ADHD

[Anonymous]

mom brings child says teacher and principal told her to tell you and start methylphenidate.
You say adhd diagnosis is wrong,
or
you say talk to the teachers, etc.

We need some ref on this topic regarding proper approach. I guess, it is high-yield and not much
in books... I firmly believe in th US parents are lazy and do not care about disciplining their children, it is much easire to fill 'em up with drugs so they watch TV quietly for 6 hours/day... (just my humble opinion, no offence)

[Anonymous]

Diagnostic Criteria for
Attention Deficit/Hyperactivity Disorder
The following is the diagnostic criteria contained in the publication of the American Psychiatric Association known as the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM IV).
A. Either (1) or (2)
(1) six (or more) of the following symptoms of inattention have persisted for at least 6
months to a degree that is maladaptive and inconsistent with developmental level:
Inattention
(a) often fails to give close attention to details or makes careless mistakes in
schoolwork, work, or other activities
(b) often has difficulty sustaining attention in tasks or play activities
(c) often does not seem to listen when spoken to directly
(d) often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace (not due to Oppositional behavior or
failure to understand instructions)
(e) often has difficulty organizing tasks and activities
(f) often avoids, dislikes, or is reluctant to engage in tasks that require
sustained mental effort (such as schoolwork or homework)
(g) often loses things necessary for tasks or activities (e.g. toys, school
assignments, pencils, books, or tools)
(h) is often easily distracted by extraneous stimuli
(2) six (or more) of the following symptoms of hyperactivity-Impulsivity have persisted for at
least 6 months to a degree that is maladaptive and inconsistent with developmental level.
Hyperactivity
(a) often fidgets with hands or feet or squirms in seat
(b) often leaves seat in classroom or in other situations in which remaining seated is
expected
(c) often runs about or climbs excessively in situations in which it is inappropriate (in
adolescents or adults, may be limited to subjective feelings of restlessness)
(d) often has difficulty playing or engaging in leisure activities quietly
(e) is often "on the go" or often acts as if "driven by a motor"
(f) often talks excessively
Impulsivity
(g) often blurts out answers before questions have been completed
(h) often has difficulty awaiting turn
(i) often interrupts or intrudes on others (e.g. butts into conversations or games)

B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present
before age 7 years.

C. Some impairment from the symptoms is present in two or more settings (e.g. at school or
work and at home).

D. There must be clear evidence of clinically significant impairment in social, academic, or
occupational functioning.

E. The symptoms do not occur exclusively during the course of a Pervasive Developmental
Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by
another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a
Personality Disorder).

Treatment of Attention Deficit Disorder
Medication
Medications such as stimulants have long been employed in the treatment of Attention Deficit Disorder. These medications are presumed to improve a chemical imbalance in the brain which is causing the symptoms. The PET scan studies do show that the brain functioning of Attention Deficit Disorder patients does improve and appears to be more like the normal group after they have taken their prescribed medication.
Medications usually used to treat Attention Deficit Disorder stimulate the production of two neurotransmitters known as dopamine and norephinephrine. Specific neurotransmitters (brain chemicals) are necessary to carry a nerve impulse (message) along a neuropathway (circuit). When a neurotransmitter is under supplied, a message may be stopped short of its intended destination. When this happens, the function regulated by that circuit may not work as well as it should.
Brain circuits, like those of a computer are either on or off. When some circuits are on they make something happen such as helping a child focus on a learning situation. When other circuits are on they prevent something from happening. For instance, some circuits prevent emotional reactions to situations. If the circuit is not on or only partially on, the child may react too quickly to a minor incident which may lead to a temper tantrum.
Medications that treat Attention Deficit Disorder are not tranquilizers or sedatives. They do not slow down the nervous system. They actually stimulate various areas of the brain to be more active so that the attention and concentration functions and the self-control functions work better. The use of stimulant medications helps to keep the circuits on when they should be turned on.
Most individuals who are treated with medication take Ritalin® (a psychostimulant). This drug appears to be very beneficial for many who take it. Though Ritalin® has received much bad press, it is actually a very effective form of treatment and is relatively safe. When Ritalin® does not work or there are contraindications for its use, other amphetamine drugs may be used. Also, antidepressants and beta blockers have proven to be effective with certain individuals. Medication is the most frequently employed treatment method for Attention Deficit Disorder. It is often employed along with psychological techniques such as behavior modification and patient/family education. Focus is a psychoeducational program that designed so that it can be used as either an adjunct or as an alternative to medication. [Learn More About Focus]
[Click here for more information on specific medications used to treat ADHD and other mental health problems in children and adolescents.]
Diet and Nutrition
Scientific research does not support the use of diet and nutrition in the treatment of Attention Deficit Disorder. At one time, the Feingold Diet was very popular and seen as an alternative to medication. The elimination of sweets may help some individuals to reduce the symptoms but is usually not sufficient to adequately control the symptoms. Common sense, however, would dictate that a good diet and nutrition are suggested for the well being of any individual.
[Click here for more detailed information on the pros and cons related to diet & nutrition in managing ADD]
One substance, L-Tyrosine, which is an amino acid (protein), has been demonstrated to be effective in some cases. This natural substance is used by the body to synthesize (produce) norepinephrine (a neurotransmitter) which is known to be elevated by the use of amphetamines. Many new "natural" products have been recently introduced into the market as "cures" for Attention Deficit Disorder. [Click here for more information on the use of supplements in the management of ADD.]
Psychological Treatment
Traditional child psychotherapy, such as play therapy or non-directive talking therapy, has not proven to be effective in the treatment of Attention Deficit Disorder nor has traditional family therapy. Providing individual psychotherapy for one or both of the parents also does not work. Research has demonstrated that modern psychological treatment methods, especially behavior modification, cognitive behavioral therapy and relaxation training can have a positive effect. In some studies, one or several of these techniques used in combination have proven to be as effective as medication in reducing Attention Deficit Disorder symptoms. Counseling alone is used not to provide treatment but to provide education for the child and the family to help them better understand the disorder and how to cope with it. Counseling may also be used to help build self-esteem that has been damaged as a result of having Attention Deficit Disorder.
New Guidelines for the Treatment of ADHD were issued by the American Academy of Pediatrics in September 2001. They state that Behavior Modification should be used with medication and that some children may be helped by Behavior Modification alone.
Modern psychological treatment methods can result in actual changes in mental functioning When there are changes in mental functioning (how we think and process information) there are corresponding changes in brain function. Changes in brain function then results in changes in brain metabolism (how and where the brain is chemically active). Thus, mental functioning and brain chemistry can be altered without the use of medication. Even more important, some of the newer research indicates that changes in brain functioning with the resulting changes in brain chemistry, remain permanent over time. These studies emphasize the importance of using psychological methods in treating Attention Deficit Disorder either alone or in conjunction with medication. The CDI Store has a number of items that can help ADD/ADHD children and teens improve their performance at school. [Click Here to Visit the ADD/ADHD Section of The Store] [Click here for more information related to psychological methods for treating ADHD.]

Recent Research and the Physicians Desk Reference Agree
Psychoeducational, behavioral and parent education interventions help children and teens with ADD/ADHD. (These are recommend to be used with or without medication)
Focus is a clinically proven, cost-effective program to provide these important treatment resources.
Please don't miss the opportunity to provide this resource for you child or teen. [Click Here for More Information]
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Social Problems Often Associated With Attention Deficit Disorder
Some children with Attention Deficit Disorder experience significant problems socializing with peers and cooperating with authority figures. This is because when children have difficulty maintaining attention during an interaction with an adult, they may miss important parts of the conversation. This can result in the child not being able to follow directions and so called "memory problems" due to not listening in the first place. In this case, the child is not being disobedient or "strong willed" though they may be labeled as such. When giving directions to Attention Deficit Disorder children it is important to have them repeat the directions to make sure they have correctly received them. For younger children with Attention Deficit Disorder, the directions should consist of only one or two step instructions. For older children more complicated directions should be stated in writing. For more help with discipline check out the [Parenting Skills] section of the CDI Store.
Children with poor attention and concentration often miss important aspects of social interaction with their peers. When this happens, they have a difficulty time "fitting in." They need to focus in on how other the children are playing with each other and then attempt to behave similarly. Attention Deficit Disorder kids often enter a group play situation like the proverbial "bull in the china closet" and upset the play session. As they improve their ability to attend and concentrate, Attention Deficit Disorder children can be coached on how to play appropriately with other children. [No One To Play With: This book is a must for children with peer problems.]
Attention Deficit Disorder children may have poor impulse control. This can result in several different problems during play time. First, they may have difficulty stopping a behavior once they have started. They may also carry the behavior to a level of intensity that is too much for the average child. This can even happen when the child is engaged in "horse play" with an adult. They often get "carried away" and don’t know when to stop. This can result in negative feelings among those playing and make the others involved not want to play with the Attention Deficit Disorder child.
Sometimes an Attention Deficit Disorder kid will complain that when he gets into trouble at school that "all the other kids were doing the same thing and I was the only one that got in trouble." When you understand how an Attention Deficit Disorder child functions, it’s possible to see how that may actually be close to the truth. Imagine that the teacher has left the room for a few moments. The class decides to take advantage of the situation and "mess around." When the teacher returns, the class sees her and they immediately stop what they are doing. On the other hand the Attention Deficit Disorder child may not immediately see the teacher enter the room and when he does is not able to immediately stop the inappropriate behavior. The teacher then reprimands him for not stopping. The Attention Deficit Disorder child feels singled out and picked on by the teacher and feels he is being treated unfairly.
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Long Term Outlook for Children With Attention Deficit Disorder
When properly treated through a psychological treatment program such as Focus with or without medication, children and adolescents with Attention Deficit Disorder can lead very normal and productive lives. In fact, many traits found in individuals with Attention Deficit Disorder can help them to become very successful later in life. It should be noted that a loving, supportive and consistent environment is essential for the positive growth and develop of all children and especially those with Attention Deficit Disorder or other learning disabilities. People with Attention Deficit Disorder tend to have average or above average intelligence. They are often very creative and usually have a high energy level. These individuals also are frequently very sensitive and highly affectionate. For more help on helping your child to feel good about himself visit the [Emotional & Social Development] section of the CDI Store.
Research shows that some children with Attention Deficit Disorder will eventually improve their ability to pay attention and concentrate whether they receive treatment or not. Their ability for self-control also improves. It is interesting that often children will require less medication as they get older. This may mean that the brain gradually is able to produce more of the needed neurotransmitters on its own without the help of medicine. However, some children seem to have increased difficulty with academic achievement around the fourth grade. This may be due to the requirement for a higher level of organization and planning skills which they do not have. Because no one can predict how a child’s Attention Deficit Disorder will progress, it is important that children who have difficulties with attention, concentration and impulse control, receive early intervention. Psychological treatment such as that provided by Focus is most important because of it’s lasting effects. Medication may also be useful in some cases.
In the last few years, it has become more likely for adults to be diagnosed with Attention Deficit Disorder and start on medication. These may be individuals who were not properly identified when they were children. In other cases, adults may have learned to compensate for their disorder and become very successful individuals. In fact, some may "over compensate" and become extraordinarily successful.
Unfortunately, many individuals with Attention Deficit Disorder who are not diagnosed and properly treated as children can have enormous difficulty adjusting as adolescents and adults. Using the techniques found in Focus now can help your child to be able to achieve his or her full potential as an adult. [Click Here To Learn More About Focus : A psychoeducational program for the treatment of Attention Deficit Disorder]