Attention-Deficit/Hyperactivity Disorder (ADHD)

ADHD is a neurodevelopmental condition that affects a child’s ability to regulate attention, manage impulses, and maintain appropriate activity levels. It is not simply a matter of a child being ‘hyper’ or ‘easily distracted.’ Rather, ADHD involves underlying difficulties with executive functioning—the brain’s capacity to plan, organize, remember, and manage time and emotions.

Children with ADHD may struggle to follow through on tasks, become overwhelmed by multi-step instructions, act impulsively without considering consequences, or experience difficulties delaying gratification. As Dr. Russell Barkley, a leading expert on ADHD, emphasizes, these challenges stem not from a lack of knowledge but from difficulties with self-regulation and applying what they know in the moment.

Our Treatment Approach At Moroz Child Psychology Group, we believe that understanding the neurological underpinnings of ADHD is critical. We go beyond basic behavior charts to provide children and families with the tools to develop executive functioning skills, strengthen self-regulation, and build habits for long-term success. Our approach is individualized based on the child’s age, personality, and family environment.

Key Areas of Focus in Treatment:

  • Intentional Self-Talk for Task Completion & Decision-Making: Children and teens with ADHD often struggle with non-rewarding tasks or chores. We teach clients to develop ‘mental scripts’ and internal dialogue to help them work through boring or effortful activities by emphasizing the pride and satisfaction that follows completion. This builds ‘future-oriented thinking’ and goal persistence.
  • Pausing Impulsivity & Increasing Forethought: Children with ADHD tend to act quickly, driven by the desire for immediate reward. We work with children to develop the habit of pausing before acting, using brief moments to check in with themselves and consider the outcome of their decisions.
  • Building Habits & Overcoming Procrastination: We work with children to reduce the overwhelming nature of starting tasks—a common struggle for those with ADHD. We emphasize strategies such as:
    • Making the first step toward a task as simple as possible to reduce the mental barrier to starting.
    • Creating routines that link less desirable tasks to preferred activities.
    • Using visual cues and external prompts to serve as starting triggers.
  • Working Around Executive Functioning Weaknesses: Drawing on the work of Peg Dawson and Richard Guare, we help children and parents understand their specific executive functioning strengths and weaknesses. Together, we develop tools such as:
  • Visual schedules and timers to manage time blindness.
  • Breaking larger tasks into smaller, achievable steps.
  • Externalizing memory through written reminders and structured routines.
  • Structuring Written Work: We teach older children and teens how to structure essays and other written work using graphic organizers to reduce the overwhelm often associated with multi-step writing tasks.
  • Parent & Family Systems: We support parents in developing systems that are consistent, clear, and rooted in positive reinforcement. Our work emphasizes that children with ADHD often need more frequent and immediate rewards paired with logical, non-emotional consequences.
  • Teacher Collaboration: We frequently consult with teachers to ensure that classroom expectations align with the child’s needs and that appropriate accommodations (e.g., movement breaks, visual schedules) are in place.

Our goal is to empower children with ADHD to better understand their minds, develop practical tools, and experience success in their daily lives. We partner with families to create a supportive structure at home and school, allowing children to thrive while celebrating their creativity, energy, and unique strengths.