Podcast
The Mother -Son Podcast: With Kim & Jake
Hosted by Kim & Jake - Mother Son Team · EN
Real conversations. Real connection.
The Mother Son Podcast with Kim and Jacob is a heartfelt and often humorous series where a real-life mother and her teenage son explore the joys, challenges, and awkward moments of growing up and parenting. From navigating friendships and school drama to handling bullies, big feelings, and social pressure, no topic is off limits.
Jacob, who is on the spectrum, brings his unique insights, humor, and perspective to every conversation. Together, they share their journey with neurodiversity, parenting, and learning to embrace each other’s differences and strengths.
Whether you’re raising a tween, parenting a neurodivergent child, or just want to hear meaningful (and funny) mother-son moments, this podcast is for you.
20episodes
Episodes
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Episode Note: A Brief Pause — We’ll Be Back Soon 🎙️⏸️
Feb 900:02:01Tap to summarizeSend us Fan MailWe wanted to share a quick update with our listeners 💛 The Mother-Son Podcast with Kim & Jake will be taking a short pause while we upgrade our equipment 🎧 and navigate Jacob’s busy gymnastics meet season 🤸♂️, along with school and practice.This isn’t goodbye—it’s simply a reset so we can continue bringing you thoughtful, meaningful conversations with the quality and focus you deserve ✨During this time, we’d love to stay connected. Your messages, questions, and episode ideas help shape this podcast, and we’re so grateful for this community 🫶You can reach us anytime:🌐 Website: http://www.themothersonpodcast.com 📱 Instagram: @themothersonpodcast 💬 Or use the “Send Us a Text” link in the show notesThank you for being here with us. We’ll talk to you soon 🎙️— Kim & JakeSupport the show
Transcribe →Facing Fear in Kids: Why It Shows Up as Anger or Anxiety—and How Parents Can Help
Jan 2600:18:19Tap to summarizeSend us Fan MailFear is something every child, teen, and adult experiences — but it doesn’t always look the way we expect.In this episode, we explore why fear exists, how it shows up in kids (often disguised as anger, anxiety, avoidance, or physical symptoms), and how parents, teachers, and schools can respond in ways that actually help.Using brain-based research, Kim and Jake break down what’s happening in the nervous system when kids are scared — and why saying “you’re fine” often makes things worse.This episode is especially important for parents of neurodiverse kids, who may experience fear more intensely and be misunderstood at home or at school.🧠 What You’ll Learn in This EpisodeWhy the brain is wired for fear — and why it reacts before logic kicks inHow fear can be misread as anger, defiance, anxiety, or shutdownWhy dismissing fear increases distress (and what to say instead)What “name it to tame it” really means in the brainHow fear creates real physical symptoms like stomachaches, headaches, shaking, and rapid heart rateThe role of adrenaline and cortisol in stress and fear responsesWhy fear can hit neurodiverse kids harder and last longerHow fear shows up during the school day — and why many kids melt down after schoolPractical tools kids can use at school to manage fearWhat teachers and administrators can do to support fearful or anxious studentsThe difference between healthy fear and fear that starts running the showHow parents can model brave, regulated responses to fear🧩 Key Takeaways for Parents & EducatorsFear is information — not a flawA dysregulated brain cannot learnValidation calms the nervous system; dismissal escalates itAvoidance reduces fear short-term but strengthens it long-termRegulation comes before reasoningSupporting fear does not mean lowering expectations — it means removing barriers to learning and growth🎒 Tools Kids Can Use at SchoolNaming fear internally: “I’m uncomfortable, not unsafe”Slow breathing and grounding through the bodyMuscle tightening and releasingIdentifying a trusted “safe adult”Using visual schedules and predictability🏫 What Helps in the ClassroomCalm, private redirection instead of public correctionPredictable routines and clear expectationsOffering choices rather than ultimatumsSensory or movement breaksTrauma-informed, neurodiversity-affirming practices🔬 Research & Science ReferencedJoseph LeDoux – Fear, the amygdala, and threat circuitryDaniel J. Siegel – “Name it to tame it” and nervous system regulationNational Institute of Mental Health – Fear, anxiety, and physical stress responsesAmerican Academy of Pediatrics – Child mental health and trauma-informed careCenters for Disease Control and Prevention – Stress, regulation, and learning outcomesAmerican Psychological Association – Avoidance, anxiety, and exposure-based approaches💬 Connect With UsWebsite: https://www.themothersonpodcast.comInstagram: @themothersonpodcastUse the “Send Us a Text” link in the show notes — we love hearing from you!If this episode resonated, please share it with another parent, teacher, or caregiver, and leaveSupport the show
Transcribe →How to Break Bad News to Your Child: What to Say at Every Age (Backed by Science)
Jan 1900:20:14Tap to summarizeSend us Fan MailBreaking bad news to your child is one of the hardest parts of parenting — and something every family faces at some point.In this episode of The Mother-Son Podcast, Kim and Jacob talk through how to break bad news to kids in an age-appropriate way, including conversations about death, divorce, moving, health diagnoses, and financial disappointment.Using real parent-teen dialogue, personal stories, and research-backed insights, this episode explains why kids react the way they do and what actually helps them cope — without increasing fear, anxiety, or confusion.You’ll learn why kids aren’t “mini adults,” how brain development affects emotional reactions, and why honesty needs to look different at different ages.What We Cover• Why bad news triggers strong emotional reactions in kids • How brain development affects stress, fear, and coping • What to say (and what to avoid) when sharing hard news • Why repair matters more than saying everything perfectlyAge-By-Age GuidanceAges 3–6: Kids think literally, how euphemisms can confuse them, and why repetition and reassurance matter.Ages 7–11: How honesty (without oversharing) reduces anxiety, and why kids this age look for fairness and reasons.Ages 12–14 (Tweens): Tweens internalize stress, worry about identity, and need transparent but bounded communication.Ages 15–18: How honesty and respect build trust, why teens may mask emotions, and why parents shouldn’t lean on teens emotionally.A Special Focus on DivorceWe spend extra time discussing how divorce impacts kids at every age, including:• Why kids struggle more with conflict and secrecy than divorce itself • How communication style affects long-term emotional health • Why kids should never feel responsible, take sides, or act as messengers • What research shows helps kids adjust over timeResearch & Sources ReferencedThis episode is informed by peer-reviewed research, including:Shomoossi, N. & Rad, M. – Age-specific communication when delivering difficult newsD’Onofrio et al. (2019) – Divorce, separation, and child mental health outcomesvan Dijk et al. (2020) – Interparental conflict and child adjustmentAmato (2010) – Divorce as a process and child well-beingLansford (2009) – Long-term adjustment following parental divorceVélez et al. (2011) – Parent-child relationship quality after divorceCompas et al. (2017) – Coping and emotion regulation in children and adolescentsCao et al. (2022) – Child adaptation trajectories following divorce(Full citations available upon request or in extended show notes.)Key Takeaways for ParentsKids aren’t mini adults — their brains process stress differentlyHonest, age-appropriate communication builds trustAvoiding hard conversations can increase anxietyRepair matters more than perfectionLetting kids feel their feelings safely is essential for healthy emotional developmentConnect With Us💬 Send us a message using the “Send Us a Text” link 📸 Follow us on Instagram: @themothersonpodcast 🌐 Visit: TheMotherSonPodcast.comIf this episode helped you, please share it with one parent or caregiver — it truly helps us grow. And if you can, leave a 5-star review with a few kind words. ⭐Support the show
Transcribe →Why Do Parents & Teens Argue So Much? Is This Normal — and How Do We Argue Less?
Jan 1200:18:59Tap to summarizeSend us Fan MailIf it feels like every simple request turns into an argument — brushing teeth, getting off screens, bedtime, chores — you’re not alone. And if you’re a teen who feels constantly nagged, controlled, or misunderstood… that’s real too.In this episode of The Mother-Son Podcast with Kim & Jake, we explore why parent-teen conflict increases during adolescence, what’s actually happening in the teen brain, and how families can argue less without giving up healthy boundaries.We cover:Is frequent parent-teen arguing normal?Why conflict peaks in early adolescenceWhy repeated reminders often backfireHow autonomy, control, and brain development collideWhy neurodiverse kids experience conflict differentlyWhat actually helps with routines, hygiene, bedtime, and screen limitsUsing real-life role-play, humor, and evidence-based research, Kim and Jake break down everyday battles like tooth brushing and phone use, and show how parents can protect kids’ health without escalating power struggles.🧠 What the Science ShowsResearch explains that:Parent-teen conflict is a normal developmental phaseTeens have strong emotional responses but limited regulation skillsRepeated reminders often feel like psychological controlPerceived control increases resistance and emotional reactionsAutonomy-supportive communication improves cooperationFor neurodiverse kids, challenges like executive function delays, sensory sensitivities, and slower transitions can intensify these conflicts — requiring fewer reminders, clearer routines, and calmer tone.🪥 From Tooth Brushing to Screen TimeThis episode shares practical, low-drama strategies, including:Why consistency matters more than perfectionHow to lower expectations when routines break downWhen timers help — and when they hurtHow to address sensory barriersWhy parents are responsible for the outcome, not the methodHow to set screen limits that feel protective, not controlling💛 The Big TakeawayArguing doesn’t mean something is wrong.It often means development is happening. This phase does not last forever, and how conflict is handled now shapes the relationship later.📚 Research Cited in This EpisodeSmetana, J. G. (2011). Adolescents, Families, and Social Development. Wiley-BlackwellSteinberg, L. (2008). A Social Neuroscience Perspective on Adolescent Risk-Taking. Developmental ReviewCasey, B. J., Jones, R. M., & Hare, T. A. (2008). The Adolescent Brain. Annals of the NY Academy of SciencesOwens, J. A. (2014). Insufficient Sleep in Adolescents. Nature and Science of SleepSoenens, B., & Vansteenkiste, M. (2010). Autonomy-Supportive Parenting. Journal of AdolescenceBarkley, R. A. (2015). ADHD: A Handbook for Diagnosis and Treatment. Guilford Press📣 Connect With UsHave a story to share or a topic you want us to cover? 📩 Send us a message on Instagram or through our website. 📱 Use the “Send Us a Text” link in the show notes.⭐ If this episode helped, please leave a 5-star review and share it with at least one parent, teen, or teacher — it helps more than you know.Support the show
Transcribe →Is There Anything Good About ADHD? What Science Says About Strengths & Neurodiversity
Jan 500:20:25Tap to summarizeSend us Fan MailIn this episode of The Mother-Son Podcast with Kim & Jake, we dive into what research actually says about the positive side of ADHD and neurodiversity. While ADHD is often discussed only in terms of challenges like inattention, impulsivity, emotional regulation, and executive functioning, growing scientific research shows that ADHD is also associated with real, measurable strengths.Together, Kim and Jake explore peer-reviewed studies that highlight traits such as hyperfocus, creativity, divergent thinking, cognitive flexibility, sensory sensitivity, intuition, curiosity, and resilience. They also talk honestly about the lived experience of being neurodiverse in school environments that aren’t always designed to support these strengths.This episode carefully distinguishes between ADHD, Autism Spectrum Disorder (ASD), and co-occurring ADHD + ASD, explaining what research says about cognitive flexibility, routines, and sensory processing — without overgeneralizing or minimizing challenges.If you’re a parent, educator, or teen wondering whether ADHD is only a deficit, this conversation offers a science-backed, compassionate reframe.🧠 What You’ll Learn in This EpisodeWhat a 2025 peer-reviewed study found about strengths in adults with ADHDWhy hyperfocus is real, measurable, and context-dependentHow creativity and divergent thinking show up in ADHD researchThe difference between ADHD and autism when it comes to cognitive flexibilityWhy sensory sensitivity can be insight — not just overwhelmWhat research shows about ADHD traits and creativity in childrenHow focusing only on deficits can impact mental health and self-esteem📚 References & Research Cited in This EpisodeTaylor, J., et al. (2025). Psychological strengths in adults with ADHD and their association with well-being. Indexed in PubMed.Sedgwick, J. A., Müller, J., et al. (2024). Associations between ADHD traits, hyperfocus, cognitive flexibility, and sensory sensitivity. Personality and Individual Differences. ScienceDirect.White, H. A., & Shah, P. (2006; 2011; 2016). Creativity and divergent thinking in adults with ADHD. Peer-reviewed psychology journals.Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences.Antshel, K. M., et al. (2016). Executive functioning in autism spectrum disorders with and without ADHD. Journal of Child Psychology and Psychiatry.American Psychiatric Association (2013; 2022). DSM-5 and DSM-5-TR: Autism Spectrum Disorder diagnostic criteria.Aron, E. N., & Aron, A. (1997). Sensory-processing sensitivity and its relation to introversion and emotionality. Journal of Personality and Social Psychology.Aron, E. N. (2010). Psychotherapy and the Highly Sensitive Person. Routledge.Baron-Cohen, S., et al. (2009). Talent in autism: Hyper-systemizing, hypersensitivity, and pattern recognition. Development and Psychopathology.European College of Neuropsychopharmacology (2025). ADHD traits and creativity in children. Conference research presentation.📲 Connect With Us💬 Send us a message using “Send Us a Text” in the show notes 🌐 Visit us at themothersonpodcast.com 📸 Follow us on Instagram @themothersonpodcastIf this episode resonated with you, please share it with a parent, teacher, or teenSupport the show
Transcribe →Happy Holidays & Cheers to the New Year from Kim & Jake!
Dec 2200:04:58Tap to summarizeSend us Fan MailAs this year comes to a close, we just want to say thank you.When we started The Mother-Son Podcast, we never imagined how meaningful these conversations would become—not just for us, but for so many of you listening along. This year we’ve talked about big topics: parenting through tough moments, ADHD and neurodiversity, discipline, emotions, communication, resilience, growing up, and what it really looks like to learn and grow together as parents and kids.Because of you, we’ve now published 38 episodes—and every message, DM, comment, and shared episode has reminded us why this podcast matters. Your stories, encouragement, and engagement have helped us continue to grow, learn, and keep showing up honestly.As we head into January, we’re so excited to begin Season 3—a fresh new season with new conversations, deeper dives, and even more real, relatable moments between a mom and her son navigating life together.From our family to yours, we hope this holiday season brings you connection, rest, laughter, and a little extra grace—for yourself and for the people you love.Thank you for being part of our community. We truly couldn’t do this without you.With gratitude and holiday cheer, Kim & Jake The Mother-Son Podcast 🎙️❤️Message us through Instagram or our Website! We love hearing from you. Don't forget to subscribe and give us a 5 Star Review. You can help us keep going! Support the show
Transcribe →Should My Child Get Diagnosed With ADHD? Why Early Signs Should Never Be Ignored
Dec 1500:14:40Tap to summarizeSend us Fan MailShould my child get diagnosed with ADHD? If you’ve ever asked yourself that question, this episode is for you.In this episode of The Mother-Son Podcast with Kim & Jake, we explore why recognizing and diagnosing ADHD early can be life-changing — and why missing the signs can have serious emotional, academic, and mental-health consequences for kids and teens.Inspired by a real story of a teenager whose undiagnosed ADHD led to repeated runaway episodes, Kim and Jake break down what ADHD really looks like beyond stereotypes, why so many children are misdiagnosed or overlooked, and what research shows can happen when ADHD goes untreated.From impulsivity and emotional overwhelm to anxiety, depression, risk-taking, and social isolation, this episode explains how undiagnosed ADHD can quietly spiral — and how early diagnosis provides clarity, tools, and hope.⏱️ Episode HighlightsCommon myths vs. what ADHD really looks likeResearch-backed risks & emotional toll of ignoring ADHD symptomsWhy early diagnosis improves long-term outcomes🧠 Key TakeawaysADHD is a neurodevelopmental condition, not a behavior problem or parenting failureUndiagnosed ADHD is linked to higher risks of anxiety, depression, substance use, academic struggles, and low self-esteemMany children — especially girls and quiet kids — are overlooked due to stereotypesEarly diagnosis is not about “labeling” a child, but about understanding and supportProper intervention can reduce risk-taking, improve emotional regulation, and change life trajectories🚩 Common ADHD Red Flags DiscussedChronic forgetfulness and disorganizationDifficulty finishing tasksIntense, sudden emotional reactionsImpulsivity and poor risk assessmentTrouble with social cues and peer relationshipsSensory overload or shutdownsFeeling misunderstood despite trying hardIf these patterns are persistent, not occasional, it may be time to seek an evaluation.🛠️ What Parents Can Do NextSchedule a professional ADHD evaluationLook into school accommodations (504 plans, IEPs)Consider therapy for emotional regulation and executive functioningLearn about ADHD to become your child’s strongest advocate📚 References & Supporting ResearchCDC. ADHD Data & Statistics. https://www.cdc.gov/adhdAmerican Academy of Pediatrics. ADHD Clinical Practice Guidelines. https://publications.aap.orgNational Institute of Mental Health. ADHD Overview & Treatment. https://www.nimh.nih.govBarkley, R. A. (2015). ADHD: A Handbook for Diagnosis and Treatment. Guilford Press.Faraone, S. V., et al. (2015). International Consensus Statement on ADHD. Neurosci & Biobehav Rev.Chronis-Tuscano, A., et al. (2010). ADHD & Risk for Depression and Anxiety. J Child Psychol Psychiatry.Cobham, T. (2025, Nov 28). Undiagnosed ADHD & Missing Youth. The Independent.Have questions, experiences, or a story to share?📩 Click the “Send Us a Text” link in the show notes 📷 Follow and message us on Instagram @themothersonpodcast 🌐 Visit www.themothersonpodcast.com 💛 Support the Show Listener support helps us improve equipment, cover produSupport the show
Transcribe →How to Support ADHD Students in the Classroom: 10 Ways to Improve Focus & Behavior
Dec 800:11:10Tap to summarizeSend us Fan MailIn today’s quick mini-episode, Kim and Jake share 10 evidence-based strategies teachers can use to help ADHD students thrive. These approaches reduce disruptions, boost engagement, and make school more manageable for neurodiverse kids. If you're a teacher, tutor, coach, or parent, this episode gives simple tools grounded in what we now understand about ADHD as a dopamine-regulation condition — not a discipline problem.🔥 What We CoverADHD is a dopamine-regulation issue — not laziness or defiance.Classroom jobs improve focus — movement + responsibility = engagement.Short, clear steps reduce overwhelm and support working memory.Timers, games & challenges increase on-task behavior and ease time-blindness.Movement breaks & quiet fidgets regulate the nervous system and improve learning.Giving choices boosts motivation because choice increases dopamine.Immediate, specific feedback works best for ADHD brains.Strategic seating supports focus without isolating students.Visuals and written instructions help information stick.Celebrate progress, not perfection to build confidence and connection.🎯 Why This MattersKids with ADHD often want to do well — their brains just work differently. With the right tools, teachers can dramatically improve focus, behavior, confidence, academic performance, and relationships. Small adjustments can unlock potential and reduce classroom stress.📩 Share This EpisodeKnow a teacher, para-professional, tutor, or coach who works with ADHD students? Send this their way — these strategies are quick, simple, and research-backed.📚 ReferencesADHD, Dopamine & Behavior • DSM-5 — ADHD as a neurodevelopmental condition involving executive function/dopamine pathways. • Volkow, N. et al. (2009). ADHD and dopamine dysfunction. JAACAP.Movement & Focus • Hartanto, T. et al. (2015). Movement improving cognitive performance in ADHD. • Sarver, D. et al. (2015). Movement during tasks improving working memory.Timers, Time Blindness & Engagement • Dovis, S. et al. (2012–2015). Time-processing and external time aids. • Frontiers in Psychology (2021). Time-assistive devices for ADHD. • “Time on Their Side” (2025). Visual timers reducing off-task behavior.Clear Directions & Working Memory • Barkley, R. A. (2014). Nonverbal working-memory deficits in ADHD.Feedback & Reinforcement • Fabiano, G. et al. (2009). Immediate reinforcement improves compliance. • CDC: Classroom strategies emphasizing clarity and structure.Fidgets, Movement Breaks & Sensory Regulation • OT guidelines supporting quiet fidgets and sensory tools.Visual Supports • Research showing multisensory instruction improves retention and reduces off-task behavior. 💌 Have a question or episode idea? We’d love to hear from you! Send us a message at www.themothersonpodcast.com or DM us on Instagram @themothersonpodcast. 💛 Support the Show Listener support helps us improve equipment, cover production costs, and save for Jacob’s future college journey. Thank you for supporting real parent–kid conversations. Support the show
Transcribe →Should I Spank My Child? Spare the Rod? What Science Says About Spanking & Modern Discipline
Dec 100:28:51Tap to summarizeSend us Fan MailIn this eye-opening episode, Kim and Jake explore the truth behind one of the most quoted — and misquoted — sayings in parenting: “Spare the rod, spoil the child.” Together, they unpack where the phrase really came from, how corporal punishment became woven into American parenting culture, and what modern science reveals about its long-term effects.Kim shares her personal experience growing up in an era where spankings were normal and unquestioned, while Jake reflects on being raised with empathy, communication, and natural consequences — especially important for his neurodiversity.You’ll learn:What “corporal punishment” truly means (and doesn’t).Why the “rod” in Proverbs wasn’t about hitting children.How discipline evolved from fear-based control to connection-based teaching.What 50+ years of research shows about the emotional, behavioral, and developmental impact of spanking.Why neurodiverse children (ADHD, ASD, sensory differences) are especially harmed by physical punishment.The psychology behind “But it worked for me…” and why nostalgia clouds memory.Effective, evidence-based alternatives that actually teach skills instead of instilling fear.A step-by-step guide for parents who want to transition away from spanking — including how to talk to your kids, how to rebuild trust, and whether you should apologize for past discipline.Whether you grew up with corporal punishment or are navigating modern parenting philosophies for the first time, this episode offers compassion, clarity, and practical strategies you can use immediately.⭐ Leave Us a 5-Star Review: Your reviews help our show reach more families! 💬 Got a question or comment? Send us a DM on Instagram @themothersonpodcast or message us through our website: themothersonpodcast.com 📚 Supporting Sources & ReferencesPhysical Punishment & Outcomes: APA (2019); Gershoff & Grogan-Kaylor (2016, Journal of Family Psychology); UNICEF (2022); Heilmann et al. (2021, The Lancet); Berlin et al. (2009, Child Development).Neurodiversity & Discipline: Smith (2019, Pediatrics Review); Capano et al. (2019); Matson & Rivet (2008); Autism CRC (2020).Parenting & Behavior Change: Neff (2011, Self-Compassion); Siegel & Bryson (The Whole-Brain Child); Greene (Raising Human Beings); Harvard Center on the Developing Child (Co-Regulation research).History & Cultural Context: Butler, Hudibras (1664); Proverbs 13:24; Global Initiative to End Corporal Punishment (2023). 💛 Support the Show Listener support helps us improve equipment, cover production costs, and save for Jacob’s future college journey. Thank you for supporting real parent–kid conversations. Support the show
Transcribe →What ADHD Really Feels Like: Kid + Adult Perspectives, Science, & Everyday Analogies
Nov 2400:20:55Tap to summarizeSend us Fan MailIn this episode, Kim & Jake break down a question every parent, teacher, and kid wonders about: What does ADHD actually feel like? Not how it looks from the outside — how it feels on the inside.Jake shares honest insight about racing thoughts, emotional intensity, impulsivity, overwhelm, and the pressure to “just try harder.” Kim adds research from leading ADHD experts explaining why ADHD is a self-regulation difference, not a behavior issue.You’ll hear powerful analogies kids can use with teachers and coaches — from “itching during an MRI” to “holding a beach ball underwater” — plus practical tools that help kids and adults manage symptoms.Whether your child is newly diagnosed, late-diagnosed, or you’re trying to understand ADHD better, this episode offers clarity, compassion, and science-backed strategies to help families thrive.Send us your questions and feedback! 🌍 Website: themothersonpodcast.com 📸 Instagram: @themothersonpodcast📚 Sources & References Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.Centers for Disease Control and Prevention. (2023). Data and statistics on ADHD. https://www.cdc.gov/ncbddd/adhd/data.htmlCHADD. (n.d.). Understanding ADHD. Children and Adults with Attention-Deficit/Hyperactivity Disorder. https://chadd.orgShaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J., Greenstein, D., Clasen, L., Evans, A., Giedd, J., & Rapoport, J. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, 104(49), 19649–19654.National Institute of Mental Health. (n.d.). Brain imaging and ADHD research. https://www.nimh.nih.govBarkley, R. A. (2010). Deficient emotional self-regulation is a core component of ADHD. Journal of ADHD and Related Disorders, 1(2), 5–37.American Academy of Pediatrics. (2019). Clinical practice guidelines for the diagnosis, evaluation, and treatment of ADHD in children and adolescents. Pediatrics, 144(4). 💛 Support the Show Listener support helps us improve equipment, cover production costs, and save for Jacob’s future college journey. Thank you for supporting real parent–kid conversations. Support the show
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