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Emotion Dysregulation in Children with ADHD: Parenting Tips | Dr. Amy Moore

• Dr. Amy Moore

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Ever wondered why ADHD meltdowns seem so extreme and hard to manage? The answer lies in a crucial but often overlooked aspect of ADHD—emotional dysregulation—which surprisingly isn't even included in diagnostic criteria.

We dive into some neuroscience behind these emotional challenges, exploring fascinating brain differences that explain why criticism can trigger an emotional tsunami in someone with ADHD. With approximately 80% of adolescents and adults with ADHD experiencing rejection-sensitive dysphoria, understanding these brain-based reactions transforms how we respond to emotional outbursts.

Through a real-life parenting example about screen time limits, we demonstrate practical strategies for navigating boundaries without triggering meltdowns. You'll learn why co-regulation (bringing calm to emotional fire) works better than punishment, how to teach responsibility rather than enforce compliance, and why narrowing choices helps ADHD brains make decisions when they're paralyzed by too many options.

Most importantly, we reframe discipline as teaching rather than punishment. The word "discipline" comes from "disciple," meaning to teach—and our goal should be equipping those with ADHD with skills to navigate their emotional landscape independently. We explain why consistency and repetition are crucial, and why working memory, long-term memory, and processing speed deficits (not just attention issues) create everyday challenges.

Whether you're raising a child with ADHD or managing it yourself, this episode offers compassionate understanding alongside practical, science-backed strategies to transform your approach to emotional dysregulation. Come away with tools to turn frustrating interactions into opportunities for growth and learning.

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Dr. Amy Moore:

Hi, smart moms and dads, welcome to this episode of the Brainy Moms podcast. I'm Dr Amy Moore and I am here with Teri Miller, and Teri and I just got back from a homeschool conference in Denver, Colorado, and I did a couple of workshops related to ADHD. And I did a couple of workshops related to ADHD and some of the questions that I got in both workshops had to do with the emotion dysregulation piece in ADHD. It seems to be a real pain point for sure and, oddly, like emotion dysregulation isn't even in the diagnostic criteria, like emotion dysregulation isn't even in the diagnostic criteria, it blows my mind that it's such a debilitating aspect of ADHD not just for kids but for adults too with ADHD and it's just not talked about enough and I thought we could have conversation about it okay.

Teri Miller:

Yes, it's something that's really important to me. I have kiddos that struggle with ADHD in my family and with kids that I have worked with in my work in my career. I hear that really frequently from parents that they'll come in and they might be concerned about oh, his grades aren't going well, he's having trouble in school. But the bigger issue they're concerned about is behavior. Is that meltdown, frustration with homework, pitching a fit with homework, that kind of thing, and I have definitely dealt with that personally, and so I think it's a really important thing to talk about and to just give parents some hope and some, maybe some answers. What's really going on underneath the surface.

Dr. Amy Moore:

So tell us about that. And the prefrontal cortex. And so the prefrontal cortex is the CEO of the brain. It's what's responsible for planning and memory and execution and reasoning skills and the connections from the amygdala and just the emotion area of the brain. Those are disrupted in the ADHD brain. And then we can also look at brain scans and see that there's not enough oxygenation to the prefrontal cortex right. So that impacts reasoning skills. And we can look at glucose metabolism on PET scans and see that the ADHD brain isn't as efficient at using glucose for energy as a non-ADHD brain is. I mean, glucose is the main source of energy for the brain, so if it's not very efficient at using its energy source, then it isn't going to work as well. And then there are some differences in brain volume between the ADHD brain and a non-ADHD brain, so the ADHD brain is a tiny bit smaller. So there are differences in the brain that we can visualize on neuroimaging scans.

Teri Miller:

Can I go back to a couple things? You said yeah, Just for our listeners. They may be wondering the same thing. I am Okay. So you mentioned prefrontal cortex not as oxygenated for an ADHD brain, and so is that something that we can do something about. Is that really affected by the deep breathing exercises? That kind of thing?

Dr. Amy Moore:

Yeah, that's a really good question that I've never gotten before and I don't know the answer, so I'll have to delete this part.

Teri Miller:

Okay, all right, let me feel it real quick. When you say young, don was like I was thinking, what do I have control of? And I was thinking of, oh, if I could help increase oxygenation with teaching some breathing exercises. And then I thought, when you said the glucose thing and I thought this when you presented, can I do something about? So what if I have three days out of the week that my child goes into ketosis, that I do fat-based meals? I don't know things like that. Can I do anything about it? That was just. I wanted to jump on that because I thought, hey, if I keep wondering that maybe other people are too.

Dr. Amy Moore:

Were you looking it up? I love that question because it's really important. Like we understand what's happening, but then what can we do about it? And mindful breathing is one way to get oxygenation. And then physical exercise, and we know there are tons of benefits of physical exercise. And we know there are tons of benefits of physical exercise for any brain, not just the ADHD brain. That aerobic activity increases BDNF, brain-derived neurotrophic factor, which is like miracle growth for the brain, and that is another way to drive oxygen to the prefrontal cortex for sure. So that's a really great question In terms of glucose metabolism.

Dr. Amy Moore:

So in people who have had traumatic brain injury, that is one hypothesis of recovery that if we put a brain injured patient on a ketogenic diet for 30 days and then it forces the brain to use ketones energy, rather than glucose, perhaps that gives the brain a chance to recover. In terms of a long-term strategy, especially for a non-injured brain, but just for ADHD, we don't have any research on that and while it's an interesting question, it's not something that I'm prepared to recommend at this point because I haven't seen any research on it. So I certainly wouldn't want to say yeah, try that A, because compliance is super hard, especially with kids, and kids need carbohydrates for multiple reasons. One, to produce serotonin. So I think it's important to focus on a well-rounded plate rather than ketosis, unless there's an injury, and even then ketosis unless there's an injury, and even then that's still in the hypothesis research phase for brain injured patients.

Teri Miller:

That's a really fascinating question, for sure yeah, Just thinking about what can I do.

Dr. Amy Moore:

I'm so proud.

Dr. Amy Moore:

I do want to go back to. I do want to go back to that mindful breathing as something that we can teach our kids and do ourselves as adults who have ADHD, and so let's talk about that in a couple minutes when we get to. What could we do for that emotion dysregulation piece? But really, I just wanted to explain some of those differences in the brain to help everyone understand. It just doesn't work the same way, right? But what we're seeing is something called rejection-sensitive dysphoria, and that is this extreme emotional response to perceived criticism or rejection or withdrawal of love. Perceived is the key word here. If we think someone is criticizing us, rejecting us, withdrawing their love from us, if they don't like us, if they say something that feels like criticism, then about 80% of adolescents and adults with ADHD suffer from rejection-sensitive dysphoria. So that instance will throw us into an emotional tailspin. So what might that look like?

Teri Miller:

for, let's say, my give a couple examples my school-age kid, maybe 10, and then my teenager. What could that look like? What am I going to be seeing?

Dr. Amy Moore:

Sure, so if you were giving feedback to your child about their schoolwork and you said this has a lot of mistakes, you obviously didn't work very hard, that could be perceived as you think I'm dumb, you think I'm stupid, you think I'm lazy. That's perceived rejection or criticism, and so that could set a child off. So that's one example. Another example is when we impose a consequence.

Teri Miller:

That's what I was going to say. I was going to say what if it's normal part of?

Dr. Amy Moore:

parenting, so a parent could impose a consequence, and that could feel like withdrawal of love, that could feel like you are rejecting me because I've done something wrong, and that punishment feels way bigger than it might be. And so then you hit an emotional tailspin, and what's happening in that emotional tailspin is that the amygdala is hijacking the prefrontal cortex right. You're hitting fight or flight or freeze mode I like to call that Hulk brain rather than Bruce Banner brain and then you can't reason and you can't think. And what we do know this is fascinating too what we do know in the ADHD brain.

Dr. Amy Moore:

Dr Christina Ledbetter and I did this really big study on more than 5,000 kids and adults with ADHD and we looked at their cognitive profiles and what we found was that working memory was the most efficient of all of the cognitive skills. Well, we need strong working memory when we are trying to reason through options. And so one of those things that's happening in the ADHD brain in that fight or flight mode is that we just can't access all of the alternatives, all of the explanations, we can't hold them in our mind and then act on them, and so everything becomes a crisis. It's all a crisis, so what?

Teri Miller:

can we do? I'm going to just throw out I do this a lot with you, amy, that I'll say real life scenario happened this morning. All right, so my youngest that I have at home, the rule is that they don't, in the summertime, they don't get on screens until two o'clock because otherwise they would be on screens all day long, like for 10 hours, instead of if I say that at least they maybe, then it's only two to seven, only five hours, but anyway, the rule, that's the rule. He's been doing this sneaky thing and getting up early and playing video games before the rest of us are up and around, and but I hadn't caught him yet. I knew he was. I would see him shift away, close the computer.

Teri Miller:

This morning I walked out and he was just headphones on, going away, and I was like buddy, better that, you know the rule, and so that's just it. We've talked about this before, and so no more screens today. I'm going to need to go ahead and take your computer and you need to give me your phone, the tailspin you're talking about. So what do I do? What do I do as a parent? How could I have done that better?

Dr. Amy Moore:

Okay, love that example, love that example.

Teri Miller:

Oh gosh.

Dr. Amy Moore:

That's actually a big example, right? That is not just hey, maybe you could have said it this way. That actually goes back to why is that boundary the way it is, and you explained that a little bit, right, you're worried that they're going to spend all day, every day, on screens. So did you come up with that boundary and that rule alone, or was that a conversation with your kids?

Teri Miller:

It was actually a conversation, because we talked about how many hours do you think is appropriate? And they said summertime maybe four to five hours. And then we observed it a few times and discussed it, and they agreed that when they started screens at 10, it was very difficult and they were angry to stop screens after four or five hours. Okay, so we did discuss it.

Dr. Amy Moore:

So then how did you determine that 2 pm was appropriate or would be the boundary?

Teri Miller:

It was just. That's usually when rainstorms come, the mountains of Colorado, and so that's when, hey, you could be out riding bikes, you could be hiking, whatever, but by 2, it's come on in, it's going to be a yucky afternoon okay, so that was part of the conversation, though.

Dr. Amy Moore:

Uh-huh, yeah, we talked it out, okay, um, and then did you talk ahead of time. Hey, what happens if you guys don't honor this foundry?

Teri Miller:

yep okay and what did you come up with? The third three strikes you're out Like the first time it's okay, we forget Second time. Hey, I understand, I know it's really hard. Third time, you lose your screens for the day.

Dr. Amy Moore:

And then did you clearly identify what screens were Uh-huh. Okay, so phones were part of that, yep.

Teri Miller:

Okay For the two little ones, because they don't have service, their phones are only for games. Little fun things.

Dr. Amy Moore:

Okay, so it doesn't act as a connection piece. So, listeners, the reason why I asked her about phones is that I'm not a couple of other episodes, but phones are a way that our kids can be connected to people that they love, and connection is the number one buffer against mental health crisis. You hear me say that all the time, and so my advice is not to use a phone as a punishment. But, in short case, the phone does not connect them with anyone, it's just for gameplay, right?

Teri Miller:

Yeah, because we're talking like 11, 12. Yeah, and so my teenage kids, and you know what. I may have done this because of your influence, amy, because I think I used to when phones were newer, with my older kids, because I have a kid that's turning 30. So I've had a lot of it. But when they were newer, in our home, I would do that you lose your phone. That's a privilege and I would take the phone away. And somewhere along the past several years and I'm sure it's because of you I was like that is not a good idea. And so, from my boys my son that's 21 on down, I don't, I do not. Once they have that connection, I won't take it away, and sometimes I'll. I'm sorry for that. Once they have that connection, I won't take it away, and sometimes I'll. I'm sorry for that, thank you.

Dr. Amy Moore:

So all right. So it sounds like you did a phenomenal job, terry, with having the discussion, problem solving with the kids as a group, having them come up with what those limits are going to look like when those limits start. So great job. So then let's talk about this morning specifically, instead of saying to your child okay, give me everything. You've broken the rule. Three strikes, you're out. How could you have turned that into a conversation? Three strikes you're out.

Teri Miller:

How could you have turned that into a conversation? I could have said do you remember what the rule is? Can you tell me what our rule is Exactly? And then have him say it.

Dr. Amy Moore:

Yeah, so then he identifies that he's broken the rule.

Teri Miller:

And so then you would say and do you remember what the consequence was? Buddy yeah.

Dr. Amy Moore:

I did not do that. Instead of you taking it away, say so. You need to put it away, like you all determined.

Teri Miller:

Agreed, yeah, even I could have even asked him where would you like to, where do you like to put your computer and phone for the day? Absolutely, oh Mick.

Dr. Amy Moore:

Because then what that does is it puts the responsibility solely on him. Right, he helped problem solve, he helped create that boundary with the kids, and so you're still leaving him with that responsibility. Then, okay, you've identified that you've broken this rule three times, and now you know what the consequence is, so I need you to take care of it. Okay, you've identified that you've broken this rule three times, and now you know what the consequence is, so I need you to take care of it.

Teri Miller:

Yeah.

Dr. Amy Moore:

And then he still may do it kicking and screaming, but it's still on him. You made the choice, therefore you need to so.

Teri Miller:

So even if I had done that well and I think even if I had done that better, I just knowing what's been going on I think he would have had a meltdown anyway because of that. Anytime I have to ask more than once about something, or it's very upsetting to him. So once that tailspin happens, how should I handle?

Dr. Amy Moore:

it so you can't co-regulate from another room. I always say that, and co-regulation is bringing our calm to their fire. So when they are emotionally dysregulated, they're upset, they're in an emotional tailspin. It's our responsibility to stay calm and close and present. We can validate. Hey, I know that was really upsetting. I'm sorry that you're gonna have to find something else to do today, so I know that's tough. So you can validate what they're going through. I'm here if you need something, okay I did not do that either.

Dr. Amy Moore:

It's hard right, but so what did you do?

Teri Miller:

I was heading, I just needed to head out the door, okay, and I was taking my other two kids to their theater camp and I just had to go, and so I was like, let's you know, I didn't do that like hand them over, and so I just took them with me, I literally brought them to the car with me, it just just was in a hurry, yeah, so I just wasn't in a position to sit with them. That's not always true, but that does happen sometimes, where the meltdown happens when you've got to get in the car and go and yeah.

Dr. Amy Moore:

Yeah, Did he get in the car with you or he was he got?

Teri Miller:

No, he stayed.

Dr. Amy Moore:

So you. So then you have a couple other options. So it's not a health or safety issue, meaning there's not an emergency happening. You could have chosen to ignore it and address it tonight, when you get home from work, when you do have time to sit with the fire. That he's going right, so you could have just patted him on the head, kissed him goodbye, whatever it is. You do have time to sit with the fire, that he's going right, so you could have just patted him on the head, kissed him goodbye, whatever it is you do, and come on to work and then, when you got home, say, hey, we need to chat.

Dr. Amy Moore:

I noticed this morning that you were playing video games, and can you remind me what the rule is for that and had the conversation tonight when you have time then, to also hold space for the big feelings that come after. Yeah, if it's a health or safety emergency, you can't do that, right. Sometimes you're just going to have to swoop in, solve the problem, fix it, change the environment, whatever it is. But that was not an emergency. It is a conversation that could have waited until you had time to fully explore the fallout. Yes, not do anything wrong. We're just talking about like how do we make this easier in the long term for us as parents and for our kids to be able to learn A how to honor boundaries and rules, but also what to do with the big emotions? Like, you left him with his big emotions and he doesn't know what to do with them now.

Dr. Amy Moore:

That's tough, yeah, but we all do it. We've all done it. Yeah, but we all do it. We've all done it. Yeah, we've all dragged our kids kicking and screaming into the car because we're running late, pushed them out of the car on the school curb because we have to get to work Right. Like we mess them up, we screw the kids up. Even though we're experts in psychology, we still screw our kids up right Because we're human and so we have to show ourselves grace for that and do the repair work if we need to.

Teri Miller:

The learning. I think this is so great. This conversation is amazing because this was a practical situation and my head is going with the ways I could have done it different and the way I'm going to do it different next time, because I don't want to put this on. I mean, it's probably something similar is going to happen, like tomorrow, but I'm learning. So, as long as I'm learning, as long as I knew it was uncomfortable, I knew something wasn't right and I didn't handle it well and gosh, that's really great help.

Dr. Amy Moore:

Gosh, that's really great help. Yeah, and I think that's all we can do is debrief or reflect on the interaction and the exchange and our decisions and say, okay, what do we value as parents, what is important to us in terms of parenting, what do we hope that our kids take away from their childhood? And then we have to ask ourselves, okay, is how I handled that this morning consistent with what I value as a parent? And so that's hard right, like where we really have to break down. Okay, do we want our kids to be loving and kind and empathetic and contributing members to society? Like, what is it that we value? And then, what do we want out of our relationship with our kids? Right, I want my kid to feel loved unconditionally. I want my kid to know that, no matter what they do, I still love them, whatever your parenting values are.

Dr. Amy Moore:

And then when you debrief okay, how'd I handle that this morning? Are there holes in that? Did you detour? I like to call this it choice point. I adapted that idea from acceptance and commitment therapy, right? So a choice point where whatever I do or say is either leading me, pointing me towards what I value, or away from what I value, if you can visualize that as a fork in the road, then you're able to say, okay, that was moving me away from what I value as a parent, so how could I do it differently next time so that it moves me towards what I value as a parent?

Teri Miller:

Hey, I've got some repair to do this evening, but I'll have to let you know personally how that goes tomorrow.

Dr. Amy Moore:

I would love to know that.

Teri Miller:

I want to ask another different ADHD question. So you talked about working memory as a big issue in the ADHD brain and so another thing that I see in one of my different kids ADHD kids, teenage gal she really struggles making decisions and like for her birthday even things that she could do whatever she wants. She'll just wait till the last minute. She'll be like I don't know if I want to do a bonfire with my friends, I'm not sure, and I don't know if they can all come and she just hems and haws for weeks and she can't seem to make a decision. What's going on with that and how can I help her? That's a great question.

Dr. Amy Moore:

Okay, so let me tell you the difference in how ADHD brains make decisions and non-ADHD brains make decisions.

Dr. Amy Moore:

So if you don't have ADHD and you're faced with a decision, you typically choose the most important thing to focus on or to do first, then the next most important thing and then probably something that might have a reward attached. That's normally the order in which we would choose something. In the ADHD brain, everything is important, all options look the same, and in the absence of that ability to rack and stack what's more important or what we like more or what would be more rewarding, because we can't differentiate it's all important, so then it paralyzes us. So if you've got so many choices, then no choice is going to happen because we just can't decide which one is better, and so in that case it's probably best to narrow those choices down. So if you notice that you know your child's paralyzed by this open-ended invitation, you could say hey, I noticed that you're having trouble picking something. Would you like some ideas? And then maybe she'll say sure, and then have three ideas that you could offer.

Teri Miller:

Okay.

Dr. Amy Moore:

And you could also help her determine pros and cons for each of those ideas, because then, when we start to break down the options, then it makes it a little bit easier to choose.

Teri Miller:

Okay, just yeah. An example was the birthday thing. It's been a while back, but what you're saying is what we went through. But I, the way I thought of it, as my brain was processing it as process of elimination, that I was helping her do that process of elimination and so that I was able to be like, okay, if you had to choose between only doing something with your two best friends or having your whole theater group friends, over which would you choose? And she was able to. Pretty quickly she narrowed it down like process of elimination, so each thing, and then ultimately she did land on the bonfire, but I should have done this process much earlier because my pen was like two days before. But I feel like that's the same thing that you're saying Narrow her choices.

Dr. Amy Moore:

Yes, and there's a chance that when you give three choices instead of an open-ended choice, that none of those will seem exciting, then you say would you like three more choices or do you want to break down the pros and cons of these first? And so you just have to be the coach or the guide on the side when you have those conversations. The good news is the success that she will feel at the end, that she's actually chosen something that creates a new neural pathway.

Dr. Amy Moore:

that is what narrowing down choices feels like yeah and then the hope is the next time she might be able to apply that same technique. Or you might have to do that three, four, five, six, 12 more times with her, right before she starts to say, okay, last time, this is how I made a decision. So it becomes a process that the ADHD brain learns, rather than it being a natural rack and stacking of priorities.

Teri Miller:

Okay, that's so good, and why, as parents, do we so often think? I told you that once and we talked about it again last week, and so why are you fixing it? And yet, if we think about toddlers, kids learning to talk, whatever, we have to go over please and thank yous a million times before it really sticks and before you'll have that moment where they open something at Christmas and look up and go, thank you.

Dr. Amy Moore:

And again so, that same study that I mentioned before that working memory was the most efficient skill. We actually identified three deficient cognitive skills. It was working memory, long-term memory and processing speed. So, applied to this scenario, you have to be able to hold all of the options in your mind at the same time that's working memory and act on them, which is making a choice. You have to do it in a reasonable amount of time, right, that's a processing speed issue. And the long-term memory piece comes in when you have to remember how did I solve a similar situation the last time, or how much did I enjoy a similar experience, right? So when you're having trouble retrieving memories, when you're having trouble holding options in your mind to act on them, and because your processing speed is slow, right, that gives you even more opportunity to forget what's in your mind. Right, because it's taking too long to make the decision. So we have to come behind and support all of that. Interestingly, this has nothing to do with attention, did you notice?

Teri Miller:

It's so interesting Because the attention is a symptom right of the real underlying cognitive skill problem.

Dr. Amy Moore:

Yeah, we automatically think because hello, it's named wrong attention, attention deficit disorder, when we don't have a deficit of attention, we have too much attention. We pay attention to everything, like I'm saying all options are important or everything's a crisis right. We pay attention to it all to the point where it's paralyzing or we have an emotional meltdown. So if we don't look at strengthening or plussing up or supporting memory and processing speed, then we're going to have this same conversation again and again.

Teri Miller:

Okay, gosh, this is just. This is so important, these kinds of conversations and learning, listening to podcasts, reading books, just as a parent, because if we're not intentional, it is way too easy to just be impatient, to think the behavior's the issue. You're just rebellious, you're just disrespectful, all these things that we do that we tend to shake our head, shake them and shake our heads that really we can first of all have compassion. I love that you made that the first, number one issue, so that I can take that breath and think he's not doing this on purpose, it's. This is really a struggle for him. But then, number two, I'm not going to let that be an excuse and say he's not doing it on purpose, that's just his ADHD brain, that's just what's happening. So I'll just let him continue acting that way because that's not preparing him for the real world. And so then you're giving us some solutions, practical solutions, and I think that's so valuable.

Dr. Amy Moore:

Yeah, and I think it's super important too, when you're parenting with consequences, to ask yourself what lesson does this consequence give my child? Because we think of discipline as punishment, when really the word discipline comes from the word disciple, which means to teach, and so we want to teach our kids. Hey, this is how you problem solve, this is how you decide whether you are going to act this way versus that way. Right, we want our kids to do the right thing because it's the right thing to do, not because they are afraid of being disciplined or punished, because that actually doesn't prepare them for the real world. Right, what prepares them for the real world is critical thinking skills, problem-solving skills, that ability to talk through options and then be able to choose the best one.

Dr. Amy Moore:

And so I like to recommend that everything is a conversation first. Everything is a conversation first, unless it's a safety emergency. Your kid's in the middle of the street. You better go get your kid out of the street. That is not a conversation, but that's an emergency. Most things are not emergencies, and so we have to recognize parenting young children is temporary, and so we have to recognize parenting young children is temporary and it does take extra time to have conversation. It's a whole lot easier just to impose a consequence. Yeah, but does that equip them for?

Teri Miller:

not doing it again. It's about taking responsibility. Not doing it again. It's about taking responsibility, and I love that that. I need to do better with my kiddo to ask him what was the rule. Let him take responsibility for what we talked about, and that's huge, because then that's that is teaching that personal responsibility, which then it applies to everything. It's not just this one issue, it's not just about screens to everything. It's not just this one issue. It's not just about screens or screen time. It's about their rules that have consequences and you need to be personally responsible for them.

Dr. Amy Moore:

Yeah. Another alternative could have been you have this time limit that you all decided was reasonable, and so when you come downstairs and you see your child starting early, you could say, hey, I noticed that you are starting early today, so what time will you need to turn that off to make sure that you are within your time limit for the day? Yeah, so that then it teaches your child. Okay, there's more than one way to honor the boundary or honor that limit, and I made the decision to start early, which means I have to be done earlier than everybody else.

Teri Miller:

Yeah, that would be good too. It makes me want to rethink even our little summer plan, like maybe revisit the conversation with them, because what if it is that he really wants that time all alone in the morning? What if that's important to him and I need to ask him and find that out and revisit it? Just because we decided at once doesn't mean that it's still holding true mid-July.

Dr. Amy Moore:

Absolutely. I think you just nailed it that flexibility will lower the temperature on your frustration, and it honors your child's ability to change his mind about something, and so I think you nailed it. All right, good stuff, good stuff, all right. If you have not followed us on social media at the Brainy Moms, please do that. We love to interact with our followers. If you'd rather see our faces, we are on YouTube and you can catch us on our website at the Brainy Moms. Be sure to check out our sponsor, learningrx. We talk about those cognitive skills working memory, long-term memory and processing speed being deficient in ADHD. Adhd more than attention, and that's exactly what LearningRx addresses is strengthening those cognitive skills that are necessary for thinking and learning all day, every day. Thanks for tuning in, guys. We're going to catch you next time.

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