Posts tagged ‘hyperactive’
If you have a child in your family who has, or you suspect may have ADHD (ADD), and they are not currently getting the proper help with the disorder, there is obviously a problem that needs to be fixed. It could be that they are on medication and it is not solving all the problems, or that the side effects of the medication are causing their own set of problems, or they are causing a compliance problem, or a combination of the above. It is also possible that no treatment is engaged and parents are employing strategies to help the child cope with the disorder, instead of correcting it, and this is not doing enough for the child to realize their true potential.
Although it may be clear that a solution is needed, what may not be obvious is the importance of the “end game” of the current school year for your child. How this school year ends is of critical importance to how the next school year will start, to both your child and your child’s teacher (both this years’ and next’s). Improvement at the end of the year shapes your child’s current teacher’s decision for advancement and classroom placement for the next year. It also shapes the comments this year’s teacher will make to the new teacher about your child’s perceived (not actual!) personality, intelligence (most children with this disorder actually have a higher than average I.Q., although the disorder can make it seem the opposite), attitude, and in some cases even the parent’s skill at parenting! These comments and reports are very powerful in shaping your child’s school experience next year.
Furthermore, when a child actually experiences that school is really getting better at the end of this year, they will transfer that confidence over onto the start of next year. This makes a tremendous difference in their self-expectations and level of success for the new year to come. Both this year’s teacher’s ending perception of your child, and its effect on next year, and the confidence “carry-over” from this year to the next, is why the “end game” of this school year is so important.
The way to actually make this very important “end game” successful is to actually correct the ADHD (ADD) now at the end of this school year. The most effective way to do this, and at the same time avoid the side effects, stigma, and life-long rigors of medication is through Neurofeedback Treatment.
By utilizing a treatment called Neurofeedback, a child 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 maintenance 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 Placentia, CA office.
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.
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.
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).
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.