Educational assessment and planning;

Developmental assessment and planning;

Medical and mental health assessment and planning;

Family based assessment and planning identifying paradoxical parenting;

Assessment of various stressors in the life of the child-adolescent;

Adjunctive prescriptive assessment and planning;

Advocacy based interdisciplinary assessment and planning for all children and adolescents;

Use of medications (i.e. stimulants) for cognitive/perceptual/sensory motor impairment and learning disability and emotional reaction must be titrated as it relates to each condition;

Eliminate the three symptom based references of inattentiveness, impulsivity, and hyperactivity as recommended by the DSM-IV and the Connor Questionnaires as primary diagnostic factors of ADHD These symptoms are present in fourteen (14) other psychiatric conditions;

Revise, change, and/or eliminate the diagnosis and terminology of ADHD/ADD;

Embrace the foundation of C.H.A.P.P.C.S. (CHildren-Adolescents with Primary Perceptual-Cognitive and Sensory motor impairment) an Advocacy Group established in each school district to support and reinforce pro-active appropriate assessment and planning;

Avoid Medicalization of the condition and forego rapid application of medication without comprehensive assessment;

Cognitive/ Perceptual/ Sensory Motor based coordinated remediation, tutorials and educational services in basic reading, reading comprehension, handwriting, mathematics and other cognitive functions are essential; and

Support family based educational services and parenting to replace the demeaning approaches that compromise the integrity of the child.