This content explores the increasing diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in America, examining the diverse challenges faced by children and families, and highlighting various approaches to management, from medication to alternative therapies and the personal journey of the narrator seeking her own diagnosis.
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TELL ME WHAT TO DO.
Automated female voice: APPROACHING LEFT TURN.
Ling: ON ANY GIVEN DAY,
ANY ONE OF US COULD THINK WE HAVE AN ATTENTION DISORDER.
[ HORN BLARING ]
DUDE, CHILL OUT.
Ling: BUT HOW DO YOU KNOW FOR SURE?
IT TURNS OUT THAT THE NUMBER OF PEOPLE DIAGNOSED
WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER,
OR A.D.H.D., HAS BEEN EXPLODING IN AMERICA.
AN ESTIMATED 15 MILLION PEOPLE HAVE BEEN DIAGNOSED WITH IT.
40% OF THEM ARE KIDS.
TONIGHT, I'M EXPLORING THE MANY PATHS TAKEN
BY CHILDREN WITH A.D.H.D.,
AND HOW THEY AND THEIR FAMILIES ARE COPING WITH THE CHALLENGES.
FAMILIES THAT ARE TRYING MEDICATION...
I WAS AT THE POINT OF "SAVE MY SON."
FAMILIES THAT ARE SEEKING ALTERNATIVES...
[ Voice breaks ] HOW MUCH MORE REJECTION COULD HE TAKE?
Ling: AND ME.
I'M ON A MISSION TO UNDERSTAND THE A.D.H.D. DIAGNOSIS
AND ANSWER A QUESTION THAT I'VE ALWAYS WONDERED ABOUT MYSELF.
COULD I HAVE IT, TOO?
AMERICA -- IT CAN BE INSPIRING AND BEAUTIFUL.
IT CAN ALSO BE DARK AND UGLY.
IT'S SO MANY THINGS,
BUT IT'S OURS.
IT'S...
Man: OKAY, EVERYONE, LOOKING AT ME, LOOKING AT ME.
HERE WE GO.
Ling: THIS IS 10-YEAR-OLD NOAH.
Man: NICE JOB. NICE WORK.
Ling: TONIGHT, HE IS FOCUSED AND FEARLESS.
Man: NICE JOB, MAN. AWESOME.
Ling: FOR HIS FATHER PETE, A FORMER HIGH SCHOOL WRESTLER,
WATCHING NOAH'S MATCHES IS THE HIGHLIGHT OF HIS WEEK.
Pete: WHEN HE FINDS SOMETHING THAT REALLY MAKES HIM HAPPY,
IT'S FUN TO SEE THAT SMILE HE GETS ON HIS FACE.
Ling: BUT NOAH'S WRESTLING ISN'T JUST FOR FUN.
IT'S ONE OF THE FEW ACTIVITIES THAT HOLDS HIS ATTENTION.
YOU JUST GOTTA KEEP MOVING, OKAY?
Ling: NOAH HAS A.D.H.D.
HE'S IMPULSIVE, HYPERACTIVE, AND HAS TROUBLE FOCUSING.
AND FOR THE PAST FOUR YEARS,
HIS PARENTS HAVE USED SPORTS AS A WAY TO MANAGE HIS A.D.H.D.
Pete: I READ AN ARTICLE
SAYING THAT SPORTS WAS A GOOD ALTERNATIVE
TO MEDICINE TREATMENT FOR A.D.H.D.
SO THAT'S WHY I WANTED TO GET HIM STARTED IN SPORTS.
Ling: BUT AS NOAH GETS OLDER,
PHYSICAL ACTIVITIES LIKE WRESTLING
NO LONGER SEEM TO BE ENOUGH TO HARNESS HIS EXCESSIVE ENERGY.
Woman: NOAH, BE CAREFUL WITH THAT KNIFE, PLEASE.
PUT IT ON YOUR PLATE.
Ling: NOAH LIVES WITH HIS MOTHER, 29-YEAR-OLD AMBER,
HIS TWO BROTHERS, AND AMBER'S BOYFRIEND NATHAN.
Amber: HE CAN'T SIT STILL AND HE'S VERY FIDGETY.
THERE'S ALWAYS SOMETHING.
HE CAN'T JUST SIT DOWN AND HAVE A FAMILY MEAL WITH US.
BILLY, WANNA PLAY FOOTBALL?
NO. YOU AIN'T PLAYING FOOTBALL IN THE HOUSE.
FINE.
IT'S JUST BUSY, BUSY, BUSY, 24/7.
Ling: AMBER HAS FOUND THAT
NOAH'S INABILITY TO PAY ATTENTION AND FOLLOW DIRECTIONS
IS GETTING WORSE.
Amber: NOAH, IT'S TIME TO PUT THE VIDEO GAMES UP
AND CLEAN YOUR ROOM.
DON'T MAKE ME TAKE THE REMOTE.
Ling: IN ADDITION TO SPORTS, SHE'S TRIED EVERYTHING
FROM CHANGING NOAH'S DIET TO PUNISHMENT AND DISCIPLINE,
BUT NOTHING SEEMS TO WORK.
[ MAN SHOUTS INDISTINCTLY, RAPID GUNFIRE ]
UNH-UNH. NO, NO, NO.
GIVE ME THE REMOTE RIGHT NOW.
I FIND MYSELF YELLING ALL THE TIME.
I FEEL LIKE SUCH A BAD PARENT 'CAUSE THAT'S ALL I CAN DO.
BUT IF YOU DON'T RAISE YOUR VOICE TO YELL AT HIM,
IT DOESN'T GET THROUGH TO HIM.
WHAT DID I TELL YOU?
CLEAN MY ROOM.
YOU'RE WORKING ON BEING GROUNDED.
Amber: EVERYBODY SAYS YOU NEED TO SPANK HIM,
YOU NEED TO DISCIPLINE HIM SOME OTHER WAY,
AND HE'S JUST MISBEHAVING. HE'S NOT A.D.H.D.
PEOPLE DON'T UNDERSTAND THAT HE CAN'T RETAIN THE INSTRUCTIONS
THAT HAVE BEEN GIVEN TO HIM.
DID YOU GET [ SPEAKS INDISTINCTLY ]?
Ling: WHILE MANY AMERICANS QUESTION
THE VALIDITY OF THE DIAGNOSIS,
EXPERTS BELIEVE
THAT ATTENTION DEFICIT HYPERACTIVITY DISORDER,
OR A.D.H.D., IS A NEUROBIOLOGICAL CONDITION
THAT CAUSES SIGNIFICANT IMPAIRMENT.
WHAT ARE YOU GUYS DOING?
EXPERTS NOW USE THE TERM A.D.H.D. TO DESCRIBE
THE THREE DIFFERENT KINDS OF THIS CONDITION...
NOAH. HUH?
Ling: INATTENTIVE TYPE, WHICH PEOPLE OFTEN CALL A.D.D,
HYPERACTIVE,
AND, LIKE NOAH, A COMBINATION OF BOTH.
Ling: WHAT DO YOU WANT TO BE WHEN YOU GROW UP?
Noah: PRO FOOTBALL PLAYER.
THAT'S COOL. YEAH.
YOUR MOM TOLD ME THAT SOMETIMES YOU ARE A LITTLE BIT HYPER.
WHEN YOU FEEL THAT WAY, LIKE, WHAT DOES YOUR BODY DO NORMALLY?
I DON'T KNOW HOW TO DESCRIBE IT. IT'S JUST...
I JUST FEEL ALL TINGLY AND JUST HAVE -- I HAVE TO DO SOMETHIN'.
DO YOU SOMETIMES FEEL LIKE YOU JUST CAN'T STOP MOVING?
YES.
DO YOU SOMETIMES WISH THAT YOU COULD JUST KIND OF BE MELLOW?
YES.
WHY CAN'T YOU?
I TRY. IT'S JUST...
I JUST CAN'T GET THAT FEELING OUT OF MY SYSTEM.
IT'S A LITTLE SCARY 'CAUSE I'M LIKE...
[ Whispers ] WHY IS THIS HAPPENING?
Amber: WHAT'S THIS ALL ABOUT?
I GOT A MINUS 10 ON MY SPELLING TEST.
THAT'S AN "F," NOAH.
Ling: NOW THAT NOAH IS IN THE FIFTH GRADE,
HIS INABILITY TO FOCUS
IS BEGINNING TO EFFECT HIS SCHOOLWORK.
PUT DOWN THE FOOTBALL NOW.
I'M NOT PLAYING. [ EXHALES DEEPLY ]
[ WHINES ] IT'S TIME TO DO YOUR HOMEWORK.
GET UP HERE. Nathan: GO ON.
HE HATES HOMEWORK.
HE JUST RUSHES THROUGH IT
AND PUTS DOWN EVERY ANSWER THAT HE CAN THINK OF.
AND IT'S NOT CORRECT.
HALF THE TIME, WE'RE UP TILL 11:00 AT NIGHT DOING HOMEWORK.
HOW DO YOU SPELL IT?
Ling: WITH D's AND F's ON HIS MOST RECENT REPORT CARD,
AMBER REALIZES HER SON'S FUTURE COULD BE AT RISK.
Amber: IF HE CANNOT SUCCEED IN SCHOOL,
THEN WHAT'S HE GONNA DO AS AN ADULT?
IS HE GONNA GO TO COLLEGE?
WILL HE BE ABLE TO MAKE IT THROUGH HIGH SCHOOL?
THESE ARE ALL CONCERNS THAT I HAVE.
Ling: AFTER CONSULTING WITH NOAH'S DOCTOR,
AMBER HAS JUST RECENTLY DECIDED TO TRY SOMETHING
THAT MANY PARENTS AND THEIR CHILDREN
HAVE FIRSTHAND EXPERIENCE WITH -- MEDICATION.
AFTER SEEING THE DOCTOR,
HE IS RECOMMENDING THAT YOU GET ON MEDICATION, RIGHT?
WHAT DO YOU THINK ABOUT THAT?
I DON'T CARE, AS LONG AS IT HELPS.
[ CHUCKLES ]
YOU -- YOU REALLY FEEL LIKE YOU NEED HELP?
YES.
DO YOU SOMETIMES FEEL FRUSTRATED
WHEN YOU HAVE A HARD TIME ON A TEST?
YES.
EVERY SINGLE TEST, I GET, LIKE, NERVOUS
'CAUSE I CAN'T THINK,
MOSTLY 'CAUSE I'M LIKE, "WHAT AM I SUPPOSED TO DO?"
I'M, LIKE, PANICKING MOSTLY.
YEAH. I KNOW THAT FEELING.
IF YOU DON'T KNOW THE ANSWERS,
DO YOU JUST KINDA PUT WHATEVER IS IN YOUR MIND?
YEAH.
WOULD IT MAKE YOU FEEL ANY BETTER IF I TOLD YOU
THAT I GOT THE EXACT SAME WAY BEFORE EVERY TEST?
YES.
AND I STILL, IF I HAVE TO TAKE ANY KIND OF TEST,
I GET THAT KIND OF ANXIETY.
REALLY? YEAH.
[ Whispers ] WOW.
I'M LIKE THAT ALL THE TIME.
Ling: NOAH'S FEAR OF TESTS,
HIS TROUBLE STAYING FOCUSED,
EVERYTHING HE SHARED WITH ME HAS REALLY HIT HOME.
I'VE LONG SUSPECTED THAT I, TOO,
MIGHT HAVE SOME KIND OF ATTENTION DEFICIT DISORDER.
NOW I'M ON A MISSION TO FIND OUT EXACTLY WHAT A.D.H.D. IS,
HOW IT'S DIAGNOSED,
AND WHAT CAN BE DONE TO TREAT IT.
Ling: I'M HEADED TO
THE BEING WELL CENTER IN PITTSBURGH,
A CLINIC THAT SPECIALIZES
IN THE TREATMENT OF CHILDREN AND ADULTS
WITH ATTENTION DEFICIT DISORDERS.
HI. HOW ARE YOU?
IF YOU'D HAVE A SEAT, I'LL LET DR. LIDEN KNOW YOU'RE READY.
OKAY. GREAT. THANK YOU. THANK YOU.
Ling: PEOPLE WITH A.D.H.D. DON'T ALL BEHAVE THE SAME WAY.
SO I WANT TO KNOW,
HOW DO DOCTORS RECOGNIZE AND ACCURATELY DIAGNOSE IT?
Woman: LISA?
Ling: DR. CRAIG LIDEN HAS TREATED OVER 10,000 PATIENTS
IN THE PAST 30 YEARS,
90% OF WHOM HE HAS DIAGNOSED WITH SOME FORM OF A.D.H.D.
SO WHAT IS A.D.H.D.?
IT'S A GENETICALLY BASED PROBLEM
THAT PEOPLE COME INTO THE WORLD WITH
AND TAKE WITH THEM ALL ACROSS THE LIFE SPAN.
THE KEY CHARACTERISTICS ARE DIFFICULTY SUSTAINING ALERTNESS,
DIFFICULTIES WITH DISTRACTIBILITY,
POOR SELF-MONITORING, NOT PAYING ATTENTION
TO THE FEEDBACK COMING FROM THE WORLD.
SO BOTH A.D.D. AND A.D.H.D. ARE UMBRELLA TERMS
THAT SORT OF CAPTURE
THIS WHOLE COLLECTION OF BEHAVIORAL CHARACTERISTICS,
WHEN IN REALITY,
ONLY 10% OF PEOPLE WITH A.D.D. ARE TRULY HYPERACTIVE.
THE NUMBER OF PEOPLE
WHO HAVE BEEN DIAGNOSED WITH A.D.D. AND A.D.H.D.
HAS EXPLODED IN RECENT YEARS. MM-HMM.
TO WHAT DO YOU ATTRIBUTE THAT?
IT'S PARADOXICALLY
BOTH OVERDIAGNOSED AND UNDERDIAGNOSED.
THERE ARE PEOPLE WHO DON'T HAVE THE PROBLEM
WHO ARE DIAGNOSED WITH IT
BY PEOPLE WHO DON'T REALLY HAVE PROPER TRAINING.
BUT ON THE OTHER SIDE, OF ALL THE PEOPLE WHO HAVE THE PROBLEM,
LESS THAN HALF OF THEM HAVE BEEN ACCURATELY DIAGNOSED.
AND OF THOSE,
LESS THAN A QUARTER ARE RECEIVING PROPER TREATMENT.
IS MEDICATION ALWAYS PART OF THE TREATMENT FOR YOU?
MOST OF THE TIME, YES.
FOR THE VAST MAJORITY OF PEOPLE,
THERE'S A NEED FOR THE AID OF THE MEDICINE
TO CORRECT THAT BIOLOGICAL DIFFERENCE THAT'S THERE.
Ling: MEDICATION IN CONCERT WITH COACHING AND COUNSELING
SEEMS TO WORK FOR MOST OF DR. LIDEN'S PATIENTS
AND MANY OTHERS ACROSS THE COUNTRY.
BUT THERE ARE FAMILIES
WHO HAVE HAD TO SEEK AN ALTERNATIVE.
Woman: WHAT'S THE FIRST THING
YOU HAVE TO DO WHEN YOU'RE COOKING?
[ SPRAYING ]
Ling: IN RURAL VERMONT, 12-YEAR-OLD WILSON
LIVES WITH HIS MOTHER RENEE, A DIVORCED TEACHER.
Woman: OKAY, SO NOW YOU KNOW WHAT YOU NEED TO DO?
GO UP AND MAKE MY BED?
YES, MAKE YOUR BED. [ CHUCKLES ]
Ling: WILSON HAS SEVERE A.D.H.D.,
AND OVER THE LAST SEVEN YEARS, HE'S WORKED HARD TO MANAGE IT.
TODAY, HE FOLLOWS DIRECTIONS AND CAN HANDLE RESPONSIBILITIES.
Renee: HE'S AN AMAZING KID.
HE REALLY IS. HE'S AN AMAZING YOUNG MAN. [ SNIFFLES ]
HOLY COW! UNBELIEVABLE, WIL.
Ling: AS A NEW MOTHER, RENEE HAD NO IDEA
THE STRUGGLES HER CHILD WOULD FACE DOWN THE ROAD.
WHEN HE WAS A BABY, HE WAS PERFECT.
HE WAS MY WORLD.
Ling: BUT AT ABOUT 3 YEARS OLD, RENEE BEGAN TO NOTICE
THERE WAS SOMETHING UNUSUAL ABOUT HER LITTLE BOY.
Renee: HE WAS IMPULSIVE. HE WAS HIGH ENERGY.
HE WAS INTO EVERYTHING.
HE WAS THE KIND OF KID, YOU KNOW,
"DON'T PUT YOUR FINGER IN THE LIGHT SOCKET."
HIT TOOK HIM FOUR TIMES.
Ling: THESE BEHAVIORS BEGAN TO RAISE REAL RED FLAGS
WHEN WILSON STARTED PRESCHOOL.
SO WHAT KINDS OF THINGS STARTED HAPPENING IN SCHOOL?
HE COULDN'T CONTROL HIMSELF.
HE WOULD GET EASILY FRUSTRATED WHEN FORCED TO SIT AND WORK.
HE WOULD DISRUPT THE WHOLE CLASS.
HE HAD NO IMPULSE CONTROL AT ALL.
Ling: WEEK AFTER WEEK,
RENEE FIELDED CALLS ABOUT WILSON'S BEHAVIOR.
END OF KINDERGARTEN, HE GOT INTO AN ARGUMENT
WITH ANOTHER CLASSMATE. Renee: YEAH.
AND HE HAD TO BE ESCORTED OUT.
THIS IS FIRST GRADE.
HE THREW ROCKS AT THE STUDENT,
CALLED THE TEACHER AN EFFING BITCH,
THEN HE CALLED HIMSELF AN EFFING STUPID IDIOT.
IS THIS HARD TO READ?
OH, THIS IS -- THESE ARE THE WORST YEARS OF MY LIFE.
WILSON, WHY DO YOU THINK YOU HAD THOSE KINDS OF OUTBURSTS,
AND WHY DO YOU THINK YOU WERE SO ANGRY ALL THE TIME?
BECAUSE MY LIFE WAS JUST PURE NEGATIVE CLOUD RUNNING OVER ME.
GIANT BLACK CLOUD.
A KID CALLED ME A JERK ONE TIME, AND I BROKE HIS NOSE.
WHY DID YOU DO THAT?
I GOT SO ANGRY, I PUNCHED HIM IN THE NOSE.
IS IT HARD TO CONTROL THAT?
EXTREMELY.
IT JUST BUILD UP AND BUILD UP UNTIL I BURST.
DO YOU REMEMBER YOUR THOUGHTS
WHEN A LOT OF THAT STUFF WOULD HAPPEN?
I HAD NO THOUGHTS.
EVERYTHING SHARP WENT OUT OF SIGHT.
[ Voice breaking ] HE KNEW HE WAS DIFFERENT.
HE KNEW HE COULDN'T CONTROL HIMSELF.
DID HE THINK HE WAS BAD?
OH, YEAH.
HE THOUGHT HE WAS A HORRIBLE, HORRIBLE CHILD.
THIS WHOLE TIME, WHAT IS GOING THROUGH YOUR MIND?
A LOT OF THINGS GO THROUGH YOUR MIND,
ONE OF THEM BEING I WAS UTTERLY FAILING AS A PARENT,
AND I JUST COULDN'T UNDERSTAND HOW TO FIX IT.
Ling: RENEE HAD WILSON EVALUATED
AND LEARNED THAT HE NOT ONLY A.D.H.D.
BUT SOMETHING CALLED OPPOSITIONAL DEFIANT DISORDER,
A CONDITION MARKED BY ANGER, OUTBURSTS, AND AGGRESSION.
FOR TREATMENT, WILSON'S PEDIATRICIAN RECOMMENDED
MEDICATIONS LIKE ANTIDEPRESSANTS AND STIMULANTS.
[ PILLS RATTLING ] Renee: SEROQUEL.
CITALOPRAM. [ BOTTLE CLATTERS ]
AMPHETAMINE.
WHILE MEDICATIONS HAVE WORKED FOR MANY KIDS WITH A.D.H.D.,
THEY WERE NOT HELPING WILSON.
SOME OF THE PILLS MADE HIM SICK.
THAT'S THE SCARY STUFF RIGHT THERE.
OTHERS MADE HIM FALL ASLEEP IN SCHOOL.
THEY TRIED EVERY COMBINATION.
IT WAS SUPPOSEDLY THE ONLY WAY WE COULD GET HIM TO FUNCTION
AND BE IN SCHOOL, BUT OBVIOUSLY, IT DIDN'T WORK.
DID NOT WORK.
HERE YOU GO, GUYS.
Ling: AFTER TWO YEARS OF TAKING MEDICATION THAT DIDN'T HELP,
IN A SCHOOL THAT COULDN'T COPE WITH HIM,
WILSON REACHED HIS LOWEST POINT AT THE END OF SECOND GRADE.
IT WAS LIVING HELL.
EXCUSE MY LANGUAGE, BUT IT WAS.
AT JUST 7 YEARS OLD, WILSON TOLD HIS MOTHER
THAT IF HE HAD TO GO BACK TO SCHOOL, HE WOULD COMMIT SUICIDE.
AND WHEN YOU THINK BACK ON THAT TIME, HOW DO YOU FEEL?
IT MAKES MY HEART JUST KINDA SAD.
I FELT LIKE MY LIFE WAS JUST GOING TO LEAD ME NOWHERE.
Renee: HE WAS BEGGING ME NOT TO BRING HIM BACK TO SCHOOL.
AND HE JUST TOLD ME, "IF YOU KEEP MAKING ME GO TO SCHOOL,
I'M GONNA KILL MYSELF."
WHAT DID YOU THINK WHEN HE SAID THAT?
I PULLED HIM OUT OF SCHOOL.
[ Voice breaks ] I FINALLY HEARD HIM.
Renee: WASH YOUR TEETH AND BRUSH YOUR FACE.
Ling: RENEE HAD HIRED AN ADVOCATE TO HELP HER FIGHT
FOR A SPECIALIZED EDUCATION PLAN FOR WILSON.
BUT IN THE END,
THE PUBLIC SCHOOL WAS NOT EQUIPPED TO DEAL WITH HER SON.
COME ON, LET'S GO. WE'RE GONNA BE LATE.
Ling: REQUIRED BY LAW
TO HELP CHILDREN GET AN APPROPRIATE EDUCATION
IF THEY CAN'T PROVIDE IT, THE SCHOOL FINALLY AGREED
TO HELP PAY TO SEND WILSON ELSEWHERE.
THERE'S NOT MANY SCHOOLS
THAT ARE EQUIPPED TO DEAL WITH THESE CHILDREN.
AND THEY'RE EXTRAORDINARY CHILDREN, BUT THEY DON'T FIT
INTO THE MAJORITY OF PUBLIC SCHOOL SETTINGS.
THEY JUST DON'T.
THANK YOU, YOUNG MAN.
YOU'RE WELCOME.
Ling: RENEE BEGAN SEARCHING FOR A PLACE FOR WILSON,
A PLACE THAT HAD THE RESOURCES AND KNOW-HOW
TO ACCOMMODATE CHILDREN WITH A.D.H.D.
AND JUST TWO HOURS AWAY,
SHE FOUND IT.
Ling: IT'S 6:00 A.M.,
AND RENEE AND WILSON ARE ON THE ROAD.
Renee: I WANT YOU TO HAVE AN AWESOME DAY, WILSON.
I WILL.
Ling: AT THE BEGINNING OF EVERY WEEK,
RENEE DRIVES TWO HOURS TO TAKE WILSON
TO THE PLACE THAT SAVED HIM,
TO THE PLACE THAT SAVED THEM BOTH.
NESTLED IN THE MOUNTAINS OF NEW HAMPSHIRE
IS THE HUNTER SCHOOL,
A RESIDENTIAL AND DAY SCHOOL
FOR BOYS AND GIRLS AGED 5 TO 15
WITH A.D.H.D.,
ATTENTION DEFICIT HYPERACTIVITY DISORDER,
AND RELATED CONDITIONS.
OKAY, WIL.
Ling: FOR THE PAST FOUR YEARS, WILSON HAS BEEN COMING HERE,
FIRST AS A DAY STUDENT, NOW AS A WEEKLY BOARDER.
WHAT THEY HAVE TO OFFER IS LIFE-CHANGING,
AND I WANT HIM TO HAVE EVERY LAST MINUTE OF IT.
I CAN'T GIVE HIM ANYTHING NEAR WHAT THEY DO.
HAVE A GREAT WEEK!
I WILL!
Ling: THE HUNTER SCHOOL IS ONE OF THE FEW IN THE COUNTRY
THAT TAKES A HOLISTIC APPROACH TO A.D.H.D.
CLASSES ARE SMALL --
ONE TEACHER TO EVERY THREE STUDENTS.
THERE'S NO TELEVISION OR MEDIA,
AND THE CULTURE IS ALL ABOUT ENCOURAGEMENT.
Man: UH-HUH. VERY GOOD.
Ling: BUT PERHAPS THE BIGGEST THING
THAT SETS THE HUNTER SCHOOL APART
IS THEIR EMPHASIS ON REDUCING OR ELIMINATING MEDICATION.
INSTEAD, THE SCHOOL PROVIDES A CALM SETTING
AND A NEW PERSPECTIVE ON A.D.H.D.
THEY USE THE TERM "ENERGETICALLY SENSITIVE."
ASSOCIATE DIRECTOR LAURIE FERRIS TELLS ME, "IT HELPS THE KIDS
REFRAME THE WAY THEY THINK ABOUT THEMSELVES."
WHY IS IT SO IMPORTANT TO CHARACTERIZE THEM
AS ENERGETICALLY SENSITIVE?
THESE KIDS FEEL EVERYTHING.
THEY'RE VERY PASSIONATE. THEY'RE VERY ENERGETIC.
THEY'RE VERY SENSITIVE.
THOSE ARE POSITIVE ATTRIBUTES
IF PUT IN THE RIGHT KIND OF ENVIRONMENT.
AND SO, AS SOON AS YOU TELL THE PARENT,
"YOUR CHILD IS ENERGETICALLY SENSITIVE,"
IT PROVIDES SO MUCH HOPE IN HOW PEOPLE PERCEIVE THAT CHILD
AND ALLOWS HIM TO START FULFILLING THAT -- THAT VISION
OF WHO THAT CHILD TRULY IS.
Ling: THE HUNTER SCHOOL PRACTICES
WHAT THEY CALL "ENERGETIC MINDFULNESS"
TO HELP THE KIDS CENTER THEMSELVES.
BRING YOUR BREATH IN VERY SLOWLY.
BEGIN TO THINK ABOUT HOW YOU'RE FEELING.
HOW ARE YOU FEELING ENERGETICALLY?
Ferris: WE WORK WITH ENERGY EXERCISES AND MEDITATION
BECAUSE THEY'RE SO USED TO BEING SO OUT OF CONTROL
THAT THEY HAVEN'T EXPERIENCED
WHAT IT'S LIKE TO BE CALM AND PEACEFUL AND FOCUSED.
Man: WHAT DOES IT REALLY MEAN TO BE IN YOUR CENTER?
PRESTON.
WHEN THERE'S A BALANCE
BETWEEN NEGATIVE AND POSITIVE ENERGY.
WHEN THE NEGATIVE THINGS COME UP THAT MAKES YOU FEEL BAD,
BUT THEN YOU LOOK AT THE POSITIVE STUFF,
AND IT MAKES YOU FEEL GOOD.
Man: YOU CHOOSE IT, HUH? YEAH.
Ling: AFTER 40 MINUTES OF DISCUSSION AND MEDITATION,
I'VE NOT SEEN ONE CHILD LOSE FOCUS OR LEAVE THE ROOM.
YOU ALL ARE SO CALM AND PEACEFUL.
BEFORE YOU CAME TO THIS SCHOOL,
DO YOU THINK YOU WOULD HAVE BEEN ABLE TO DO THIS?
Students: NO.
Girl: DEFINITELY NOT.
WHAT WOULD HAVE HAPPENED, WOULD HAVE BEEN GOING ON WITH YOU?
LIKE, NO ONE WOULD LIKE ME
BECAUSE, LIKE, I WAS ANGRY AT THEM FOR A LITTLE THING.
YOU FEEL LIKE YOU'VE CHANGED A LOT SINCE YOU'VE BEEN HERE?
YES. WHEN I GET ANGRY, I KIND OF HOLD IT IN, AND THEN LET IT OUT,
BEFORE JUST LETTING IT OUT.
ANYBODY ELSE?
I USED TO THROW HUGE TEMPER TANTRUMS.
I USED TO BE, LIKE,
THE KID THAT NO ONE REALLY WANTED TO BE AROUND
WHEN THEY WERE ANGRY.
THIS SCHOOL HAS DEFINITELY HELPED ME A LOT.
HOW ABOUT YOU?
I WOULDN'T BE ABLE TO SIT STILL
AND I WOULDN'T BE ABLE TO JUST SIT HERE.
Woman: OKAY, SO WE'RE GONNA COUNT UP BY 2s.
Students: YEAH.
Ling: AT THE HUNTER SCHOOL, THEY ALSO TEACH TRADITIONAL CLASSES,
LIKE MATH AND ENGLISH...
Woman: THEY WERE GOOD AT TRADING,
AND THEY HAD BEEN INFLUENCED BY THE VENETIANS AND THE GREEKS.
Ling: TOUGH SUBJECTS THAT CAN EASILY FRUSTRATE ANY CHILD.
BUT HERE,
WHEN A CHILD TEMPORARILY LOSES FOCUS AND SELF-CONTROL,
NOTICES AREN'T SENT HOME.
PARENTS AREN'T CALLED.
INSTEAD, TEACHES TAKE THE STUDENT OUT OF CLASS
TO A SPECIAL PLACE.
OUCH!
YOU OKAY?
YES, I'M OKAY.
[ HUMMING ] FOCUS.
FOCUS ON ME.
Ling: SO A COUPLE OF TIMES WE'VE SEEN KIDS, UH,
TAKEN OUT OF THE CLASSROOM,
UH, BECAUSE THEY WERE BEING DISRUPTIVE.
AND A TEACHER WILL COME OUT AND WALK THE HALLS WITH THEM
OR SIT WITH THEM IN THE MINDFUL ROOM
TO HELP THEM CALM DOWN.
THE IDEA IS FOR THEM TO GET CENTERED AGAIN
SO THAT THEY CAN GO BACK INTO THE CLASSROOM AND BE CALM.
Man: SO WHAT DO YOU THINK
WE SHOULD DO OVER THE NEXT FEW WEEKS
TO TRY TO MAKE IT SO YOU STAY IN CLASS AND YOU GET WORK DONE?
BECAUSE YOU KNOW YOU'RE SMART ENOUGH TO DO THE WORK.
KEEP -- KEEP MY GOODNESS LEVEL EXTRA HIGH
AND MY BADNESS LEVEL ROCK-BOTTOM.
I LOVE THE WAY YOU'RE TALKIN'.
Ling: ONCE A DAILY VISITOR TO THE MINDFUL ROOM,
WILSON NOW RARELY SPENDS TIME THERE.
HE NOW OWNS HIS ACTIONS,
RESPONDS WELL TO CRITICISM,
AND FEELS EMPOWERED.
I USED TO HATE TO READ.
HATED IT.
"BE BRAVE," I SAID TO MYSELF. "KEEP GOING."
NOW I LOVE IT.
NOBODY GETS HURT ON THIS?
GO, WILSON! WHOA.
Boy: [ CHANTING ] WILSON! WILSON!
Ling: FOUR YEARS AT THE HUNTER SCHOOL
HAS TRANSFORMED A CHILD
WHO WAS ONCE LOST AND MISUNDERSTOOD.
Wilson: I HAVE A NEW LIFE NOW.
I ACTUALLY HAVE TEACHERS THAT ACCEPT ME.
I HAVE MORE THAN 30 BEST FRIENDS.
I LEARNED HOW TO COPE WITH THINGS.
IF IT WASN'T FOR THAT SCHOOL, I WOULDN'T BE HERE RIGHT NOW.
YOU KNOW THAT FOR SURE?
DEFINITELY.
I WOULD PROBABLY BE SIX FEET UNDER THE GROUND.
SO THE HUNTER SCHOOL SAVED YOUR LIFE?
BASICALLY.
ARE YOU TAKING ANY KIND OF MEDICATION AT ALL?
CLEAR OFF.
NOTHING AT ALL?
NOTHING, EXCEPT A VITAMIN.
OKAY, STOP ME NOW. [ LAUGHS ]
Wilson: WANT SOME HELP?
I'M GOOD. I'M GOOD.
Renee: HE DID IT ALL HIMSELF.
BEING BRAVE, WORKING HARD,
AND LEARNING -- LEARNING THE SKILLS HE NEEDED TO LEARN.
DO YOU THINK ALL KIDS WITH A.D.H.D. SHOULD FOLLOW THIS PATH
AND -- AND GET OFF MEDICATION?
NO, I THINK THAT'S A VERY PERSONAL DECISION,
AND IT'S BETWEEN A FAMILY
AND THEIR DOCTOR AND THEIR CHILD.
IT WAS THE RIGHT CHOICE FOR US TO MAKE.
I-I KNEW HE COULD BE THIS KID.
I JUST DIDN'T KNOW HOW TO GET THERE.
THERE'S NO DOUBT THAT THAT SCHOOL SAVED HIS LIFE.
THEY HAVE TAUGHT HIM HOW TO CONTROL HIS IMPULSES.
[ Voice breaks ] THEY'VE TAUGHT HIM HOW TO LOVE HIMSELF.
[ DRUMMING ]
Ling: CLEARLY, THE SCHOOL IS PROVIDING
SOMETHING THAT WORKS FOR FAMILIES,
BUT IT COMES AT A PRICE --
A STEEP TUITION FEE.
IN WILSON'S CASE,
HIS SCHOOL DISTRICT COVERED THE COST,
BUT NOT EVERY FAMILY CAN AFFORD OR FIND SUPPORTIVE FUNDING
FOR A SPECIALIZED EDUCATION.
FOR NOAH, THERE'S NO ALTERNATIVE LIKE THE HUNTER SCHOOL NEARBY.
AND EVEN IF THERE WERE,
HIS FAMILY DOESN'T HAVE THE RESOURCES TO PAY FOR IT.
COME ON.
Ling: SO HE AND HIS PARENTS ARE HEADED BACK TO THE DOCTOR.
IF MEDICATION CAN MANAGE TODAY, NOAH WILL SEE
HIS A.D.H.D.
WITH HIS FAILING GRADES,
AMBER AND PETE FEEL IT'S THEIR BEST AND ONLY OPTION.
NOW I REALIZE THAT NOAH REALLY DOES NEED MEDICATION,
AND HE CANNOT SUCCEED WITHOUT IT.
THIS IS A DISORDER, AND IT DOES NEED TO BE ADDRESSED
RATHER THAN PUSHED UNDER THE RUG.
YOU READY?
Ling: BUT MEDICATION DOESN'T WORK FOR EVERY CHILD.
WILL IT WORK FOR NOAH?
Ling: IT'S THE MORNING OF NOAH'S DOCTOR'S APPOINTMENT.
HE AND HIS PARENTS HAVE TRAVELED ALL THE WAY TO PITTSBURGH
TO THE BEING WELL CENTER,
A CLINIC THAT PROVIDES TESTING AND MONITORED MEDICATION,
ALONG WITH COACHING AND COUNSELING.
NO ONE KNOWS THE EXACT CAUSES OF A.D.H.D.,
BUT SCIENTISTS BELIEVE THERE'S A STRONG GENETIC COMPONENT.
[ Whispers ] QUIT.
DO YOU HAVE TO WRESTLE ALL THE TIME?
YES. PRETTY MUCH.
Ling: SEVERAL YEARS AGO, NOAH'S FATHER PETE
WAS ACTUALLY DIAGNOSED WITH A.D.H.D.
IN A VETERAN'S HOSPITAL.
Pete: I'VE ALWAYS BEEN A VERY HYPER PERSON.
EVEN WHEN I'M WATCHING TV, I'M FLIPPING THROUGH THE CHANNELS
CAUSE I CAN'T SIT STILL.
I GOTTA BE DOING SOMETHING WITH MY HANDS.
IT'S BEEN A STRUGGLE, STAYING FOCUSED.
Ling: DOWN THE ROAD, PETE PLANS ON GETTING ANOTHER EVALUATION
TO CONFIRM.
BUT FOR NOW, THE FOCUS IS ON HELPING NOAH.
Noah: I'M A LITTLE NERVOUS.
Pete: WHAT DO YOU THINK WILL HAPPEN?
I DON'T KNOW. THAT'S WHY I'M NERVOUS.
THIS IS A BIG STEP. I MEAN, I FEEL LIKE THIS IS
THE BEGINNING OF ENDLESS POSSIBILITIES FOR NOAH.
Woman: COME ON BACK, NOAH.
I HAVE TO GET YOUR BLOOD PRESSURE,
YOUR HEIGHT, AND WEIGHT, OKAY?
Ling: NOAH WILL UNDERGO WHAT IS CALLED A TRIAL TEST...
BE AS STILL AS A STATUE.
Ling: TAKING A SHORT-ACTING MEDICATION
THE SAME DAY AS THE OFFICE VISIT.
THE GOAL IS FOR THE DOCTOR TO VIEW THE RESULTS RIGHT AWAY...
OKAY.
Ling: AND DETERMINE IF IT'S THE PROPER DRUG AND DOSAGE.
BUT BEFORE THE TRIAL BEGINS,
NOAH'S ABILITY TO FOCUS WITHOUT MEDICATION
WILL BE EVALUATED THROUGH A SERIES OF TESTS.
COME ON BACK, SWEETIE.
WE'RE GONNA GO BACK TO THAT LITTLE ROOM
AT THE END OF THE HALL, OKAY? OKAY.
Ling: THE RESULTS WILL ACT AS A BASELINE
TO COMPARE WITH HIS PERFORMANCE ON MEDICATION.
OKAY, I'M GONNA SHOW YOU SOME FACES, SWEETHEART.
LOOK HERE.
ARE THOSE TWO THE SAME OR ARE THEY DIFFERENT, NOAH?
SAME.
I'M GONNA SHOW YOU MORE FACES ON THE NEXT PAGES.
THOSE TWO?
YOU CAN SEE WHERE HE STARTED TO LOSE HIS ATTENTION.
Amber: [ Whispers ] YEAH.
IT LOOKS LIKE HE'S STARTING TO GET FRUSTRATED.
THOSE TWO?
I THINK FROM THE RESULTS OF THE TESTING,
CLEARLY, THOSE PROBLEMS ARE STILL THERE
WITH HIS ATTENTION SPAN STARTING TO TAIL OFF,
GETTING A LITTLE MORE FIDGETY,
AND THEN MORE CARELESS, IMPULSIVE AIRS
AS THE TESTING WENT ON.
Ling: THE TESTING CONFIRMS WHAT THEY ALREADY KNOW --
NOAH NEEDS HELP.
AND DR. LIDEN FEELS MEDICATION IS PART OF THE ANSWER.
WHILE IT DOESN'T COME WITHOUT POSSIBLE RISKS --
LIKE ANXIETY, INSOMNIA, AND WEIGHT LOSS --
THE FAMILY IS PREPARED TO GIVE IT A TRY.
THERE'S SO MANY OPTIONS.
MY INSTINCT IS THAT HE'S GONNA BE SOMEBODY
WHO WOULD RESPOND BEST WITH STIMULANT MEDICATIONS.
Ling: THERE ARE LOTS OF STIMULANTS ON THE MARKET,
LIKE ADDERALL, CONCERTA, VYVANSE, AND RITALIN.
FOR NOAH, DR. LIDEN RECOMMENDS A DRUG CALLED FOCALIN.
ARE THERE ANY SIDE EFFECTS WE SHOULD BE LOOKING FOR?
NUMBER ONE, APPETITE SUPPRESSION.
NUMBER TWO IS,
SOME PEOPLE HAVE DISRUPTION OF THEIR SLEEP PATTERNS.
AFTER THAT, THERE AREN'T A LOT OF PREDICTABLE SIDE EFFECTS
THAT HAPPEN. OKAY.
I WAS GLAD TO SEE HIM GET SOME HELP.
ALL RIGHT. HERE YOU GO.
Ling: NOAH WILL TAKE HIS MEDICATION AT LUNCH
AND RETURN AN HOUR AND A HALF LATER FOR RETESTING
WHEN THE DRUG IS AT ITS PEAK.
I FEEL LIKE THIS IS OUR LAST HOPE.
I DON'T KNOW WHAT WE WOULD DO IF THE MEDICINE DIDN'T WORK.
CAN YOU SIT ON YOUR BUTT?
YOU READY, FREDDY?
[ WHINES AND GROANS ]
Amber: HIS FUTURE DEPENDS ON THIS MEDICINE
AND IF IT HELPS HIM OR NOT,
BECAUSE HE CLEARLY CANNOT FUNCTION ON HIS END.
Amber: GOOD JOB.
NOW WE JUST WAIT.
Ling: AMBER'S HOPES ARE NOT UNREALISTIC.
FOR MANY KIDS, MEDICATION DOES WORK.
I'M ABOUT TO MEET ANOTHER LITTLE BOY
WHOSE LIFE, AND THAT OF HIS FAMILY,
WAS COMPLETELY TRANSFORMED.
Ling: WHILE NOAH HAS JUST TAKEN
THE FIRST DOSE OF HIS A.D.H.D. MEDICATION,
ANOTHER FAMILY ALMOST 600 MILES AWAY
HAS FOUND SUCCESS WITH THE SAME TREATMENT PLAN.
10-YEAR-OLD GRANT HAS A.D.H.D...
Woman: YOU READY FOR YOUR PILL?
HMM-HMM.
Ling: BOTH A SHORT ATTENTION SPAN AND HYPERACTIVITY.
AND FOR THREE AND A HALF YEARS,
HE'S BEEN TAKING A TINY PILL TO HELP CURB THESE SYMPTOMS.
FOR HIS PARENTS, CAPPY AND CHRISTIAN, BOTH EDUCATORS,
PUTTING THEIR SON ON MEDICATION
WAS A DIFFICULT CHOICE THAT PAID OFF.
Cappy: IT IS DEFINITELY
AN EFFECTIVE TOOL FOR MANAGING A.D.H.D.
THAT'S THE BIG THING THAT I TRY TO RELAY TO PEOPLE,
IS IT IS A TOOL.
HEY, MOM, GUESS WHAT A RED, UM, SQUARE MEANS FOR THE OCEAN.
I HAVE NO IDEA. OH, OH -- DANGER.
Cappy: I'M GONNA MAKE SURE
THAT I'M CONSTANTLY PARTNERING WITH HIM
SO THAT HE'S RESPECTING THE MEDICATION
AND UNDERSTANDING, YOU KNOW, WHEN HE NEEDS TO TAKE IT
AND HOW LONG HE NEEDS TO TAKE IT TO BE SUCCESSFUL.
Ling: FOUR YEARS AGO,
GRANT WAS HYPERACTIVE AND CONSTANTLY ON THE MOVE.
[ SCHOOL BELL RINGS ]
NOW HE'S THE ONE TELLING OTHERS TO SLOW DOWN.
WALK ON RED DOWN THERE, PLEASE.
Ling: WHILE SCHOOL CAN BE A DIFFICULT PLACE
FOR MANY CHILDREN WITH A.D.H.D...
WALK ON RED, PLEASE.
Ling: FOR GRANT, IT'S WHERE HE SHINES.
Woman: HERE'S YOUR FIRST PROBLEM.
Ling: HE'S MADE THE FIFTH GRADE HONOR ROLL THIS YEAR,
A FAR CRY FROM FIRST GRADE,
WHEN HE COULDN'T FOCUS ENOUGH TO LEARN TO READ.
GRANT'S TEACHER, MR. MARSH, HAS SEEN HIM FLOURISH FIRSTHAND.
Marsh: HE'S DOING GREAT.
HE'LL DRIFT OFF A LITTLE BIT HERE AND THERE,
BUT THE THING HE HAS GOING FOR HIM IS HE'S VERY DRIVEN.
WHEN HE'S NOT SUCCESSFUL, HE'S VERY UNHAPPY ABOUT IT.
HE'S VERY HARD ON HIMSELF.
Ling: WHILE GRANT SEEMS TO BE THE ULTIMATE ACHIEVER,
IN HIS EARLY SCHOOL YEARS, HE STRUGGLED.
Woman: COME ON, GRANT. FIND YOUR MAN.
Ling: HE WAS UNABLE TO FOCUS AND UNAWARE OF BOUNDARIES
AND WAS PRONE TO OUTBURSTS.
HOW OFTEN WERE YOU GETTING CALLS OR NOTES FROM SCHOOL...
[ SIGHS DEEPLY ] ABOUT GRANT?
DAILY. DAILY.
ONE DAY, THE TEACHER CALLED
AND SAID GRANT BIT HER AND SCRATCHED HER
TO THE POINT WHERE SHE WAS BLEEDING.
OH.
HE WOULD THROW THINGS ACROSS THE ROOM.
HE WOULD TAKE HIS CLOTHES OFF.
JUST ENERGY THAT WAS JUST UNCONTROLLABLE.
SOMETHING.
Ling: BEYOND THE CLASSROOM,
IT GOT TO THE POINT WHERE GRANT'S INABILITY TO FOCUS
BEGAN TO DISRUPT THE ENTIRE FAMILY.
Cappy: I REMEMBER HAVING A FAMILY MEETING
AND TALKING TO THE KIDS ABOUT IT,
AND ONE OF MY KIDS SAID,
"I LOVE HIM, BUT I HATE HIM BECAUSE HE FRUSTRATES ME.
HE SPOILS EVERYTHING."
WHAT DO YOU WANT TO PAINT TONIGHT?
3-D COUCHES.
3-D COUCHES?
YES, MA'AM. OKAY.
RIGHT NOW, YOU'RE SO CALM AND SO FOCUSED ON YOUR PAINTING.
BUT WERE YOU VERY DIFFERENT FOUR YEARS AGO?
YES, MA'AM.
SOMETIMES I WOULD GET INTO, LIKE,
DISAGREEMENTS WITH PEOPLE OR, UM, FIGHTS.
DO YOU FEEL LIKE YOU WERE JUST ANGRY A LOT?
YEAH.
DO YOU THINK THAT BEFORE MEDICATION,
THAT WAS YOU, THAT GRANT?
OR DO YOU FEEL MORE LIKE YOURSELF
NOW THAT YOU'RE ON MEDICATION?
UM, I FEEL MORE LIKE MYSELF
BECAUSE WITHOUT MY MEDICATION,
I WOULD BE, UM, NOT PAYING ATTENTION IN CLASS,
EVEN THOUGH I KNEW I COULD, AND I JUST WOULDN'T.
THAT'S WHERE IT KIND OF WENT.
THAT'S A PRETTY DARN COOL COUCH.
I'M IMPRESSED. YOU'RE THE COUCH MASTER.
THANK YOU. [ LAUGHS ]
SO WOULD YOU SAY THAT YOU ARE ADVOCATES FOR MEDICATION
FOR KIDS WITH A.D.H.D.?
EVERY PERSON IS DIFFERENT.
I CAN SAY, FOR OUR PARTICULAR SITUATION,
IT WORKED OUT VERY WELL.
JUST BECAUSE YOU GIVE MEDICATION TO AN A.D.H.D. CHILD,
THAT CHILD IS NOT "FIXED."
PEOPLE HAVE TO UNDERSTAND,
THAT'S JUST AN ANSWER TO MAYBE ONE ASPECT OF A.D.H.D.,
BUT THERE'S MANY OTHER PARTS THAT HAVE TO BE MANAGED.
Ling: IN ADDITION TO MEDICATION,
CAPPY USED BEHAVIOR MODIFICATION TECHNIQUES,
LIKE SET SCHEDULES FOR HOMEWORK.
OKAY, SO LET'S CHECK THE ANSWERS.
THAT ONE'S CORRECT. YOU CAN GIVE THAT A CHECK.
Ling: AND AT SCHOOL, SHE ENLISTED THE HELP
OF GRANT'S ADMINISTRATORS, COUNSELORS, AND TEACHERS.
Cappy: IN ORDER FOR YOUR CHILD TO BE SUCCESSFUL,
YOU HAVE TO MAKE A TEAM.
YOU HAVE TO JUST ENSURE THAT
YOU HAVE ALL OF THOSE FORCES CONSTANTLY WORKING TOGETHER,
CONSTANTLY COMMUNICATING FOR THE GOOD OF YOUR CHILD.
Ling: TOGETHER, THEY CREATED SPECIAL TOOLS FOR GRANT,
LIKE YELLOW OVERLAYS TO HELP HIM FOCUS WHILE READING.
Woman: "NUMBER 10 --
SALLY MAKES HER OWN CLOTHES FROM HER OWN PATTERNS."
WHAT CAN WE PUT IN THAT PLACE?
Ling: I'VE NOTICED THAT THERE ARE ADDITIONAL EDUCATORS
IN CLASSES WITH KIDS WITH A.D.H.D.
WHY IS THERE A NEED FOR THAT IN SCHOOLS?
Marsh: BECAUSE A KID LIKE GRANT
CAN SUCCEED WITH THE RIGHT SUPPORTS.
AND BEFORE WE HAD
ALL THESE ACCOMMODATIONS AND MODIFICATIONS,
A CHILD LIKE THAT, WE WOULD JUST SAY,
"OH, YOU'RE NOT COLLEGE MATERIAL," YOU KNOW.
A LEARNING DISABILITY DOES NOT MAKE SOMEBODY STUPID.
THEY CAN BE VERY INTELLIGENT.
IT'S JUST THEY HAVE TO HAVE A DIFFERENT WAY
OF SHOWING THAT INTELLIGENCE.
HAPPY BIRTHDAY! Boy: HAPPY BIRTHDAY!
Ling: FOR NOW, MEDICATION HAS PROVEN TO BE THE RIGHT SOLUTION
FOR GRANT'S CHILDHOOD.
Christian: ALL RIGHT, HERE WE GO.
Cappy: YAY!
Noah: DO THE OTHER ONE?
Pete: YEP. Amber: MM-HMM.
Ling: BUT WHAT ABOUT NOAH?
HE AND HIS FAMILY ARE ABOUT TO DISCOVER
IF MEDICATION WILL SET HIM ON THE RIGHT PATH.
Ling: IN PITTSBURGH, AT THE BEING WELL CENTER...
Amber: THANK YOU.
Ling: NOAH AND HIS FAMILY ARE ABOUT TO FIND OUT
IF MEDICATION CAN HELP HIM FOCUS HIS ATTENTION.
WE'RE GONNA GO BACK TO THAT SAME ROOM.
ARE WE GONNA DO THE TESTS OVER AGAIN?
YES. OKAY.
SO IT'S LIKE A BEFORE AND AFTER.
ABSOLUTELY.
Woman: SO YOU TOOK THE MEDICINE ABOUT AN HOUR AND A HALF AGO.
WHAT HAVE YOU NOTICED?
WELL, EVEN THOUGH IT'S JUST BEEN A SHORT TIME,
I FEEL LIKE I CAN THINK STRAIGHTER NOW.
IT'S LIKE, WHEN I'M TRYING TO THINK ABOUT ONE THING,
I CAN JUST THINK ABOUT IT.
WOW, THAT'S PRETTY COOL.
ARE YOU READY TO LOOK AT THOSE FACES AGAIN?
YEP. OKAY.
LOOK AT THESE TWO. ARE THOSE THE SAME OR DIFFERENT?
THOSE ARE THE SAME.
THIS ONE.
[ Whispers ] HE'S BEING SO MUCH MORE CONFIDENT NOW.
THAT ONE'S OPEN,
THAT ONE'S LOOKING THAT WAY,
AND THAT ONE'S LOOKING THAT WAY AND THE EYEBROW.
ABSOLUTELY.
THAT ONE.
Ling: WHILE DR. LIDEN AND TEAM
REVIEW THE RESULTS OF NOAH'S TESTING,
NOAH AND HIS PARENTS HAVE A CHANCE TO REACT
TO HIS PERFORMANCE.
[ Whispers ] GOOD JOB!
I ONLY GOT MINUS ONE. [ Whispers ] COME HERE.
[ CHUCKLES ]
DID YOU FEEL MORE CONFIDENT IN YOUR DECISIONS?
YES. [ Whispers ] I FEEL LIKE JUMPING UP AND DOWN RIGHT NOW.
[ CHUCKLES ]
I THINK THIS IS REALLY GONNA WORK, NOAH.
I KNOW!
Liden: WE'LL GO OVER THE RESULTS OF THE TESTING.
HE NEARLY ACED THE TESTING THIS AFTERNOON.
THE OVERALL FOCUS WAS BETTER.
HIS SELF-MONITORING
WAS SUBSTANTIALLY BETTER THAN BEFORE.
A DRAMATIC IMPROVEMENT. YES.
I'LL HELP YOU SET UP A TIME WITH ONE OF OUR COUNSELORS
WHERE WE CAN START TO WORK ON THE INDEPENDENT FUNCTIONING
AND THE TASK AND HOMEWORK MANAGEMENT PARTS OF THINGS,
AND WORK WITH YOU TO REFINE YOUR MANAGEMENT OF THINGS.
YAY!
[ WHISPERS INDISTINCTLY ]
Amber: NOAH'S A VERY INTELLIGENT CHILD,
AND I'VE ALWAYS KNOWN THAT.
THERE WASN'T A DOUBT IN MY MIND.
GOOD JOB!
I'M PROUD OF YOU.
HEY, YOU DID A REALLY GREAT JOB, MAN.
Amber: SO I'M EXCITED NOW.
I'M EXCITED TO SEE IF THIS REALLY HELPS HIM TO SUCCEED.
[ CHUCKLES ] HAVE A SAFE TRIP BACK HOME.
ALL RIGHT. HAVE A GOOD WEEKEND. YEP.
Ling: AS NOAH ADJUSTS TO MEDICATION,
HE AND HIS FAMILY WILL RETURN FOR MONITORING AND COUNSELING.
WHILE THIS PROCESS HAS GIVEN THEM SOME CLARITY,
FOR ME, PERSONALLY, IT'S CREATED MORE QUESTIONS.
DESPITE A FAIRLY SUCCESSFUL CAREER,
ALL MY LIFE, I'VE HAD TROUBLE FOCUSING.
AND WHILE A.D.H.D. IS OFTEN CONSIDERED
A CHILDHOOD CONDITION,
FOR MANY, IT'S NOT DIAGNOSED UNTIL ADULTHOOD.
NOW, INSPIRED BY WORKING ON THIS PROGRAM,
I'VE DECIDED IT'S TIME TO FIND OUT
IF I HAVE AN ATTENTION DISORDER.
I HAVE ALWAYS HAD A BIT OF A DIFFICULT TIME
FOCUSING ON THINGS THAT AREN'T INTERESTING TO ME,
AND I GET REALLY, REALLY ANXIOUS, UM,
BEFORE TAKING ANY KIND OF TEST
OR HAVING ANY KIND OF EVALUATION.
SO WE'LL SEE WHAT THE DOCTOR HAS TO SAY ABOUT ME.
WHAT ARE YOUR KEY AREAS OF CONCERN?
AS A JOURNALIST, WHEN I'M IMMERSED IN A STORY,
THEN I FEEL LIKE I CAN LASER FOCUS.
MM-HMM. BUT IF I'M NOT WORKING,
MY MIND GOES IN EVERY DIRECTION BUT WHERE IT'S SUPPOSED TO GO.
I'VE BEEN LIKE THAT SINCE I WAS A KID.
WHAT ABOUT ELEMENTARY SCHOOL?
MY TEACHER WAS CALLING MY DAD TO MEETINGS ALL THE TIME
TO SAY I HAD FOCUS ISSUES.
SO HIGH SCHOOL -- HOW DID THAT GO?
I COULD GO THROUGH AN ENTIRE PERIOD
AND NOT RETAIN A SENTENCE... RIGHT.
IF I WEREN'T INTERESTED IN THE TOPIC OR THE SUBJECT MATTER.
DID THAT MAKE YOU NERVOUS OR ANXIOUS?
AROUND TEST TIME, YEAH. [ CHUCKLES ]
SO HOW DID YOU DO AT U.S.C.?
I DROPPED OUT.
HI, EVERYONE, I'M LISA LING.
ALL THAT RIGHT THERE IS COCA.
Ling: INSTEAD OF STRUGGLING THROUGH
MY FINAL YEARS OF CLASSES, I FOUND ANOTHER PATH.
AT 19, I WAS LUCKY ENOUGH
TO GET A JOB AS A REPORTER FOR CHANNEL ONE,
A SHOW SEEN IN HIGH SCHOOL CLASSROOMS ACROSS THE COUNTRY.
I FOUND WHAT I WAS PASSIONATE ABOUT.
YOU KNOW, I-I GOT A CHANCE TO TRAVEL ALL OVER THE WORLD.
I WAS WORKING ON SO MANY DIFFERENT STORIES ALL THE TIME.
RIGHT. PERFECT.
YOU KNOW, AS A JOURNALIST, I INTERVIEW PEOPLE,
AND I AM LOCKED IN, I'M ENGAGED. RIGHT.
BUT IF IT'S SOMETHING THAT I'M NOT INTERESTED IN,
I'M JUST -- I'M GONE.
IT'S NOT UNCOMMON IN LOTS OF PEOPLE WITH A.D.D.,
IS THAT THEY ARE ABLE, UNDER CERTAIN CIRCUMSTANCES,
TO HYPERFOCUS AND SOMETIMES REALLY EXCEL AT WHAT THEY DO.
Ling: NOW THAT I'VE SHARED
SOME OF THE CHALLENGES OF MY PAST,
IT'S TIME FOR THE SECOND PART OF THE EVALUATION.
OKAY.
IN A ROOM WITH A ONE-WAY MIRROR,
I'LL UNDERGO THE SAME TESTS THAT WERE USED TO DIAGNOSE NOAH.
Woman: PUT YOUR RIGHT HAND ON MY LEFT SHOULDER.
MY RIGHT HAND ON YOUR LEFT SHOULDER. [ CHUCKLES ]
OKAY. [ LAUGHS ]
LOOK AT THOSE TWO, LISA, AND TELL ME,
ARE THOSE TWO FACES THE SAME OR ARE THEY DIFFERENT?
SAME.
WHOA. OKAY.
THESE ARE GONNA HAUNT ME.
WAIT. [ CHUCKLES ] WAIT.
YES. OKAY.
BOLTS.
HIEROGLYPHICS.
THAT WAS ON MY PIANO.
IT'S A MUSICAL -- MM-HMM.
A-A MUSICAL MEASUREMENT DEVICE.
IT STARTS WITH AN "M." DOES THAT HELP?
IT'S...I FORGOT.
I CAN COME BACK TO THIS. OKAY.
LIKE, I FEEL REALLY STRESSED OUT RIGHT NOW. [ LAUGHS ]
YOU KNOW WHAT IT IS? I WAS SO ANXIOUS THAT I COULDN'T...
RIGHT. WELL, THAT'S A GOOD EXAMPLE
OF WHAT'S HAPPENING FOR YOU,
IS YOUR TEMPERAMENT OR YOUR INTENSITY PLAYED A ROLE.
AND THAT'S JUST AS IMPORTANT AS YOUR ATTENTION.
OKAY, LISA, THAT'S IT.
OKAY.
Ling: IT'S NOW THAT I FIND OUT
IF MY FOCUS PROBLEMS ARE CAUSED
BY MORE THAN JUST THE USUAL DISTRACTIONS.
I THINK THAT THERE'S REALLY TWO OR THREE KEY THINGS
THAT SORT OF CAME OUT.
THE ONE THAT REALLY STICKS OUT AT THE TOP
IS ANY PART OF THE TESTING
THAT DEMANDED FOCUSED, SUSTAINED ATTENTION,
YOU HAD MUCH MORE STRUGGLE WITH.
AND THEN, THE OTHER TEST
WITH THE PICTURES THAT SHE HAD YOU NAME,
YOUR PERFORMANCE WAS BELOW
WHAT BOTH JANE AND I WOULD HAVE ANTICIPATED.
I THOUGHT I DID WELL ON THAT ONE. [ LAUGHS ]
THAT WAS A TEST THAT REALLY TAPPED IN ON
ALL OF THE ISSUES SIMULTANEOUSLY --
THE NEED TO FOCUS, THE ABILITY TO PROCESS
AND RETRIEVE THINGS EFFICIENTLY.
SO IF WE WERE TO PUT ALL THAT STUFF TOGETHER,
I DO FEEL LIKE YOU MEET ALL THE CRITERIA
FOR HAVING ATTENTION DEFICIT DISORDER.
Ling: DR. LIDEN BELIEVES I ACTUALLY DO HAVE A.D.H.D.,
THE TYPE WITHOUT HYPERACTIVITY, OFTEN CALLED A.D.D.
WHILE IT'S SOMETHING I SUSPECTED,
THE NEWS STILL TAKES ME BY SURPRISE.
MY HEAD IS KIND OF SPINNING,
BUT I-I FEEL A LITTLE BIT OF RELIEF, BECAUSE FOR SO LONG...
ABSOLUTELY.
I'VE BEEN FIGHTING IT AND BEEN SO FRUSTRATED
WITH THIS INABILITY TO FOCUS. RIGHT.
LIKE, IT'S BEEN SUCH A SOURCE OF FRUSTRATION FOR ME.
MY BELIEF IS THAT IF YOU'VE GOT A BIOLOGICALLY BASED PROBLEM
WITH YOUR ABILITY TO PAY ATTENTION,
THEN YOU'RE A CANDIDATE FOR USING MEDICATION.
I DON'T SEE THE MEDICINE AS BEING THE SOLE TREATMENT.
WE'RE GONNA HELP REFINE THE STRATEGIES
THAT YOU DO HAVE RIGHT NOW AND DEVELOP SOME NEW ONES
TO HELP YOU FUNCTION AT A MUCH HIGHER PLANE
THAN EVEN WHERE YOU ARE RIGHT NOW.
IT'S SORT OF EXCITING TO THINK WHERE THINGS COULD GO.
Ling: TODAY, I JOIN THE RANKS
OF 15 MILLION AMERICANS WITH A.D.H.D.
AND WHILE I CONSIDER
THE MANY PATHS I'VE SEEN DIFFERENT FAMILIES TAKE,
I'VE COME TO REALIZE THAT WHAT'S IMPORTANT
IS TO EMBRACE WHO YOU ARE,
TO KNOW THAT WITH HELP
IT'S POSSIBLE TO LEARN AND ACHIEVE SUCCESS,
JUST LIKE ANYONE ELSE.
LOOK, NO ONE WANTS TO HEAR THEY HAVE DEFICIENCIES,
BUT IN A WAY, I FEEL KIND OF LIBERATED
BECAUSE I'VE ALWAYS BEEN INHIBITED
BY SOMETHING THAT I'VE NEVER BEEN ABLE TO IDENTIFY.
AND NOW THAT I HAVE, I ACTUALLY LOOK FORWARD TO DOING BETTER.
I-I'M EXCITED ABOUT THE POSSIBILITIES.
I LOOK AT TODAY AS A GOOD DAY.
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