ADHD, Inattentive type: diagnosis and description

Makes careless mistakes, distracted..cannot listen... late with assignments

The child with inattentive ADHD does not give close attention to details, make careless mistakes, seem unusually distracted, untidy, or late with assignments.They have difficulty sustaining attention in tasks or play activities When spoken to, they may not seem to listen. Teachers and parents often comment that "he cannot listen" or "is in his own little world." They have difficulty following through on instructions, as well as finishing schoolwork, homework and chores. Instead of doing the assigned task, they are often diverted to more interesting activities.
The child with inattentive ADHD does not give close attention to details, make careless mistakes, seem unusually distracted, untidy, or late with assignments.They have difficulty sustaining attention in tasks or play activities When spoken to, they may not seem to listen. Teachers and parents often comment that "he cannot listen" or "is in his own little world." They have difficulty following through on instructions, as well as finishing schoolwork, homework and chores. Instead of doing the assigned task, they are often diverted to more interesting activities.

They have difficulty organising tasks and activities. They often arrive to class missing school assignments, pencils, books and other school materials, claiming to have forgotten or lost them. Because these behaviors are misunderstood as a skills deficit, parents and teachers often try to help by getting them "organizers", trying to teach orgaization skills and prompting them for the next task. This often makes things worse, not better.

Because their conditioned attentional avoidance, tasks that require sustained attentions require difficult, sustained volitional mental effort. Struggling to stay on task so much work for them that they try to avoid anything that they have to focus on for an extend period of time, such as chores, school work and homework. For them, it is easier to argue and make excuses for hours to avoid simple schoolwork and homework tasks which adults percieve as simple and should only take a few minutes to complete.

Academic subjects that require sustained attention, such as reading comprehension and math, are particularly vulnerable. Their struggles with these subjects is often misunderstood as a learning disability rather a sustained attention problem. Until attention is improved strategies to improve skills is seldom helpful.

Socially, they may appear withdrawn and dreamy, "in their own little world", depressed and inert or anxious. Though these behaviors may cause frustration and tension for the child and family, they usually don’t disrupt class or prompt parent-teacher conferences. Girls are more likely to present as inattentive type since they are less likely to want inconvenience to others. Thus, many ADHD inattentive type girls they go unidentified.




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Parents should give their children with ADHD an extra patience. They need your support and love, give them your 100% time and understanding.

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Toddlers and ADHD

It's normal for parents to feel their toddler is wearing them out - at least for some of the time. But when does healthy, energetic behaviour spill over into Attention Deficit Hyperactivity Disorder?

Attention Deficit Hyperactivity Disorder (ADHD) is a syndrome that affects babies, children and adults to various degrees. The classic sign is a child who's driven by a seemingly endless source of energy, day and night. It affects 3 times more boys than girls.

Symptoms of ADHD

Not all symptoms will be present to the same degree but can include: being clumsy and accident prone, poor concentration, uncooperative and aggressive behaviour, normal or high intelligence and the inability to concentrate for any amount of time.

Coping with ADHD

ADHD in its most severe form is exhausting for parents who are often isolated by their child's disability. Their children create havoc wherever they go and they are not welcome at nursery school, playgroups or as playmates.

If you think your child has ADHD, talk to your GP. Medication isn't usually the answer and it's rarely given to children under 3. Some parents have been helped by changing their child's diet.

Get some back-up

Do ask your GP to put you in contact with support groups. It helps to share experiences with other people facing the same problems. The Hyperactive Children's Support Group can put you in touch with a local group if one exists.

Be calm and organised

Like every child, a hyperactive toddler needs a clear routine. He's naturally disorganised so you need to compensate for this by being very organised. Structuring his day is important, so try not to vary the routine and keep unexpected events to a minimum.

Discipline him, but only concentrate on 1 or 2 aspects of his behaviour. He has an attention span of zero, so anything you try to tell him must be clear and concise. You will have to repeat it more than once. Keep noise in the house to a minimum, so it's easier for him to take in instructions. Eye contact is crucial. You must stay calm and never smack or hit him. If you feel you can't cope step back and do something else for a minute.

Be positive and avoid problems

Keep the atmosphere at home calm and keep tension to a minimum. Your child will react badly to a tense atmosphere, however quickly it passes. Avoid unnecessary trouble - toddler-proof your house. He will want to touch everything in sight and is especially clumsy so put things you don't want him to touch out of reach. He's very sensitive and constantly saying 'no' will only damage his self-esteem and make him feel more frustrated.

He needs more love, praise and attention than the average toddler. His disruptive behaviour may make him feel isolated and unloved. ADHD is often accompanied by other learning disorders, like dyslexia. He may feel very frustrated and is likely to underachieve so you should build up his self-confidence. Get out to the park as much as you can and let him work off some energy.

Time out for you

Make time to recharge your batteries. Looking after a hyperactive child is exhausting and can take over your life. A hyperactive child takes its toll on all relationships within the family. Go out without your child at least once a week. Make time to be together with your partner in a relaxed and calm environment.

Most importantly, remember to make time for your other children. It's true that the squeaky wheel often gets the most oil.



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ADHD in toddlers sometimes are difficult be detected because some symptoms are present like they are more energetic and hyper than the kids of their age and sometimes not. Maybe you should check and ask your doctor about your child if you notice some unusual actions in your children.

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Natural Cures For ADHD - Fact Or Fiction?

Certainly the topic of natural cures for ADHD is one of the most contentious subjects around. Natural health advocates scream that the side effects of prescription drugs are simply too great, while those in favor of prescription medications claim that natural cues for ADHD are nothing more than a bunch of hocus pocus that should be ignored. Ironically, there is convincing research on both sides leading an open minded person to believe that both styles of treatment can be helpful if given to the right person under the correct circumstances.

The idea that vitamins and/or minerals might be able to cure ADHD has been around for a long time. While vitamins in themselves many not be a natural cure for ADHD research suggests they should not be ignored either. Several studies have shown that nutritional supplementation can improve mental function in school aged children and adults alike. Most of the research in this area revolves around calcium, magnesium, and the B vitamins.

Calcium and magnesium are minerals that help your body absorb B vitamins. Some studies seem to point to the fact that many people with ADHD have a deficiency in these minerals and have shown that by correcting these deficiencies those with ADHD were able to increase their ability to focus, thereby reducing their propensity for hyperactivity. Another very recent study specifically focused on the vitamin B12 and found that B12 alone was able to improve focus and concentration in both children and adults. There was no effect on hyperactivity. The great thing about natural cures for ADHD, such as vitamins, is that many of them can be taken in addition to conventional treatment options, and are in most cases very affordable.

Another area of natural cures for ADHD which deserved attention is that of diet, and specifically carbohydrates and sugar. Most parents know first hand how their hyperactive children behave after a large piece of sugar laden birthday cake but may not have considered their recent visit to the Spaghetti Palace may have had the same effect. Examples of simple carbohydrates that quickly metabolize are white flour, pasta, potatoes, corn, white rice and chips just to name a few. Consuming simple carbohydrates promotes inattention, tiredness, and unorganized or abstract thinking.

The problem seems to lie with the initial overproduction of insulin, which once exhausted (normally about 45 minutes), produces precisely the same symptoms that parents of ADHD children are so familiar with. There is a simple solution to this problem. All you need to do is substitute the slower burning complex carbohydrates such as whole wheat bread or pasta, brown rice, beans, and whole grains for those high octane simple carbs.

What Next? While natural cures for ADHD may not be for everyone there is substantial research that suggests they may in fact prove beneficial for many.

Another natural cure for ADHD that many parents have found to be effective, especially when combined with smart nutrition and diet, is homeopathy. Homeopathic remedies for ADHD will deliver powerful, lasting results and are certainly not a natural treatment option that should be ignored.



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I still believe that doctors can help your children with ADHD. They know what is the best treatment for your children and they can help you minimize the symptoms of ADHD. I think that if you notice some of ADHD symptoms in your child you should visit your doctor immediately.

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ADHD in the classroom

About half of children with Tourette syndrome (TS) also have Attention Deficit Hyperactivity Disorder (ADHD). This information explains the condition and shares some tips for managing children with ADHD (with or without TS) in school. We realise that the child with ADHD may not be the only child in school with special needs, but hope that some or all of the following suggestions will be achievable.


Contents

* What is ADHD?
* What problems could ADHD cause at school?
* How can teachers help?
* Suggestions for helping children and young people with ADHD
* A final word

What is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) is a condition where a child or young person has trouble paying attention, is a great deal more energetic than others of a similar age and cannot control certain impulses. In everyday life, these children often get labelled as ‘difficult’ or ‘out of control’ and their parents are regarded as ‘bad parents’. We know that this is not the case as ADHD is caused by a chemical imbalance in the brain and is not simply bad behaviour. However, specific approaches in work with a pupil with ADHD may be useful for the child themselves and others at school and home.
What problems could ADHD cause at school?

The main symptoms of ADHD and potential problems they could cause at school are:

Attention deficit

* Difficulty paying attention in class
* Seeming not to listen to instructions
* Forgetting equipment, such as games kit, books, pens and so on
* Having trouble completing tasks, especially if they last for more than a few minutes
* Easily distracted
* Disrupting other students’ work

Hyperactivity

* Always ‘on the go’ and rarely able to sit quietly for more than a few minutes
* Fidgeting when sitting down
* Making a lot of noise, especially in situations where quiet is preferred

Impulsivity

* ‘Butting in’ to give answers before question is finished
* Having problems with waiting in line or taking turns with other students
* Interrupting conversations or activities
* Talking at inappropriate times
* Having trouble with controlling behaviour, for instance, ‘flying off the handle’ with little provocation

How can teachers help?

Children and young people with ADHD will benefit from early identification of their particular problems, before they are labelled as ‘difficult’ or ‘uncontrollable’. You may have concerns before others because you are seeing the student in a controlled setting where certain standards of behaviour are expected.

Students with ADHD may find it difficult to ask for help as it can draw attention from classmates and make them feel stupid. Many children and young people with ADHD are unaware of their behaviour and difficulties, and how these are leading to underperformance. They have difficulty with thinking through processes so may not have connected one to the other.

Although it is undoubtedly challenging to teach a child or young person with ADHD, simple adjustments as described below can improve their experience of school and achieve better outcomes than previously expected.
Suggestions for helping children and young people with ADHD

We realise that the child with ADHD may not be the only child in school with special needs, but hope that the following are helpful for all your students, not just those with ADHD.

Arranging the classroom

* Seat the student with ADHD where there are as few distractions as possible. Often this is towards the front of the class and closer to you and the board.
* Display timetables in a highly visible area, highlighting specific activities with images or symbols.
* Keep an extra supply of pens, pencils and paper for students liable to lose or forget them.
* Allow a larger ‘personal space’ for student with poor impulse control, especially if they tend to bump into or jostle other students.
* Have a routine for finishing one class and moving to the next. This could include a stepped approach perhaps starting a few minutes before the bell goes. Steps could include packing away, tidying desk and checking location of next class before leaving the classroom.

Organising tasks and activities

* Show students an example of a completed task so that they can understand the aim of the task.
* Teach students to break large tasks down into smaller steps leading to completion of the task. Emphasis accuracy and quality of work over quantity so the student concentrates on doing the task well.
* Set a deadline for each smaller step as well as the final completion date for the large task. Make sure deadlines are clearly marked on handouts or worksheets and reinforce regularly.
* Colour code or highlight important instructions or priority pieces of work.
* Use a mind map to help students organise their thoughts about a particular task. Mnemonics (aide memoires) can be useful if key pieces of information need to be remembered.
* During question and answer sessions, say the student’s name and pause before asking the question so that it is clear that his or her attention is required.
* Use worksheets with enough space to accommodate sloppy or large handwriting. Use gridlines so that text and numbers can be aligned.
* Teach study skills, such as note taking, ‘to do’ lists and time management, so that the student can become more self-sufficient in organising him or herself.

Homework

* Work with parents to establish a homework routine, specifying when the homework will be started, for how long it will be done and possible rewards for completing a task.
* If homework is difficult for the student to complete at home, suggest attending a homework club or something similar.
* Home-school diaries be useful as parents will be able to see what homework should be done and by when, and initial when task is completed.
* Have a routine way of giving out homework tasks, explaining what will need to be taken home, perhaps asking the student to pack required items at that point, rather than later in the day.

Discipline

* Use rewards for good behaviour rather than punishment for bad behaviour, wherever possible.
* Avoid public criticism but work out a system of visual cues so the student is aware of his or her misdoings.
* Work with parents to ensure that methods of discipline and reward used at school do not contradict those used at home. Perhaps a joint ‘reward scheme’ where good behaviour at school is rewarded at home could be instituted.
* Unstructured times, such as lunch break or playtime, may be difficult for the student with ADHD, so extra supervision may be needed. This is also true of less structured activities, such as watching audio-visual materials or going on outings.
A final word

Partnership between teachers, parents and health professionals involved in the pupil’s care is the key. Consistent messages need to be given to the student at school and at home. Working with a student with OCD can be challenging, but managing the student’s behaviour so that he or she can work towards full potential can be very rewarding too.



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Rewarding your children everytime they did good in school or at home is a good strategy for them to behave. Taking them to the right school will enhance their abilities, will train them to mingle with others and it lessen the symptoms of ADHD.

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ADHD: What is a School's Responsibility? Continuation..

Know the Laws

"First, educate yourself, learn the laws and know what your rights are as well as the responsibilities of the school district," says Brandi Valentine, parent of a child with ADHD in Marysville, Calif. She recommends that parents read "Special Education Rights and Responsibilities," a manual that addresses special education rights and services for children.

"Create a paper trail – a history of documents and diary entries showing times and dates when any dealings take place between you and the school or your child and the school," says Steve Metz, father of a child with ADHD in Manalapan, N.J. "It should show who was there, when it happened, who said what and to whom and his or her response."

Document meetings, phone calls, conversations with teachers, principals and school authorities. You may be asked to explain the requests you've made, the interventions you've tried and the instructions you've given to a teacher.

Fight for Your Child's Rights

If issues become muddied and parents feel they have hit a brick wall, it may be time to enlist the help of an advocate. This can be a professional or a lay person who has a solid knowledge and experience with special education and legal issues. You can locate an advocate through the National Information Center on Children and Youths with Disabilities.

"Advocates can be very effective because they understand the legal machinery, and they can remain calm and objective, which can be more effective than parents who are upset and stressed over their child's situation," Matlen says. The cost varies depending on the advocate's experience and professional background.

In a worst case scenario, you can seek legal counsel.

Metz's experience with his son's school quickly developed into a legal issue. "A private psychologist, who we hired ourselves, demanded testing be done without delay," he says. "We had to threaten the school with a lawsuit before they complied."

For students to assume more responsibility for themselves, they need to understand the nature of their condition. This is especially important as a child leaves middle school and enters high school. Help your child to learn about his or her disability and teach your child how to explain his or her required learning style and needs to teachers. Supply your support wherever possible.

"[A child] may need to work with the school guidance counselor to help her get over some of the emotional baggage she's acquired from her failures of the past," Schultz says.

The counselor can help your child understand ADHD and its impact on learning. Support at this time can teach children how to be an advocate for themselves, and empower them for lifelong independence.



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Children with ADHD should go to school because it will help minimize and prevent the symptoms of the disease. It's better that parents should make sure that the school is giving the right knowledge for your children.

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ADHD: What is a School's Responsibility?

When a child passes all the spelling tests but fails language arts, something's wrong – and not with the child. Children with ADHD have a right to a free and appropriate education under federal law, just like any child with or without a disability.

"New education laws require that school boards supply an education designed for each individual child, and ensure that disabled students have a program comparable to other non-disabled students," says psychotherapist Terry Matlen, who counsels children with ADHD in her private practice in Birmingham, Mich. "Parents have a right to advocate for their child to ensure teachers make reasonable accommodations so strengths rather than weaknesses can be demonstrated."

A Different Way of Learning

It's important to discover how ADHD hinders a child's learning. "Parents can and should involve themselves in issues like where a child sits, the supplying of a second set of textbooks for home and providing technological accommodations such as a laptop to reduce the use of loose paper," says Martha Cameron, special education consultant in Kitchener, Ontario, Canada.

Arranging for support from "learning buddies" or an instructional aide can also help keep a child on track.

To help him stay organized, 8-year-old Eddy Hauser of Seattle, Wash., brings home a "reminder binder" at the beginning of each week, which contains the next five days of homework. His teacher also supports parental involvement and goes out of her way to help him succeed.

"She lets us write answers that he dictates," Hauser's mother says. His teacher also allows him to use a word processor at home for help with spelling, grammar and organizational problems.

"Teachers need to teach in ways that match a child's learning style and test in ways that let him show what he knows, and not how poorly he takes tests," says neuropsychologist Jerome Schultz, clinical director of The Learning Lab at Lesley University, Cambridge, Mass. "If a child can cope in a regular classroom with support, the teacher has a responsibility to provide it."

However, if your child's school responds to your requests in a way that you feel is inappropriate, then you have the right to have the case heard by a mediator, Schultz says.

Contact the special education office at your state's Department of Education. Officials there can guide you through appropriate steps that may prevent the need for your case to go to mediation. "The most important thing is to make sure the child has an appropriate education," Schultz says.

Creating the Right Environment

A teacher wouldn't give a test on a printed piece of paper to a child who couldn't see. A child with hearing disabilities wouldn't be expected to master a new language by listening to a tape recorder. Neither should an ADHD student be expected to succeed without the appropriate tools and environment.

"If your child has been diagnosed with ADHD, he deserves modifications in his classroom to ensure success," Schultz says. "If the teachers doubt the diagnosis, or don't understand it, then it's time to take action and advocate for your child."

If a school doesn't consider ADHD the cause of a child's academic problems, then request the school staff test for other possible issues. "Since ADHD often co-exists with a learning disability (LD), a thorough evaluation should be done to determine the presence and the impact of both ADHD and LD," Schultz says.

You should also request an individual education plan, known as an IEP. This is a written, legal document that describes the special education and related services needed by a student with disabilities.It is developed during a meeting in which all members of the IEP team discuss the educational needs of the student and write a program that identifies goals, objectives and needed related services for the year.

"Once an IEP is in place, the school must follow it," Matlen says. "If the plan is met with resistance, then the family can take legal action to make sure there is compliance from the school."

If school officials delay evaluation of your child for more than a couple weeks, ask them if you should have your child tested privately and send them the bill, suggests Schultz. Offering to help in this way shows the school that you are serious about the timelines that must be followed (under special education law) when a request has been made for an evaluation.

Continuation on my next post..

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School makes a big difference to a child with ADHD. They perform many things that parents cannot do alone, that's why it is important for the parents to know the visions and integrity of the school.

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Minimize School Morning Mayhem for ADHD Children

Experts share tips for getting your ADHD child ready for school each morning -- with a minimum of stress.

Getting any child up and out the door in time for school can be a trying experience, but if a child has attention deficit hyperactivity disorder (ADHD), this process can make you want to pull your hair out.

Think about all that can go wrong: The backpack may not be where it was supposed to be or the dog may have literally eaten the homework. Suddenly, a child remembers he or she is supposed to bring something special to school or flat out refuses to wear a raincoat when it's monsooning. The list is endless.

For ADHD kids, these scenarios can actually reinforce low self-esteem and negative self-talk like "I'm unorganized" or "I'm always late" or "I always forget."

Marked by impulsiveness, hyperactivity, and inattention, ADHD affects about 5% of children aged 6 to 17, according to the CDC.

"The school morning routine is one of the most difficult areas for ADHD children," says Betsy Corrin, PhD, a child psychologist at Packard Children's Hospital and the Stanford University School of Medicine. "The morning is time-pressured and involves a lot of steps. And such stressful situations don't bring out the best in many ADHD kids or their parents who often have ADHD as well," says Corrin, who runs a training group for ADHD families.

It doesn't have to be this way. Creating a step-by-step personalized action plan can help mornings go seamlessly 99% of the time, she says. And while these tips were designed for ADHD children, they can work for non-ADHD kids as well.

Step 1: Outline the Steps

"This is very individualized," Corrin says. "Lay out the steps and anchor them by time." For example, on a school morning, your child should get out of bed by 7 a.m., be dressed by 7:25 a.m., have breakfast at 7:30 a.m., pack their book bag by 7:45 and be out the door by 8 a.m. That's five steps."

Step 2: Define How Many Reminders There Will Be for Each Step

"For example, say, 'I will come in twice and that's it, and you must be out of bed by 7 a.m.,'" she says. Index cards can also help. "Hand a child an index card with each step written on it and ask them to give the card back when he or she has completed that step or task."

Step 3: Create a Point or Reward System

ADHD children may need a little extra support because they get easily distracted and don't jump out of bed right away. "There needs to be a set amount of prompts or reminders for each step in order for your child to get a reward," Corrin tells WebMD.

If they miss the mark, simply say, "'you didn't get your point for getting out of bed, but you can still get your point for washing up,'" she says. "Give your child a point for each step they correctly meet. Tie the points to something the child is interested in." For example, some points can be redeemed for TV time, while others can be used for computer time.

"Reward-based incentives tend to be the most effective, and a point system which sets up the value or expectation for each step is very concrete," Corrin says. The consequences and rewards should be as immediate as possible and should change as the ADHD child ages.

"This system puts the appropriate level of responsibility on the ADHD child," she says. "The child does tend to wake up to the process and realize that they feel the consequences themselves."

Another advantage is that it also cuts back on some of the disruptive yelling and screaming as the onus now falls on the child, not the parent. "Parents feel less frustrated with the new structure because they don't have to panic that they alone must make this happen," Corrin says.

Step 4: Remain Calm, Cool, and Collected

When things are not going smoothly, Corrin says, "Use a steady calm voice and say, 'You know your direction and this has to be done and it's on you. Bye.'" If all else fails, "the best thing to do is walk away and disengage from the battle and say, 'We will be late today.'"

Preparing for the School Year

Other factors that play a role in making the school mornings go smoothly start way before school does, adds Frank A. Lopez, MD, a neurodevelopmental pediatrician in Winter Park, Fla.

One issue that needs to be addressed is the practice of "drug holidays." Some parents may have opted to stop their child's ADHD medication over the summer vacation.

In these cases, Lopez says parents must discuss when and how to restart the medication with the prescribing pediatrician.

Sticking to Routines

Routine is a key part of managing ADHD children. During the lazy days of summer, routines and schedules may go out the window. To avoid mayhem when school starts, "try to keep as much of a routine as possible over the summertime," Lopez says. "All children may stay up later during the summer, but if you have a night owl, you want to start pushing the bedtime back by 15 or 30 minutes each week in the three for four weeks before the first day of school."

Encouraging Summer Study Habits

ADHD children may also get out of the habit of doing schoolwork over the summer, which can make it extra hard to get back into it when the school year starts.

Avoid this trap by making time each evening for an activity -- not a game -- that has some similar structure to school.

"The bottom line is that nothing is ever 100% foolproof, but doing these things now will make transition to back-to-school much easier for ADHD children," Lopez says.



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Teaching children with ADHD will take a lot of your patience. Parents and teachers should ready themselves in taking care and training of the children. These steps above will help you and you are free to try these things.

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Recognising ADHD in the Under 5's

An astonishing 1500 preschool children aged four years and under were excluded from nursery school in the UK in 2007, according to a recent report on the BBC.

Most of these exclusions happened because of violent or abusive attacks on other children. In response to this recent school exclusion data, politicians have announced new policies to strengthen teacher's authority in the classroom, and have promised to improve on school discipline. But will this really help to address the problems in children so young?

The question must be asked as to whether this data represents a deluge of bad behaviour in schools arising from poor parenting, or if this behaviour is due to another cause. An alternative explanation could be that this data is an indication of the size of the problem of ADHD or attention deficit hyperactivity disorder amongst UK pre-school children. At the moment no can say with certainty.

Diagnosis in the Under 5’s

At present the general consensus amongst health professionals is that ADHD cannot be easily or convincingly diagnosed in children under 5 years old.

Impulsive behaviour, opposition to authority and a high degree of physical activity are quite normal behaviours in a developing child. Young children may be slow to develop their fine motor skills, or have extreme anxiety about being separated from their homes and parents. Additionally, problems with sight or hearing could manifest themselves as an inability to pay attention and sit still.

So how can a doctor tell whether this is normal behaviour or early symptoms of ADHD or ADD behaviours?

ADHD Symptoms in the Under 5's

Whilst a child with ADHD can’t sit still for any activity, and even ones they enjoy, for it to be an attention deficit disorder symptom these problems must be evident both at home and at nursery school. At such a young age, such problems could be early indicators of a deficit disorder.

The defining point would appear to be behaviours that include aggression. Violence is thought to be highly predictive that there could be an ADHD related cause for the bad behaviour. Additionally, a general refusal to take part in activities and an inability to respect other children’s boundaries and property can be strong early indicators of ADHD or ADD symptoms.

If parents find that their child’s behaviour means that other children are always 'busy' when they try to arrange social dates, and their child is consistently left alone and isolated in the playground, early alarm bells should be ringing.

PATS Study

Even if ADHD is strongly suspected, a recent US study (The Preschool ADHD Treatment Study or PATS) has provided hope that a childhood of medication may not always be necessary, even when ADHD is the cause of behavioural problems.

In the PATS study, 303 children aged between three and five with ADHD symptoms were put through behavioural training, along with their parents. One third of the children improved so dramatically that there was no need for medication. Others made dramatic improvements with very low doses of medication.

Take Action

The PATS study indicates that when very young children demonstrate ADHD behaviours, it is worthwhile to take action as soon as possible rather than adopt a ‘wait and see’ approach. Behavioural therapy along with parental training can make a large difference in many children, and there are benefits associated with starting these approaches as soon as possible. If medication is subsequently necessary at a later stage of a child's development, it may be possible to use lower doses of medication and for a shorter period of time.

Parental Steps

Changing nursery school to one with small class sizes, less stimulation and a strong routine can also make a tremendous difference at an early age. Daily routines and behavioural management strategies applied consistently at nursery and at home can help ADHD children to learn positive behaviours, especially whilst rapid brain development is ongoing.

Modifying Diet

ADHD behaviours in a very young child could be an early indication that there is a food allergy or sensitivity, so taking steps to exclude all artificial additives from the diet as soon as ADHD or behavioural problems are suspected is a simple first step that may help your child's behaviour and avoid a need for medication when they are older.

Summary

No one wants to medicate a preschool child, but this is not a reason to exclude the possibility that a young child may have ADHD symptoms and behavioural problems. The earlier behavioural management strategies are used, along with dietary interventions, the greater the chance are that the development of ADHD symptoms can be limited and managed without drugs throughout childhood. For this reason, it is advisable for parents to seek help sooner rather than later when behavioural problems become apparent in a young child.



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Parents should observe their growing chidren under 5 because you may notice some symptoms of ADHD in them. You can ask your doctor if you notice some of ADHD symptoms.

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ADHD Diet Plan : Eating Program for Your ADD ADHD Child

ADD ADHD Diet Plan for Children, Teens, and Adults
Eating Program (ADD Diet) for Attention Deficit Disorder

If you or your child are struggling with ADHD, you need to understand this...

No matter how effective your ADHD treatment intervention might be, if you or your child are eating a bunch of junk - your ADHD symptoms will not improve! No ADHD treatment - no matter how powerful - can overcome eating junk foods.

There are several good ways to treat ADHD such as stimulant medications, Attend and other nutraceuticals, and EEG neurofeedback training. But you MUST eat to optimize your brain's performance! Using this ADHD Diet can help any of these treatment interventions work better - but if you eat junk none of them will work!

Here is our "ADHD diet" and eating program for ADD ADHD kids. It is not a very strict program like the Feingold ADHD diet plan. But you will have to stop having most of your meals at your local fast food restaurant. This program is recommended for every member of the family. It's not just an "ADHD diet". It's the same program that we put professional athletes and business executives on for optimized performance, with only minor changes.

We have found that this ADHD Diet makes a huge difference with about 20% to 25% of the ADHD kids that try it even without using any other intervention. We strongly believe that whether one is using a medication such as Ritalin, or using a natural alternative such as Attend, that this type of eating program plays a big role in achieving success when used as a part of a treatment plan.

The most common feedback that we get from parents is, "Well, it helped my kid somewhat, but I really feel great!"

Results fall into a "Bell Curve." A few do great, a few are completely unaffected, and most do somewhat better but it is not enough as a stand-alone intervention. Please have realistic expectations with this ADD ADHD Diet, or with any diet for ADHD. But please try it. It just may be a big help to your family.

Finding Out if it is ADD ADHD or Food Allergies

What NOT to eat for TWO WEEKS: the first step in this ADHD Diet

First, let's find out if there are food allergies causing the ADHD symptoms or behaviors. Eliminate these foods for two weeks, then get ready to add them back in to the ADHD diet...

* NO DAIRY PRODUCTS, especially cow's milk.

This is the single most important restriction. The American Pediatric Association estimates that a significant percentage of all children are allergic to milk. Instead try Almond milk, Rice milk, or Better Than Milk. And drink lots of water instead of milk for two weeks.
* NO YELLOW FOODS. Especially Corn or Squash. Bananas are white, but don't eat the peel. About 1/1000 people have problems with the stuff that makes these foods yellow in color.
* NO JUNK FOODS. If it comes in a cellophane wrapper, don't eat it. Stop eating junk food and your brain will work better. Junk foods tend to be very high in sugars and carbohydrates, and our brains get fuzzy and our kids get more hyperactive when sugars and carbohydrates are eaten together.
* NO FRUIT JUICES. They have too much sugar. One small glass of apple juice has the sugar content of eight apples. Later on you can have juice, but for now if you have to have any juice just dilute it with water 50/50.
* CUT SUGAR INTAKE BY 90%. If you can, cut it down to zero. Sugar is in just about everything, but give it a try. Do your best to reduce your sugar intake without going crazy.
* CUT CHOCOLATE BY 90%. No more than a single piece, once a week.
* NO NUTRASWEET. None. Period. Never. It's bad for you. It is bad for your brain.
* NO PROCESSED MEATS and NO MSG. Only get meats with labels that say, “Turkey and Water,” etc. If the meat has chemicals listed that you can't pronounce, don't buy it and don't eat it.
* CUT FRIED FOODS BY 90%.
* AVOID FOOD COLORINGS WHENEVER POSSIBLE. See if your child is sensitive to any particular colors, such as Reds, Yellows, etc. For now, though, avoid all if possible.
* AVOID FISH. We hate to say this, as there used to be so many benefits to eating fish, especially the Essential Fatty Acids (EFAs) or Omega Oils. But the problem these days is that the mercury levels in most fish is simply too high to be either safe or healthy. Mercury is the second most toxic metal on earth, and is a terrible neuro-toxin. Until we clean up the oceans and the rivers of mercury, just don't eat it. Sorry.

SUMMARY: Just eat foods that God made for a while. Eat like people did in the 1940's, or the 1840's. Go to a used book store and get some good old cook books for recipe ideas. There really are about 10,000 meals that you CAN eat. Just not much in the way of “fast foods” or “convenience” foods.
After the First Two Weeks of the ADHD Diet

AFTER TWO WEEKS begin adding the restricted foods back into your diet, one food every other day. Eat A LOT of that food every day for four days. If you have a problem with one of the foods, you will see some kind of a “reaction” within four days. The reaction can vary from big red splotches on the body to ears turning bright red to explosive temper outbursts. If there's a problem, you'll know. If there's no problem, enjoy the food.

ADHD Diet: WHAT TO EAT TO OPTIMIZE THE ADHD BRAIN

Just as some foods make the brain "foggy," other foods can enhance and optimize brain performance. Here are some things to eat to feed the ADHD brain...

* FOR BREAKFAST SERVE HIGH PROTEIN, LOW CARBOHYDRATE MEALS.

Say, “Good-bye,” to Breakfast cereals and milk. Breakfast cereals are mostly carbohydrate and sugar, which is a bad combination for the ADHD brain. And many children are allergic to milk. So the classic American breakfast of cereal with milk is a bad idea.

Instead, serve 60% to 70% Protein and 30% to 40% Carbohydrates for Breakfast. Eggs, breakfast meats, and some toast would be fine. Other meals of the day could be 50% Protein and 50% Carbohydrate.
* PROTEIN SUPPLEMENTS might be needed to get the added protein for Breakfast. They are often very helpful in the afternoon as well. Here is our favorite recipe for a Protein Shake:

a) Make a cup of coffee with a flavor that you or your child will like (yes, I know I'm breaking my own rules here, as these flavors will have some sugar, but I'm trying to get your kid to actually drink the thing, and also get some caffeine mixed with the protein.). Pour the hot coffee into a blender with about 6 oz of ice. Turn on the blender for a bit.

b) Add a good quality protein powder. There are many good ones available. If you can't find one that you like, ask at your local health food store. Get protein powders that are mostly protein and very little carbohydrate. Add between 15 and 20 grams of protein to the cold coffee in the blender.

c) Turn on the blender again.

d) Drink it up.

This protein shake is helpful for a lot of people. For many small kids, and many adults, this recipe works about as well as a small dose of Ritalin (100 mg of caffeine is roughly the same as 5 mg of Ritalin). So many who might just take a small dose of Ritalin might get away with just doing this.

Don't forget, though, that even caffeine can have some side effects. Every once in a while we find someone that has problems with the caffeine in the coffee. Usually, though, the caffeine in the coffee helps the person to focus better. The protein helps to feed the brain. If you find this helpful, have one with Breakfast, and one around 3 pm. If it is not helpful, then don't bother with it.
* DRINK LOTS OF WATER. The brain is about 80% water, and increasing your water intake to 7 to 10 glasses per day might be very helpful all by itself. Sodas, Gatorade, teas, icees, etc., do not count as water. Only water counts as water.
* MINERAL SUPPLEMENTS may be helpful. Colloidal Minerals or fully chelated minerals are the best. We like the MinPac from VAXA, but there are several good choices. Don't buy minerals in the grocery store. Get good minerals.
* ATTEND, EXTRESS, or MEMORIN from VAXA. We recommend the "Attend" product for everyone. "Extress" is recommended in addition for those with problems with hyperactivity and temper, and "Memorin" for those with poor concentration or memory. These are strongly recommended. Here is more information on ATTEND, the amino acid based, homeopathic medicine that is a great alternative to stimulants.

* FLAX SEED OIL or PRIMROSE OIL or WALNUT OIL. These are good sources of Omega oils, and many with ADHD are deficient in Omega oils (or essential fatty acids). Borage oils and purified fish oils are good as well. These Omega oils are very important. Mix about a spoonful a day into cold foods as you prepare them, or add to salad dressings, etc.
* EAT LOTS OF FRUITS AND VEGETABLES.
* AVOID ALUMINUM EXPOSURE
* AVOID HEAVY METAL EXPOSURES

These heavy metal exposures come in the form of amalgam dental fillings, which are 50% mercury (extremely toxic), 20% copper (also toxic), and about 15% nickel (also toxic). Nickel is also common with dental braces and with dental crowns. Cadmium is toxic, and is found in dental fillings, and also in cigarette smoke. And there are other toxic heavy metals found in pesticides and herbicides. And now there's also too much mercury in fish.
* Eat in a healthy manner.



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Parents are responsible in taking good care of their children and giving them the best food they could have. Children with ADHD needs a more specific food diet because some food may trigger the symptoms of ADHD.

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The best diet for kids with ADHD

If your family is dealing with ADHD, you are probably looking for all the information you can get on how to help your child focus, control their impulses, and succeed in school.

Dr. David Perlmutter, MD, author of Raise a Smarter Child by Kindergarten, uses drugs to treat ADHD only as a last resort. Among other non-drug options for coping with ADHD, Dr. Perlmutter has developed some diet strategies that can help. Here are some of his best tips.

Top six diet tips for kids with ADHD

* Go organic: Starting when they're infants, Dr. Perlmutter says it's best to feed your children organic whole foods. You can buy prepared organic baby food or, if that's too expensive or not easily accessible where you live, make your own. Organic foods "bypass the pesticides, additives, and toxins that impair concentration and increase hyperactivity in some children," Dr. Perlmutter writes in his book.

* Avoid high-mercury fish: Nearly all fish and shellfish contain traces of mercury, which Dr. Perlmutter believes can zap kids' ability to think and concentrate. "For children, these potential side effects occur with much lower levels of exposure than for adults," he writes. He recommends kids with ADHD to avoid high mercury fish. That includes shark, swordfish, king mackerel, and tilefish.

* Test for gluten sensitivity: In the general population, only 1% of people are sensitive to gluten. But Dr. Perlmutter has found the percentage is much higher in children with ADHD. Your family doctor can check for gluten sensitivity with a blood test. If your child is gluten-sensitive, Dr. Perlmutter says, removing gluten from their diet can produce dramatic and almost immediate results. Gluten is found in wheat, rye, and barley.

* Add DHA supplements: Dr. Perlmutter explains that ADHD is much more common in boys with low levels of DHA, an omega-3 essential fatty acid that plays a key role in brain function. In his practice, Dr. Perlmutter recommends DHA supplements derived from marine algae. For kids with ADHD, he recommends 400 mg per day.

* Add multi-vitamins: According to Dr. Perlmutter, all children should take a multivitamin, but he says it is especially important for kids with ADHD. He recommends an Intracellular Vitamin Analysis - a test your family doctor can perform - to get a better idea of exactly which vitamins and minerals your child might need to supplement.

* Consider other brain-specific nutrients: Dr. Perlmutter uses five supplements (besides DHA) as the foundation of his ADHD diet: N-acetyl-cysteine, Phosphatidylserine, Alpha lipoic acid, Coenzyme Q-10, and Ginkgo Biloba. He says all five have been clinically proven to protect the brain and enhance brain function, and he has had great success with them in his own practice.

The Bottom Line

Only you, your family, and your doctor can determine the best way to deal with your children who have ADHD. But with these top six nutritional tips from Dr. Perlmutter's ADHD diet, you may be able to give your child the help they need to concentrate and focus more easily and succeed in school.



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The food your children are taking takes effect on the result of their treatment. Parents should be informed that they must give the healthiest food for their children with ADHD. The food they are taking helps to minimize the symptoms of ADHD.

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Brain Functioning in ADHD

ADHD is not the result of laziness, poor motivation, low intelligence, disobedience, poor upbringing or selfishness—to name a few. Although having ADHD doesn’t exclude you from having some of these difficulties, these problems do not cause chronic inattention, hyperactivity and impulsiveness—the core symptoms of ADHD. ADHD is a medical disorder, and it can be caused by a number of factors that affect how the brain develops and functions.

Current research indicates the frontal lobe, basal ganglia, caudate nucleus, cerebellum, as well as other areas of the brain, play a significant role in ADHD because they are involved in complex processes that regulate behavior (Teeter, 1998). These higher order processes are referred to as executive functions. Executive functions include such processes as inhibition, working memory, planning, self-monitoring, verbal regulation, motor control, maintaining and changing mental set and emotional regulation. According to a current model of ADHD developed by Dr. Russell Barkley, problems in response inhibition is the core deficit in ADHD. This has a cascading effect on the other executive functions listed above (Barkley, 1997).

What factors could account for neurological differences in brain development and functioning that could contribute to ADHD? The main factors studied to date have been: fetal exposure to toxic substances (e.g., alcohol and tobacco) during pregnancy, exposure to lead, trauma to the brain from head injury or illness and differences that could be attributed to heredity. These causes are discussed below.

Heredity as a Cause of ADHD

Heredity is the most common cause of ADHD. Most of our information about the heritability of ADHD comes from family studies, adoption studies, twin studies and molecular genetic research.

Family Studies: If a trait has a genetic basis we would expect the rate of occurrence to be higher with the biological family members (e.g., brown-eyed people tend to have family members with brown eyes). Dr. Joseph Biederman (1990) and his colleagues at the Massachusetts General Hospital have studied families of children with ADHD. They have learned that ADHD runs in families. They found that over 25% of the first-degree relatives of the families of ADHD children also had ADHD, whereas this rate was only about 5% in each of the control groups. Therefore, if a child has ADHD there is a five-fold increase in the risk to other family members.

Adoption Studies: If a trait is genetic, adopted children should resemble their biological relatives more closely than they do their adoptive relatives. Studies conducted by psychiatrist Dr. Dennis Cantwell compared adoptive children with hyperactivity to their adoptive and biological parents. Hyperactive children resembled their biological parents more than they did their adoptive parents with respect to hyperactivity.

Twin Studies: Another way to determine if there is a genetic basis for a disorder is by studying large groups of identical and non-identical twins. Identical twins have the exact same genetic information while non-identical twins do not. Therefore, if a disorder is transmitted genetically, both identical twins should be affected in the same way and the concordance rate—the probability of them both being affected—should be higher than that found in non-identical twins. There have been several major twin studies in the past few years that provide strong evidence that ADHD is highly heritable. They have had remarkably consistent results in spite of the fact that they were done by different researchers in different parts of the world. In one such study, Dr. Florence Levy and her colleagues studied 1,938 families with twins and siblings in Australia. They found that ADHD has an exceptionally high heritability as compared to other behavioral disorders. They reported an 82 percent concordance rate for ADHD in identical twins as compared to a 38 percent concordance rate for ADHD in non-identical twins.

Molecular Genetic Research: Twins studies support the hypothesis of the important contribution that genes play in causing ADHD, but these studies do not identify specific genes linked to the disorder. Genetic research in ADHD has taken off in the past five years. This research has focused on specific genes that may be involved in the transmission of ADHD. Dopamine genes have been the starting point for investigation. Two dopamine genes, DAT1 and DRD4 have been reported to be associated with ADHD by a number of scientists. Genetic studies revealed promising results, and we should look for more information about this soon.

Exposure to Toxic Substances as a Cause of ADHD

Researchers have found an association between mothers who smoked tobacco products or used alcohol during their pregnancy and the development of behavior and learning problems in their children. A similar association between lead exposure and hyperactivity has been found, especially when the lead exposure occurs in the first three years. Nicotine, alcohol, and lead can be toxic to developing brain tissue and may have sustained effects on the behavior of the children exposed to these substances at early ages. However, it is unlikely that such exposure accounts for differences in brain development in the vast majority of children and adolescents with ADHD.

Injury to the Brain from Trauma, Brain Tumors, Strokes or Disease

Injury to the brain can be the result of trauma (serious blow to the head), brain tumor, stroke or disease. These factors can cause problems with inattention and poor regulation of motor activity and impulses. While such circumstances can result in a diagnosis of ADHD, the occurrence of such is atypical.

What Does Not Cause ADHD

Diet: In the 1970’s it became popular to view ADHD as resulting from allergies or sensitivities to certain food substances. However, much of the research done over the past two decades was unable to support the claim that diet played a significant role in causing ADHD. Despite this, the popular media continues to discuss the role of food in ADHD, particularly that sugar may cause children to become hyperactive and impulsive. There is no research to back up this claim. In fact, Dr. Mark Wolraich and his colleagues found no significant effects of sugar on either behavior or learning in children.

Hormones: No studies have found any significant connection between problems with hormone functioning and hyperactivity or ADHD.

The vestibular system: . For a number of years some clinicians have proposed the theory that ADHD and some learning and emotional problems could be the result of problems within the vestibular system of the brain which affects balance. They contend that treatment with anti-motion sickness medicine could correct these problems. This theory is unsupported by scientific research and is inconsistent with what is known about ADHD and the vestibular system.

Poor parenting or problems in family life: No studies support the idea that ADHD is the result of poor parenting practices or other family environment variables. While parents of children with ADHD are likely to give more negative commands to their ADHD child and less positive attention, this may be due to the fact that ADHD children are often non-compliant and, therefore, parents are more likely to be more negative in their interaction with them. Furthermore, the interactions of parents of ADHD children whose behavior was not oppositional were no different than they were from non-ADHD children. It is important to note, however, that symptoms of ADHD and the degree to which such symptoms can impact the child’s functioning, can be reduced by parents who provide appropriate accommodations and interventions.

Television: No studies have found any connection between television viewing and ADHD. Nor have any studies indicated that children with ADHD watch more television than do those without ADHD.

Summary

There is no single cause for ADHD. Scientists agree that ADHD is a medical disorder affecting the several areas of the brain with the frontal area likely having the greatest involvement. Those areas involved are responsible for certain executive functions that control the regulation of behavior, working memory, thinking, planning and organizing. Heredity is the most common cause of ADHD. This has been confirmed in studies looking at the rates of occurrence of ADHD within families, studies of adopted ADHD children and twin studies. Molecular genetic research has focused on the specific genes that may be responsible for characteristics of ADHD. Other risk factors for ADHD have to do with factors that can influence brain development and functioning such as exposure to toxic substances in the developing fetus and acquired brain injury due to trauma or disease. Factors such as diet, vestibular dysfunction, television viewing and parenting have not been proven to be causes of ADHD.


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One thing is important, these children should be given the enough love, understanding and attention. Parents should accept the condition of their child whole-heartedly in able to help their children with ADHD.

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Evidence - Based Psychological Treatment for Children with ADHD

In their Treatment Guidelines for Attention Deficit Hyperactivity Disorder, the American Academy of Pediatrics clearly states that a care plan for children with this condition should include psychological interventions along with any prescribed medication. For some children with mild to moderate symptoms psychological intervention may prove sufficient to improve or alleviate symptoms. Also, some research studies indicate that the use of psychological-behavioral interventions along with medication may reduce the dose of medication necessary for effective treatment.

Data from a major national study conducted by NIMH known as the Mutlimodial Treatment Study of ADHD (MTA) shows that 33% of children with ADHD were "normalized" [exhibited test scores within the normal range for ADHD and ODD (oppositional defiant disorder)] as a result of receiving psychological treatment only without any medication while 68% were normalized as a result of medication combined with psychological treatment as compared to only 56% of those treated with medication only. Thus, roughly one third of children diagnosed with ADHD may achieve normal behavior from a comprehensive program consisting of treatment strategies similar to those used in Total Focus. Also, there is about a 20% increase in the number of children normalized by combining medication with psychological treatment. Finally, after 2 years 97% of those in the psychological treatment only group remained normalized as compared to only 66% for the medication only group.

According to a study conducted at State University of New York at Buffalo, "combining behavior modification therapy with medication is the most effective way to improve the behavior of many ADHD children. In fact, when the two are combined, the study showed, the amount of medication required to achieve the same results as use of medication alone can be reduced by two-thirds".

Unfortunately, psychological interventions are often only minimally addressed or left out entirely. This is often due to time constraints for the physician as well as the parents and the child. A 1998 study of the treatment of ADHD among special education students found that almost 75% received their care from a primary care physician and 68% of those receiving care from a PCP had no contact with a mental health professional. The study also noted that care from PCPs “was characterized by fewer sessions, less time with the patient, and less use of multimodal therapies.” In 2005 a study concerned with adherence to diagnostic and treatment guidelines stated, “many primary care physicians report poor access to mental health services, limited insurance coverage, and other potential system barriers to the delivery of ADHD care”.

Making appropriate educational materials easily available may prove to be difficult for a busy practice. Referral to a mental health professional may be hindered by the cost of the care or the time and commitment involved and also the ability to connect the patient and family with a qualified mental health professional who specializes in the treatment of ADHD. Therefore, a program like Total Focus can provide an efficient means to make this valuable help easily, readily and affordably available to those who can benefit from it.

One major finding of the MTA Study conducted by the National Institute of Mental Health was that the children of parents who developed a disciplined yet positive approach to parenting were able to maintain treatment gains during the 14 month period of the study. One of the primary goals of the parent education module of Total Focus is to enable parents to adopt a parenting style that will work not only for the ADHD child but also for the entire family.

When parents implement the major components of the program, they end up developing a family culture that is healthy and supportive to the entire family and therefore likely to endure for many years if not become a permanent fixture in their daily lives.

During the course of coaching their child through the various modules such as problem solving and relaxation training both the parent and the child develop valuable coping skills. This along with implementing the “The Special 20” technique also builds the type of positive bond between parent and child that has been found through research to result in the development of a teenager and young adult who is capable of successfully navigating the dangerous shoals encountered at school and in the community.

Some of the psychological interventions such as problem solving training and social skills training included in Total Focus have not always been recommended as part of a treatment plan for a child with ADHD due to research based on the use of these techniques in a group setting. However, newer research indicates that when these techniques are implemented through a parent/child collaborative approach to learning they can be very effective.

Review of the Evidence Based Psychological Treatment for Children with ADHD Used In Total Focus:

Descriptions of the various techniques discussed below were provided by National Institute of Mental Health and include all of the recommended psychological interventions provided in Attention Deficit Hyperactivity Disorder 2006 (rev) NIH Publication No. 3572 (3) Evidence from scientific research studies indicating the usefulness for each component in Total Focus is provided below along with a description of how each component provides the recommended treatment.

Parenting skills training, offered by therapists or in special classes, gives parents tools and techniques for managing their child's behavior. One such technique is the use of token or point systems for immediately rewarding good behavior or work. Another is the use of "time-out" or isolation to a chair or bedroom when the child becomes too unruly or out of control. During time-outs, the child is removed from the agitating situation and sits alone quietly for a short time to calm down. Parents may also be taught to give the child "quality time" each day, in which they share a pleasurable or relaxing activity. During this time together, the parent looks for opportunities to notice and point out what the child does well, and praise his or her strengths and abilities.

This system of rewards and penalties can be an effective way to modify a child's behavior. The parents (or teacher) identify a few desirable behaviors that they want to encourage in the child—such as asking for a toy instead of grabbing it, or completing a simple task. The child is told exactly what is expected in order to earn the reward. The child receives the reward when he performs the desired behavior and a mild penalty when he doesn't. A reward can be small, perhaps a token that can be exchanged for special privileges, but it should be something the child wants and is eager to earn. The penalty might be removal of a token or a brief time-out. Make an effort to find your child being good. The goal, over time, is to help children learn to control their own behavior and to choose the more desired behavior. The technique works well with all children, although children with ADHD may need more frequent rewards.

In addition, parents may learn to structure situations in ways that will allow their child to succeed. This may include allowing only one or two playmates at a time, so that their child doesn't get over-stimulated. Or if their child has trouble completing tasks, they may learn to help the child divide a large task into small steps, then praise the child as each step is completed. Regardless of the specific technique parents may use to modify their child's behavior, some general principles appear to be useful for most children with ADHD. These include providing more frequent and immediate feedback (including rewards and punishment), setting up more structure in advance of potential problem situations, and providing greater supervision and encouragement to children with ADHD in relatively unrewarding or tedious situations.

Parents may also learn to use stress management methods, such as meditation, relaxation techniques, and exercise, to increase their own tolerance for frustration so that they can respond more calmly to their child's behavior.



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Children with ADHD should be consulted immediately to your physician to give them the right medications and treatment your children needs.

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School Tips for ADHD Children - Classroom Strategies

If you are a parent or teacher of a child with ADHD, this list is for you! Simple modifications and strategies implemented within the classroom can often make a big difference in an ADHD child’s success in school.

Strategies for the Classroom

1. Classroom rules should be clear and concise and reviewed regularly with the student. It is helpful to have the child repeat back rules, expectations or other instructions to make sure they are understood. These rules should be posted prominently in the classroom.

2. Make sure the student is seated close to the teacher and away from distractions (away from doors, windows, cubby area, pencil sharpeners, etc.).

3. Give the student frequent and immediate feedback or consequences about behaviors.

4. Catch the student being good and give him immediate praise. Ignore negative behaviors that are minimal and not disruptive.

5. Use rewards and incentives before punishment to motivate the student and to help keep school feeling like a positive place. Change up the rewards frequently to help prevent the student from becoming bored.

6. Allow student frequent physical breaks to move around (to hand out or collect materials, run errands to the office or other areas in the school building, erase the board, get a drink of water at the water fountain, etc.)

7. Allow some restlessness at work area. Allow student to stand up at his desk if it helps him stay on task.

8. Tape an index card to the student’s desk with written class rules. Help him keep track of the schedule by reviewing it with him at various times during the day and prepare him for each transition.

9. Limit distractions, excessive noise, distracting visual stimuli, clutter, etc. (For some kids with ADHD listening to “white noise” or soft background music can help concentration and focus)

10. Reduce the student’s total work load. Break work down into smaller sections.

11. Give concise one or two step directions. Avoid “overloading” with too much info.

12. Place a hand on the student’s shoulder, hand or arm while talking to him in order to help him stay focused on what is said.

13. Allow the student to hold a small “koosh ball” or silly putty or something tactile for him to manipulate. This slight stimulation often helps keep an ADHD child focused.

14. If the school allows it, some students benefit from chewing gum to release energy and keep concentration.

15. Schedule the most difficult subjects in the morning time when the student (and the whole class) is more fresh and less fatigued.

16. Do not use loss of recess as a consequence for negative behavior. (ADHD kids benefit from the physical movement that occurs during recess and can usually focus better following this exercise)

17. Use timers, taped time signals, or verbal cues to show how much time the student has remaining for an activity.

18. Pair the student with a “study buddy” –- a kind and mature classroom peer who can help give reminders or refocus the child when he gets off track.



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Going to school will help your children with ADHD develop his skills and abilities especially with the help of teachers.

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