🧠 ADHD Frequently Asked Questions

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. It affects approximately 5-7% of children and 2-5% of adults worldwide.

ADHD is not simply "being easily distracted" or "having lots of energy." It involves fundamental differences in brain structure and function, particularly in areas controlling executive function, attention regulation, and impulse control.

Yes. ADHD is a well-established medical condition recognized by every major medical organization worldwide, including the American Psychiatric Association, American Academy of Pediatrics, World Health Organization, and National Institutes of Health.

The scientific evidence is overwhelming: thousands of peer-reviewed studies document ADHD's neurobiological basis, genetic components, impact on functioning, and response to treatment. Brain imaging studies consistently show structural and functional differences in individuals with ADHD.

ADHD is highly heritable, with genetic factors accounting for 70-80% of risk. It involves multiple genes affecting dopamine and norepinephrine neurotransmitter systems.

Neurobiological factors:

• Structural differences in prefrontal cortex, basal ganglia, and cerebellum
• Functional differences in attention and executive control networks
• Delayed brain maturation (approximately 2-3 years)
• Dopamine system dysfunction

Environmental risk factors:

• Premature birth or low birth weight
• Prenatal exposure to alcohol, tobacco, or toxins
• Early childhood lead exposure
• Severe early deprivation or adversity

NOT caused by: Bad parenting, too much screen time, sugar, food additives, or vaccines.

The DSM-5 identifies three presentations:

1. Predominantly Inattentive Presentation: Primarily struggles with attention, organization, and follow-through. May appear "spacey" or forgetful. Often missed in girls.

2. Predominantly Hyperactive-Impulsive Presentation: Primarily struggles with restlessness, fidgeting, impulsive decisions, interrupting others. More common in young children.

3. Combined Presentation: Significant symptoms in both domains. Most common presentation (60-70% of cases).

Presentations can change over time. Many children with hyperactive presentation develop more inattentive symptoms in adolescence.

"ADD" (Attention Deficit Disorder) is an outdated term. The current diagnosis is ADHD, which includes both attention difficulties and hyperactivity-impulsivity. What was previously called "ADD" is now "ADHD, Predominantly Inattentive Presentation."

The name "ADHD" applies to all presentations, even those without hyperactivity. This can be confusing, but it reflects the understanding that all forms share similar neurobiological underpinnings.

ADHD is a lifelong condition, but symptoms often change with age. Approximately 50-60% of children with ADHD continue to have clinically significant symptoms in adulthood, though hyperactivity typically decreases while attention difficulties persist.

What appears to be "outgrowing" ADHD may actually be:

• Development of compensatory strategies
• Reduction in hyperactive symptoms (internal restlessness remains)
• Choosing environments that accommodate ADHD traits
• Decreased functional impairment despite ongoing symptoms

Even adults whose symptoms no longer meet full diagnostic criteria often benefit from continued management strategies.

ADHD diagnosis requires comprehensive clinical evaluation by a qualified healthcare provider (psychiatrist, psychologist, or specialized physician). There is no single test for ADHD.

Diagnostic process includes:

• Clinical interview: Detailed developmental, medical, educational, and social history
• Symptom assessment: Standardized rating scales (Vanderbilt, Conners, ADHD-RS)
• Collateral information: Reports from parents, teachers, or partners about functioning in multiple settings
• Rule out alternatives: Medical conditions, sleep disorders, anxiety, depression, learning disabilities
• Functional impairment: Documentation of significant problems in academic, occupational, or social domains
• Timeline: Symptoms present before age 12 and persistent for at least 6 months

No single test can diagnose ADHD. Diagnosis is based on clinical judgment integrating multiple sources of information.

Helpful assessments (but not diagnostic alone):

• Rating scales: Standardized questionnaires quantifying symptoms
• Neuropsychological testing: Measures attention, executive function, and processing speed (helps identify strengths/weaknesses but not diagnostic)
• Continuous performance tests (CPTs): Computer-based attention tests (high false negatives, not recommended as sole basis)
• School records: Report cards, IEPs, teacher comments documenting long-standing patterns

Tests that DON'T diagnose ADHD: Brain scans, blood tests, EEG, genetic tests (these may rule out other conditions but don't diagnose ADHD).

Absolutely. ADHD affects both sexes, though girls and women are significantly underdiagnosed.

Why girls are missed:

• More likely to have inattentive presentation (less disruptive, less obvious)
• Better social skills mask difficulties
• More effort to meet expectations (leads to exhaustion, burnout)
• Internalize problems (anxiety, depression) rather than external behaviors
• Stereotypes that ADHD is a "boys' disorder"

Common presentation in females: Daydreaming, disorganization, forgetfulness, emotional sensitivity, difficulty with time management, procrastination, chronic overwhelm despite high intelligence.

ADHD and anxiety frequently co-occur (50% overlap) and share some symptoms (concentration problems, restlessness), but have different root causes:

ADHD: Concentration problems due to distractibility and difficulty sustaining attention. Present since childhood. Symptoms relatively stable across situations.

Anxiety: Concentration problems due to worry and intrusive thoughts. Can develop at any age. Symptoms worsen in anxiety-provoking situations.

Key differentiator: In ADHD, attention wanders to random stimuli. In anxiety, attention is captured by specific worries.

The evidence suggests ADHD is both overdiagnosed in some populations and underdiagnosed in others.

Overdiagnosis concerns:

• Some providers use inadequate diagnostic procedures
• Variability in diagnostic standards across regions
• Pressure from schools or parents for medication
• Normal childhood behavior sometimes pathologized

Underdiagnosis concerns:

• Girls and women significantly underdiagnosed
• Adults often unrecognized
• Racial and socioeconomic disparities in access to diagnosis
• High-achieving individuals compensate until later in life

The solution is better diagnostic practices, not assuming all diagnoses are invalid.

The most effective approach combines FDA-approved medication with behavioral interventions.

Evidence from the landmark MTA study (largest ADHD treatment study ever conducted):

• Medication alone: Highly effective for core ADHD symptoms
• Behavioral therapy alone: Modest benefit for ADHD symptoms, helps with functional outcomes
• Combined treatment: Superior overall outcomes, especially for comorbid conditions and functional domains

Medication: Improves symptoms in 70-80% of patients. Stimulants are first-line; non-stimulants available if needed.

Behavioral interventions: Parent training, cognitive-behavioral therapy, organizational skills training, school accommodations.

Untreated ADHD is associated with significant negative outcomes across multiple domains:

Academic: Lower grades, higher dropout rates, reduced educational attainment
Occupational: Lower income, more frequent job changes, workplace difficulties
Social: Relationship problems, fewer friendships, higher divorce rates
Safety: 72% increased accident risk, more traffic violations, higher injury rates
Legal: Higher rates of arrests and incarceration
Mental health: Increased rates of depression, anxiety, substance use disorders
Health: Higher rates of obesity, sleep problems, risky behaviors
Financial: Impulsive spending, bill-paying problems, bankruptcy

Treatment substantially improves outcomes. Swedish registry study: medication associated with 72% reduction in accident-related emergency visits, 58% reduction in suicide attempts.

No one is required to take medication. Treatment decisions should be based on shared decision-making between patient, family, and provider, weighing benefits and risks for each individual.

Consider medication when:

• ADHD symptoms cause significant functional impairment
• Non-medication strategies have been insufficient
• Benefits outweigh risks for your specific situation
• Patient/family comfortable with medication approach

Non-medication approaches may be sufficient when:

• Symptoms are mild with minimal impairment
• Environmental accommodations adequately address difficulties
• Strong behavioral support systems in place
• Medical contraindications to medication

For moderate-to-severe ADHD, medication is typically the most effective intervention, but the choice is yours.

Yes, though medication is typically most effective for moderate-to-severe ADHD.

Non-medication approaches with evidence:

• Behavioral therapy: Parent training (for children), CBT (for adults)
• School accommodations: Extended time, preferential seating, modified assignments
• Organizational skills training: Time management, planning systems
• Exercise: Regular aerobic exercise shows modest benefit
• Sleep optimization: Consistent schedule, adequate duration
• Environmental modifications: Reduce distractions, external structure

Limited or no evidence: Dietary changes (except in rare cases), supplements, neurofeedback, brain training apps (despite marketing claims).

For mild ADHD or when medication contraindicated, non-medication approaches may be adequate. For moderate-severe ADHD, they're best as adjuncts to medication.

ADHD medications primarily increase availability of dopamine and norepinephrine in the brain, particularly in regions controlling attention, executive function, and impulse control.

Stimulants (methylphenidate, amphetamines):

• Increase dopamine and norepinephrine by blocking reuptake and promoting release
• Effects felt within 30-60 minutes
• Effective in 70-80% of patients

Non-stimulants (atomoxetine, guanfacine, clonidine):

• Increase norepinephrine (and indirectly dopamine) through different mechanisms
• Take 2-4 weeks for full effect
• Effective in 50-60% of patients

ADHD medications have been used for over 70 years and have extensive safety data. They are among the most studied medications in psychiatry.

Well-established safety profile:

• Decades of use in millions of patients
• FDA-approved for children as young as 6 (some formulations younger)
• Regular monitoring ensures safe use
• Benefits typically outweigh risks for moderate-severe ADHD

Common side effects (usually mild):

• Decreased appetite (typically temporary)
• Sleep difficulties (managed by timing doses)
• Headache, stomachache (often resolve)
• Slight increases in heart rate and blood pressure (usually clinically insignificant)

Rare serious risks: Cardiac events (screen for heart conditions first), psychiatric side effects (monitor mood), growth impacts (monitor height/weight).

NOT addictive when used as prescribed. Actually protective against substance abuse.

No, when used as prescribed. This is one of the most common misconceptions.

Why prescribed use is NOT addictive:

• Taken orally in therapeutic doses (slow absorption, steady levels)
• Supervised by physician with regular monitoring
• Patients typically report feeling "normal," not "high"
• Can be stopped without withdrawal symptoms (though symptoms return)

Evidence shows protective effect: Studies consistently find that treating ADHD with medication reduces risk of substance abuse by approximately 50%. Untreated ADHD itself is a major risk factor for addiction.

Misuse potential exists: Like any controlled substance, stimulants can be abused if taken in ways other than prescribed (crushing, snorting, high doses). This is why proper diagnosis, monitoring, and secure storage are important.

No. ADHD medications are not addictive when used as prescribed, and children do not become "dependent" in the sense that they cannot function without them.

What actually happens:

• Medication temporarily improves symptoms while active in the body
• When medication wears off, symptoms return to baseline (not worse)
• Many children take "medication holidays" on weekends or summers
• Can be stopped at any time without withdrawal effects

Think of it like glasses: wearing glasses doesn't make eyes "dependent," but taking them off means vision problems return. ADHD medication is similar.

Some individuals choose to continue medication long-term because it improves their quality of life, not because they're dependent.

Both are stimulant medications that effectively treat ADHD, but they have different chemical structures and durations:

Adderall (amphetamine):

• Immediate-release: 4-6 hours
• Extended-release (Adderall XR): 10-12 hours
• Slightly stronger dopamine effect
• Some people find it more effective or with fewer side effects

Ritalin (methylphenidate):

• Immediate-release: 3-4 hours
• Extended-release (Concerta, others): 8-12 hours depending on formulation
• Often tried first in children
• Some people tolerate it better

Which is better? Individual response varies. About 70-80% respond to either class; if one doesn't work, the other often does. Choice depends on symptom pattern, duration needed, side effect profile, and individual response.

This depends on when you experience impairment and treatment goals.

Daily medication recommended when:

• Symptoms cause impairment across all life domains (school, work, home, relationships)
• Safety concerns (driving, supervision of children)
• Emotional dysregulation throughout the day
• Using long-acting non-stimulants (need steady levels)

"As-needed" approach may work when:

• Impairment primarily in specific settings (work/school days)
• Side effects problematic (appetite, sleep)
• Patient preference for more control
• Using short-acting stimulants

Many patients use hybrid approach: daily long-acting medication + short-acting booster as needed. Discuss your specific pattern of impairment with your provider.

Yes, though therapy works differently than medication and is most effective as part of combined treatment.

What therapy DOES help with:

• Learning compensatory strategies and organizational skills
• Addressing emotional regulation and self-esteem issues
• Improving relationships and communication
• Managing comorbid anxiety or depression
• Processing diagnosis and treatment decisions
• Developing coping mechanisms for ongoing challenges

What therapy DOESN'T do: Fix the underlying neurobiological differences. Therapy teaches skills to work with ADHD brain, not eliminate ADHD.

Evidence-based approaches:

• Children: Parent training in behavior management (strongest evidence)
• Adolescents: Skills training, CBT, organizational interventions
• Adults: CBT for ADHD, coaching, organizational/time management training

Parent training is a highly effective behavioral intervention that teaches parents specific strategies to manage ADHD-related behaviors and improve family functioning.

Key components:

• Positive reinforcement: Systematic praise and reward for desired behaviors
• Clear expectations: Specific, concrete rules and instructions
• Consistent consequences: Predictable responses to both positive and negative behaviors
• Antecedent strategies: Preventing problems before they occur
• Token economies: Point systems for earning privileges
• Time-out procedures: Brief removal from positive reinforcement
• School collaboration: Daily report cards linking home and school

Evidence: Reduces problematic behaviors, improves parent-child relationship, decreases parenting stress. Recommended as first-line treatment for preschoolers with ADHD.

ADHD can be reliably diagnosed as young as age 4, though it's often not recognized until school age when academic and social demands increase.

Preschool (ages 4-5): Diagnosis possible but requires careful evaluation to distinguish from normal developmental variation. Behavioral interventions recommended before medication.

School-age (6-12): Most common time for diagnosis as classroom demands reveal attention and organizational difficulties.

Adolescence (13-17): May be first diagnosed if symptoms masked by intelligence or support systems. Increasing independence reveals executive function deficits.

Adulthood: Many adults diagnosed when seeking help for ongoing struggles or when their child is diagnosed (genetic component prompts self-recognition).

Stimulant medications may cause small, temporary reductions in growth rate, but long-term effects are minimal.

What research shows:

• Average reduction of 1-1.5 cm in height over several years
• Growth typically catches up during adolescence
• Final adult height usually not significantly affected
• Effect more pronounced in first 1-2 years of treatment

Best practices:

• Monitor height and weight at each appointment
• Plot growth curves over time
• Consider medication holidays if growth concerns arise
• Ensure adequate nutrition (address appetite suppression)

For most children, the functional benefits of treatment far outweigh small growth effects. Discuss concerns with your provider.

This depends on where and when your child experiences impairment.

Continue medication during summer if:

• ADHD affects safety (impulsivity, risk-taking)
• Symptoms cause problems in relationships or family functioning
• Child participates in structured activities (camps, sports)
• Summer school or academic activities planned
• Emotional regulation needs consistent support
• Child prefers to continue

Medication holiday may be appropriate if:

• Primarily academic impairment (not social/emotional)
• Growth or appetite concerns (summer allows catch-up)
• Family prefers break from medication
• Low-structure summer allows success without medication

Many families use flexible approach: medication on active days, skip on quiet days at home. Discuss your child's specific needs with provider.

Students with ADHD may qualify for accommodations under Section 504 or an IEP (Individualized Education Program).

Common helpful accommodations:

• Extended time on tests and assignments
• Preferential seating (front of class, away from distractions)
• Movement breaks or fidget tools
• Reduced homework load or modified assignments
• Graphic organizers for writing tasks
• Use of technology (laptop, speech-to-text)
• Frequent check-ins to ensure understanding
• Breaking large assignments into smaller steps with interim deadlines
• Testing in small group or separate location
• Copy of teacher notes or guided notes
• Daily report card for home-school communication

Work with school to identify which accommodations address your child's specific challenges.

Yes. Approximately 2-5% of adults have ADHD. Most adults with ADHD had it in childhood, though many weren't diagnosed.

Why adults are diagnosed later:

• Compensated with intelligence or support systems during childhood
• Inattentive presentation missed (especially in women)
• Increasing demands of adult life exceed coping abilities
• Removal of external structure (college, independent living)
• Recognition when their child is diagnosed

Common adult ADHD struggles:

• Chronic disorganization and clutter
• Difficulty completing tasks, frequent procrastination
• Time management problems (late to appointments, underestimate time)
• Impulsive decisions (spending, career changes)
• Relationship difficulties
• Underachievement relative to potential
• Emotional dysregulation
• Restlessness (internal, not always visible)

Same underlying condition, but presentation evolves as brain develops and life demands change.

Changes from childhood to adulthood:

• Hyperactivity decreases; restlessness becomes internal ("mind always racing")
• Impulsivity shifts from physical (running around) to cognitive (interrupting, impulsive decisions)
• Inattention persists but manifests in adult contexts (work, relationships, finances)
• Executive dysfunction more apparent without external structure
• Emotional dysregulation often more prominent complaint

Adult-specific challenges: Managing household, financial planning, parenting, sustained employment, relationship maintenance—all require executive functions affected by ADHD.

Yes. Academic success doesn't rule out ADHD. Many intelligent individuals with ADHD compensate through:

• High intelligence masking difficulties
• Hyperfocus on interesting subjects
• External structure (parents, teachers, schedules)
• Excessive effort to achieve what comes easily to others
• Strong anxiety driving performance despite ADHD

These individuals often struggle when:

• Demands exceed ability to compensate (graduate school, complex job)
• External structure removed (independent living)
• Organization and self-direction required (less hand-holding)
• Multiple responsibilities compete (work + family + household)

Key question: Not "Did you succeed?" but "How hard was it compared to peers?" and "Could you have achieved more without these struggles?"

Over 60% of individuals with ADHD have at least one comorbid condition. Common co-occurring conditions include:

Learning disorders (30-50%): Dyslexia, dyscalculia, dysgraphia
Anxiety disorders (30-50%): Generalized anxiety, social anxiety, OCD
Depression (10-30%): Major depressive disorder, persistent depressive disorder
Oppositional defiant disorder (40-60% in children): Defiant, argumentative behavior
Conduct disorder (15-20%): More serious behavioral problems
Substance use disorders (15-25%): Higher risk, especially if untreated
Sleep disorders (50-70%): Insomnia, delayed sleep phase, sleep apnea
Autism spectrum disorder: Significant overlap, can co-occur
Bipolar disorder: Share some symptoms, require careful differential diagnosis

Comorbid conditions complicate diagnosis and treatment. Comprehensive evaluation and treatment addressing all conditions yields best outcomes.

Yes. DSM-5 (2013) removed the prohibition on dual diagnosis. Studies estimate 30-50% of individuals with autism also meet criteria for ADHD, and vice versa.

Overlapping features:

• Social difficulties (different mechanisms)
• Executive function deficits
• Sensory sensitivities
• Emotional dysregulation

Distinguishing features:

• ADHD: Wants social connection but struggles with attention/impulsivity in social situations
• Autism: Difficulty understanding social cues, prefers predictability, restricted interests

When both present, treating ADHD first often improves function enough to better assess autism features. Both require tailored interventions.

For most people with ADHD, diet has minimal impact on core symptoms. However, some considerations:

Limited evidence for dietary interventions:

• Elimination diets: Benefit small subset (5-10%) with true food sensitivities
• Food additives/dyes: Minimal effect in most; possible slight effect in subset
• Sugar: Does NOT cause ADHD or worsen symptoms (contrary to popular belief)
• Omega-3 supplements: Very modest benefit; not substitute for evidence-based treatments

General nutrition principles that help:

• Protein-rich breakfast (helps medication work better)
• Regular meals (blood sugar stability supports focus)
• Adequate hydration
• Minimize processed foods (general health, not ADHD-specific)

Bottom line: Healthy diet supports overall brain function but is not a treatment for ADHD. Don't waste time on restrictive diets unless specific sensitivity identified.

Yes. Exercise provides modest but meaningful benefits for ADHD symptoms.

Evidence for exercise:

• Acute effects: Single exercise session temporarily improves attention and executive function (30-60 minutes)
• Long-term effects: Regular exercise (3-5x/week) shows sustained improvements
• Mechanism: Increases dopamine and norepinephrine; promotes neuroplasticity
• Magnitude: Effect size smaller than medication but meaningful

Most effective: Moderate-to-vigorous aerobic exercise (running, swimming, cycling, team sports).

Benefits beyond ADHD symptoms: Mood regulation, sleep quality, self-esteem, stress reduction, physical health.

Recommendation: 30-60 minutes most days. Excellent complement to medication/therapy, but not replacement for moderate-severe ADHD.

No strong evidence that commercial brain training apps meaningfully improve ADHD symptoms or real-world functioning.

The problem:

• People get better at the specific trained task
• Benefits rarely "transfer" to real-world tasks
• No evidence of lasting changes to attention or executive function
• Not supported by major medical guidelines

What about neurofeedback? Mixed evidence. Some studies show benefit; others don't. Expensive, time-intensive. Not first-line treatment.

Save your money and time. Evidence-based treatments (medication, therapy, accommodations) have much stronger support and better cost-benefit ratio.

"Time blindness" (difficulty perceiving and tracking time) is a common ADHD challenge. Strategies that help:

External time cues:

• Visual timers (Time Timer, phone apps)
• Multiple alarms for transitions
• Analog clocks (easier to visualize time passing)

Planning strategies:

• Double your time estimates for tasks
• Build in buffer time between activities
• Block time on calendar (treat like appointments)
• Set deadline reminders days/weeks in advance

Reduce need for time management:

• Routines at consistent times
• Preparation the night before
• Reduce decisions (clothes, meals)

Accept reality: Set alarms to leave early; communicate openly about time challenges; apologize and move on when late rather than berating yourself.

No. While all children are sometimes inattentive or hyperactive, ADHD involves symptoms that are more frequent, severe, and persistent than developmentally typical, causing significant impairment.

ADHD is not just:

• Being more active than peers
• Occasionally losing things or forgetting homework
• Preferring active play to sitting quietly
• Normal developmental variation

ADHD involves:

• Symptoms present across multiple settings
• Persistent (not occasional) difficulties
• Significant functional impairment (grades, relationships, safety)
• Symptoms inappropriate for developmental level
• Started before age 12

The diagnosis requires impairment—if symptoms don't cause problems, diagnosis is not made. ADHD is not just personality differences; it's when brain differences cause suffering.

No. ADHD is a neurodevelopmental disorder with strong genetic basis. Screen time does NOT cause ADHD.

However:

• Excessive screen time may worsen attention problems in people already predisposed
• Heavy screen use can mimic ADHD symptoms (but doesn't cause the disorder)
• People with ADHD are more vulnerable to problematic screen use due to poor impulse control

Research shows:

• ADHD symptoms are stable over time despite massive changes in screen exposure
• ADHD diagnosed before widespread screen use
• Reducing screen time alone doesn't resolve ADHD

Recommendation: Manage screen time for overall health and sleep, but don't expect it to cure ADHD. Address both independently.

Possibly. The "hunter-gatherer hypothesis" suggests ADHD traits may have been advantageous in ancestral environments.

Potentially adaptive traits:

• Hypervigilance: Constant scanning for threats or opportunities
• Novelty-seeking: Exploring new territories, trying new strategies
• Risk-taking: Hunting dangerous game, engaging in confrontation
• Present-focus: Responding to immediate threats rather than long-term planning
• Hyperfocus: Intense concentration during hunt or urgent task

Supporting evidence: Nomadic populations have higher frequencies of ADHD-associated genes; these same genes linked to successful migration patterns.

Modern context: Traits once adaptive now cause problems in structured, sedentary environments requiring sustained attention and delayed gratification. ADHD is "mismatch" between brain wiring and environmental demands.

This is complex. The US has higher stimulant prescription rates than other countries, but whether this represents "overmedication" is debated.

Arguments for appropriate use:

• Stimulants are evidence-based, highly effective treatments
• Many other countries undertreat ADHD
• US has better access to diagnosis and treatment
• Untreated ADHD has serious consequences

Legitimate concerns:

• Some providers use inadequate diagnostic procedures
• Pressure to medicate from schools or parents
• Performance enhancement in competitive academic environments
• Variability in diagnostic thresholds

Research perspective: Studies suggest appropriate treatment in most cases, but both overdiagnosis and underdiagnosis occur in different populations. Solution is better diagnostic practices, not avoiding treatment.

The question shouldn't be "Are we medicating too much?" but "Is each individual receiving appropriate, evidence-based care?"

Dr. Sultan's research focuses on improving evidence-based treatment of ADHD using large-scale databases and epidemiological methods.

Notable work:

• Antipsychotic prescribing patterns: 2019 JAMA study analyzing 411 citations found concerning increase in off-label antipsychotic use for ADHD despite limited evidence
• Treatment outcomes: Population-level studies of medication effectiveness and safety
• Prescribing practices: Examining how ADHD is diagnosed and treated in real-world settings
• Evidence synthesis: Translating research findings into clinical practice guidelines

Dr. Sultan is Assistant Professor of Clinical Psychiatry at Columbia University Irving Medical Center and appears regularly in media (NPR, Time Magazine) to communicate evidence-based information about ADHD to the public.