LESSENS teen motivation and focus


NOT bipolar NOT mood disorder… often DIGITAL SCREEN ADDICTION


No video games, no YouTube, no social media
Alternate personal and family activities,


Specified in contract, or money back

FREE consultation, FREE coaching session
Ronald S. Bashian, M.D.,
American Academy of Pediatrics, Fellow

There is always a better way to live, in which YOU are in control, not some perverse, self-reinforcing reflex that is slave to a chunk of silicon and plastic.

– by a 17 year old.

iPhone Facts:

  • 40% of teens take iPhones to bed
  • Half of teens say they are addicted to their phones
  • Documented negative effects on motivation and learning

Has the Smartphone destroyed a generation? (external link)


  • Comprehensive digital history
  • Executive functions evaluation
  • Family systems oriented
  • Contracting/consequences



  • The electronic screen syndrome may be the predominant problem, not ADHD or mood disorder. It has been shown to worsen or even cause mood or ADHD symptoms in your child.
  • Diagnoses of bipolar disease in children have increased 40 fold in 10 years. A coincidence, or related to hours of screen hyperarousal stimulation?
  • Most teens say they are addicted to their iPhones. Average daily texting 100 times, average daily screen time over 7 hours.
  • MRI update in heavy gamers closely mirror uptake areas in addiction.
  • MRi (real-time) uptake, just thinking about games, shows similar effects.
  • Hyperarousal dopamine spikes cause dopamine dysregulation. Subsequently satiety occurs only when those very high levels are artificially produced.
  • Electronic screen abstinence by itself frequently improves mood and ADHD symptoms.
  • Electronic screen abstinence improvement may allow for lowered medication dosage, or discontinuation of medication.
  • Electronic screen abstinence results may be so dramatic that previous ADHD or mood disorders diagnoses may be questioned.



  • Falling grades
  • Poor motivation – doesn’t care about things…except gaming.
  • Worsening ADHD symptoms.
  • Revved up, seeking constant stimulation. Frequently hyper-aroused.
  • ”Wired but tired”
  • Difficulty making eye contact after screen time, avoiding eye contact
  • Meltdown, irritability, oppositional behavior
  • When asked to stop – irritable, whining, oppositional, delaying, lying
  • Narrowed interests, only talks about screen activities or games
  • Loss of friends, social isolation, spending hours alone in room.
  • Unmotivated, doesn’t care.
  • Changing medication doses without effect, conflicting diagnoses

About Ron

Ron Bashian, M.D. is a Fellow of the American Academy of Pediatrics. His primary care practice focused on ADHD –direct management, and coordination with specialists, educators, and psychologists. His goal was, and remains, to help educate patient and their families, and to optimize the outcome of children with ADHD.

Fully trained as a coach, his exclusive work for 5 years, he helps children while maintaining the engagement pf families of minors, to provide valuable feedback and observations. His clients, all students, each affected by ADHD, range in age from 14 years old, to a 29 year old medical student.

Ron has taught at George Mason University (Peer-reviewed literature), where he gave presentations to the Office of Disability, and to an Adolescent Psychology class. He has taught medical humanism to students from the VCU School of Medicine. At Covenant House DC, he developed a character and strength building program, and was chosen as their volunteer of the year in 2003.

Ron observes an invariable dependence, conflict, or outright screen addiction in almost every single of his male clients with ADHD. Through considerable coaching experience, learning what works and what doesn’t – and with a modicum of wisdom, and extensive study – Ron has created a personalized family and values oriented program to help eliminate screen addiction.

Ron Bashian, M.D.
American Academy of Pediatrics, Fellow
VCU School of Medicine, Faculty
ADHD Coaches Organization, professional member
CHADD, professional member


1) – Reset Your Child’s Brain

2) – Internet addiction in adolescence – Neurobiological , psychosocial, and clinical issues. Neuroscience and biobehavioral reviews, L. Cerniglia et al, Vol. 76, Part A, May 2017, pp. 174-184. Abstract

3) – The dark side of smartphone usage: Psychological traits, compulsive behavior, and technostress. Computers in Human Behavior, Vol 31, Feb 2014, pp. 373-383

4) – American Academy of Pediatrics – “Parents can set expectations and boundaries to make sure their children’s media experience is a positive one. The key is mindful use of media within a family. Problems begin when media use displaces physical activity, hands-on exploration and face-to-face social interaction in the real world, which is critical to learning. Too much screen time can also harm the amount and quality of sleep.” 10/16. AAP, New Recommendations for Children’s Media Use.

5) – Family Media Plan

6) – Media and Children Communication Toolkit

Complete list of references available upon request.


First, this is not a one size fits all project, but instead a family project.  Every family has its own history, expectations, educational background, values and communication style.
A detailed personal and family history is taken – which means not just conventional “psychosocial” measures, but also family and child digital use of every device and sort.  This includes Parenting style, Implicit and explicit rules’  Life satisfaction measures; Strengths; Achievements; Gratitude experiences; Life meaning; Values of student and family.
A comprehensive Digital History is taken of time spent on  public and private devices – including time spent, where, when, and used for what  purposes.

The evaluation includes one or more Executive Function evaluations, beginning with the Dawson inventory model, and its eleven core academically purposed categories  (Peg Dawson EdD, Richard Guare PhD – Executive Skills in Children and Adolescents). The Barkley (self-regulation) and Brown (initiation through completion) inventories and models will be selectively used.

Consultations and reports, including communication with your pediatrician, psychologist, educator, or therapist will be integrated into this evaluation, including direct communication with these professionals as needed.

Abstinence from all screens for three days will then begin, during which positive change and/or withdrawal symptoms will be assessed, in order to individualize the needed rigor for the subsequent program implementation.

Contact me for a detailed description of my program, at