Sue Scheff: When do we complete homework with the ADHD child?

By Kara Tamanini (Author and Therapist)

Parents often tell me that completing homework with their ADHD child is often a great challenge and causes a lot of frustration. Children usually by the time they get home are tired and simply want a “break” from their work and want to play or “chill out” and watch television. However, homework still has to be done and parents usually wait until late afternoon or night to complete homework. Inevitably, children procrastinate and “fight” their parents every inch of the way in completing their homework. By the time the homework is completed, everyone including the child are usually angry and frustrated and homework took a very long time as the parent tries to cajole their child to complete the work.

As a rule, children with ADHD seem to do better on schoolwork in the mornings, more often than children without ADHD. What this means exactly is that school work and/or homework should be completed earlier in the day or even some of the homework should be completed in the morning if possible. Tasks for children that are boring, repetitive, or that take sustained attention/concentration should be done earlier if possible. By the end of the day, children are usually tired; fatigued and if parents decide to complete homework late in the day, problems are sure to ensue and the work will most likely not be completed.

Therefore, a homework schedule should be implemented that includes part or the entire school work load to be completed in the morning. Also, when homework is completed with your child, it should be done in a quiet setting with no distractions. This means that the radio, television, and the noise from video games must be turned off. Children with ADHD are easily distracted and the less distractors for them when they are trying to complete their schoolwork the better. In addition, homework should be completed on a 1:1 basis. Children with ADHD do not do well in group situations where they are able to become over-stimulated and if possible homework should be done alone, just you and your child where individualized attention can be given.

Visit www.kidsawarenessseries.com for more great quick tip articles from Kara!

Follow Kara Tamanini on Twitter at @KidTherapist

Sue Scheff: Many learning and behavior problems may begin in your shopping cart

The Feingold Program has been around for many years and has helped many families. If you have an ADD/ADHD child, take the time to see if this may be an alternative for you.

Source: Feingold Association

Did you know that the brand of ice cream, cookie, and potato chip you select could have a direct effect on the behavior, health, and ability to learn for you or your children?

Numerous studies show that certain synthetic food additives can have serious learning, behavior, and/or health effects for sensitive people.

The Feingold Program (also known as the Feingold Diet) is a test to determine if certain foods or food additives are triggering particular symptoms. It is basically the way people used to eat before "hyperactivity" and "ADHD" became household words, and before asthma and chronic ear infections became so very common.

ADHD (Attention Deficit Hyperactivity Disorder) is the term currently used to describe a cluster of symptoms typical of the child (or adult) who has excessive activity or difficulty focusing. Some of the names that have been used in the past include: Minimal Brain Damage, Minimal Brain Dysfunction (MBD), Hyperkinesis, Learning Disability, H-LD (Hyperkinesis/Learning Disability), Hyperactivity, Attention Deficit Disorder, ADD With or Without Hyperactivity.
In addition to ADHD, many children and adults also exhibit one or more other problems which may include: OCD (Obsessive Compulsive Disorder), ODD (Oppositional Defiant Disorder), Bi-polar Disorder, Depression, Tourette Syndrome (TS), and Developmental Delays. These people often have food or environmental allergies. Many have a history of one or more of these physical problems: ear infections, asthma, sinus problems, bedwetting, bowel disorders, headaches/migraines, stomachaches, skin disorders, sensory deficits (extreme sensitivity to noise, lights, touch), vision deficits (the left and right eyes do not work well together, sometimes nystagmus).

While all the above symptoms might be helped by the Feingold Program, generally the characteristic that responds most readily is behavior. Although the symptoms differ from one person to another, the one characteristic that seems to apply to all chemically-sensitive people is that they get upset too easily. Whether the person is 3-years-old or 33, they have a short fuse.
Dr. Feingold began his work on linking diet with behavior back in the 1960's. He soon saw that the conventional wisdom about this condition was not accurate. At that time most doctors believed that children outgrew hyperactivity, that only one child in a family would be hyperactive, and that girls were seldom affected. Parents using the Feingold Diet also saw that these beliefs were not accurate. Years later, the medical community revised their beliefs, as well.
Another change in the medical community has been the increased use of medicine to address ADHD. In the 1960's and 1970's medicine was used with restraint, generally discontinued after a few years, and never prescribed to very young children. If there was a history of tics or other neurological disorders in a family member, a child would not be give stimulant drugs. The Feingold Association does not oppose the use of medicine, but believes that practitioners should first look for the cause(s) of the problems, rather than only address the symptoms. For example, ADHD can be the result of exposure to lead or other heavy metals; in such a case, the logical treatment would be to remove the lead, arsenic, etc.

The Feingold Association believes that patients have a right to be given complete, accurate information on all of the options available in the treatment of ADHD as well as other conditions. Sometimes, the best results come from a combination of treatments. This might include using the Feingold Diet plus allergy treatments, or plus nutritional supplements, or plus a gluten-free/casein-free diet, or even Feingold + ADHD medicine. We believe that it's useful to start with the Feingold Diet since it is fairly easy to use, not expensive, and because removing certain synthetic additives is a good idea for anyone.

Used originally as a diet for allergies, improvement in behavior and attention was first noticed as a "side effect." It is a reasonable first step to take before (or with if already begun) drug treatment for any of the symptoms listed on the Symptoms page.

Read more: http://www.feingold.org/pg-overview.html

Sue Scheff: 17 Ways Parents Can Help ADHD Children Make Friends

Source: ADDitude Magazine

Children with ADHD sometimes struggle with social skills, and making friends can be tough. But parents can help! Learn how to guide your child through sticky social situations and make lasting friendships.

by Gay Edelman, Ann Loftin

Sometimes, ADHD children need help making and keeping friends. Parents can make a big difference without stepping on toes by helping an ADD child start a conversation or by "supervising from the window."

Find out other ways to become your child's ADHD friendship coach and guide his social development here.

Observe the Situation

Get to the root of the problem. ADHD children often have little sense of how they're perceived by their peers, and will commit social blunders without realizing it. Help them by discussing what went wrong, why it happened, and what your child could (not should) do differently next time. Be as sensitive with your attention deficit child as you would be with a close adult friend -- too much negative feedback can hurt your child's self-esteem.

On the flip side, when your child has a successful interaction, congratulate him.
Watch your child closely. Whenever he's playing with other kids, make sure you can see and hear what's going on. Be ready to intervene if he picks a fight, starts telling fibs, or does something dangerous in an effort to impress others.

Read entire article here: http://www.additudemag.com/adhd/article/5401.html

Sue Scheff: Parenting ADHD Children: Advice from Moms Like You

Source: ADDitude Magazine

Moms' advice for parenting ADHD children, creating an ADD-friendly household, and smoothing out daily rough spots with discipline and behavior.

by Arlene Schusteff

It’s the stuff attention deficit disorder (ADD ADHD) days are made of: You’re trying to get your daughter to finish her homework, but she insists on doing cartwheels across the living room. Or you’ve already had two big dustups with your son — and it’s only 9 a.m.

Sound familiar? Parents of ADHD children have a lot on their plates. And while doctors, therapists, and ADD coaches can offer helpful guidance, much of the best, most practical advice on parenting ADD children comes from those who have been there, done that.
In other words, from other ADHD parents.

For this article, ADDitude asked members of support groups across the country (both live and online) for their tried-and-true parenting skill tips for monitoring behavior problems, disciplining and smoothing out the daily rough spots. Here’s what they said.

Number One: The Morning Routine

The Morning Routine

In many families, the friction starts soon after the alarm clocks sound. It’s not easy to coax a spacey, unmotivated ADHD child out of bed and into his clothes; the strategizing required to get the entire family fed and out the door on time would test the mettle of General Patton.

Getting off to a slower start can make all the difference, say parents. “We wake our son up a half-hour early,” says Toya J., of Brooklyn, New York, mother of eight-year-old Jamal. “We give him his medication, and then let him lie in our bed for a while. If we rush him, he gets overwhelmed — and so do we. Once the meds kick in, it’s much easier to get him going.”

Some parents aren’t above a little bribery. “In our house, it’s all about rewards,” says Jenny S., of New York City, mother of Jeremy, age seven. “Every time we have a good morning, I put a marble in the jar. For every five marbles, he wins a small reward.”

Amy B., of Los Angeles, mother of Jared, age seven, is another believer in reward systems. “If the TV is on, it’s impossible to get him moving. Now the TV stays off until absolutely everything is done and he’s ready to go. He moves quickly because he wants to watch that television.”
Another way to keep your morning structured and problem-free is to divide it into a series of simple, one-step tasks. “I’m the list queen,” says Debbie G., of Phoenix, mother of Zach, 10. “I put a list on his bedroom door that tells him step-by-step what he needs to do. I break his morning routine down into simple steps, like ‘BRUSH TEETH,’ ‘MAKE BED,’ ‘GET DRESSED,’ and ‘COME DOWNSTAIRS FOR BREAKFAST.’ The key is to make it easy to follow.”

What about kids who simply cannot, or will not, do what’s asked of them? When 10-year-old Liam refuses to comply, his mom, Dina A., of New York City, shifts into “if-you-can’t-beat-’em,-join-’em” mode. “I can’t believe I’m admitting this,” she says, “but I wake him up and bring him cereal in bed. Once he’s gotten something to eat, he’s not as crabby.”

Behavior Patterns

At first glance, a child’s misadventures may seem random. But spend a week or two playing detective, and you may see a pattern. Pay attention to the specific situations that lead to trouble and — even more important — to the times of day when trouble usually occurs.

“You may find that tantrums come at certain times of the day,” says Laura K., of San Francisco, mother of Jack, eight. “With my son, we found that it was right after the medication wore off. So we asked the doctor for a small booster dose to get us through. It’s worked wonders for cutting down on the bad behavior.”

Sometimes children simply fail to see the connection between how they behave and how they’re treated. In such cases, behavior charts are a godsend. The idea is to post a chart, specifying the behaviors you expect and the rewards the child will earn for toeing the line.

Renee L., of Northbrook, Illinois, mother of Justin, nine, explains: “Once children see that good behavior gets them privileges and bad behavior gets them nothing, they’re more likely to comply.” It helps to focus on only a few behaviors at a time.

Saying 'No' to Screen Time

For a weary parent, the sight of a child quietly watching TV, playing a video game, or working on a computer can seem heavenly. But too much screen time is not good — especially for kids who tend to hyperfocus.

Once these kids have entered the video or computer “zone,” it’s hard to switch their focus to something important — homework, for example.

For these kids, placing limits on screen time is a must. But how do you do this without triggering a battle?

“My husband and I decided that the only way to control our son’s screen time was to have consistent rules,” says Lisa L., of San Francisco, mother of Corey, 12. “So we started a ticket system. At the beginning of each week, we give Corey 10 tickets. Each ticket is good for an hour of screen time, whether it’s used on TV, video games, or the computer. He knows that, once all 10 tickets are gone, that’s it. It has helped him learn to budget his time.”

Like Lisa, Kate W., of Los Angeles, mother of 10-year-old Alex, requires her son to ask before he turns on the TV or picks up his Game Boy. “If he has homework to do, or if we’re getting ready to go somewhere, he knows that I’m going to say ‘no,’” she says. “When he asks, I tell him to move on to something else.”

Read entire article here: http://www.additudemag.com/adhd/article/581-4.html

Sue Scheff: ADHD - Drop Your Reins Program

As many know, I raised my ADHD son, and know the struggles first hand that parents can go through. Personally, I tried different methods to help my son, and believe that everyone is different and what works for them is unique to them and their situation. We were successful with medication (which I know many frown upon, however it worked for us). Here is an alternative that many have found very successful. It is important to have an open mind and not be judgemental with what helps others.

Founded and run by 15-year-old Danielle Herb, Drop Your Reins is a holistic training school based in Live Oak, FL. From direct interaction with horses to supplemental training videos the program uses Natural Horsemanship For Kids helps guide the powerful minds of ADD/ADHD and Autistic children to reach their greatest potential while maintaining their innocence and purity.

Horses are amazing because they are sentient animals that mirror our personalities as well as our fears. –Danielle Herb


The old model of parenting and training horses, still being used by many today, is to break their spirit into submission to get them to do what you want. They are repeatedly worn down until the end result is unhappy, unhealthy kids and horses.

Are you curious about how horses can help humans learn to communicate more effectively, build inner self-esteem and outer confidence? By partnering with horses, we create an experiential learning environment that invites open communication, personal reflection, and increased self-awareness. Find out more about this “horse stuff” by joining us for a short, complimentary, introductory demonstration of this truly amazing learning process!

We begin each demo with introductions, to each other, to horse assisted learning and to horse behavior. Next, we partner with our four-legged friends to give you an opportunity to experience, first-hand, an on-the-ground (non riding) Drop Your Reins experience. Following the exercise with the horses, we take time “debrief” or talk – seeking to help identify assumptions and belief systems, increasing understanding and awareness. There’s also time to answer questions about how we can collaborate to help you reach your families development or personal growth goals.

Drop Your Reins is a Youth to Youth Program designed to give kids tools that will assist them in ways to overcome fears and challenges, develop healthy loving relationships, build trust, grow their inner confidence and self esteem, explore leadership

Perfect for your:

■School
■Church Group
■Mom’s Group
■WAHM Group
■Business
■Rotory Club
■FFA
■Youth Group
■CHADD Group
Contact us to learn more about how we will work with you to create your customized learning/training pwww.danielleherb.com

386-965-1815

dropyourreins@gmail.com

Sue Scheff: Feingold Seminar 2009 – Change Behavior by Changing Your Grocery List

As a parent of an ADHD child, I have always been aware of the Feingold Program. Although I wasn’t able to use the diet for my son, I know many success stories and believe that parents should be aware of all alternatives.

Source: Feingold Association

FREE SEMIMAR

WHAT: Free seminar on dietary options for children (and adults!) with learning, behavior, and other health problems,AND a hands-on activity in which you can find out for yourself just how much food dye it takes to create those pretty colors of frosting on a cupcake.

WHEN: Thursday, June 25, 2009 7:00 pm – 8:30 pm

WHERE: Marriott SpringHill Suites Hotel 899 Elkridge Landing RoadLinthicum, Maryland (near BWI Airport)(410) 694-0555

SPONSOR: The Feingold AssociationTel: 800-321-3287 or 631-369-9340

Sue Scheff: Florida Summer Program for ADD/ADHD

Wow, Danielle Herb (check out her video) offers an amazing program for kids with ADD/ADHD as well as helping kids overcom their fears. Since I am in Florida, I am always asked about programs here and honestly, there are not that many. Well, not many in my opinion - if you know my story and my organization, I am a bit on the picky side.

Attention Children (Aged 10-16) With ADHD/ADD:
Horse Kid Scholarship 2009 for Danielle Herb’s ADHD Horse

Level 1 Master Class 21st - 28th June 2009- Visit http://www.adhdkidsscholarship.com/

Start Your Summer In Florida With Danielle Herb, The ADHD/ADD Natural Horsemanship Coach

WHAT: The ADHD Horse Level 1 Master Class is an exciting new weeklong program developed by Danielle Herb and Drop Your Reins to help you manage your ADD/ADHD using natural techniques and without the need for prescription drugs.

WHO: Children Diagnosed with ADHD/ADD Aged 10-16

WHEN: June 21-28, 2009

WHERE: North Florida (Location to be announced)

The Master Class will allow you to teach other young people the skills you learn, while at the same time teaching you how to manage your own ADD/ADHD by learning the language of the horse and mirroring.

By taking part in this Master Class you will discover:

How to manage energy in Positive and Peaceful ways by allowing the horse to mirror you.
How to improve your grades by developing a natural ability to focus.
How to easily plan and manage your diet for natural, positive affects.

Winners of The ADHD/ADD Horse Kid Scholarship will receive:

ADHD Horse Level 1 Coach Certification, allowing you to help other young people (worth $2499)
Lodging and Meals for the duration of the Master Class
A exclusive swag bag filled with books, music, DVD’s and services that will help you
You will gain life skills which will help you to control your ADHD/ADD

Find out more http://www.adhdkidsscholarship.com/

Sue Scheff: ADD/ADHD Youth Program - Drop Your Reins

Drop Your Reins – Learn to TrustPeaceful Solutions for ADHD/ADD & Autistic Children Using Natural Horsemanship

Founded and run by Danielle Herb, Drop Your Reins is a holistic training school based in Live Oak, FL. From direct interaction with horses to supplemental training videos the program uses Natural Horsemanship For Kids helps guide the powerful minds of ADD/ADHD and Autistic children to reach their greatest potential while maintaining their innocence and purity.

Horses are amazing because they are sentient animals that mirror our personalities as well as our fears. –Danielle Herb

The old model of parenting and training horses, still being used by many today, is to break their spirit into submission to get them to do what you want. They are repeatedly worn down until the end result is unhappy, unhealthy kids and horses.

Are you curious about how horses can help humans learn to communicate more effectively, build inner self-esteem and outer confidence? By partnering with horses, we create an experiential learning environment that invites open communication, personal reflection, and increased self-awareness. Find out more about this “horse stuff” by joining us for a short, complimentary, introductory demonstration of this truly amazing learning process!

We begin each demo with introductions, to each other, to horse assisted learning and to horse behavior. Next, we partner with our four-legged friends to give you an opportunity to experience, first-hand, an on-the-ground (non riding) Drop Your Reins experience. Following the exercise with the horses, we take time “debrief” or talk – seeking to help identify assumptions and belief systems, increasing understanding and awareness. There’s also time to answer questions about how we can collaborate to help you reach your families development or personal growth goals.

Learn More here: http://dropyourreins.adsonvids.com.au/

Sue Scheff: Power Moms Unite - Learn More about ADHD

Power Moms are moms working to successfully balance the needs of child, family, and self. Some work outside the home, balancing a career with the needs of their child, family and personal self. Other moms are working from home, managing families while managing a small home-based business or managing large families and a homeschool. There are a wide range of us- all power moms- looking to do our best at our many hats as mom- be that nuturer, coach, educator, cheerleader, psychologist, disciplinarian, party arranger, role-model, etc. The roles are vast and numerous, the balance often difficult to strike. This site hopes to empower these moms by providing timely, valuable and informative resources for celebrating family life and successfully managing ADHD.

Visit http://www.powermomsunite.com/ and read their educational and informational articles, ideas and experiences! As a parent of an ADHD child (now young adult) I love this website and can relate!

Sue Scheff: 5 Parent Secrets: Bring Out the Best In Your ADHD Child

Source: ADDitude Magazine

How to foster happiness and success in ADHD children who need a little help unwrapping their special gifts.

Every child is born with gifts. A child who has the fascinating trait called attention deficit disorder (ADHD) possesses extraordinary ones, but they may be hidden. And if they’re found, they can be tough to unwrap.

I hear from parents who say they need a plan to help them do that. Well, your wish has been granted. I have a five-step plan, called the cycle of excellence, which will reveal your ADHD child's gifts for all to see.
The plan works best if you love your child in the right way. First, try to catch her spirit and essence. Watch, listen, and interact with her, and don’t direct or worry about getting things done. Just hang out with her. You’ll come to see who your child is.

Before she gets labeled smart or stupid, hardworking or lazy, athletic or klutzy, friendly or taciturn, engaging or standoffish, before she gets labeled ADD or XYZ, a parent usually senses the beginnings of who her child is. Hold on to that!

Second, don’t listen much to the diagnosticians. Out of necessity, diagnosticians oversimplify. We miss the subtleties, the complexities, and the richness that makes up the spirit of a child. It is sad to see how many children lose that essence growing up. You can protect your child’s spirit by noticing it, naming it, and nourishing it.

The cycle of excellence will do the rest. I have used it many times — and have seen it used by other parents. The plan will help your child do more than get by in life. She will thrive and soar beyond where she, her teachers, and even you may have thought she could. Now let’s get started.

Read entire article: http://www.additudemag.com/adhd/article/5408.html

Sue Scheff: New Book Details Comprehensive Plan To Deal Effectively with Kids with ADHD

For Immediate ReleaseContact:

Michele Robinson

HWM Communications

301-530-1845

Mrobinson48@earthlink.net

New Book Details Comprehensive Plan

To Deal Effectively with Kids with ADHD

School Success for Kids With ADHD, published this month by Prufrock Press, is a new resource that offers parents and teachers the latest information to support the total child at school, at home and in social situations. If parents have only one book to read about ADHD, this is it.
Written by three Washington, D.C. experts in child psychology and education, School Success for Kids With ADHD offers a 12-point plan–a wrap around approach—that includes parents, teachers, physicians and school counselors in supporting the child or teenager with ADHD.

School Success for Kids With ADHD sorts out the current confusion over ADHD medications by providing the latest information about which medications works best. Because 34 percent of Americans now use alternative or complementary medical therapies, the authors include the latest information about diet and stress management.

The book is organized so that no matter where you are as a parent–first diagnosed, veteran or skeptic—you can open the book and find your place. School Success for Kids With ADHD has been described as “one stop” reading about kids with ADHD because all information presented is updated and comprehensive.

The book walks the reader through the steps to develop a comprehensive plan about what services are needed to support a student with ADHD. The book’s authors strongly believe that the more information that parents and educators have, they better equipped they are to make decisions.

Topics covered include recognizing the causes and types of attention deficits and how they appear in the school context, requesting school evaluations and diagnoses, understanding the laws regarding students with special needs, advocating for these students in the school environment, and coaching students with attention deficits to success.

The authors also include a brief overview of research and medical perspectives on attention deficits, strategies used by teachers of children with ADHD, and helpful tools for parents and teachers to employ, such as homework checklists and self-advocacy charts.

School Success for Kids With ADHD is now available at Border’s, your local bookstoreor from Prufrock Press Inc., (800) 998-2208; http://www.prufrock.com/.

About the authors

Stephan M. Silverman, Ph.D., served as a school psychologist for 30 years, specializing in the treatment and instruction of children with attention deficit disorders and learning disabilities. He is the coauthor of the best-selling School Success for Kids With Asperger’s Syndrome.

Jacqueline S. Iseman, Ph.D., runs a private practice specializing in treating children and adolescents in Washington, DC. Her areas of expertise include working with children, adolescents, and families providing psychotherapy, consultations, and assessment.

Sue Jeweler, a retired teacher, spent her 30-year career working with children in the Washington, DC area. She is the coauthor of the best-selling Smart Kids With Learning Difficulties.

Sue Scheff - ADHD and Teen Help

Source: ADDitude Magazine

How can parents best help their ADHD teens? Sometimes, stepping back to allow for some independence (and mistakes) is more important than enforcing discipline and structure on young adults with attention deficit.

I saw Donny for an ADHD evaluation shortly after his eleventh birthday. Like many parents, his mother, Christine, reacted to diagnosis of her adolescent son with mixed feelings: sadness that he was not perfect and that the attention deficit disorder (ADD ADHD) wouldn’t go away - and concern about the implications for Donny’s future.

She hoped that the treatment plan we devised - a combination of academic accommodations, therapy, and ADHD medication - would improve their day-to-day lives. Mostly, she was determined to do whatever was necessary to help her son.

Christine became the boy’s champion, protector, and advocate - getting him the ADHD teen help he needed.

She coordinated with Donny’s teachers, school counselors, soccer coaches, piano teachers, and the parents of his friends to make sure that they understood his needs and treated him fairly. She attended IEP meetings and helped shape his academic plan. Morning, homework, and bedtime routines were established to structure life at home.

The bottom line? Donny thrived.

Changes for the worse

I saw the family again almost four years later. Sad to say, their life had taken a turn for the worse. Donny was and ADHD teen experiencing many of the same problems he had in the past: He was angry and defiant at home; he procrastinated about homework and became disorganized in the classroom. Finally, Donny began to rebel against taking his medication and going for after-school academic support sessions.

The old disciplinary standbys of grounding Donny and taking away his privileges had little effect on his behavior. Christine expressed worry about his choice of friends, and urged him to find more responsible buddies. Donny withdrew from family life and spent more time in his room or with his friends.

Christine was the same motivated mother, but the parenting approach that had worked so well before was now exacerbating Donny’s behavior. What happened, she wondered? And where could she find ADHD teen help.

For one thing, Donny wasn’t the same youngster at 15 that he had been at 11. His perceptions, expectations, and needs had, in some cases, changed drastically. To hear Donny describe things, his caring and dedicated mother had somehow become a controlling, demanding parent. She nagged him constantly, about “everything.” Why couldn’t she get a life and get off his back?

Trying too hard

I told Christine that she was trying too hard. The take-charge, proactive parenting that used to work was now smothering Donny. He didn’t want to be taken care of; he wanted to be independent and mature. He was embarrassed when his mother checked with his teachers about his academic work. The routines set up at home now felt like a straitjacket to Donny. He perceived many of the family rules as attempts to limit his freedom. He hated taking medication. Donny was sick and tired of his AD/HD! He wanted to be like other kids his age.

Christine began to realize how Donny had outgrown many of the old strategies to manage his AD/HD, and her attitude started to change. She had run interference for her son for three years, but now he resented the interventions. She felt frustrated and guilty over Donny’s struggles and concluded that she wasn’t doing enough to help him.

In a nutshell, Donny wanted to grow up, but his loving mother - of all people - was standing in his way. It frustrated both of them. Christine needed a plan to find the right balance in mothering her AD/HD son. Here is the 10-step plan I devised to help her:

1. MAINTAIN REALISTIC GOALS. AD/HD cannot be “cured” because there is nothing to cure; it’s not an illness or a disease. A realistic goal is to help your child manage it well by providing strategies and interventions helpful to that particular child. Even with ideal interventions in place (a great IEP, therapeutic and tutoring help, the right medication at the right dosage), most children will continue to struggle at times. Expecting too much from your child, or from yourself as a parent, isn’t fair to either of you.

Perspective: Everyone slips up occasionally - kids with AD/HD and those without it. Sometimes the school paper is put off until the night before it’s due, and sometimes the garbage doesn’t get taken out. Look at the implications of a given act. If there are none, ask yourself, “What am I getting so upset about?”

2. MINIMIZE THE GUILT AND FEAR.AD/HD is a biological condition that, in most cases, is genetically transmitted. It’s no one’s fault. Parents aren’t guilty of “giving” their child AD/HD any more than they are guilty of giving their child life. Feeling guilty or worrying excessively leads to trying to do too much. Take a breath, relax, and remind yourself that your child isn’t doomed to a life of failure.

Perspective: Recall the baby and giant steps your child has taken since the original diagnosis. Ask yourself honestly: Hasn’t your child made more progress than you thought he would after first being told he had AD/HD? Pat yourself and your child on the back for how far you’ve come and how far you will go.

Read entire article here: http://www.additudemag.com/adhd/article/720.html

Sue Scheff - Parenting ADHD

Source: ADDitude Magazine

4 Ways to Be a Better Parent: Raising ADHD Children

Expert advice for parenting your ADHD children -- forging powerful connections and becoming a positive life coach.

by Edward Hallowell, M.D.

Parenting children with attention deficit disorder (ADD ADHD) brings more ups and downs than a roller coaster.
One day you're basking in your child's creativity, the next you're worried about his social isolation and discipline problems at school. You do everything you can think of to help your son or daughter, yet wonder if you could do more.
What does it take to be a good, even great, parent of an ADD child? How can you create an environment that helps your special, wonderful child overcome the obstacles in his path?
Let me suggest four strategies:

1. Forge connections

Once you've taken care of your child's safety and feeding, your top job as a parent is to help her feel connected. By this, I mean creating an environment in which she feels part of something big and warm and benevolent. Reading to your child" is a great way to create connections. Sharing a bedtime story each evening (and doing a little cuddling in the process) lets you create a special, "slowed-down time together, and, of course, it's a great way to build your child's vocabulary.
Don't assume you have to give up this ritual once your child is reading on his own. You can continue it well into his teens.

How else can you create connections? Consider getting a family pet. And encourage contact between your child and his extended family. Frequent visits or calls from relatives extend a net of warmth and caring around your child. One of my favorite research studies showed that the single best predictor of happiness in adulthood is whether a person regularly shared family dinners when growing up.

2. Stay positive

It's too easy for parents to focus only on the problems associated with ADD. Yes, children with ADHD lose things. Yes, they often forget to turn in their homework. Yes, they are easily frustrated. But constantly harping on your child's shortcomings only undermines his self-confidence and optimism.

Try focusing on the positives for a change. What is it that your son does well? What hidden (or not-so-hidden) strengths does your daughter have? One mom I know used to say that her ADD daughter had trouble seeing the fish in the aquarium at the doctor's office - because she was so fascinated by the tiny fish eggs clinging to one leaf of an aquatic plant. Well, that daughter is now hoping to use her ability to see the unusual to launch a career in fashion design.

3. Be a coach

Helping your child grow into a happy, successful adult involves more than giving her medication each day. It means helping her find success and confidence in relationships and activities that she enjoys. Medication can be instrumental in helping her apply the brakes to her racecar brain. But medication alone is never enough.

Certain issues will persist throughout your child's school career - and, in all likelihood, her whole life. I'm talking about practical matters, like getting along with others, planning each day, and staying motivated in the face of setbacks. As a parent, you must be ready to help your child in these areas. Medication is not the whole treatment for ADD. Never was, never will be.

4. Allow time for play

Parents sometimes fear that their child won't "keep up" or develop friendships unless he is signed up for several organized activities - sports, clubs, and so on. But kids need some time for unstructured play. It shows them that they can learn to create joy all by themselves - a skill that will help them preserve the positive energy of childhood into their adult years. So pick a couple of things your child loves, then give him the gift of time.

Sue Scheff: ADHD School Behavior

How teachers and parents can inspire better ADHD school behavior with help from these impulse-controlling exercises for children with attention-deficit.

by ADDitude Editors

The problem: The student with attention deficit disorder (ADD ADHD) interrupts the teacher and classmates by calling out answers or commenting while others are speaking.

The reason: Children with ADHD have difficulty controlling their impulses. Scientists believe that a problem with dopamine, a brain chemical, causes them to respond immediately and reflexively to their environment — whether the stimulus is a question, an idea, or a treat. That’s why they often seem to act or talk before thinking, and ADHD school behavior suffers as a result.
The obstacles: Children with ADHD may not be aware that they are interrupting.

Even if they are, they have difficulty understanding that their behavior is disturbing or disruptive to others.Simply telling them their behavior is wrong doesn’t help. Even though they know this, their impulsivity overrides their self-control. Many ADHD children can’t understand nonverbal reprimands, like frowning, either.

Read entire article here: http://www.additudemag.com/adhd/article/1977.html

Sue Scheff: Parenting ADHD Kids

Source: ADDitude Magazine

Help Socially Immature Kids Make Friends and Succeed at School

How to help children with ADHD improve behavior and social skills to make friends and do well at school.

The problem: The social maturity of children with attention deficit disorder (ADD ADHD) may be a few years behind that of their peers. In addition, they have difficulty reading verbal and physical social cues, misinterpreting remarks, or not getting jokes or games. Thus, their responses and reactions are often inappropriate, and it may be difficult to make friends their own age.

The reason: ADHD is a developmental disorder in which brain maturation is delayed. The student’s development may also be uneven. Students may behave appropriately in some situations but not in others, leading some unenlightened adults to believe “they can behave when they want to.”

The obstacles: ADHD children are usually not aware of how immature or off-base they may seem to peers and adults. They cannot adequately read other people’s responses to their behavior. Desperate for positive attention, they may try behavior that is outrageous, funny, or negative, mistakenly believing it will gain them friends and respect. They may be ostracized by their peers and singled out by teachers, which hurts their self-esteem.

Read Entire Article Here: http://www.additudemag.com/adhd/article/1971.html

Sue Scheff: Stop Interrupting! Better ADHD School Behavior

How teachers and parents can inspire better ADHD school behavior with help from these impulse-controlling exercises for children with attention-deficit.
by ADDitude Editors

The problem: The student with attention deficit disorder (ADD ADHD) interrupts the teacher and classmates by calling out answers or commenting while others are speaking.The reason: Children with ADHD have difficulty controlling their impulses. Scientists believe that a problem with dopamine, a brain chemical, causes them to respond immediately and reflexively to their environment — whether the stimulus is a question, an idea, or a treat.

That’s why they often seem to act or talk before thinking, and ADHD school behavior suffers as a result.The obstacles: Children with ADHD may not be aware that they are interrupting. Even if they are, they have difficulty understanding that their behavior is disturbing or disruptive to others.Simply telling them their behavior is wrong doesn’t help. Even though they know this, their impulsivity overrides their self-control. Many ADHD children can’t understand nonverbal reprimands, like frowning, either.

Read the entire article here: http://www.additudemag.com/adhd/article/1977.html

What Is ADHD? Diagnosis and Treatment Information

Source: ADDitude Magazine

An expert on ADHD and learning disabilities talks about the biology behind attention deficit disorder and why it's sometimes so difficult to diagnose and treat ADHD symptoms in children.
by Larry Silver, M.D.

In my 40 years as a child and adolescent psychiatrist, I have treated thousands of youngsters. With some children, I am able to make a quick evaluation about attention deficit hyperactivity disorder (ADHD) and outline a course of treatment. With others — more often than I care to admit — I have to tell parents that it's not clear what is wrong. It's not that I lack the expertise or diagnostic skills. It's just that psychiatry isn't quite as far along as other medical specialties.

A pediatrician can do a throat culture and tell at once whether a child needs an antibiotic; appropriate treatment follows the diagnosis. In contrast, psychiatrists are often required to initiate a specific treatment and worry about clarifying the diagnosis later on. As I often tell parents, we must "put out the fire and blow the smoke away" before we can figure out what started the fire.

If a child is having problems in school, he may have attention deficit disorder (ADD ADHD), but it's also possible that he has a learning disability. Or depression. Or anxiety. Sometimes what looks like ADHD is the result of family tensions.

If ADHD seems to be even a part of such a "mixed clinical picture," I typically prescribe medication. If this solves the problem, terrific. But in many cases, another intervention is needed to address persistent academic, emotional, or family problems. Only weeks or months after treatment has been initiated will the full clinical picture become clear.

I understand parents' concern about medicating their children. My clinical knowledge notwithstanding, I agonized over whether my granddaughter, who has ADHD, should be on meds. (Ultimately, we decided she should.) I have found, however, that parents often feel better about ADHD meds when they understand a bit about neurotransmitters, the remarkable compounds that govern brain function.

How neurotransmitters work
Before I tell you about these special brain chemicals, let me explain a bit about brain anatomy.

There are millions of cells, or neurons, densely packed into various regions of the brain. Each region is responsible for a particular function. Some regions interact with our outside world, interpreting vision, hearing, and other sensory inputs to help us figure out what to do and say. Other regions interact with our internal world — our body — in order to regulate the function of our organs.

For the various regions to do their jobs, they must be linked to one another with extensive "wiring." Of course, there aren't really wires in the brain. Rather, there are myriad "pathways," or neural circuits, that carry information from one brain region to another.

Information is transmitted along these pathways via the action of neurotransmitters (scientists have identified 50 different ones, and there may be as many as 200). Each neuron produces tiny quantities of a specific neurotransmitter, which is released into the microscopic space that exists between neurons (called a synapse), stimulating the next cell in the pathway — and no others.

How does a specific neurotransmitter know precisely which neuron to attach to, when there are so many other neurons nearby? Each neurotransmitter has a unique molecular structure — a "key," if you will — that is able to attach only to a neuron with the corresponding receptor site, or “lock.” When the key finds the neuron bearing the right lock, the neurotransmitter binds to and stimulates that neuron.

Read entire article here: http://www.additudemag.com/adhd/article/1572.html

ADHD Over-Diagnosed?

Source: Connect with Kids

Looking at her sitting quietly, reading intently; no one would ever think that ten year old Samantha had attention problems. But last year was a different story. Her grades dropped suddenly. She got distracted in class and she struggled to keep up with all of her 4th grade assignments. Her teacher suggested she get tested for ADHD: Attention-Deficit/Hyperactivity Disorder. So her mom took her to a doctor for testing.

“She told me she was borderline ADHD and we were going to go ahead and treat her with 5 milligrams of Adderall,” says Connie Hodges, Samantha’s mother.

Both Samantha and her mom were unhappy with the results. “It was upsetting me because it was like she was drunk. She was moving really slow and just lethargic – just not Samantha,” says Hodges. And Samantha herself agrees. She wasn’t her normal energetic, active self. “It made me just want to sit down in one place,” she says.

So her mom took her to see a specialist for more tests. Dr. Thomas Burns, Director of Neuropsychology at Children’s Healthcare of Atlanta did the testing himself. “We did full cognitive battery of tests to rule out some of those other areas like learning disabilities or behavior problems. She did very well in testing – performed within the expected range – no evidence of any cognitive impairment. And from what I saw, at least in a one-on-one setting, she was certainly able to hold her attention and perform really well,” he says.

Burns says Samantha doesn’t have ADHD and that often, kids are diagnosed with the disorder when, in fact, their attention problems are symptoms of something else.

“It’s important to rule out the learning problems, the emotional, behavioral issues, adjustment concerns – whether it’s a change to a new school, or there might be changes in the family - divorces, deaths – things like that,” he says.

Samantha was easily distracted and had trouble keeping up with multiple assignments. Dr. Burns and her teachers have taught her how to get organized, focus, and complete tasks one at a time.

Samantha says, “They help me learn how to take the right notes and learn how to study right.”

Her mother adds, “I worked with her teacher and her counselor at school. She has taught Samantha how to organize her – not only her book bag, her desk, but her thoughts.”

And it’s working … without medication.

“I’m me again,” says Samantha.

“She’s not struggling like she was last year. She doesn’t hate school anymore. She’s not even the same child she was last year,” says her mother.

Tips for Parents

According to the American Academy of Child and Adolescent Psychiatry, ADHD occurs in 3 to 5 percent of school age children. The following are given as symptoms of ADHD:

Inattention
Distractibility
Impulsivity
Excessive talking
Impatience
A tendency to interrupt or intrude on others
In addition, researchers found that boys with ADHD move two to three times as much and cover four times as much area as normal boys. Girls with ADHD move as frequently but their movements cover a smaller area.

What Parents Need to Know

Since judging the symptoms of ADHD can be very subjective, some children may be diagnosed with ADHD without actually having the disorder. A recent study suggests that parents’ and physicians’ preconceived notions about children’s behavior may interfere with the identification and diagnosis of ADHD and other disorders.

Because this possibility exists, it is very important to find a good pediatrician who will properly diagnose your child and around whom you and your child will feel very comfortable. Experts at BJC HealthCare and Children’s Healthcare of Atlanta suggest keeping the following points in mind when choosing a pediatrician:

Are you more comfortable with a doctor who is no-nonsense and businesslike, or do you need more handholding?
Would you prefer a doctor who sets aside a particular time each day to take phone calls or would you rather contact the office when questions arise and have the doctor return your call between patient visits?
Do you prefer a male or a female pediatrician?
Is age a factor for you? Are you more comfortable dealing with an older or younger doctor?
Are the office hours convenient for you? Do you need evening or weekend hours?
Is the office conveniently located?
How are after-hours calls and emergencies handled?
Do you want a doctor who is board certified or board eligible in pediatrics? (Board eligibility means the doctor has completed training at an accredited medical school and residency program. Board certification in pediatrics means the doctor has completed not only the accredited training but also specialized examinations in pediatric medicine every seven years.)
When you have narrowed down your list of potential pediatricians, you may wish to interview each candidate. This will give you a chance to learn as much as possible about the pediatrician and to evaluate your level of comfort with him/her. Children’s Healthcare of Atlanta suggests asking the following questions during your interview:

How many doctors are in your group?
Has the size of your group changed recently?
What are the special interests of the doctors in your group?
Do you use nurse practitioners? If so, what are their roles?
If your office is very busy and my child needs to be seen today, what is your policy? Will I have a primary doctor, or do I see whoever is handling sick patients that day?
How are calls for advice handled during office hours? What about during evening and weekend hours? What is your philosophy of providing care via the telephone?
What are your average waiting times for scheduling a routine visit? What about after arrival at the scheduled time?
What is your philosophy about discipline? Medication use? Antibiotic use?
How do you handle payment for services?
Will you assist me in evaluating doctors recommended by my health plan?
Until what age will you continue to see my child?
Do you refer only to pediatric specialists?
Do all of the doctors in your group participate in my insurance company or managed care plan’s provider network?
Are you still accepting new patients for my managed care plan?
Once you make your decision, you can take several steps to get the most out of your relationship with your new pediatrician. BJC HealthCare suggests following these rules to make your parent-pediatrician relationship a success:

Know your child’s medications and administer them as prescribed.
Come back for a return visit when you are asked to come back.
Make sure your child is up-to-date on all immunizations.
If you have questions, it might be helpful to write them down and take them with you to the next office visit.
Listen to your pediatrician and take notes if necessary.
Ask questions.
References
American Academy of Child and Adolescent Psychiatry
Children’s Healthcare of Atlanta
BJC Healthcare
Centers for Disease Control and Prevention

Michael Phelps' Mom on How to Raise an ADHD Superstar

Source: http://www.additudemag.com/

Meet the mothers of three ADHD super-achievers — an Olympic record-breaker, a TV heavyweight, and a world-class adventurer — and learn how they helped their kids beat the odds.

What does it take to succeed despite attention deficit disorder (ADD ADHD)? It takes hard work, for starters — a willingness to meet challenges head-on. It takes support from family members, teachers, therapists, and coaches. And, of course, it’s hard to overstate the benefits of ADHD medication.

But, of all the ingredients needed to make a happy, successful life, nothing is more important than good parenting. Behind almost every ADHD success story is a devoted parent (or two). In honor of mothers, let’s give credit where credit is due.

The three mothers profiled here helped their sons and daughters achieve great things — more than they could have imagined. Steadfast and resourceful, they saw strength where others saw weakness, and kept looking for ways to help their children after others were ready to give up. Let their stories inspire you!

Read entire article here: http://www.additudemag.com/adhd/article/1998.html

ADHD College Survival Guide - ADDitude Magazine

Visit ADDitude's ADHD College Survival Guide

John Muscarello had no trouble making the transition to college life, despite his severe attention deficit disorder (ADD ADHD).

That's because the 20-year-old cultivated good habits while attending high school in Glen Head, New York. "I had an assignment pad where I wrote everything down," he explains. "I also had a big calendar on my bedroom wall. I wrote down upcoming papers and dates, so I always knew what I had going on. I would get home from sports, take a shower, eat dinner, take a pill, and then do all my work."

In high school, John handed in papers before they were due. "Teachers would help me revise them," he says, "and I'd hand them in again, when everyone else did." And he cultivated close relationships with faculty members - a strategy he continues at Pennsylvania's York College by e-mailing his professors at the beginning of each semester to introduce himself and explain his academic "issues." He got this idea from his mother, Mary, who always made it a point to meet with her son's teachers to give them a heads-up.

Of course, laughs Mary, "The fact that we owned a pastry shop and brought stuff to school didn't hurt either."

Things were different for David Burkhart, a 28-year-old graduate student. He had done well at the prep school he attended, where students woke up, ate, studied, and went to bed at prescribed times. Given the order imposed on him, no one even suspected that David had ADD, as well as dysgraphia.

But David's life unraveled as he began his freshman year at Auburn University.

"I got to college and moved into my own apartment. For the first time in my life, I didn't have a bedtime," he says. "I had no clue how to eat or plan my day. I went from having one hour of free time a day to having three hours of class a day - and nobody cared if I didn't show up for those. I 'washed my clothes' by buying new stuff. I bought a new pair of slacks every week."

Within weeks, David had dropped all his classes. He tried to hide the truth from his parents, but his father, the chairman of Auburn's psychology department, and his mother soon found out. David's dad sent him to live with an uncle in Florida, where he spent four grueling months pouring asphalt and considering what he would do differently if he returned to college.

Read entire article: http://www.additudemag.com/adhd/article/1018.html