Many parents and professionals think the diagnosis of Attention Deficit Disorder with or without Hyperactivity is a definitive diagnosis. This diagnosis is typically given when a group of behaviors including inattention are observed in a child. The diagnosis is now being used with adults as well. The most common treatment is medication.

There is an error in this approach.

Attention Deficit Disorder with or without Hyperactivity can, in fact, have quite a few different causes, each of them resolved with a different solution. So this diagnostic category is inconclusive. It would be the same as stating that a fever was a conclusive diagnosis. Of course, it is not. It is, however, a good indicator of an underlying problem. Behaviors defined as ADD or ADHD are also good indicators of an underlying problem.

What does NACD do? The NACD approach is to first define the underlying problem that is causing the symptoms of ADD/ADHD to occur. A thorough neurodevelopmental assessment is performed for each client in order to pinpoint the cause or causes of the problem in that individual. Then, NACD creates a treatment program designed to fix the underlying problem identified for that specific client. When the underlying causes of the symptoms are successfully addressed, the client no longer experiences the poor concentration and behavioral issues that lead to the diagnosis of ADD or ADHD. For a child served by NACD, the parents are trained in the implementation of program activities designed very specifically for that child. An NACD parent is trained to become an expert—an expert on their own child. In a step-by-step process, the parent is trained to know not only how to implement their child’s program but also why each activity is being done and what results to expect in regard to improvement.

ADD and ADHD are symptoms of problems that can be fixed without medication. NACD does not stop there. While the program works to fix the causes of the problem, NACD also teaches the parent how to efficiently instruct the child so that the child can make significant academic gains while the other issues are being addressed. In addition, parents receive our professional support and the support of other NACD families throughout this process. What does NACD expect for your child? We expect success!

Get started with NACD today!



NACD Learning Disabilities & Attention Issues (Full Seminar) on YouTube


Issues That Can Lead to a “Diagnosis” of ADD or ADHD

by Bob Doman


  • Acuity/sight problems
  • Convergence issues
  • Tracking issues
  • Astigmatism
  • Underdeveloped central vision
  • Hyperperipheral vision
  • Excessive visualizing negatively impacting visual attention
  • Poor visualization
  • Low visual sequential processing
  • Reduced visual short-term memory
  • Reduced visual working memory
  • Reduced visual long-term memory
  • Excessive screen time

Hearing and auditory function

  • Hearing loss
  • Issues with processing specific frequencies
  • Otitis media/middle ear fluid
  • Ear infections
  • Figure-ground issues
  • Low auditory sequential processing
  • Reduced auditory short-term memory
  • Reduced auditory working memory
  • Reduced auditory long-term memory
  • Inadequate conceptual thought
  • Visualization/conceptualization imbalance
  • Visual vs. auditory processing imbalance

Physiological issues

  • Blood sugar issues
  • Food allergies
  • Food sensitivities
  • Excessive carbohydrates
  • Excessive sugar
  • Excessive food colorings and artificial sweeteners
  • Inadequate protein
  • Bowel/gut disorders
  • Sleep disturbance
  • Respiratory issues
  • Toxins
  • Environmental allergies
  • Cardiac issues

Motor issues

  • Poor fine motor development
  • Poor manual dexterity
  • Poor pencil grasp
  • Inadequate writing instruction

Behavioral issues

  • Lack of interest
  • Lack of intensity
  • Lack of proper intention
  • Global immaturity
  • Developmental delays
  • Avoidance behaviors
  • Excessive social focus
  • Lack of social awareness
  • Not present
  • Subdominant/emotional
  • Negative attention-getting behaviors
  • Poor feedback
  • Improper behavioral training

Educational structure issues

  • Poor instructional environment
  • Lack of intensity
  • Curriculum heavy
  • Educational content not engaging
  • Not directed to individual’s processing level
  • Negative environment
  • Low expectations
  • Excessively high expectations
  • Personality conflict
  • Excessive duration
  • Inadequate review
  • Lack of individual attention
  • Teacher’s speech or accent
  • Extraneous classroom sound/noise
  • Extraneous/distracting visual environment
  • Proximity of other students
  • Bullying
  • Cliques
  • Social pressure to perform
  • Social pressure not to perform
  • Social pressure to act out
  • Lack of parental involvement
  • Excessive parental involvement
  • Reading, math, etc. levels below class
  • Reading, math, etc. levels above class
  • Difficulties understanding English or language used in classroom


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