This week, we have the full panel of the ADHD reWired Podcast Family joining in for this month’s Q&A Session, recorded on July 13th 2021. Find all the good stuff below!   [00:03:56] Maria, a mom and former teacher, asks about subtypes of ADHD. She also asks about structure and looks for tools to strategize while jump-starting a teaching career online and plan better.  Eric explains how ADHD “subtypes” shifted to “presentations” because over time, the presentation of ADHD can change. He also goes in depth about the diagnostic criteria, and the differences between children and adults. Most adults are the “combined” type of ADHD, along with Eric himself. When looking for strategies, he goes on to explain how it’s important to look at the functional impairments. Any kind of diagnosis is a starting point, but isn’t prescriptive. Moira explains how as people age, the more we internalize symptoms, so the hyperactivity may be more in thought rather than physically hyperactive. Women are also more likely to be inattentive, in the inattentive type. As Maria put it: “Meta inattentiveness!”   [00:09:24] Malika asks about menopause and how she’s observed that her symptoms have become much worse since it came on full time.  Moira talks about estrogen, and once someone goes through menopause, the body doesn’t make any more. Estrogen reduces ADHD symptoms, which is why when women are pregnant, they present with fewer ADHD symptoms. And, while women are in perimenopause, the estrogen levels are more erratic than in puberty. She talks about how hormone replacement therapy can be used to replace estrogen, and it also depends on someone’s own health profile and family history,  and hormone replacement therapy may not be for everyone. Another suggestion was increasing medication during that time, and a lot of things around lifestyle become important. Resource mentioned here:    [0:14:31] Sandra asks, “How can I help my 14-year-old son become more organized for high school, and writing notes for his classes to study from for tests?” Brendan asks parents of ADHD kids: What’s going on with the IEP and the 504? What are the supports happening at school to help him get to where he needs to be? Brendan says the best option is to have someone take notes or provide them for him so that he has good notes to study from, whether it’s a teacher or a peer, so he can study notes that are useful. He explains that someone giving a model can help Sandra’s son understand how he should be taking notes so he can do a better job with moving forward. Brendan also explains to be patient as he practices his new [note-taking] skill, and to leverage IEPs, 504s, and talking to teachers, guidance counsellors, special education teachers, etc.  Roxie talks about how she’s had to work really hard to take better notes and that models are helpful. She acknowledges that it’s about incremental changes, because the template or the model doesn’t automatically mean we become amazing at it right away.  Resource mentioned here: Eric mentions a course on how to draw your notes. He also explains that sometimes we don’t know what’s important, so we might take notes on everything, then we try to distill what’s important and what’s not.  Brendan also suggests taking notes in two different colors, and to switch colors when a concept changes.  Will reiterates the sketchnote idea and is great to help create that organization. Will also mentions the Cornell-style of taking notes, then Brendan goes in depth with how they work and how he makes that style work for him. It can be good for [taking notes during] business meetings, too! Moira found how-to books, and suggests that note taking is a life-long skill. As a teacher, she actively tried to teach these tips to her students, not realizing it was because of her own struggle with it. She also recommends having conversations with educators who are going to be more helpful with things like this, so that it can be looked at as building a life