ADHD Basics

ADHD (ADD) is an abbreviation for Attention Deficit Hyperactivity Disorder.  There is some confusion with the initials and names used for this disorder.  ADHD actually means Attention Deficit, with or without Hyperactivity, Disorder.  Some people think that attention and hyperactivity (and/or impulsivity) need to be present in order for the disorder to be there, and this is a mistake.  There are actually three sub-types of this disorder: Primarily Inattentive, Hyperactive-Impulsive (either or both), and the Combined Type (all three).  When speaking with true professionals who specialize in this disorder, these misconceptions and misunderstandings should not be a problem.

ADHD is one of the most common childhood behavior disorders.  Of all children referred to mental health professionals, about 35% are referred for ADHD – more than any other condition.  It is estimated that approximately 9% of all children are troubled with this disorder. 

The first step to take in determining if this disorder is present is to do the proper testing, usually, once again, by an independent professional.  Frequently, it is very unfortunate that medication and treatment are prescribed based solely on a parent’s or anothers opinion or observation.  While these may be well intentioned, they are usually not based on the proper criteria or knowledge.  In the cases where testing is actually being done, it is based largely only on symptoms.  While symptoms are important, and indeed are the true “real world” problems, there are other causes than ADHD that can bring about ADHD-like symptoms.  The only way to determine if ADHD is truly present, in conjunction with the symptoms, is to look at the organ in question, which in this case is the brain.  This is done through brain monitoring (EEG analysis), which is a painless non-invasive test.  This is the only objective way to determine if the disorder is present.

There are basically three forms of treatment.  Therapy or cognitive-behavioral treatment: These forms of treatment mostly offer support in learning to live with the disorder.  Since ADHD is a neurological disorder, and not an emotional or psychologically based problem, these treatment options are quite limited in treating the disorder.   Medication: Usually effective in treating the disorder, however, there are frequently unwanted side effects, and, since the medication is only effective while it is in the bloodstream, the medication needs to be taken for life.  Neurofeedback:  An effective, side-effect free treatment in which the child retrains the underlying mechanisms that cause the disorder.  Once treatment is complete, no further sessions are necessary.

Many parents avoid testing and/or treatment for ADHD because they understandably fear the side-effects and need for lifetime use of what they mistakenly think is the only remedy to the problem, medication.  There is, fortunately, an alternative to this scenario.  Neurofeedback is a proven, painless, and effective solution to the problem of ADHD,which opens for the person the opportunities they deserve for a lifetime of learning, growing, and relating well with others.

Two Distinctly Different Paths for Treatment of ADHD: Neurofeedback or Medication

Neurofeedback (EEG-Biofeedback) and medication are the two most common forms of treatment fo ADHD (ADD).  Both are successful in treating these disorders in a large majority of cases.  There are, however, significant differences in the ways these treatments work, the potential side effects of their use, the length of treatment necessary, and importantly, the lessons learned by the child of how to correct personal problems. 

Most of the most commonly prescribed medications for ADHD are dervied from some form of stimulant or antidepressant.  Most of these medications carry the FDA’s “Black Box Warning” Labels, and should be used with caution.  These warnings refer to the possibility of serious cardiovascular side effets, as well as the possible suppression of children’s growth, and heightened risk for psychosis, bi-polar illness, and aggression. 

In addition to these problems, this class of medications is also associated with the following serious potential side effects: weight loss in children, overstimulation of the central nervous system, dizziness, difficulty sleeping, tremors, headaches, and tics or Tourettes Syndrome.

Now, let us take a look at how these different treatments work.  The medications contain artifical chemicals, which increase neurotransmitter levels in the brain, allowing the brain to function better, thus alleviating the condition.  As these chemicals are artificial, and foreign to the body, they may cause unfavorable reactions in the brain, and therefore brings about the aforementioned negative side effects.

Neurofeedback trains the brain to funciton faster through a highly specialized type of exercise.  As the brain learns to function faster, it naturally increases its production of neurotransmitters, and the brain functions better, thus treating the condition.  The end result is the same in both forms of treatment… with one very big difference.  As neurofeedback does not introduce anything unnatural into the brain, and rather trains the brain to function better through its own natural mechanisms (i.e. it learns or teaches itself to improve), it produces none of these side effects.  As vulnerable as children are, the last thing we want to do is expose them to these unnecessary dangers. 

Finally, length of treatment is another big difference.  Medication is a lifetime process, as it is only effective while it is in the bloodstream.  Therefore, no amount of medication will ever produce a lasting effect.  The medication must be continually taken to treat the condition, with once again, the continuing potential for these serious side effects and health dangers.  Neurofeedback, on the other hand, is a “one time” treatment for this disorder.  It is a far simpler solution, once treatment is complete, no further sessions are necessary.

Finally, there is a subtle lesson being taught to the child about how to deal with life’s problems. It is a lesson that will assume major importance as the child grows older.  The lesson is “Do I take a substance to be smarter, get my work done more quickly, and be more popular- getting along better with others… or do I improve my capacities, performance, and relationships with others through working on and improving myself?”  The abuse of these medications is already growing steadily in schools.  As the child grows older (and, unfortunately, this is happening at a younger and younger age) they will be presented with increasingly more dangerous substances to deal with essentially (if not exactly) the same questions.  In many ways, the stage is already being set by the way in which parents choose for their child to deal with their ADHD.

Once neurofeedback treatment is completed, no further treatment is necessary, and the child learns a healthy lesson about the right way to strengthen their abilities.  With neurofeedback, there are no side effects, the treatment is a one-time process, and the child avoids learning a potentially dangerous lesson, and instead learns a healthy one of self-reliance and self-improvement.  Neurofeedback is an effective, drug free, painless procedure in which the child learns to retain the attention mechanisms of their brain , alleviating the condition. 

If you, or someone you know, is interested in learning more about Neurofeedback or would like to schedule an evaluation, please contact Dr. Ferrari at Alta Neuro-Imaging (Placentia, CA).

Homework Problems… And Solutions

In my many years of experience helping children and parents with academic and behavioral problems, one of the most common issues is difficulty with homework.  The purpose of homework is to allow the child further opportunities to independently master their coursework, and perhaps allow the parent to become involved in what is happening for their child at school.

If homework is often a problem for a child, several confounding factors may have developed which add significantly to the problem, in a cumulative fashion.  Past assignments that need to be made up (undone or never turned in) and uncompleted class work that is sent home can add much to the burden.  Additionally, with homework being a recurring problem, your child may have developed the behaviors of “hiding” homework or being deceptive about what or when something is due.

A typical “problem homework” scenario may include some or all of these patterns. After much cajoling and struggling, the parent gets the child to begin their homework.  Then ensues in long battles that last multiple hours, involving countless distractions, struggles (and phone calls?) to understand the material and directions which unfortunately, the inattentive child did not get straight in class, and outbursts of frustration and anger occur from both parties.  The outcome of this homework session is (along with hopefully some learning), exhaustion, hurt feelings, distrust, lowered self-esteem, and anger.  Does this sound familiar…?

What’s very important to understand , and to correct this scenario, is that the child may have Attention Deficit Disorder.  With the ADHD child, they cannot stop this from happening; it’s part of the uncorrected disorder.  However, often teachers, other students, and parents lose site of this, and blame the child.  The result is a child who feels very badly about themselves, and gives up, or rebels, or both.

These daily episodes are very damaging to family dynamics.  In addition to the harm done to the parent-child relationship, there are other significant consequences.  Other childrens’ needs go unattended (not to mention the parent’s), important tasks around the house go undone (dinner anyone?), and last, but definitely not least, the parent’s own relationship suffers as blaming, overwork, and loss of quality time together are also casualties.

Remember what we said homework was for and was supposed to be like in the first paragraph? The homework experience with the ADHD child is not any kind of “Building Up”… it is a “Tearing Down” experience.

Fortunately, this can be changed, without the side-effects and rigors of medication.  Neurofeedback is an effective, drug free, painless procedure in which the child learns to retrain the attention mechanisms of their brain, alleviating the condition.  Once training is completed, no further treatment is necessary.

Getting the Most Out of Parent-Teacher Conferences

Having been in the field for over 16 years, helping children and parents with school related problems, and also having worked closely with teachers, I have learned a few things about parent-teacher conferences.  Conference time is just around the corner, and for some it may already be here.  These conferences should be seen as a rich opportunity to build understanding and communication between the home and school.  Due to budget shortfalls and increasing multiculturalism, teachers are under pressure and overworked.  Many parents are also pressed for time, have lingering negative impressions from their own school years, and are apprehensive about what will be discussed during the conference, particularly if their child is struggling.  What follows are some suggestions to help make the conference go better:

After you received the notice,  schedule your conference as soon as possible within the allotted time blocks (you’ll get better choices).  Arrive on time or you’ll forfeit important parts of your allocated time frame and miss key information points.  Thank the teacher for their time.  As it does for you, appreciation goes a long way to help both you and your child.  Do not bring toddlers or babies as they are too big of a distraction.  Leave your personal problems at home, unless they directly affect your child’s school experience.

Bring prioritized questions with you to the conference, and make sure they are not already covered in the informational packets sent home.  Prior to the meeting, discuss it with your child.  Find out what they like or dislike, as well as what they struggle or excel at.  Ask the teacher what they think would make the school day go better.  Some good questions are, ” Has my child completed assignments regularly?” and “How does my child handle taking tests?”.  Other good questions may include, “Have you noticed any changes in my child’s behavior during the year?”, ”What areas academically, and in terms of attitude, do they need extra help in at home?”, and “What is my child like during the day?”.

If your child is struggling academically and/or with their behavior, or if they seem isolated, you or their teacher may bring this issue up (which is a good thing to talk about).  As parents, we can often be defensive and in denial to these problems, and their possible causes.  Remember, both you and teacher are there as your child’s advocates.  Be open to this discussion, as it can only help your child.  Often these problems are caused by ADHD (Attention Deficit with/without Hyperactivity Disorder) or other learning disabilities.  Many parents, believing that medication is the only treatment for this disorder, avoid the appropriate testing and/or treatment because they understandably fear the side effects and rigors associated with the medication.  There is, however, an effective alternative to this scenario.

One alternative method to medication is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life.  This  form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain. 

For additional information pertaining to Neurofeedback therapy for ADHD or various other disorders, please contact the director of the Alta Neuro-Imaging: Orange County, CA location.

Students Who Can Really Benefit From Help at the Start of the School Year

As a psychologist specializing in helping students improve their academic and behavioral experience in school for over 16 years, I have come to identify certain types of students who benefit the most from specialized types of help.  These are students that can make big time improvements at the start of the academic year.

The first type is the student who struggles significantly with homework (which icnreases in amount and  difficulty each year).  This is usually a problem with attention span, task completion, and/or organization.  Problems such as homework taking too long, not being completed, not being turned in, or not being brought home, all fall into this category.

A second type is the child who has to work too hard to get what success they can.  Poor grades and difficulty with testing are typical for this child.  These are children who often can do OK when the work  is done “one-on-one”, but are too distracted in group settings such as the classroom or group activity.

The third type is the student who has significant difficulties with his or her behavior.  They may be getting into trouble frequently, and as a result may even be getting blamed for things that they don’t do.  This behavior may make it hard to make friends (or the right kind of friends) and lead to feelings of isolation.  They can often be held in or punished at recess (further isolation), and may begin to believe that they are troublemakers, or “bad” kids.  The resulting damage to self esteem from this, and the other above patterns, can shape self-fulfilling self-images that are very sad to see develop.

Unfortunately, it may be difficult for parents to see these problems.  They may feel that these problems for their child are “not that bad” or “I had the same problems when I was a child” (do we really want them to carry the same burdens?), or “they will probably grow out of it.”  As parents, we need to be proactive regarding our children’s challenges and protect them for these obstacles, they will learn how to treat themselves from how we treat them with their difficulties.

As we mentioned earlier, many of these difficulties are caused by aptitude deficiencies whihc are quite correctable.  Many of the students with these difficulties suffer from Attention Deficit Disorder (ADD/ADHD), either diagnosed or undiagnosed.  Proper testing and/or treatment of this disorder are critical for these children’s well being.  Many parents also resist testing and treatment because they fear the side effects and rigor of what they believe is the only treatment: medication. This is, unfortunately, still a popular misconception.

Fortunately, there is an alternative to this scenario.  Neurofeedback is a proven, effective, drug and side effect free procedure in which the individual retrains the attention mechanisms of the brain, alleviating the condition.  Once treatment is complete, no further training is necessary.

If you would like more information about Neurofeedback, please contact Dr. Ferrari at his Southern California office, Alta Neuro-Imaging Neurofeedback.

Common Questions Regarding Attention Deficit Disorder

There are many misconceptions and questions regarding Attention Deficit Disorder (ADD, ADHD).  The following are some of the more common ones I hear in my practice:

1.  “How can I tell if my child has ADD?”

        There are a lot of misinformation and uniformed opinions available about this disorder, and unfortunately it may often even come from people who are supposed to know.  Most people think in terms of symptoms, and this is logical as it is  real world problems a person experiences that gets our attention and matters the most.  However, these should not be used as the determining criteria as to whether or not the disorder is present in a person.  There are other problems that can cause ADD symptoms, which are often missed, and if an assumption is made that ADD is present without the proper testing, a big problem can occur.  In misreading the real cause of the child’s symptoms, and assuming it is ADD, one can miss finding and correcting the true underlying cause(s).  This unfortunately happens frequently.  The only objective way to determine if someone’s symptoms are truly coming from ADD is to examine the underlying neurological processes and see if the misalignment that causes the disorder is actually present.  This can be done easily through a simple form of testing by the proper professional.

2.  “Does my child have to be hyperactive to have ADD or ADHD?”

        No, there are actually three distinct forms of the disorder: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (a combination of the first two forms).  Hyperactivity as a symptom is not uncommon, but certainly not necessary for the disorder to be present.  The inattentive form of the disorder is quite prevalent.

3. “Is medication the only effective form of treatment for ADD/ADHD?”

        The common serious side-effects and rigors of medication unfortunately cause many parents to deny even the possibility of the disorder’s presence in their children.  As a result, proper testing and, in most cases, relatively easy treatment of the disorder does not take place and the child is left to unnecessarily struggle and often fail both academically and socially.  There is a highly successful, side-effect free treatment option (which we shall discuss later).

4.  “My child has been doing fine until she hit third grade.  Now, all of a sudden, she is struggling.  Can ADHD come on out of nowhere like this?”

        While the sudden onset of the disorder is possible, particularly when there is some type of brain trauma, in most cases what is being described here is a case where ADHD has always been present, but the effects are now starting to manifest.  The high intelligence typically found with the disorder can mask its effects until the cumulative complexity of material being learned and/or the increasing abstractness of the subjects (math for example) finally catches up with them and becomes overwhelming.  This is one of the points at which it can really come to a parents’ attention, although earlier testing and treatment is very important.

As we mentioned earlier, there is an important alternative to medication in the treatment of this disorder.  Neurofeedback is a drug and side-effect free procedure in which the individual learns to retrain the attention mechanisms of the brain, alleviating the condition.  Once training is completed, no further treatment is necessary.

The Neurology of Attention or Inattention (ADHD)

There are many different ways in which the underlying neurology, or physiological causes of ADHD can be described.  There are many good articles that delve into the underlying neurological structures involved in this disorder, or that discuss the role of various neurotransmitters and receptor sites.  However, I feel that the way we all can best relate to the causes of ADHD is to think of it in terms of inter-related functions of the brain.  Or, put another way, discussing how the brain goes about doing certain things, and where ADHD interferes with that.

The first or “gateway” function of the brain, from moment to moment, is to monitor our surroundings.  That is how it keeps us safe.  Our senses detect characteristics of our environment (touch, taste, smell, sound, and sight) and brings them into our brain.  This is called sensory function.  From there, our brain processes or identifies theses sensory inputs.  This is called sensory processing and it is how we know what is going on around us.

Once our brain knows what is happening around or to us- whether it is the numbers on a page, the words someone is saying, or a movement we detect, etc.- another set of functions begins.  These functions are “executive” functions, in which our brain decides first, which of all the things it is aware of, both externally (sensory processing) and internally (memory, emotion, analyzing, etc.) is the most important at the moment.  Secondly, the brain will then minimize our awareness of the non-important things and maximize our awareness of the non-important things and maximize our awareness of the most important thing.  Essentially, this is how we focus or pay attention.

ADHD interferes with this process in a critical way.  As we have seen, the process of paying attention involves several functions.  The “executive” functions cannot take place until sensory processing or identification has taken place.  With the inattentive form of ADHD, there is a delay in sensory processing.  This delay is in terms of milliseconds; however, it is signficant enough that it, in turn, delays the executive functions.  This delay in deciding which “thing” in the environment is the most important causes the brain (in order to “keep us safe”) to spread our attention across a number of things.  Unfortunately, this results in a deficit of attention on the things we should be attending to.

Many parents avoid testing for and/or treating ADHD because they fear what they think are the unavoidable side effects and rigors of medication.  By utilizing a treatment called neurofeedback, a child or adult can re-teach the sensory functions of the brain, including processing, to ameliorate the disorder.  Neurofeedback is a painless and effective process, where there is no side effects and no maintainance or re-training is needed after treatment is completed.  It allows for focus, task completion, organization, and a variety of other symptoms to be controlled and become the way they should be.  Please feel free to contact Alta Neuro-Imaging for additional information in regards to neurofeedback, or to set up a consultation with Dr. Ferrari at his Orange County facility.

Is it too late to get help for this school year?

About this time of year I frequently hear this concern raised.  Unfortunately, it is often put another way, “Should we just forget about this year, and hope next year is better”.  The parent will usually continue: “We have tried our best, we’ve talked to him (or her), we’ve encouraged him, we’ve pushed him as hard as we can, we’ve even tried tutoring and counseling, hoping for the best, and nothing seems to have gotten better.  The school is talking about holding him back and putting him in a special class.”

Usually, as I inquire further into the child’s problems, I will hear that he (or she) is having significant problems academically and can’t seem to focus or retain what he’s learned at home, or is having lots of behavior problems at school, lacks confidence, is isolated… or all of the above.

There are really two parts to this question.  For the first part, no, it is definitely not too late to get help for this school year.  It is at the end of the school year that the evaluations and decisions are made as to what is best for the child in the coming year and we are definitely not at that point yet.  I have worked with many teachers, and I am consistently told that if they see significant improvement in academics and/or behavior before the end of the year, it can definitely effect their decisions.

A parent’s attitude toward this question is also critically important to their child.  Your decision to accept these problems as unavoidable, and/or to give up on this school year, as opposed to not giving up and continuing to find the solution to your child’s difficulties, makes an indelible impression on how your child sees themselves and their approach to solving problems.  If you take the first option, things will probably get worse for them as they will sense your’ giving up, and they will too.  They will also think less is expected of them and they may put forth less effort.  If you choose the second option, and ground that for them firmly in the fact that the problems do not represent their true self or abilities, and that they are worth these extra efforts to solve the problems, then you have the opposite effect and their self esteem and effort climbs. So does your chances of final success for the school year.

The second part of the question regards whether or the not the proper underlying cause of the problem is being addressed.  While tutoring and counseling definitely have their place, the problems mentioned here are more likely stemming from ADHD.  This is a disorder that many parents reject testing for and if present, treating, because they understandably fear what they think is the unavoidable use of medication with its undesirable side-effects and rigors.  There is, however, a much preferable alternative to this scenario. An effective, non-side effect treatment known as Neurofeedback allows for a child or adult to relearn the concentration and sensory mechanisms of their brain.  From this, the attention and/or hyperactivity disorder can be alleviated.  If you would like more information in regards to Attention Deficit Disorder or Neurofeedback, please do not hesitiate to contact Alta Neuro-Imaging (located in Placentia, CA).

Lazy, Excitable, Oversensitive… ADHD?

In my 17 years of practicing Neurofeedback (EEG-Biofeedback) in Orange County,CA  for Attention Deficit/Hyperactivity Disorder (ADHD), mild Autism, chronic Anxiety, chronic Depression, and Sleep Disorders, I have heard these problems described by a wide variety of terms and phrases other than the above.  What’s in a name?  Well, in some cases… a lot.  We, as people, and in some cases, our situations, are often defined by the language we use.  In the case of conditions that are treatable, this language may determine the help that people get, or don’t get, and the judgments (erroneous?) that are made about them. 

In regards to ADHD, the terms used to describe these children and their behavior often determines their self-concept, and how others see them.  This, in turn, may determine which doors are opened to them and which are closed, what they believe they can and cannot do, and, therefore, what their future will be.  In some cases these terms may actually be accurate.  In other cases, the wrong words may be used because of a lack of awareness of the proper terminology. 

Approximately 85% of ADHD is genetic and, as in the past, this disorder was unknown and many parents of ADHD children may apply the same self-limiting terms to their children as they themselves lived in the shadow of.  However, since the language used may determine so much for these children, it is important to do reliable testing and/or treatment to find out what is really going on.  One form of effective, drug and side-effect treatment involves Neurofeedback.  During the process of the therapy, patients re-train control mechanisms of the brain that deal with concentration and/or hyperactivity.  Unlike other forms of ADHD treatment, re-training of the brain is permanent once the program is completed.

There are three sub-types of ADHD: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (combination of two previous sub-types).  Different terms may be misused to describe these forms of ADHD.  Let’s take a look at a few of the more common ones.       

Primarily Inattentive:  Lazy; Daydreaming; Tuning Out; Spacy; Bored; Unmotivated; Procrastinating; Unconfident.   While children may indeed exhibit these states without the presence of ADHD, the inattentiveness brought about by the disorder is often improperly described by these terms and can lead to mis-labeling, and the child missing out on the opportunity for help.

Hyperactive:  Excitable; Wild; Active; Physical; Hyper.  Once again, these conditions, particularly if temporary, don’t necessarily indicate ADHD.  However, if these behavior styles are typical, proper testing is necessary to get them the most help possible.

Impulsive:   Aggressive; Oversensitive; Immature; Emotional; “Jumps to Conclusions”.   As above, if persistent, it is best to determine the cause of these problems through the proper testing, and if the child screens positive for the disorder, it should be corrected through the right treatment.

It is imperative to find a veritable form of testing to see if one or more of the above mentioned symptoms is associated with ADHD.  If you reside in the Southern California area and would like your child or yourself to be tested for this disorder, please feel free to contact us.

Children with ADHD Often Rejected by Peers

Enjoyable and healthy peer relationships are essential for a child’s normal development .  A child’s peer relationships have also been found to be an important predictor of adult success and fulfillment in their social relationships and occupation.  Difficulty in finding friends leads to feelings of low self-esteem, and this in turn worsens the other problems a child with ADHD may be encountering: academic difficulty, behavior problems in class, and a variety of problems at home.  In addition, children with poor social skills are at increased risk for delinquency and school drop-out. 

The child with ADHD often lacks the ability to learn the social skills that are essential to succeed in life.  These children may become socially inept, and their lack of interpersonal skills can cause them many important difficulties.  For a child, positive relationships with friends is an essential component of a happy childhood, and furthermore, provides a critical buffer against stress and helps to protect them from psychological and psychiatric  problems.  ADHD children can lack these positive interactions and thus are at risk for a number of emotional problems.  Approximately 65% of these children suffer from peer rejection, and are less likely to be chosen as seatmates, activity partners, and best friends. 

As these children grow older, these problems seem to get worse.  Inappropriate behavior, or simply difficulty in connecting, and the resulting sadness, hopelessness, and resignation can lead to further social rejection.  As adults, they often have difficulty finding and maintaining successful careers.  Relationships and familial matters usually suffer significantly as well.  Problems with the law are much higher for these individuals too.  Approximately 70% of the inmates in California penal institutions have been diagnosed with ADHD.         

 Causes of Rejection

It is difficult to determine all the factors that make a child unpopular.  There are three sub-types of ADHD: inattentive, impulsive-hyperactive, and the combined form (a combination of the previous two).  There are subtle social cues people exchange when interacting, such as tone of voice, the look in one’s eyes, and posture.  When there is a deficit of attention, these subtle cues are missed, and the inattentive child doesn’t know to adjust their behavior appropriately to make and keep a good connection with the person they’re relating to.  Inattentive children become bored more easily and may become disruptive to the class, and have a hard time adjusting their behavior as situations change in the classroom.   They may also be less “tuned in” to activities and games, and this limits participation, on which social connections are made.

Children with the impulsive-hyperactive and combined forms of ADHD often behave inappropriately and/or aggressively, they may engage in more fighting and interrupting of others.  They are more likely to want to dominate play, run, yell, tease and make rough physical contact inappropriately.  These behaviors can make others uncomfortable, and set up a process of peer rejection.  Furthermore, these children will often attract other children with similar behavior, and they may reinforce each other’s bad behavior, making the problems worse.

Remedies

Unfortunately, some parents will not get their children the help they need and deserve.  Many parents deny the possibility of their child having ADHD, and the need for testing and treatment, because they understandably fear the rigors and side-effects of medication. 

An alternative method to medication is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life.  This  form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain. 

For additional information pertaining to Neurofeedback therapy for ADHD or various other disorders, please contact the director of the Alta Neuro-Imaging Orange county, CA location.