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"Its raining kids in my office, says Roy Boorady, Ph.D., assistant professor of child and adult psychiatry at New York Universitys School of Medicine and Child Study Center. Every spring, psychologists who do neuropsychological testing are inundated with middle- and high-school students who are floundering. And the reasons for their visits are usually the same: They find it hard to navigate the swift currents of their educational environments. Such children are often diagnosed as having learning disabilities or attention deficit hyperactivity disorder (ADD/ADHD), and interventions are prescribed. Many improve, sometimes dramatically. But others, despite educational services and medical help, continue to have problems. Some fall further behind; others burn out and give up trying. The vexing question is Why?
Parents dont understand why their children arent able to work independently on homework or in the classroom or be better organized, says Marianne Findler, Ph.D., assistant professor of psychology in psychiatry at Weill Cornell Medical Center. They assume that their child will pick up executivefunction skills, once he has been shown what to do. Their quick fix is to purchase a new planner or electronic organizer.
http://www.additudemag.com/adhd/article/1672.html Disorganization is independent of general intelligence. It is quite possible for an individual to be extremely bright on standard measures of intelligence and still have severe impairments of executive functions, such as those often seen in ADD. An individual's overall level of "smarts," as measured by standard IQ tests, appears to have little to do with whether he or she meets the diagnostic criteria for ADD. Some of my ADD patients are extremely bright, employed as university professors, scientists, physicians, attorneys, and senior executives.