: M.A.S. Abdel Haleem, The Qur'an, Oxford University Press, 2004.
In a placebo controlled trial with adult prison inmates, extended release methylphenidate produced a large effect on symptoms and functioning, and improvement carried on through a forty seven week extension. The extension had no control group, so the later gains are not on the same footing as the trial's own findings. It does suggest that benefit here is something that accrues over months rather than arriving all at once.
Ginsberg Y, Hirvikoski T, Grann M, Lindefors N. (2012). Long-term functional outcome in adult prison inmates with ADHD receiving OROS-methylphenidate.. European archives of psychiatry and clinical neuroscience doi
Strength of evidence: one line of research. A single study, or a theoretical account.
Being told to expect slow change beforehand keeps disappointment from being read as failure.
A child's reputation is made in the classroom, mostly out of adult earshot, and it follows them from one year to the next. Teachers who work on how the class treats the child, and not only on the child, can move it.
Two of the three big advances in ADHD over recent decades were not new treatments at all. They were clearer thinking about what the difficulty actually is, and honest accounting of what psychological treatment can and cannot deliver.
The most convincing programme for teenagers does the obvious thing. It runs at school, twice a week, so nobody has to be driven anywhere: homework systems, organisation, some social practice and sport, in the place where the trouble actually happens.