Posts tagged ‘Attention Deficit Disorder in Children’
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
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.
There are three types of AD/HD (ADD), primarily Inattentive, Hyperactive-Impulsive, and Combined. In individuals with Hyperactive-Impulsive and the Combined forms, anti-social behavior is, unfortunately, common. Approximately 60% of these individuals maybe oppositional or defiant, many end up in trouble with the law.
These difficulties are rooted in the neurological imbalances, which cause AD/HD (which in most cases can be corrected through neurological retraining, without the use of drugs). The results of these imbalances are that these individuals tend to typically be less content and peaceful, impulsively act-out, and crave the stimulation of anti-social behaviors. Furthermore, the impulsivity causes these activities to be less carefully planned, and they are more easily caught.
Teenagers with these forms of the disorder average two arrests by the age of 18. Approximately 20% of these teenagers will be arrested for a felony, compared to only 3% of teens without the disorder. Recent data shows that as many as 50% of all teens in juvenile facilities have AD/HD, but were untreated for it, and a full 70% of men in prisons in California have AD/HD and were untreated for it as children.
Teens with these types of the disorder have 400% more traffic tickets related to speeding, than teenagers without it. Twice as many of these teenagers will run away from home (with the added increased likelihood of further bad choices, once away from home) than teens without the disorder. Arson is also often associated with AD/HD, teenagers with untreated AD/HD are three times more likely to be arrested for arson than those without the disorder.
Teenagers untreated as children for AD/HD are ten times more likely to get pregnant, or to cause a pregnancy, than those without AD/HD. Teens untreated for this disorder are
also 400% more likely to contract a sexually transmitted than teens without AD/HD.
Often AD/HD students will have difficulty with certain interactions on a regular basis: difficulty in taking turns, misinterpreting others’ remarks as overly hostile, personalizing others’ remarks actions excessively, and misreading social cues.
Correcting the Disorder
In addition to the above-mentioned problems, there are a host of other difficulties associated with AD/HD. Tragically this disorder often goes undetected, or when detected, untreated, due to parents’ fear of the unwanted significant side effects of medication, which they may think are their only treatment option.
As we mentioned earlier, the neurological imbalances, which cause all forms of this disorder, can be retrained, alleviating the condition. Neurofeedback is a drug free, safe, non-invasive and painless procedure in which the patient learns to retrain these processes. Once training is completed, no further treatment 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
About this time of year (if it hasn’t happened already), children with ADHD (ADD) begin to “run out of gas” at school. They are past the high point of Christmas, summer seems a long way off, and they’ve been working at school for over six months. After all, they’re kids. Often, they start to struggle and misbehave, and grades can decline.
This dilemma can become catastrophic for students with ADHD. They have been “running” much harder to keep up than their classmates have, and consequently are much more worn out than they are. An additional problem is the “foundation problem”, which refers to the tiered or sequential nature of education. As children move throughout the course of the school year, and progress from year to year, new concepts and understandings are built on the foundations of the previous ones. ADD often causes children to miss some of the key concepts of subjects. Then, when the teacher moves on to the next concept or set of facts, the child struggles with comprehening the new ideas because they are based on the previous ones, which they didn’t fully understand in the first place. This problem is of cumulative nature, and as school progresses, the lack of understanding increases and becomes overwhelming. Also increasing are the frustration, loss of confidence, and motivation… equally powerful in sabotaging the child’s success at school.
What makes matters worse are that these school programs may influence other areas of life, such as friendships and family life. Furthermore, the parents working with the child becomes exhausted too. This causes further “snow-balling” problems for the child and other members of the family!
The final piece of this dilemma is that at certain times in the education process, the teaching style, responsibility required of the student, or level of thinking required, take a big step up in difficulty. This may occur at fairly standard intervals, such as first, third, and sixth grade, middle school, high school, and college. But, with the increasing diversity in school programs and curriculum, it’s hard to know when these transitions will occur. This is often “the straw that breaks the camel’s back” for children with ADD.
The solution is to correct the disorder. Unfortunately, many parents deny the existence of the disorder, or choose to not get help for their child because they fear the side effects and/or rigors of medication. There is, however, an alternative. Neurofeedback is a highly effective, drug-free, safe, non-invasive, and painless procedure in which the student learns to correct the problem. Once training is complete, no further treatment is necessary.
Mothers (and fathers too) of children with ADD often carry a very heavy load. There are actually three loads involved here, let’s take a look at them.
First, there is the load she places on herself. Most mothers love their children so much, and the problem of ADD seems so unfair and hopeless, that in despair they often turn to blaming themselves (it is sad to think that this is often what their children do too). This can create a heavy sense of guilt, which is not only painful and counterproductive, it is also totally unwarranted. ADD is a neurological disorder, and is in no way caused by any aspect of parenting. Let’s lift that weight of their backs right now.
Second, is the misplaced burden of trying to correct or cope with the problem of ADD itself. Unless they are trained professionals in this field, there is no way they have the adequate abilities to handle this problem. This should only be placed in the hands of these professionals, although mom’s are often told to “handle it”. Let’s lift that burden right now too!
Finally, there is the significant, normal load of being a good mother. And that’s a load that most moms would gladly carry. Let’s leave that one right there in their very capable and loving hands.
The problem often gets so out of hand because it becomes compounded easily. The child’s home behavior may (depending on type of ADD) include, not listening, messiness, fighting, hyperactivity, endless homework, depression, anger, and frustration. At school, inattention, poor performance, uncompleted class work and/or behavior problems often result in pressure being directed at the parents, extra work being sent home, and low self-esteem in the child. This further increases family tension and the problem can tend to build on itself.
For most parents who see the problem (or those who resist seeing for fear of what they think are the consequences), there is the roadblock of an undesired medication solution.
However, this need not be the case. Attention Deficit Disorder’s symptoms (inattention, and/or hyperactivity-impulsivity, or a combination) are neurological in basis, and can be corrected through a type of neurological re-training. Neurofeedback is an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary
To request information on the treatment of Attention Deficit Disorder (ADD, ADHD), Mild to Moderate Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, and Peak Performance Training contact:Dr. Stephen A. Ferrari Alta Neuro-Imaging Neurofeedback 1075 Yorba Place Suite 105 Placentia, CA 92870 714.990.6536 Website: www.ocbiofeedback.com