Carmella – a High-School Student

I first met Carmela when she was in 9th grade. She was very bright, creative and compassionate – traits often typical of individuals with ADHD.

Carmela had always done well in school – she was athletic and very social. Everything changed during her ninth grade year, when she began struggling with her class material. She procrastinated with her homework, which was often late or lost. She was often unable to concentrate, seeming worried and preoccupied. She signed up for sports but missed too many practices to compete, so she dropped out.

Carmela’s parents were initially confused, then frustrated and angry – nothing they did seemed to help motivate her, and restrictions had little effect. They didn’t consider that she might have ADHD because she didn’t fit the stories of hyperactive/impulsive kids who can’t control themselves. Sadly, this often happens, and many ADHD girls struggle along without treatment.

Carmela was very fortunate to have a teacher who recognized her challenges as ADHD rather than laziness or teenage resistance. Carmela was referred to me, and I was able to confirm her condition with an interview and a computer software screening examination. I recognized that Carmela had the inattentive form of ADHD.

We started a program of individual ADHD coaching for Carmela, which helped her develop mechanisms to be more attentive. I also provided education and coaching for her parents, so that they could better understand how to support her efforts. Her parents and I met together with Carmela’s school counselor and teachers to suggest accommodations that could assist her education. I also instructed her on Assisted Technology, an iPad with selected ADHD software. As a result of our work together, Carmela was once again a successful student.