A New Understanding of ADHD in Children and Adults

By Thomas Brown

Intended Audience: Carers, educators, therapists         

Written By a Neurodivergent: No

Audio Companion Available: No

Neuro Affirming Rating: ⭐️⭐️⭐️⭐️

WHY YOU SHOULD READ THIS BOOK

ADHD is often misunderstood as simply a problem with attention or hyperactivity, but in A New Understanding of ADHD in Children and Adults, Dr. Thomas Brown challenges these outdated perceptions and presents a comprehensive, research-based model that redefines how ADHD is understood and managed.

Brown describes how ADHD is a complex disorder of executive function, affecting far more than just attention. He explains how ADHD impacts memory, motivation, emotion regulation, organization, the brain’s (in)ability to manage tasks, and daily life demands. He also describes how these challenges vary across different individuals and age groups. A New Understanding of ADHD reframes the discussion using the latest neurological and psychological research, helping both professionals, parents, and individuals with ADHD gain a deeper, more accurate understanding of the condition.

Key Areas of Focus in the Book:

• Expanding the Definition of ADHD – Presents ADHD as a disorder of executive function, rather than just attention.

• Understanding Emotional Regulation – Highlights the emotional challenges of ADHD that are often overlooked.

• Breaking Stereotypes – Challenges outdated views of ADHD as just a childhood disorder or as something that only affects school performance.

• Exploring ADHD Across the Lifespan – Discusses how ADHD manifests differently in children, adolescents, and adults.

• A Scientific & Practical Approach – Combines clinical research with real-world applications, making it useful for parents, educators, and clinicians.

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ABOUT THE READER

Elisabeth Anderson is a neuro affirming neurodivergent school psychologist with 10 years of public service and is the owner of Connected Family Practice. She is also the Director of Assessment for The ABLE Center.  Elisabeth has been recognized by families, colleagues, and school administrators for her leadership and knowledge as a policy writer, consultant and trainer. Elisabeth’s insights have made her a sought after internship supervisor.  Elisabeth believes that families should be able to find the supports they need both during and after the identification process to build greater understanding of neurodivergent brains, their needs, and potential support options. 

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Elisabeth’s Neuro Affirming Likert Rating Scale

⭐️: The resource contains language or content that perpetuates stereotypes, stigma, or misinformation about neurodiversity. It fails to use respectful and inclusive terminology, and may even promote harmful attitudes towards neurodiverse individuals.

⭐️⭐️: The resource makes some attempts at inclusivity, but still falls short in using affirming language and portraying neurodiversity in a positive light. It may contain instances of language or content that could be perceived as insensitive or exclusionary.

⭐️⭐️⭐️: The resource generally demonstrates a decent level of neurodiversity affirming language and content. It makes efforts to use respectful terminology and accurately portrays neurodiverse experiences, although there may still be room for improvement in certain areas.

⭐️⭐️⭐️⭐️: The resource consistently uses affirming language and content to depict neurodiversity in a positive and respectful manner. It actively challenges stereotypes and promotes understanding and acceptance of neurodiverse individuals and communities.

⭐️⭐️⭐️⭐️⭐️: The resource excels in its use of neurodiversity affirming language and content. It goes above and beyond to accurately represent the diverse experiences of neurodiverse individuals, fostering a sense of belonging and empowerment. It serves as a valuable resource for promoting inclusivity and understanding in both neurodiverse and neurotypical audiences.