ABSTRACT

A ll too often, children or adolescents with suspected A D H D are only minimally involved in their own evaluation and are excluded from the development of a treatment program intended to improve their academic, social, or behavioral profile. Many youngsters have enormous insight into their own difficulties. As a matter of fact, many of them can make their own diagnosis if given the opportunity. Some youngsters will say, 'T could get my work done if the other kids didn't make so much noise." Others may say, "I don't understand what the teacher wants me to do when she gives me directions." Still others may say, "I could get my work done if I had a little more time and could work in a quiet place." In addition, when youngsters are asked how they would change their education if they were the teacher or the school principal, they will often have meaningful and productive recommendations.