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The World Federation of ADHD Guide 71 and getting to bed at night. Multiple strategies proposed include a particular kind of praise or other rewards for good behavior, charting for a reward system, using a kitchen timer, docking the child’s allowance or other privileges for failure to comply, or allowing the child to face natural consequences of failure to comply. The principles Phelan 10 advocates are based on sound psychological principles, a good sense of humor, and considerable common sense. He also reminds of the need we all have for positive reinforcement, shared fun, times without evaluation, active listening and “plain old affection.” In addition, he notes that some children suffer from emotional or behavioral problems including ADHD and that parents of some of those children may need to seek professional help for themselves and their children to deal with their more complicated situations. However, the prin- ciples of 1,2,3 Magic work quite well even for many children with ADHD and/or related problems. Many of the approaches described above are ingredients found in parent trai- ning as part of behavior interventions, one of the most used evidence-based psy- chosocial interventions for ADHD in children. 11 The World Health Organization, World Psychiatric Association and the International Association of Child and Adolescent Psychiatry and Allied Disciplines developed an open access manual for behavior interventions to treat children with ADHD and externalizing disor- ders 12 in primary care settings available in English, Spanish and Portuguese (go to loja.grupoa.com.br, search for Guia para compreensão e manejo do TDAH da World Federation of ADHD and click on Material complementar to download). FOR PARENTS AND PROFESSIONALS DEALING WITH PRETEENS AND TEENAGERS Chris Zeigler Dendy 13 offers valuable information and a very practical and sensib- le approach in her 2017 book Teenagers with ADD, ADHD and Executive Function Deficits as well as on videos available on her website. Drawing on her years of ex- perience as a teacher, a school psychologist and as a parent of a son with ADHD, Dendy 13 begins with recognizing that “Most parents of these preteens and teens feel isolated and receive little support and understanding from most others… When their children struggle, parents may experience a great deal of anxiety and self-doubt.” She also notes that with appropriate supports and treatment, most of these teens and their parents make it through this difficult period successfully. She understands the stresses experienced by many parents of children with ADHD. She also recognizes the importance of encouraging hope in those who care for those with ADHD and those who have ADHD. Some of the principles Dendy 13 describes and recommends to parents of teens with ADHD include the following: