2008) not only provides eight chapters of information but is also a workbook for children aged 9-13 years.The authors state in the very beginning of the book, ''We are not scientists, and this is not a scientific book'' (p. 1). The authors also helpfully point out that when they refer to ''ADHD,'' it includes all three subtypes: inattentive, hyperactive/impulsive, and combined. The authors state that they do not have scientific evidence for the effectiveness of the activities in the book, but they do provide information on the current research on attention-deficit hyperactivity disorder (ADHD).The book contains eight chapters, ''When Medication Isn't the Answer or Isn't Enough,'' ''The Challenging Child,'' ''Your Child's Amazing Brain: Boiled-Down Neurology for Nonscientists . . . by Nonscientists,'' ''Gabriel, Patrick, Denny, Tad, and Jeremy: A Few of Our Kids,'' ''About Learning Styles,'' ''Survival Skills 101 for Parents, Teachers, and Counselors,'' ''Reaching the Challenging Child-and Avoiding the Traps,'' and ''Getting Started.''In chapter 2, ''The Challenging Child,'' the authors present both sides of the ADHD debate-clinicians who believe that the disorder is due to social and/or environmental factors and clinicians who have conducted research on the neurobiological and genetic basis of ADHD. In chapter 4, ''Gabriel, Patrick, Denny, Tad, and Jeremy,'' the authors provide vignettes of five children: their presenting issues, interventions, and what the authors learned from each child. In chapter 6, ''Survival Skills 101 for Parents, Teachers, and Counselors,'' there is a section on ''The Dos and Don'ts of Coping.'' This section contains valuable tips for caregivers such as limiting the use of caffeine and alcohol, continuing learning for enrichment, and scheduling breaks so the caregiver can rejuvenate.There are also three appendices. The first appendix contains a ''Survey of the Seven Strengths,'' which consists of 56 items about learning style. These items are scored from 1 (never) to 3 (always). The results are added and then plotted onto a graph. The scores and graph help determine the child's preferred learning style: logical-mathematical, bodily-kinesthetic, intrapersonal, music-rhythmic, visual-spatial, interpersonal, and verbal-linguistic.The second appendix contains activities for children and a ''helper.'' The activities are divided into the seven categories of learning styles. Each learning style category consists of six activities. Activities are then described as being a ''thinking'' activity, a ''feeling'' activity, or a ''doing'' activity. Examples