The prevalence of attention-deficit/hyperactivity disorder (ADHD) has increased substantially over the past 20 years: by some estimates, as much as 30%.1 Much like the rise in autism prevalence, the reasons for this are likely multifactorial, including an actual rise in incidence as well as increased recognition and diagnosis. The deficits seen in children with ADHD include impulsivity and inattention, and these salient features are part of what those of us researching cognition consider “executive function.”