How Can Proper Care and Attention Help Prevent ADHD?

How Can Proper Care and Attention Help Prevent ADHD?

ADHD medicines might help with the symptoms, but the side effects frequently create a whole new set of troubles to deal with.

ADHD or Attention Deficit Hyperactivity Disorder is a neurobehavioral syndrome, which could be manifested as hyperactivity, impulsivity and inattention. People with ADHD lean to miss details and are generally averse to tasks that need decisiveness, organization or concentration that is why ADHD treatment is recommended.

Pharmaceutical ADHD Medicines:

Medicines for ADHD include amphetamine-based stimulants, non amphetamine stimulants, non-stimulants, neuroleptics drugs, antihypertensive drugs, mood stabilizers and antidepressants. The most common ADHD medicines are not without side effects however.

Basic side effects from this type of ADHD treatment include abdominal pain, nervousness, insomnia, headaches, cardiac arrhythmia, vomiting, weight loss, sinusitis, dizziness and sore throat. Other ADHD treatment medications might cause tics, moodiness, a reduced stature, and psychosis.

Long term usage of certain ADHD medicines has been associated to brain development abnormalities alike to those in cocaine users. Not all ADHD sufferers who use pharmaceutical treatments suffer from side effects but there is a high risk.

Psychotherapy and Behavioral Therapy:

This type of ADHD treatment includes rewarding positive behavior using the appropriate discipline for bad behavior and ignoring attention seeking outbursts. This could work for children or adolescents suffering from ADHD but may not be the better solution for an adult with the syndrome.

For an adult with ADHD, psychotherapy could be recommended. This type of treatment could help an adult to identify how the illness has affected his or her relationships, education and work. The therapy sessions could also help an adult with ADHD to schedule projects and tasks, operate a self reward program, record and remember important dates and improve time management skills.

Natural ADHD Medicines:

If therapy doesn’t seem to work and the side effects of medicines for this disease are also risky, what other ADHD treatment is there to try out? Natural therapies include getting a lot of sleep (many ADHD medications prevent this), improving nutritional intake through diet and homeopathy, supplements and coaching.

Natural treatments for ADHD could contain ingredients such as gingko biloba which keeps the circulatory system healthy thus bettering blood flow to the brain, skullcap which is a calming nerve tonic, chamomile which is soothing or gotu cola which strengthens and supports the brain and nervous system. There are many other natural ingredients that have been shown to extremely efficient in dealing with the symptoms of ADHD.

Natural means of helping with ADHD have been found to work out well on a lot of individuals. They’re also free of the weakening side effects which are so common in pharmaceutical ADHD medicines. Some pharmaceutical ADHD tablets and pills have also been found to be addictive which natural remedies are not.

Finally, the best and safest ADHD treatment is a combination of behavioral therapy and natural ADHD remedies. Make sure to get plenty of sleep, drink lots of water and eat balanced and complete meals. Everybody affected by attention deficit issues will notice good betterment with this type of ADHD treatment. Numerous people have found this to be the most effective approach, also as the safest. Use the ADHD medicines as a last resort, not the first.


There is no cure for ADHD but there is a mixture of treatments available for ADHD in both children and grownups to help control the symptoms. Many medications are flooding the markets for treatment of ADHD such as Adder all, Ritalin, and Concerta, but several people would prefer not use medicine to treat this disorder, even though studies have proven them to be safe and effective. Thus there are other treatment alternatives available. Neurobio feedback is being used at a local clinic in our area where they modify brainwaves to improve the attention span. Another treatment would be behavior therapy treatment offered by a psychologist or psychiatrist or licensed mental health professional to help the child understand their disorder in order to improve their behavior. The simple reality of the matter is that not all treatments work for all individuals because ADHD is a very individual disorder.

Seomul Evans is a copywriter with an interest in: Marketing Services, Mental Health Conditions, and Mental Health Relief.

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Nutrition Expert and Author Shares Important Diet Information For ADD, ADHD and Weight Loss

Nutrition Expert and Author Shares Important Diet Information For ADD, ADHD and Weight Loss

This interview is an excerpt from Kevin Gianni’s Fountain of Youth Summit, which can be found at In this excerpt, Phoenix Gilman shares on maintaining serotonin levels in ADD, ADHD and weight loss.

The Fountain of Youth World Summit with Phoenix Gilman, the author of “Diet Failure – The Naked Truth About Weight Loss.”

PHOENIX: This whole thing with ADD, ADHD, if people and the parents and everyone were to come to understand that everything we put in our body obviously affects us physically, but to understand that it also affects us mentally and emotionally, our ability to concentrate, this whole ADD, ADHD, well no wonder most of these kids are bouncing off the walls and can’t focus. One, we have to remember what it was like to be a child, first of all. That to me is so important. That child has so much energy that should not be harnessed with a drug. If parents were to understand that everything that they put in their child’s diet, even though they probably think, I’m sure they think they’re doing right with the low fat milk and the cereals and all that, and the bagels. But all those foods are all very high GI. And the juices and things like that and of course, what kid doesn’t enjoy a Red Bull which is nothing but caffeine and sugar. All those things deplete that brain chemical which, among many things, will lead to more cravings, more binge eating and the so-called ADD, ADHD.

KEVIN: Yeah.

PHOENIX: So, just by understanding what a healthy diet will help tremendously in that child being able to focus and to lose the weight and to be a much healthier child without having to drug them with, you know, sort of Ritalin or Strattera.

KEVIN: Sure. And with kids, if we can move into that just for a little bit…


KEVIN: …I mean, kids like chicken fingers and french fries and ketchup. I mean, how do you get them to, as a parent…


KEVIN: …what does a parent do to get them to eat a healthier diet?

PHOENIX: Well, that’s another excellent question because I talk about it in the book saying, you know, I wrote the book in a dialogue form to one, to give a voice directly to the consumer. And so, the woman says to me, “Well, you can eat like that because you don’t have children. I have children.” And I wanted to put that out there, because I do understand that it is, when you have kids, that’s a whole another thing. I don’t have to worry about anyone, it’s just me. However, there is no better time to help your child than now and he is a child. They might not like it right away, but you can do it slowly. There are things that you can just start to incorporate. I mean, most kids like eggs. You can start instead of giving them breakfast cereal every morning.

KEVIN: A-ha.

PHOENIX: You know, Hot Pockets and Pop-Tarts and things like that. Slowly start to put other healthier things in there. And the dietary supplements as well, Kevin, that are crucial to be able to maintain that brain chemical so you can maintain on this healthy way of living and eating, is even though in our industry we have to … those standard claims, keep away from children. However, if I had a child, knowing how safe it is, I would have them on this product that they could then, because that is the most important thing for me, to maintain that brain chemical so I can get on with my life and do the things that I need to do and staying and eating healthy is the most important thing. So, that would be a good place to start to also then really educate yourself to know what’s healthy, start there and then also get on that supplement.

Because that’s the key. That’s the key. Again, all diets, generally ninety-eight percent of all diets fail unless you understand how to maintain that serotonin. And so that’s really the missing link for any of the diets that are out there.

KEVIN: Right. And you talked about supplements a little bit. What are some of the ingredients in a healthy supplement regimen?

PHOENIX: A-ha. Well, for me, I don’t really get too much into, my key focus, as I said, is to help maintain serotonin.

KEVIN: Yeah.

PHOENIX: I have my own personal thing. I mean, I’m not really big and overloading on supplements even though I’m in the industry. I could be taking twenty or thirty a day based on what the reports say that you need. I try to get as much as I can naturally through my food. I’ll take a good multiple vitamins and minerals ……

KEVIN: A-ha.

PHOENIX: I take an extra E and B. And other than that, the most important one for me, if I only had to take one, it would not be any of those, it would be the product that will elevate my serotonin. And the ones that I recommend in my book, I don’t promote my products in my book even though I spent four years developing supplements to prove these theories, that I had read, the clinical theories, it is about sharing those products and the supplements that people can go in any health food store and get. And by far, the one that is the favorite of mine and has the most wonderful studies to support and what I have used in all my products in the last seven years, is called 5HTP, 5 hydroxytryptophan.

KEVIN: OK. Tryptophans, OK.

PHOENIX: Yeah. And there’s other ones that I list but that is by far the best, and they could be picked up, as they say, it’s great. Because why? It’s safe, it’s affordable, it’s effective, extremely effective and no prescription required.

KEVIN: Wow. That’s interesting. And what does it do chemically?

PHOENIX: Well, actually the 5 is an amino, it’s a natural amino acid, it’s found from the Griffonia seed, a plant out of Africa, South Africa.

KEVIN: A-ha.

PHOENIX: And it is the closest thing to serotonin. It crosses… it’s easily…to cross the blood-brain barrier, which the blood-brain barrier is very, very protective for obvious reasons. From anything that can go in there. But the 5 has what I like to call, the “Key” to quickly get across that barrier. And so, once it gets in across the blood-brain barrier, it transforms into serotonin, thereby elevating this brain chemical.


PHOENIX: And unlike any diet that anyone’s been on in the past, Kevin, I always say, you know, “What do we think about it especially women when we’re on a diet?” We think about all the foods we can’t wait to eat once we get down to that perfect size.

KEVIN: Yeah, it’s true.

PHOENIX: And so, and plus, diets are associated with starvation, deprivation and frustration. And eventually, we end up with our head in the bag for whatever it is we crave. Because, not knowing that what’s driving us to consume those things is this brain chemical depleted. So, unlike any diet that anyone’s been on, whether you’re trying to lose weight, whether you want to help alleviate depression or ADD or help lower your risk for heart disease, cancer, all those things, it is absolutely imperative to be able to maintain it. And to maintain it with a safe effective dietary supplement, Kevin. Once you’re able to maintain that brain chemical, the most amazing thing happens and that is, you will no longer be driven to consume those things. You could have those foods, those trigger items, those comfort foods that you thought you couldn’t live without, you could have them right in front of you and you would no longer want them. Why? Because the brain is now satiated. It’s content. It has no need, no desire to push you for those things. And that is what makes this work long-term. Because what happens when you maintain the serotonin, you subsequently stabilize the insulin. You’re no longer consuming the food and/or beverages that constantly trigger the insulin, making the body store more fat, more fat, leaves depression, more cravings, all the issues that will come to a cycle you now start to stabilize the body. The body starts to burn its own stored fat instead of constantly triggering it, and that is the crucial long-term link.

KEVIN: Wow. It sounds just fantastic to be able to have that power.

PHOENIX: A-ha. It is. Absolutely. That’s why I have so many wonderful testimonials. People say, “Look, for the first time in my life, I’m not driven to consume those.” They just simply lose the desire. And a lot of people say, “Oh, you know, I just found new willpower.” I said, “I don’t care what you want to call it as long as it’s working.”

KEVIN: Yeah.

PHOENIX: What it is is just simply, because it happens within your own head, it really is. It feels like, “Wow, I finally got it.” But it’s nothing more, you know, not to take away, it’s powerful but it’s simply nothing more than you finally understanding how to safely maintain that neurotransmitter.

KEVIN: Wow. You just mentioned testimonials. Why don’t you share with us, you know, a story or two about how, you know, this has worked for the people you worked with.

PHOENIX: There’s two I’d love to share. There’s one, it’s so emotional, though, it was a woman I was doing a show out at Minnesota and I do that really early in the morning and she wrote me and she said, “I heard you one cold wintry morning on WCCO and I almost drove off the road in shock of how you could know what I struggled with all my life with food addiction, carb addiction, never being able to keep the weight off. I felt like such a failure.” Anyway, this woman went on to lose forty-five pounds in about four months, which is a nice, steady pace, not too quick…

KEVIN: Yeah.

PHOENIX: …which I tell my clients, “Look, I will never tell you you’re going to lose thirty pounds in thirty days. I’m not even going to tell you you’re going to lose fifteen pounds in thirty days. This is about coming to understand the long-term solution, and to how far you want to take it, if you add in working out, doing some weight training to help build that lean muscle mass, you could take it probably a little quicker but it is, for me, always about long-term.” But anyway, that woman with a huge…she was a binge eater for her whole life. She was about my age, forty-seven at the time. And she just could not control it. She said, “I felt like such a failure.” Having lost the forty-five pounds, she had kept it off for a year, which is a huge success, because sometimes, like people say, “Oh, I can lose the weight. It’s keeping it off that’s an issue.” So, most of the people that I have now, the book has been out a year, these people have maintained that. And she says now, she says, “You know Phoenix, it is so wonderful to finally be able to go out to dinner with my two boys, enjoy a meal, have a nice piece of pie without wanting to eat the entire pie.”

To read the rest of this transcript as well as access The Fountain of Youth World Summit experts just like Phoenix Gilman please click here! Kevin Gianni is an internationally recognized health advocate, author & film consultant. He has helped thousands of people take control of their own health naturally. For more information visit raw food diets and holistic nutrition.

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information on add

The Effect of Fine Motor Training Program on the Academic Achievement for Students With Adhd

The Effect of Fine Motor Training Program on the Academic Achievement for Students With Adhd

The Effect of Fine Motor Training Program on the Academic Achievement for Students with Attention Deficit and Hyperactivity Disorder




Fine motor skills involves the ability to control the small muscles of the body and is usually defined as the ability to coordinate the action of the eyes and hands together in performing precise manipulative movements.  Manipulative movement such as handwriting is controlled by the central nervous system (Barkley, 1998).   Many areas of the brain are involved in the act of manipulating.  The act simultaneously controlling the nerves and muscles in the arm, wrist, hand, and fingers to move in four different directions, focusing the eyes on the writing; as well as controlling the amount of pressure exerted.  Brain research has identified the critical need to supply a variety of multi-sensory stimulation to the young brain for motor development (Farmer, 2005).  Multi-sensory fine motor g training answers that need in a non- traditional but innovative way.  Joseph (1992) indicates that the entire right brain is dominant in regard to attention and arousal, factors strongly influenced by the fine motor process.  Manipulating the fingers through handwriting not only calms the right brain, but also stimulates the left-brain, the “brain that goes to school.” where the specialized reading/ writing capacities are located. 


The link between children with attention deficit and hyperactivity disorder (ADHD) and fine motor coordination problems has been recognized for decades (Piek, Pitcher, & Hay, 1999).  In a study of both fine and gross motor ability of males with ADHD compared with a group of control children, Pitcher, Piek, and Hay, (2003) found poorer fine motor ability in children with ADHD.  Poor fine motor problems have been associated with ADHD in addition to the main symptom groups of inattention, impulsiveness, and hyperactivity (Meyer & Sagvolden, 2006). 


The literature seems to suggest that fine motor training will improve the brain function of students with ADHD.  This improvement has been attributed to better eye-hand co-ordination, improved fine motor control, and improved concentration. All these behaviors are impaired in students with ADHD.  Research to investigate this relationship could spark more interest in using fine motor training programs to enhance the brain function of students with ADHD. 


Schooling is a challenge for children with ADHD, as far as their academic failure and challenging behavior.  Students with ADHD are more likely to achieve lower grades at school than their peers (Merrell & Tymms, 2001).  The course of ADHD tends to be chronic and progressive, and without treatment may even increase students’ academic problems as well as their challenging behavior.  Fine motor training is a simple way of stimulating the brain and improving the ADHD students’ academic achievement.  Teachers who deal with students suffering from ADHD are aware of the problems their students encounter in the classroom.  Perhaps the most serious concern for teachers of students with ADHD is how to enable the students to achieve academic success.


The purpose of this research study was to determine if students who participated in the Fine Motor Training (FMT) program make more progress in the WRAT-III than those who did not participate.  The following research questions are addressed:


Do ADHD students who have participated in the FMT program make more progress in the WRAT-III than students who have not participated?
Do ADHD students who have participated in the FMT program make more progress in reading skills than students who have not participated?
Do ADHD students who have participated in the FMT program make more progress in spelling skills than students who have not participated?
Do ADHD students who have participated in the FMT program make more progress in mathematical skills than students who have not participated?






Twenty male students between the ages of 6 and 11years, all of whom had classified as having combined symptoms of ADHD participated in the study. All participants were on psycho stimulants medication at the time of the study.  Participants were selected from ethnically mixed students with ADHD attending public schools in southwestern Louisiana.  The racial composition was 88% white and 12% black.   Participants were randomly divided into two groups, the experimental group (n=10) and the control group (n=10).   All participants are receiving Special Education services.  These services are based on their Individualized Educational Programs (IEP).  Public Law 105-17 (1997) amendment to Individual with Disabilities Education Act (IDEA), requires that each public school child who receives Special Education and related services must have an IEP. 

Three instruments were used on the study.  The first instrument was the Wide Range Achievement Test-III (WRAT-III).  The WRAT-III includes 3 subtests that measure basic school codes.   The reading subtest measures decoding skills in which the student recognizes and names letters and pronounces words in isolation.   The spelling subtest measures written spelling in which the student writes letters and words from dictation.  The math subtest measures mathematical calculation, in which the student counts, reads numbers, identifies number symbols, solves oral problems and performs written computation within a time limit.  The test is an individually administered for population ages 5-0 to 11-11, 12-0 to 75.  The second instrument was the Fine Motor Training (FMT) program.   The FMT program was designed to develop and apply the fine motor skills needed for academic achievement in students with ADHD.  Fine motor activities such as handwriting and manipulating small objects are included in this program, see Appendix A.  The third instrument was the Data Collection Sheet.  It was developed to collect demographic data about each participant in the study as well as the results of the WRAT-III, see Appendix B. 
Participants were randomly divided into two groups, the control group (n=10) and the experimental group (n=10).  The present level of academic achievement was determined for both groups prior to the beginning of the FMT program (pretest) using the WRAT-III for Reading, Spelling, and Arithmetic.  The experimental group received FMT in addition to the usual Special Education services based on their IEP, see Appendix A, while the control group received only the usual Special Education services base on their IEP.  Training was provided for 4 sessions a day, 5 days a week over 2 months period.  The length of each session was 10 minutes.  After two months, both groups were evaluated with the WRAT-III (Posttest).

Data Analysis


The data was analyzed by comparing the growth the students made on the WRAT-III using a group pre-test/post-test design. The statistical procedure of treatment Effect Size (ES) was used to allow the comparison between scores earned at the beginning and end of treatment.  The ES is the difference in the means between two group divided by the standard deviation. This measure of “effect size” is known as Cohen’s d.  Cohen (1988) suggested that d of “0.2 is indicative of a small effect, 0.5 a medium and 0.8 a large effect size. However, ES as small as 0.1 may be of important practical significance if the intervention that produced the improvement is relatively inexpensive compared to other competing options; the effect is achieved across all groups of students; and the effect accumulates over time (Glass, 1988). 




            Pretest to posttest Effect Size statistical procedure revealed significant gains on the WRAT-III scores for the experimental group (d=0.61).  Consistent gains were noted across all WRAT-III subtests.  The ES reading subtest was (d=0.69), the ES spelling subtest was (d=0.44), and the ES mathematic subtest was (d=0.66).  The Institute of Education’s Joint Dissemination Review Panel stated that an ES above 0.33 can be regarded as indication that significant educational changes has occurred (Tallmadge, 1977).  Table 1 summarizes results of achievement changes for the experimental group (n=10).


Insert Table 1 about Here


Although the control groups improved their WRAT-III scores over the time of intervention, that improvement was not significant (d=0.17) and it would be attributed to the students’ normal development and/or to the implication of the IEP.  Consistent non-significant gains were noted across all control groups’ WRAT-III subtests.  The ES reading subtest was (d=0.14), the ES spelling subtest was (d=0.18), and the ES mathematic subtest was (d=0.0.15).  All ES scores were lower than the suggested d =0.2 as indicative of a small effect (Cohen, 1988).  Table 2 summarizes results of achievement changes for the control group (n=10).


Insert Table 2 about Here


Furthermore, the results indicated that ADHD students who have participated in the FMT program made more progress in the WRAT-III than students who have not participated.  The results also indicated that the FMT program has a significant efficacy on the improvement of academic achievement for students with ADHD. 




Statistical analysis indicates that FMT program appears to enable students diagnosed with the Combined Type of ADHD to make statistically significant gains in measures of academic achievement in the areas of reading, spelling, and mathematics.  Contrary, no significant academic achievement gains were indicated for the ADHD students who did not participate in the FMT program.  This finding suggests that providing ADHD students with fine motor training would positively impacted their academic achievement.  Quality intervention should make an impact on life-long learning in enabling the individual to become an independent learner. Although it cannot be confirmed by one test or one study alone, it appears that the FMT program improves specific levels of academic achievement skills for students with ADHD.


Currently, fine motor training programs for students with ADHD are not well defined in public schools.  Further fine motor training research needs to  include a  follow-up phase of this particular study to determine if students who participated in FMTP demonstrate regression in the broad areas of achievement after being retested at least one month after completion of the program.   Furthermore, future studies with larger subjects, longer training periods, and on subjects with the Predominantly Hyperactivity-Impulsive Type ADHD or/and the Predominantly Inattention Type of ADHD are needed to determine the quality and the effectiveness of the FMT program.   





Barkley, R. A. (1998).  Attention –deficit/hyperactivity disorder:  A handbook for diagnosis and


treatment (2nd ed.).  New York: Guilford.


Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd. ed.). Hillsdale, NJ:


Lawrence Earlbaum Associates.


Farmer, J. (2005).  The Thompson Center for Autism and Neurodevelopmental Disorders at the


University of Missouri-Columbia promotes research.  Http://


Glass,G.V., & Stanley, J.C. (1988). Statistical methods in educational psychology. Englewood


Cliffs, NJ: Prentice-Hall.


Joseph, R. (1992).  The right brain and the unconsciousness, discovering the stranger within.


Plenum Press, New York, NY.


Merrell, C. and Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on


academic achievement and progress.  British Journal of Educational Psychology, 71: 43 – 56.


Meyer, A., and Sagvolden, T. (2006). Fine motor skills in South African children with symptoms


of ADHD: influence of subtype, gender, age, and hand dominance.


Piek, J.P., Pitcher, T.M., & Hay, D.A. (1999). Motor coordination and kinaesthesis in boys with


attention deficit hyperactivity disorder. Developmental Medicine and Child Neurology,


41 (3), 159-165.


Pitcher, T., Piek, J., and Hay, D. (2003).  Fine and gross motor ability in males with ADHD. 


Developmental Medicine & Child Neurology , 45: 525-535 Cambridge University Press


Tallmadge,G.K. (1977).  Idea book: The joint dissemination review panel. Washington, DC: US


Department of Health, Education and Welfare.

Appendix A


Fine Motor Training Program for Students with ADHD

Fine Motor Training Program (FMTP) for Students with ADHD


Session I. (10 Minutes-Handwriting):


Have student pick out an excerpt from a book he/she likes at his/her grade level.
Give student the opportunity for using print or cursive handwriting.
Have student write the same excerpt over and over for 10 minutes using a pen of pencil on a Double lines worksheet to promote neatness and correct letter placement.


Session II (10 Minutes- Fine Motor Activities):


·        Use fine motor activities to help student develop the precision, balance, and hand-eye coordination that are needed to perform the fine-motor skills used in handwriting.


·        Have student pick out one or more of the following fine motor activities:


Modeling Clay,
Craft Scissors for cutting shape,
Finger Paints,
Drawing in Different Media,
Play with Lego, miniature cars, small blocks, action figures, and other small toys.
Sorting collections of loose coins into stacks of pennies, nickels, dimes, and quarters
Creative Art Projects that involve using crayons, and/or
Play Games that involve the handling of cards and small game pieces.
Sort collections of loose coins into stacks of pennies, nickels, dimes, and quarters.


Have student work on a chosen fine motor activity for 10 minutes.
Make sure student has lots of motivating opportunities for using his/her hands.


Session III (10 Minutes-Handwriting):


Have student pick out an excerpt from a book he/she likes at his/her grade level.
Give student the opportunity for using print or cursive handwriting.
Have student write the same excerpt over and over for 10 minutes using a pen of pencil on a Double lines worksheet to promote neatness and correct letter placement.


Session IV (10 Minutes- Fine Motor Activities):


·        Use fine motor activities to help student develop the precision, balance, and hand-eye coordination that are needed to perform the fine-motor skills used in handwriting.


·        Have student pick out one or more of the following fine motor activities:


Modeling Clay,
Craft Scissors for cutting shape,
Finger Paints,
Drawing in Different Media,
Play with Lego, miniature cars, small blocks, action figures, and other small toys.
Sorting collections of loose coins into stacks of pennies, nickels, dimes, and quarters
Creative Art Projects that involve using crayons, and/or
Play Games that involve the handling of cards and small game pieces.
Sort collections of loose coins into stacks of pennies, nickels, dimes, and quarters.


Have student work on a chosen fine motor activity for 10 minutes.
Make sure student has lots of motivating opportunities for using his/her hands.


General Instructions:


The program should be run for 2-3 months, once a day, 30 minutes a day,5 days a week
Provide a quiet, comfortable, and warm atmosphere for student to work.
Make sure student understands the directions before beginning a handwriting lesson.
 Make the writing interesting by doing things not done before
It may be helpful if you could generate a list of handwriting and fine motor activities ideas every morning with student so that he/she has lots of choices.
Have student write it as fast as he/she can while you accurately time him/her.
Give student consistent undivided attention, motivating opportunities, encouragement, support, reward while working on his/her assignment.

Appendix B


Data Collection Sheet

Data Collection Sheet


School Name ____________________________________ Parish ______________


Teacher Name __________________________________ Date ________________


Student Name __________________________________ Grade _______________


Date of Birth           ________           Gender (M) ___ (F) ____   Race ___________


ADHD (check one):  


Combined Type _____          
Predominantly Hyperactivity-Impulsive Type _____                     
Predominantly Inattention  Type ______



·        Achievement Test Used:       Wide Rang Achievement Test-III
·        Pre-Intervention Test Score: ________Date:___________________                                Raw Score      Std. Score       %ile    Grade Score   Absolute Score
READING           ______            ______            ____    ______            _____
SPELLING           ______            ______            ____    ______            _____
ARTHIMATIC    ______            ______            ____    ______            _____
Date _____________________________________________________________
·        Post-Intervention Test Score:_______Date: ________________________
Raw Score            Std. Score       %ile    Grade Score   Absolute Score
READING           ______            ______            ____    ______            _____
SPELLING           ______            ______            ____    ______            _____
ARTHIMATIC    ______            ______            ____    ______            _____



Summary of WRAT-III Changes for the Experimental Group (n=10)




     Pretest                          Posttest                                                                       


WRAT-III        Mean   S.D.                 Mean   S.D.     Mean difference            Effect-size d    




Reading            25.5     4.53                 28.6     4.48                 3.1                   0.69                            


Spelling            22.3     6.91                 25.2     6.29                 2.9                   0.44    


Math                22.5     5.23                 25.7     4.50                 3.2                   0.66    


Full Test           70.3     15.43               79.5     14.61               9.2                   0.61    




1 Wide Range Achievement Test, Revised (WRAT-III). 2. Standard Deviation (SD)

Table 2 


Summary of WRAT-III Changes for the Control Group (n=10)




     Pretest                          Posttest                                               


WRAT-III        Mean   S.D.                 Mean   S.D.     Mean difference            Effect size d




Reading            27.7     7.90                 28.8     8.09                 1.1                   0.14    


Spelling            23.6     6.90                 24.9     7.25                 1.3                   0.18    


Math                21.1     9.01                 22.4     8.22                 1.3                   0.15    


Full Test           72.4     21.73               76.1     21.86               3.7                   0.17    




1 Wide Range Achievement Test, Revised (WRAT-III). 2. Standard Deviation (SD)


Dr. Kamal Sesalem

Professor of Special Education

Dept. of Teacher Education

McNeese State University

Lake Charles, LA 70609

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The Three Stages of the History of Add/adhd

The Three Stages of the History of Add/adhd

The history of ADD/ADHD has gone through two stages, and it needs to evolve into one more. The three stages are:

Stage 1: The Moral Diagnosis

Stage 2: The Medical Diagnosis

Stage 3: The Strength Based Diagnosis

Stage 1: The Moral Diagnosis: For most of the 20th century (and still in many parts of the world today), ADD was a ‘moral diagnosis’. This refers to the fact that people with ADD were considered to just be ‘bad’. They were judged as weak, inadequate, and they needed to try harder. This was a dark time for the understanding of ADD. This view of the diagnosis is restrictive, negative and perpetuates shame and guilt. Although the field of ADD has moved past the stage of the ‘moral diagnosis’, unfortunately it is still around today. The press frequently reports on how ADD is due to bad parenting, weakness of character or even music videos. There is no evidence to support these beliefs (or any social causes at all) and we strongly believe that everyone needs to get far past this view of ADD. The advent of new scientific research has led to a newer understanding of ADD, which brought out the second stage…

Stage 2: The Medical Diagnosis: The Medical Diagnosis of ADD refers to the newer research which documents that ADD is in fact a real medical condition. New research in brain imaging, genetics and neuropsychology clearly established that people with ADD have differences in their brains… and these are highly related to genetics. Thus, ADD has been recognized as a real medical condition.

This new stage in the evolution of the diagnosis of ADD has led to more scientific research, and more support for the medication treatment for ADD. This stage has largely led to significant progress in the field of ADD. It has generally improved options for medical and non medical treatments, and has led to improvements in functioning and the quality of life for those with ADD.

Ideally, this stage of ‘medical diagnosis’ would have eradicated the ‘moral diagnosis’. Unfortunately, it hasn’t completely eradicated this view ‘ as mentioned above. Almost everyone considers the evolution of the diagnosis from a moral one to a medical one to be significant progress in the field.

However, there is a ‘dark side’ to the medical diagnosis. The ultimate limitation of this stage of ADD is that the medical diagnosis stage establishes the belief that people with ADD are flawed, and they have a pathology which is negative. They have ‘deficits’. This leads us to the direction that the field needs to move toward ‘ the natural evolution for ADD:

Stage 3: The Strength Based Diagnosis

This stage in the history of ADD as not yet taken hold. One could say that it is in fact a paradigm shift ‘ which we advocate the field to move toward. There are some practitioners and experts out there who are on the ‘leading edge’ and are already working in this paradigm. However, they are generally few and far between. The basics of the ‘strength based diagnosis’ include the fact that ADD has gifts within it. These are gifts which can be difficult to unwrap, and are based on the strengths that many people with ADD have.

While many medical diagnoses are considered to have no positive side (i.e. what is the ‘gift’ of arthritis, or heart disease?), when the diagnosis of ADD is made ‘ because it is in the mind ‘ it surprisingly does have gifts within it.

Right within and intermingled with the core symptoms of ADD are the gifts ‘ but you have to look for them (also nurture & unwrap them)… – An inattentive mind can be great at multi-tasking – A mind which moves rapidly from one topic to another seemingly ‘inattentive’ can see things in a way which others don’t ‘ great for ‘out of the box’ thinking – An impulsive mind which isn’t afraid of taking risks ‘ can be brave enough to innovate, and lead the world in new directions – The level of creativity in the ADD brain can be awe-inspiring – …if it is nurtured properly – And there are many more gifts within ADD if they can be ‘unwrapped’

In summary, the new paradigm for ADD is that there are strengths in it ‘ and we need to find those strengths, build on them, and change the lives of those touched by ADD and ADHD.

Dr. Kenny Handelman is a Psychiatrist who is a specialist in ADD and ADHD. He is co-author with Dr. Edward Hallowell of a FREE special report called: Find the Genius in ADD. You can download your copy right now, by going clicking here:Find The Genius In ADD.

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Pros and Cons of ADHD Medication

Pros and Cons of ADHD Medication

By Mackenzie Quinn


ADHD medicationAs a parent of a child who has Attention Deficit Hyperactive Disorder (ADHD) you are faced with deciding how to manage your child’s ADHD symptoms. One options for treating the symptoms of ADHD that is highly debated is medication; some people strongly believe it is the best options and other believe medication shouldn’t be used on children. Determining the best option for your child is an important decision that shouldn’t be made without sufficient information. Before you make this decision, you should know that there are pros and cons to ADHD medication and that medication may be right for one child but not another. This article may help you as a parent or caregiver decide if medication is the right treatment method for your child.

Cause of ADHD

When treating ADHD, it is important to look at the cause. “Scientists now believe that the impulsivity, short attention span and other symptoms associated with ADHD are caused by a specific dysfunction in the brain that is often inherited” (Wilens, 2004, p10). ADHD is a medical diagnosis with a medical cause, and many times medication offers a “straight forward solution” (Wilsen, 2004, p12). Members of the medical community often compare the treatment of ADHD with medication to that of seizures or other health problems with a medical cause and believe that these medical symptoms can be managed with medication.

Symptoms of ADHD

The cause of ADHD is a dysfunction in the brain (Wilens, 2004) but parents and caregivers seek treatment to manage the hyperactivity, impulsivity, short attention span and other behaviors associated with ADHD. The symptoms of ADHD are behavioral and many think they should be treated in the same manner as other behavior problems. Stephen Flora writes in his book Taking America Off Drugs “ The best way to improve behavior is with behavior modification techniques” (Flora, 2007)

Overview of Treatment Options

As mentioned earlier, one treatment method for ADHD symptoms is medication; these medications are prescribed to “diminish the inattention, distractibility, over activity, and impulsivity” caused by ADHD. These medications ideally allow students to perform to their fullest potential such as focus on their homework and listen to directions. For individuals who do not have ADHD and can focus on their work these medications may seen like performance enhancing drugs that are not necessary. As you know ADHD is more than just a little distractibility.

Along with medication, there are other ways to treat ADHD symptoms such as behavior therapy. Behavior therapy is a form of psychological treatment method that stems from behaviorism and focuses on observable and measurable behaviors. When applying behavior therapy to students who have ADHD the family works with the counselor to increase the occurrence of positive behaviors through routines and a better understanding of what the student needs. Some students can be treated with behavior therapy but for many children their symptoms are severe enough that behavior therapy isn’t enough. Behavior therapy may not be enough because it treats the symptoms of ADHD not the cause of the problem. Students who have ADHD have aspects of their brains that are malfunctioning, these malfunctions cause the hyperactivity, inattention and other symptoms that behavior therapy attempts to control. For these students medication can help supplement the therapy or other forms of treatment being used.

Common Medications and Routines For Taking Medication

There are a wide variety of medications that are prescribed for the treatment of ADHD symptoms and you should discuss the specifics with your health care provider. Briefly, three of the top brands of medication are Ritalin, Concerta and Adderall.

Depending on the type of medication your child is taking they will have to take the medication anywhere from once a day to three or four times a day. Some medications are longer lasting and only need to be taken once a day while others are short term and must be taken more frequently. Both are safe and effective options.

Pros of Medication

The most important pro to ADHD medication is the reduction or elimination of the behavioral symptoms associated with ADHD.  By reducing students hyperactivity and giving them the ability to focus, medication gives many students the ability to perform better in school, make friends and participate in extra curricular activities.

Many parents worry that their children will become addicted to the ADHD medication. However, there is no physical way for children to become addicted to ADHD medication because addiction comes from a high or state of euphoria and the medications used to manage ADHD symptoms do not cause students to have a high.

There have been numerous studies indicating that psychotropic drugs are safe, tolerable and useful for children. As of 2004 there have been “over 250 scientifically controlled studies of the stimulant medications for ADHD” (Wilen, 2004, p 91) These studies suggest that if children take the prescribed dosage indicated by their doctor, then the medication is safe and that the majority of the side effects are mild.

Cons of Medication

Now that we have looked at some of the pros of ADHD medication lets examine some of the cons. One aspect of ADHD medication that should be of concern to parents is that there are very few studies done on the long-term affects of the medication. So, while we know that these medications are safe in the short term the prospect of giving students medication without knowing the long-term effects bring cause for hesitation.

There are also mild side effects associated with many of the medications including loss of appetite, difficulty falling asleep, dizziness, moodiness and growth problems. These side effects should be monitored but for the most part are easily managed. For specific side effects consult your health care provider.

And even though students cannot become physically addicted to these forms of medication, they can form a psychological dependency. This dependency can develop when students feel they need medication for everything or when they are afraid to go off their medication.

Decision Making

When deciding whether medication is right for your child there are 4 things to consider; side effects, the severity of your child’s symptoms, if your child’s symptoms are being managed with other forms of treatment how your child feel about medication. Before you make this decision talk, with your child’s teacher, the school counselor or psychologist, your health care provider and most importantly your child. While this may seem overwhelming now, the more information you can gather the easier this decision will be.


As you can see there are pros and cons to ADHD medication and what is right for one child and family will not necessarily be right for another. When choosing whether to try medication as a way to manage the symptoms of your child’s ADHD make sure to consider the pros and cons along with your child’s characteristics and the attitude of the school.


Flora, Stephen Ray. Taking America Off Drugs (2007) State University of New York Press, Albany

Wilens, Timothy E. Straight Talk About Psychiatric Medication For Kids, (2004) TheGuilford Press, New York


Resources For Parents To Get More Information

Straight Talk About Psychiatric Medication For Kids- This book was written for parents who have questions about the affects and risks of psychiatric medication on children. It is a basic guide for what parents need to know about a wide variety of psychiatric medications including ADHD medications. Wilens, Timothy E. Straight Talk About Psychiatric Medication For Kids, (2004) TheGuilford Press, New York Taking America Off Drugs; Why Behavior Therapy is More Effeftive for Treating ADHD, OCD, Depression, And Other Psychological Problems- This books presents behavior therapy as an alternative treatment method for ADHD instead of medication. The book does a good job of showing the other side of treating psychological problems. Flora, Stephen Ray. Taking America Off Drugs (2007) State University of New York Press, Albany CHADD- this website is a support system for parents of children with Attention Deficit Disorder and Attention Deficit Hyperactive Disorder. Children and Adults with Attention Deficit Hyperactive Retrieved May 12, 2009,

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ADD and ADHD – Know Them, Their Differences and How to Treat?

ADD and ADHD – Know Them, Their Differences and How to Treat?

Attention deficit disorder is known to be a coherent behavior that includes carelessness, hyperactivity and in some of the cases a mishmash of both.Typical behavioral changes is seen in attention deficit disorder in which sufferers feel carelessness and hyperactivity. In many cases mixture of both are seen.Major disorder named attention deficit disorder is famous for auguring illogical behavioral changes like carelessness and hyperactivity. In many cases both cases are intermingled.

We often wonder, as to what is the cause behind the happening of attention deficit disorder. But unfortunately there is no simple answer that can tell as what exactly plays the role of causing this exasperating and complex sickness. However various debates put forward some issues like food reaction, parental shortcomings, or even neurological deficiencies to be the reasons for the cause. Nevertheless, with the help of prolonged research scientists have been able to produce some answer to this question. So the answer to the question ‘ what does cause ADD?’ is supposed to be genetic and neurological in character. Most of the time it has been seen that families with the history of attention deficit disorder cases are more likely to have progeny likely to suffer from ADD.Our concerns are many hence we worry about reasons behind the occurrence of attention deficit disorder but still no satisfactory answer is sought. Reasons playing crucial role in creating complexities in sickness have not been revealed yet. Debaters however conclude that there are numerous factors involved in it out of which food reactions, parental shortcomings, and in some cases neurological deficiencies are considered major reasons. Continuous research by scientists has however resulted into bringing out various clues and a bit of general answer to this important question. That is why answering the question ‘what does cause ADD?’ must be taken in genetic or neurological terms. The possibility to suffer from ADD is more prevalent in such cases where families had had the history of some sort of attention deficit disorder.Most often we wonder to find out probable reasons behind the occurrence of attention deficit disorder. Although there is still no genuine answer of it but different assessments are made and we conclude about the factors that cause such infuriating and highly complex health problem. Researchers keep debating about the possible reasons, and they zero upon food reactions, parental shortcomings and neurological deficiencies etc as most possible reasons of this disorder. Many scientists have achieved success in this regard after having been researched for so long to find out a suitable response of this crucial question hence the ideal reply to this question ‘what does cause ADD?’ would be both genetic and neurological causes. Usually the cases of attention deficit disorder are more prevalent in those cases where families have history of ADD in their forefathers.

Following symptoms will help to identify the presence of ADD in an individual.

•Problem in remaining seated

•Problem in group activities

•Problem in following instructions

•Problem in having a sustained attention in any task

•Excesses talking

•Habit of interrupting others in their work

•Habit of not listening to what has been said to

•Habit of forgetting things

•Habit of getting distracted very easily

•Habit of doing things that might be harmful and dangerous to them.

•Habit of leaving a task unfinished

•Very often tends to experience and do something restless.

A scientific research has proved that that diet plays a very important part in reducing ADD symptoms. Individual suffering from attention deficit disorder should keep the following points in mind while choosing their diet.

•Should keep away from processed food

•Should stay away from fast food

•Should intake a diet having almost 90% less sugar

•Should say no to caffeine

•Should avoid intake of foods having additives

•High intake of proteins and Omega 3

US countries, European countries and even other parts of the globe have long been suffering from attention deficit disorder. And it has been noticed that the disease attacks 3% to 5% of children in these countries. The ailment however can be brought under control with the help of proper treatment. The most common type of treatment for ADD largely involves medication. Stimulants are used in this respect. Some of the stimulants used in the process are Ritalin, Adderall, Dexedrine, Dextrostat Wellbutrin, and the likes. However these drugs have been reported to have side effects.Attention deficit disorder has become a common phenomenon in the US and European countries. The sufferers are growing in other parts of the world as well. Nearly 3% to 5% children of these countries are the victims of this disease. When proper treatment is done this ailment is controlled easily and effectively. Involving medicine in the treatment procedure is considered most common ADD treatment. At times stimulants are also applied. Ritalin, Adderall, Dexedrine and Dextrostat Wellbutrin etc are the commonest stimulants for this purpose. But some side effects are also involved with these medicines.The countries such as US and European countries and many other parts of the globe are major sufferers of attention deficit disorder where at least 3% to 5% children are the possible victims of such attacks. This disease can be brought under control through applying reasonable treatments. Medication is the major option of treatment for ADD. Some stimulants are also applied to keep this disorder under control. Commonest form of stimulants used to treat this disorder is Ritalin, Adderall, Dexedrine and Dextrostat Wellbutrin amongst others. These medicines however also invite many side effects.

There is an alternative remedy to this. Homeopathic treatment can also prove to be effective. But the drawback associated with homeopathic treatment is that results are not immediate and need to follow on a long-term basis.Alternative treatment options are also available for this purpose. In alternative treatment homeopathy has proved valuable but this treatment has one drawback too. Its results are too slow and require passionate long-term treatment procedure.In alternative treatment options homeopathic treatment is much in the trend. Its results are excellent but it has a shortcoming as well. Homeopathic treatment has long-run process and its result is too slow though it is extremely beneficial.

We often come across the term ADHD or Attention deficit hyperactivity disorder that are associated with ADD or attention deficit disorder. What exactly is the difference between the two? Technically speaking, ADHD is the word used in the recent diagnostic and statistical manual of mental disorders, while ADD is an alder term. Basically there is not much distinction between the two. Theoretically ADD is ADHD and vice versa.Most of us encounters ADHD or Attention deficit hyperactivity disorder which is linked with ADD or attention deficit disorder symptom. We are not aware of their differences though. Actually ADHD is applied in modern treatments and is geometric terminology of mental disorder. ADD is its traditional version and there is no difference at all in ADD and ADHD. But still they must be understood critically.ADHD or attention deficit hyperactivity disorder is the term which we usually come across with. It is very much linked with attention deficit disorder or ADD and we should know basic difference between them. Technically ADHD is nothing but an advanced version of diagnostic procedure of older terminology ADD which is defined to specify mental disorder. In fact there is no difference between ADD and ADHD hence they are mostly used as vice versa for each other.

However certain points are specific to ADD and ADHD. It is said that the main symptoms of ADHD are hyperactivity and/or impulsivity whereas ADD is said to have inattention as its main symptoms.There are particular points associated with ADD and ADHD though. Symptomatic differences vary between ADHD and ADD. Hyperactivity and impulsivity are associated with ADHD and inattention is the major symptom of ADD.Do note that specific symptoms are associated with ADD and ADHD. The major ADHD include hyperactivity and impulsivity but in ADD inattention is cited main symptomatic aspect of this special disorder.

Instead of worrying about any sickness, try to understand them and consult your general practitioner and abide by his or her instructions. ADD or ADHD is just like any other disease that can be cured. So keep a watch to the symptoms and you can easily get away with it if you treat it on time and in right way.Take proper guideline of doctor by consulting him/her and follow guidelines suggested to you instead of worrying unnecessary about the sickness. ADD or ADHD is a disease like other curable diseases which you should treat timely. Focus upon timely watch over such symptoms and follow appropriate solution which should prove easy for you. Timely treatment helps you remain stress free.Don’t worry much about your sickness. Take it easy and consult expert doctors and follow the suggested instructions. Do note that ADD or ADHD is a disease like other diseases hence doesn’t panic about them. This disease is curable but you should have keen observation and know symptoms at right time. It is an easy affair to treat them.

Happy Living! Happy Living! Happy Living!

As a leading practitioner in the field of treating attention deficit disorder, Jimmy Brownen has had man years of experience in the treatment of such disorders. For more information on adderall or vyvanse, please visit his site today.

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Children with ADHD: Unlocking the Secrets to Good Behavior – A Parenting Guide

Children with ADHD: Unlocking the Secrets to Good Behavior – A Parenting Guide

For the parents of a child with ADHD, everyday tasks turn into battles—from getting the child out the door in the morning to getting him to bed at night. My son was diagnosed with ADHD at age 6, so I remember what it was like to have a daily tug of war with an attention disordered child all too well. Parents look for help everywhere. They may read one book after another and hear a parade of behavioral experts speak who give them parenting tips that don’t seem to work. The more books they read and experts they seek out, the worse their child’s behavior
seems to get.

“ADHD is a ‘brain difference.’ Your child’s brain works differently than 95% of his peers. So ‘one size fits all’ parenting techniques won’t necessarily fit your child.”

In my practice and in my work with my own son, I discovered a number of techniques and strategies that can help parents improve the behavior of a child with ADHD.

ADHD Secret #1: Parenting Techniques Must Be Adapted to Kids with ADHD

What works for adolescents with ADHD may not work for a seven-year-old with this diagnosis. Likewise, if a behavior modification technique works for 95% of children, that doesn’t mean it will be effective for the 5% of kids with ADHD.

The time out is a classic example of a behavior modification tool that is often misused with children who have ADHD. Timeouts are often recommended to help children with ADHD learn to control impulsive behavior such as talking back, hitting or hyperactivity. However, standard application of this popular intervention may not work in the presence of ADHD.

Parents are usually told to apply 1 minute of timeout for each year of age, thus 6 minutes for a six year old. For a child this young with ADHD, this may be too much time. Psychologists suggest applying the 30% rule to kids with ADHD and learning disabilities, which means that social-emotional development for these kids may be 30% less than their peers. Thus, a 6 year old should be considered to react more like a 4 year old. Therefore, 4 minutes would be more appropriate.

ADHD Secret #2: Use Reward, not Punishment

One of the most important things to realize about children with ADHD is that they respond much better to reward than to punishment. So here’s how to adapt the time out to a child with this diagnosis so that the tool is more effective. If your 6 year old won’t sit quietly in timeout, tell him the timeout is 8 minutes (double the time based on the 30% Rule). But he can reduce it to 4 minutes by sitting quietly. Then watch how hard he tries to earn the “reward.” By moving away from punishment and giving the child a reward, albeit a simple one, you are speaking the language that an ADHD child understands.

Helpful tip: Don’t nag! Help your child to correct errors and mistakes by showing or demonstrating what he should do rather than focusing on what he did wrong.

ADHD Secret #3: Leverage the Child’s Desire for Positive Attention

Children with ADHD usually crave positive attention while being more likely to have a severe over-reaction to negative attention or punishment. Using what is called “selective attention” can be very helpful in increasing appropriate behavior while decreasing inappropriate behavior. Begin to pay attention to appropriate behavior through praise while ignoring inappropriate behavior.  For example, your child is wiggling around and making silly noises while you are helping him with homework. Ignore the behavior and say, “Let’s see how fast we can get this work done.” When he settles down you can say, “Wow!, you are really working hard and look, we’re almost done now.” This may be difficult at first because it’s usually the opposite of how parents tend to respond to behavior. It’s our instinct to jump on irritating behaviors and try to correct them, simply to make them go away. But without knowing it, we are rewarding the inappropriate behavior because, with these children, any kind of attention is better than no attention at all. Even worse, when we ignore appropriate behavior, we don’t reinforce it. So the child with ADHD doesn’t learn that appropriate behavior often leads to positive attention. When you use selective attention, rewarded behavior will increase while ignored behavior will decrease. It’s a parental 180-degree turnaround that can work wonders with a young child who has attention and hyperactivity problems.

Helpful Tip: Inappropriate or irritating behavior should be ignored 100% of the time while appropriate behavior should be praised 70% to 80% of the time at first, and then to less than half the time as things improve. The goal is for the child to gradually be able to control their behavior on their own.

ADHD Secret #4: Teamwork Works with ADHD

You + Your Child = The Team

Most programs for kids with ADHD focus on training parents, which is very important, but these programs do not speak directly to the child. Instead, I recommend that parents and kids work together as a team. For instance, in the Total Focus Program, the parents and the child are shown ways of working together on relaxation exercises that improve concentration and reduce frustration. The exercises are fun, and a chart is kept to track progress. They end up having a good time, improving their relationship and learning new skills together.

Many of the programs for kids that are on the market focus on improving only one skill. But they offer no magic cure.

In my practice, I’ve had success using a broad spectrum of approaches (cognitive rehabilitation, behavior modification and relaxation therapy) that are integrated together with a newfound “I Can” attitude to produce results that lead to major improvements in behavior and learning achievement. When I work with kids and parents, I teach problem solving skills and social skills to improve motivation and self-esteem. By doing this, the child learns to put in the work to achieve the major skills he needs to master: improved attention, concentration, and functions including memory and self-control. As a result, the whole family benefits.

Note:  Current professional treatment guidelines recommend a trial of a comprehensive behavioral program BEFORE mediation for children with mild to moderate ADHD symptoms.  Recent research studies indicate that behavioral interventions not only change behavior they change how the brain looks and works. Total Focus provides a comprehensive approach based on the latest scientific and medical research that is very cost effective:

Parent Education
Behavior Modification Programs for Home and School
Relaxation Training to Improve Emotional Control
Cognitive Behavioral Therapy to Improve Motivation, Problem Solving Skills and Self-Esteem
Fun Cognitive Rehabilitation Exercises (Brain Training) to Improve Attention, Concentration and Executive Functions
Parent Coached Social Skill Training

Caution: I know parents want a quick fix and are tempted to try advertised products that sound good but usually are not comprehensive (only one type of intervention), not based on research, are expensive and (in the case of some supplements) may be harmful.  If you are willing to invest a few hours of your time per week for a few months to implement this program, you and your child will receive years of success and freedom from daily hassles.

ADHD Secret #5—Young Children with ADHD Respond Well to Touch

Most kids with ADHD need lots of physical contact. Love them by touching them, hugging them, tickling them, wrestling with them.

ADHD Secret #6–Focus on the child’s strengths daily—and more than you would with a child who does not have ADHD

Look for and encourage their strengths, interests, and abilities. Help them to use these as compensations for any limitations or disabilities. Reward your child with praise, good words, smiles, and a pat on the back as often as you can.

ADHD Secret #7—Practice Motor Skill Improvement to Reduce Frustration

Make a game of practicing motor activities that will stimulate them in their development. For example, skipping to music, playing catch or tossing a bean bag at a stack of blocks improves coordination and the ability to follow directions without frustration, giving the child more self-confidence as well.

ADHD Secret #8—Consistency Pays

Being consistent is good advice for any parent. For parents of young children with ADHD, it is vitally important. Exhausted parents crave a “quick fix” to impulsive, unmanageable behavior.  So they tend not to stay with one strategy long enough to see it work. When you use the techniques suggested here, remember that consistency is important to achieving success with a young, attention disordered child.

ADHD is a “brain difference.” You child’s brain works differently than 95% of his peers. So “one size fits all” parenting techniques won’t necessarily fit your child. Your parenting strategies may need to be administered in smaller doses with more emphasis on rewards and on your child’s strengths. I teach parents how to understand the unique traits and behaviors of their child and how to adapt “tried and true” approaches so they will work for their child. I also help parents to develop a positive approach that helps them to be able to develop patience and insight that will result in happier days for parent and child.

Robert Myers, PhD is a child psychologist with 30 years of experience working with children and adolescents with Attention Deficit Hyperactivity Disorder and learning disabilities and is the creator of the Total Focus Program.   Dr Myers is Assistant Clinical Professor of Psychiatry and Human Behavior at UC Irvine School of Medicine.  He earned his Ph.D. from the University of Southern California.  He is a member of the American Psychological Association, Learning Disabilities Association of America and CHADD (Children and Adults with Attention Deficit/Hyperactivity Disorder).  For more information on children with ADHD or the Total Focus program please go to Kids ADHD.          

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Do I Have Adult ADHD?

Do I Have Adult ADHD?

We used to think that children with ADHD “outgrew” it. Now we know most children with ADHD grow up to be adults with ADHD–and most of them have no physical hyperactivity.  (Many had no hyperactivity in childhood, either.)

Especially in this tough economy, unrecognized ADHD can thwart your efforts in school, on the job, and even in relationships. So, if you have ADHD, it’s worth knowing about it now so you can take solid steps to reduce your obstacles to a happier, more fulfilling life.
What are the common ADHD traits in adults? Consider the three current official sub-types of Adult Attention-Deficit/Hyperactivity Disorder (ADHD):

* ADHD, Predominantly Inattentive Type. This person has trouble paying attention, getting organized, and ignoring distractions but can have little trouble sitting still. Instead of physical hyperactivity, there’s a more “sluggish” tempo, but there can still be less-obvious mental restlessness.

* ADHD, Predominantly Hyperactive/Impulsive Type. This person has difficulty sitting still and thinking through consequences before acting but finds it easier to focus than the person with the Inattentive type. This is the least common type among adults.

* ADHD, Combined Type. This person exhibits both previous sets of traits, including problems with sustaining attention, avoiding distractions, thinking before acting, and sitting still. This is the most common type.

“Is There a Simple Test for ADHD?”

There is no single test to evaluate for (ADHD). That means no simple online test, no blood test and no genetic test. That doesn’t make ADHD a “squishy” diagnosis, though. Far from it. A large body of peer-reviewed research supports ADHD as a valid medical diagnosis, and so do all medical professional organizations.

Adult ADHD is, however, considered a syndrome: that is, a condition with multiple symptoms that vary among the individuals who have it. Other well-recognized medical syndromes range from Reye’s Syndrome to Diabetes Type II.

The fact that Adult ADHD is a syndrome simply means that the diagnosis must be done with care; there are no “cookie cutter” answers. Finding out if you have Adult ADHD requires consulting with a qualified mental health professional; this person can evaluate your history and current challenges to see if you meet the official criteria outlined in the Diagnostic Statistical Manual.  

What counts most of all is one factor: Are you suffering impairments in any area of life? If there is no area of life where you are experiencing significant ADHD-related challenges–such as with relationships, employment, education, sexual intimacy, or finances–you do not qualify for a diagnosis.

“What Should I Know Before I Seek an Evaluation for Adult ADHD?”

Here are some points to understand before you select a professional to conduct an evaluation for Adult ADHD:

* Adult ADHD symptoms represent an extreme on a continuum of human behavior, much like IQ, weight, or height. To ascertain if a person is “over the line” on this continuum, the evaluating professional must gauge the severity of the symptoms and, most of all, impairment.
* The human brain is extremely complicated. Living with unrecognized ADHD over a long period of time can increase the odds of having a coexisting condition such as anxiety, depression, or substance use disorder.  It’s important to detect the co-existing conditions before embarking on a treatment plan.
* Adult ADHD is often misdiagnosed as depression or anxiety. Some clinicians fail to understand that depression or anxiety might be caused or at least exacerbated by the underlying, untreated ADHD.  This is important, because standard treatments for anxiety or depression (such as certain antidepressants) can actually worsen ADHD symptoms.
* Adults with ADHD typically have no obvious physical hyperactivity. In years past, ADHD was considered a disruptive order of childhood, and its diagnosis was based on observing overt behavior (usually physical hyperactivity).  That means many people fell through the cracks, and only later in life do they discover they have ADHD. Today we know that many people, especially adults, have no obvious physical hyperactivity but instead might have more mental restlessness.
* ADHD can adversely affect relationships, presenting greater-than-average risk of divorce, relationship breakups, absentee parenting, sexual difficulties, and familial estrangement. If ADHD is suspected, it’s good to pursue an evaluation before spending time and money on couples counseling or family therapy.
* Some physical conditions can mimic ADHD symptoms.  Ask your personal physician to first perform a thorough physical exam to rule out conditions that can affect brain function or limit medication choices (such as thyroid, diabetes, or cardiovascular issues).

For all these reasons, it’s wise to make sure you understand the diagnostic process, in general terms, before selecting a professional to conduct an evaluation.

“Who Conducts the Evaluation for Adult ADHD?”

Several types of professionals can make the Adult ADHD diagnosis, including physicians, psychologists, and masters-degree therapists. You want to identify a professional who is:
* Closely familiar with Adult ADHD symptoms
* Knowledgeable and diligent about collecting the pertinent data
* Able to listen closely and ask perceptive questions
* Appropriately licensed or certified for treating ADHD and can distinguish ADHD from other physical or psychological disorders
* Compassionate and caring

If your family physician cannot make a confident referral, contact the closest university teaching hospital.

“What is the Evaluation Process?”

In a nutshell, this is the process:

1.  Data-gathering and interview: The evaluating professional gathers data from sources that include     
* Symptom checklists. Ideally, these are sent by mail to the client well ahead of time, to allow time for thoughtful completion.
* Third-party input. Family members or others in close relationship typically are asked to provide information on the patient’s history and current challenges; that’s because ADHD symptoms often limit or distort recall and self-observation.
* A detailed life history. This includes any head injuries (even “minor” ones) and childhood report cards, if available.

2. Analysis: The professional then compares reported symptoms to the diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM).

This article by award-winning journalist and Adult ADHD expert Gina Pera is adapted from her bestselling book Is It You, Me, or Adult A.D.D.? – a comprehensive guide to understanding Adult ADHD symptoms and its treatment strategies, especially as they affect relationships.
Visit Gina Pera’s blog for more information on Adult ADHD, the official criteria by which the Adult ADHD diagnosis is made, and surprising link between ADHD and sex. You’ll also find free excerpts from her award-winning book.

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Attitude Change and ADHD

Attitude Change and ADHD

Author: Powlin V. Manuel MD, MBA

Attitude is people’s evaluation the various aspects of the social world formed from social learning, classical conditioning, instrumental conditioning, and observational learning. Making an assessment of the existing attitude will provide us information to take appropriate measures to change attitude. The existing attitude of the parents, teachers, peers, and healthcare providers affect the outcome of patients suffering from ADHD. Before we can make an effective social change in any specific area we wish to improve, we need to know the existing attitude by different techniques of measuring attitude.  We must have an effective communicator to deliver the appeal for change; we need to have an effective and appealing content for receptive audience for attitude change and effective social change.

Attitude Change and ADHD

Attitude Change

Attitude is people’s evaluation the various aspects of the social world (Baron, Branscombe, & Byrne, D., 2009).  The authors ascribe the following characteristics to attitude.  Attitude formation occurs as a result of social learning, classical conditioning, instrumental conditioning, and observational learning. Attitudes are acquired from other people from social learning process. Such learning can involve social learning, classical conditioning, and instrumental conditioning.  Attitudes that are acquired through instrumental conditioning arise from possible rewards and punishments for adopting the particular attitudes; this aspect originally was promoted by Skinner. Attitude formation is affected by agenda setting, framing, persuasion, appeals, and sources of social influence. Continue reading Attitude Change and ADHD