ADHD and Me

November 5, 2007
A college freshman this fall, Taylor was five when he was diagnosed with ADHD, attention deficit hyperactivity disorder. He's been medicated all these years, but even when he remembered to take his pills, that's only been a small part of his learning to cope with ADHD. Taylor's still more impulsive, more hyperactive and more open to distractions than others. He can also be more energetic and more passionate than anyone else. He has learned to see his neurological differences as a mixed blessing—yes, he's obsessive, but channeled toward a good cause, that can translate to hyperfocused. He veers off the subject, but that can spur creativity, thinking outside the box. Taylor relates the stories of his ADHD mishaps in no special order—how he set fire to the dining room in ninth grade, how he was bullied in sixth grade, how he was victimized by his first-grade teacher—as if to emphasize that a variety of problems can always happen. After describing each incident, he follows up with a “cause and effect†discussion of what he learned from what went wrong, followed by a “solutions†section, a few brief tips for other kids to try. Taylor speaks to fellow teens and their families with an authority few experts can muster.

November 15, 2007
In this memoir of life with attention deficit hyperactivity disorder (ADHD), Taylor offers readers an inside look at how he gets along on a daily basis as well as a guide for people in the same situation. He is a recent high school graduate, and part of the allure of his account is in finding out how someone with ADHD managed to write a book in the first place. Each chapter covers specific issues such as being bullied, getting organized, and feeling isolated. After relating a personal experience and his handling of it, Taylor advises readers on what to do should they find themselves in the same place. He also shares his perspective on coping with ADHD and speaks to what can be learned. The foreword by Lara Honos-Webb ("The Gift of ADHD: How To Transform Your Child's Problems into Strengths" supports Taylor's central theme that while ADHD needs to be recognized and treated, it does not entirely define a person, whose strengths should be recognized. Students struggling with ADHD and their parents will benefit from the author's insights. Recommended for public and high school libraries.Lisa M. Jordan, Johnson Cty. Lib., KS

Copyright 2007 Library Journal, LLC Used with permission.

December 1, 2007
Adult/High School-Readers looking for inside information about attention-deficit/hyperactivity disorder need look no further. In a straightforward, simple manner, Taylor describes how he has lived successfully for 18 years with ADHD. He opens with a painful memory of being tied to a chair with a bungee cord in order to sit still long enough to eat his dinner. Each chapter begins with a recollection of a different period in his life, how his ADHD framed it, and what he learned from the experience that helped him develop the skills to achieve, and ends with a list of solutions. What makes these practical tips particularly useful is that they are recommendations that Taylor has used. He includes suggestions for dealing with distraction, hyperactivity, and bullies. He also addresses making friends; staying organized; and coping with discrimination, social anxiety, and rules. It is obvious that the author, a college freshman, had great parental and medical support throughout his childhood; it was sad to read that some of his dealings with the educational community were less positive.Joanne Ligamari, Rio Linda School District, Sacramento, CA

Copyright 2007 School Library Journal, LLC Used with permission.