What the New York Times Got Wrong About ADHD Treatment for Kids (and What Parents Need to Know)

Feeling confused — or even a little panicked — after reading that recent New York Times article about ADHD treatment? You’re not alone.
A lot of parents have reached out saying, “Wait, have we been doing this all wrong?” If that's you, take a deep breath. You haven't failed your child. And you definitely haven't been "duped."

Let’s break down what the article said — and more importantly, what it missed — so you can feel clear and confident moving forward.

First, Here’s What You Need to Know:

ADHD is real. Full stop.
It's not "just kids being bored" or "bad parenting." ADHD is a well-documented neurodevelopmental disorder — and it’s very treatable when we follow evidence-based strategies.

The most effective treatment isn't a mystery. It's been clear for decades:
✅ Parent training in behavior management
✅ Medication when needed
(American Academy of Pediatrics, 2019; Pelham & Fabiano, 2008)

Where the NYT Article Missed the Mark

The article leaned heavily on the famous Multimodal Treatment of ADHD (MTA) study. But it left out some critical context:

• At 14 months, kids receiving medication showed a significant reduction in core ADHD symptoms — much more than behavior therapy alone.
  (MTA Cooperative Group, 1999)
  
  
• At longer follow-ups, the kids who kept making progress weren’t just taking meds. They were also building skills and getting support from their environment.
  Translation? Medication helps, but skills and structure are what create long-term success.
  (Jensen et al., 2007)
  
  

This isn’t a failure of medication. It's proof that ADHD needs more than just a pill.

Let’s Clear Up Some More Myths:

🔵 "Medication doesn’t improve grades."
True — medication isn't meant to teach. It helps kids regulate their behavior so they can access learning. Without behavioral regulation, all the tutoring and accommodations in the world won’t stick.
(Langberg et al., 2013)

🔵 "Medication stunts growth."
Maybe — a little. Some kids may be about 1 inch shorter as adults if they use stimulants long-term. But untreated ADHD comes with much bigger risks: academic failure, social rejection, depression, anxiety, and higher risks of substance use and legal problems.
(Swanson et al., 2017; Wilens & Spencer, 2010)

🔵 "ADHD isn’t real."
This one’s exhausting. ADHD has been validated across hundreds of scientific studies — brain imaging, behavior studies, genetic research.
(Faraone et al., 2015; Barkley, 2006)

It’s not made up. It’s not a character flaw. It’s a real brain-based condition that kids can absolutely learn to manage with the right support.

What This Means for You:

💬 You are not failing your child.
💬 Medication isn't a fix — it's a bridge to help your child access the supports they need.
💬 Parent behavior training is the foundation. (This is what we teach at ADHD Dude.)
💬 Credible, science-backed information > media soundbites. Always.

The Bottom Line:

If that New York Times article left you feeling overwhelmed, scared, or second-guessing yourself — you're exactly the kind of parent your child needs. You care enough to question, to learn, and to advocate. That matters more than you know.

The science is clear. The path forward is doable.
And you’re not alone in this.

Ready to Build Skills, Not Just “Manage Symptoms”?

If you're ready to move past confusion and start feeling confident about helping your child thrive, head over to adhdude.com.
You'll find the real-world tools and support you’ve been looking for — no shame, no judgment, just clear guidance.

You’ve got this. And we’re here to help. 💬

📚 References:

• American Academy of Pediatrics. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528
  
  
• Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford Press.
  
  
• Faraone, S. V., Biederman, J., & Mick, E. (2006). The age-dependent decline of attention deficit hyperactivity disorder: A meta-analysis of follow-up studies. Psychological Medicine, 36(2), 159–165. https://doi.org/10.1017/S003329170500471X
  
  
• Jensen, P. S., Arnold, L. E., Swanson, J. M., Vitiello, B., et al. (2007). 3-Year follow-up of the NIMH MTA study. Journal of the American Academy of Child & Adolescent Psychiatry, 46(8), 989–1002. https://doi.org/10.1097/CHI.0b013e3180686d48
  
  
• Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2013). Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD. School Psychology Review, 42(3), 349–365.
  
  
• MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56(12), 1073–1086. https://doi.org/10.1001/archpsyc.56.12.1073
  
  
• Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184–214. https://doi.org/10.1080/15374410701818681
  
  
• Swanson, J. M., Arnold, L. E., Molina, B. S. G., et al. (2017). Young adult outcomes in the follow-up of the multimodal treatment study of attention-deficit/hyperactivity disorder: Symptom persistence, source discrepancy, and height suppression. Journal of Child Psychology and Psychiatry, 58(6), 663–678. https://doi.org/10.1111/jcpp.12684
  
  
• Wilens, T. E., & Spencer, T. J. (2010). Understanding attention-deficit/hyperactivity disorder from childhood to adulthood. Postgraduate Medicine, 122(5), 97–109. https://doi.org/10.3810/pgm.2010.09.2206