Posts Tagged inattentive
“Impulsivity” In Attention Deficit Disorder (ADHD)
There are three sub-types of ADHD; Primarily Inattentive, Hyperactive-Impulsive, and Combined. While most people have a pretty clear understanding of inattention and hyperactivity, the terms “impulsive” or ”impulsivity” can be somewhat confusing. These terms are often confused with “compulsive”, which is quite different. Compulsion can be defined as a repetitive stereotyped act performed to relieve fear connected with an obsession.
In regard to ADHD, there are two forms of impulsivity: Behavioral Impulsivity and Cognitive Impulsivity.
Behavioral Impulsivity –Actions. People with ADHD who have symptoms of behavioral impulsivity do not stop and think before they act. No matter how many times they are told to “stop and think first” they are unable, in most cases, to exercise this type of forethought, or judgment. They usually are not able to learn from their past mistakes. They act on the first impulse that occurs to them. This can be quite exasperating to their parents, teachers, and other caregivers (which may in itself further add to the problem).
These ADHD children often:
· cut in line
· can’t wait their turn
· blurt out answers in class
· speak when they’re supposed to be quiet
· may show aggressive behaviors
· are often too loud
· sometimes fight
They can start a friendship or relationship, but it often fails as they blurt out the wrong thing at the wrong time. This can also lead to isolation, as others don’t “get” them, which in turn inhibits the learning of other important social skills.
Cognitive Impulsivity –Thinking and Choices. People with ADHD who have symptoms of cognitive impulsivity do a lot of guesswork. Often, rather than thinking about an answer, these individuals will make a multiple number of guesses in a short period of time. If you give them multiple choices orally, to a question, they will guess for the right answer very quickly…first one, then another, often back and forth…until you finally step in when and say, “That’s it” when they guess right. This pattern only reinforces their guessing.
These individuals have a very limited problem solving strategy. They are impaired in their ability to think the problem through. They will usually just guess and let trial and error carry them through. This not only tends to have a negative effect on how others perceive them, it also interferes with their ability to learn new material, and further develop more effective problem solving strategies. If this disorder is not corrected, no amount of direction, encouragement, or discipline will change this inability.
Fortunately, both these problems, as well of the other sub-types of ADHD, can usually be corrected without medication. Neurofeeback is a highly effective, drug-free, painless procedure, with no side effects, in which the individual learns to retrain the impulsive, hyperactive, and/or attention mechanisms of the brain. Once treatment is complete, no further training is necessary.
Dr. Stephen A. Ferrari Alta Neuro-Imaging Neurofeedback 1075 Yorba Place Suite 105 Placentia, CA 92870 714.990.6536 Website: www.ocbiofeedback.com
Add comment January 9, 2009
Treatment Options for ADHD
About this time of the school year, for the child with Attention Deficit Disorder, significant problems are really starting to raise their head. If the problems of inattention, difficulty with homework, poor behavior, and/or hyperactivity (there are several forms of this disorder) are starting to occur again, or are appearing for the first time, you are probably wondering what you can do to fix the problem. There are today, four basic treatment options with varying degrees of success, let’s take a look at them.
Neurofeedback:. Of the four options, neurofeedback is the only method that corrects the underlying cause of the disorder in a one time treatment, rather than merely managing the symptoms, or teaching the child how best to live with it. Neurofeedback is a highly effective treatment, with no side effects.
Medication/Drugs: Medication/Drugs are fairly successful in suppressing symptoms while the medication is in the blood stream. However, once the chemicals are out of the blood stream there is no longer any benefit. If medication is missed accidentally, or intentionally (adolescent compliance is often a problem because of the stigma attached to the medication, or the unwanted side-effects), or when it wears off, the problems return in full force. Adolescents’ not taking their medication is a significant problem, since you have the ADHD problems returning and combining with the hormonal and other challenges of adolescence, which can be a very bad combination. Furthermore, since the drugs are only effective while in the blood stream, and the underlying cause is never corrected, the medications must be taken for life.
The potential of harmful side effects as a result of the medications is a major problem. These side-effects range from weight loss, over-stimulation of the central nervous system, dizziness, sleep disorders, loss of appetite, tremors, tics, and Tourette’s Syndrome. There may be one or a combination of these side effects. These are serious side effects in any person, when one considers the vulnerability of children; the dangers are even more worrisome.
Behavior Modification: Behavior modification can have some benefits, however, it does not correct the cause of the disorder. The main problem with this treatment is its reliance on behavior contracts. This process requires the child to remember the rules and rewards of the contract in situations (on the playground, while daydreaming, when they’re not thinking about what they’re doing) where their ADHD is least likely to allow them to remember them.
Counseling or Therapy: This is designed to help children and their families feel better about, and cope with the problems the disorder brings, rather than correcting the disorder, in which case (the majority of cases), the therapy would not be necessary.
Neurofeedback is the only treatment that actually corrects the problem in a side effect free, one time treatment. Neurofeedback is a highly effective, drug free, painless procedure in which the child learns to retrain the attention mechanisms of the brain.
Dr. Stephen A. Ferrari Alta Neuro-Imaging Neurofeedback 1075 Yorba Place Suite 105 Placentia, CA 92870 714.990.6536 Website: www.ocbiofeedback.comAdd comment November 11, 2008
Homework…and the ADHD Child
Simply put, homework is supposed to be like this. At a certain time, the child sits down and completes their assignments, with a reasonable degree of success, in a timely fashion, and perhaps with some interaction with their parent(s). 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.
Unfortunately, with a child who has ADHD, the experience and outcome can be quite different. After much cajoling, and struggle the parent gets the child to begin their homework. Then ensues a multiple hours long battle, involving countless distractions, struggles (and phone calls?) to understand material and directions which unfortunately, the inattentive child did not get straight in class, and outbursts of frustration and anger from both parties. The outcome of this homework session is (along with hopefully some learning), exhaustion, hurt feelings, distrust, lowered self-esteem, and anger. Sound familiar…?
This damaging experience actually begins at school. Often the ADHD child has extra homework added on because of work uncompleted in class, and/or as punishment for poor behavior or inattention. By the time they get home they are frustrated, tired and stressed. Mom and/or Dad may be feeling this way too (they have their own struggles). When the “getting started” battle is finally over, parents often find that the child is behind in assignments (again?), hasn’t written down directions properly, and doesn’t know how to do the work (want to repeat fifth grade?) What’s very important to understand, and correct this scenario, is that 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 children’s 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.
Add comment October 21, 2008
