Zooming In on ADHD and Executive Functioning with Michael McLeod

Oct 23

Resources

Michael McLeod described an evidence-based approach to ADHD and executive-functioning support for students, parents, educators, and schools.

Michael began in education, became a licensed speech-language pathologist, and developed the Grow Now Internal Skills Model after extensive clinical work and research.
The model frames ADHD as a disorder of executive functions and self-regulation rather than simply an attention or hyperactivity problem.
Grow Now ADHD provides individualized student training, parent training, school professional development, and programs for elementary students through young adults.

Working memory, visual imagery, internal dialogue, hindsight, and foresight support task initiation, persistence, motivation, and completion.
Effective supports include modeling, visual timelines, declarative language, reduced verbal prompting, structured expectations, movement, and opportunities to build competence through challenging tasks.
Michael emphasized reducing excessive screen use, encouraging varied activities and face-to-face relationships, maintaining clear boundaries, and preserving parents’ own health and interests.

The Executive Functioning Playbook and The Executive Functioning Playbook in Action Workbook provide resources for parents and educators; the workbook supports school professional development.
Michael described staff training requirements, including a master’s degree foundation, experience with children, and a multi-month onboarding process.
Melissa identified Major Choice as a potentially compatible organization because it supports out-of-school youth with employment and career exploration. How the organizations might collaborate remains open.

Michael McLeod introduced himself as an ADHD and executive-functioning specialist, owner of Grow Now ADHD, and author of two executive-functioning books.
He discussed his transition from education to speech-language pathology and then to ADHD and executive-functioning services.

Grow Now offers one-to-one student training, personalized parent training, school professional development, and age-specific programs.
The organization uses the Grow Now Internal Skills Model, informed by work from Russell Barkley, Sarah Ward, and George McCloskey.
Providers typically have a master’s degree foundation, child-related experience, and extensive onboarding.

Working memory and visual imagery were presented as foundations for executive functioning.
Visualizing past success and future outcomes can support motivation, task initiation, persistence, and completion.
ADHD-related challenges were described primarily as difficulties with self-regulation and performance rather than intelligence or knowledge.

Michael recommended limiting smartphones and internet-based games, encouraging varied activities, supporting in-person relationships, and reducing excessive verbal prompting.
Suggested alternatives included modeling behavior, using visual schedules, declarative language, and gradually reducing prompts.
Parents were encouraged to maintain boundaries, provide structure, and preserve lives outside parenting.

The discussion included school-wide training, student movement and regulation, anxiety, school refusal, and young adults experiencing difficulty launching into independent life.
Michael emphasized that ADHD is individualized and cautioned against applying generalized social-media advice to every child.

Melissa Milner