ADHD Today

Special Diet May Lessen ADHD Symptoms

2011-03-05T00:28:00.000-08:00

A new study finds that some kids with ADHD have diminished symptoms when they eliminate certain foods from their diets.

According to a study published in the February 5, 2011 issue of The Lancet, eliminating processed foods from the diets of children aged 4-8 with ADHD reduced symptoms in 78% of them. When those foods were reintroduced, two-thirds of the children relapsed.

: mmmm donut ...

"A strictly supervised restricted elimination diet is a valuable instrument to assess whether ADHD is induced by food. We think that dietary intervention should be considered in all children with ADHD, provided parents are willing to follow a diagnostic restricted elimination diet for a five-week period, and provided expert supervision is available," concluded the authors of this study.

Sugary Foods

For a very long time, parents have felt that foods high in sugar may cause symptoms of hyperactivity, but the National Institute of Mental Health (NIMH) insisted that the evidence didn’t exist to support this theory. On the other hand, the evidence has been mounting that specific food additives may cause behavioral symptoms in children.

The researchers decided to test children to see if certain foods caused symptoms of hyperactivity. They studied 100 children from the Netherlands and Belgium. All of the children were aged 4-8 and had been diagnosed with attention deficit hyperactivity disorder (ADHD). The majority of the study subjects were boys.

: Candy

The children were chosen at random to participate in one of two groups. One group was started on a restrictive elimination diet, while the second group acted as a control group and received advice only on healthful eating habits.

Those in the first group started out on the “few foods diet,” which includes only water, pears, vegetables, meat, and rice. The researchers made gradual additions to this diet, with wheat, fruit, and potatoes. The children remained on restrictive diets for 5 weeks.

Food Challenges

The kids in this same group then received two food challenges over the following four weeks, during which specific foods were introduced into the diets of these children. Foods were chosen in both low and high IgG food groups.

IgG is an antibody that is created by the immune system. Some practitioners of alternative medicine believe that IgG causes food sensitivities. However, this remains a controversial theory, not accepted by mainstream medical science.

: Hamburgers and Fries

Of the 41 children who completed the restrictive diet phase, 78% were found to have reduced symptoms of ADHD in comparison with their controls, who showed no improvement. Nine children on the restrictive diet or 22% showed no change in symptoms. The scientists used an ADHD symptom scale that ranges from 0-72 points. A higher score represents more severe symptoms. The average reduction of symptoms in the children on the restrictive diet was by 24 points.

Thirty of the children who responded well to the restrictive diet were given the challenge test. Of those children, 19 relapsed in their symptoms. There was no difference between the children who received the low versus the high-IgG foods.

The upshot is that measuring IgG levels in children probably isn’t helpful but an elimination diet may reduce hyperactive symptoms in the child with ADHD. If you see your child with ADHD getting worse when he eats certain foods, by all means, take them out of his diet and see if it helps his symptoms.

Dr. Joseph Mercola: What's in Fast Food? What's in the Non-Chicken Half of the McNugget (huffingtonpost.com)
Dietary Guidelines Call for Eating Less (online.wsj.com)
Letters: ADHD diet success (guardian.co.uk)

An interesting video may change the way you look at your life

2011-03-03T15:23:00.000-08:00

Some people are so negative it’s depressing just to be around them. No matter how hard you try to cheer them up and make them see the bright side of things, they insist that their lives are gone to pot and that there is nothing in their life that is right. It’s hard to tell what it is they’re trying to get out of life, or what they want from you.

Great Stuff

You offer them suggestions and they respond with a series of “buts.” You point out the really groovy stuff in their lives and they feel forced to tell you why those things aren’t really so groovy after all. You begin to feel that they prefer to be unhappy, dissatisfied, and negative.

There’s not much else to do at that point but give up before you lose your equanimity. You can’t force a person to change perspective. It’s got to come from within.

Raw Deal

On the other hand, kids with learning disabilities may become convinced that life has handed them some tough stuff to deal with. They did, to at least some extent, get a raw deal and deserve some understanding and patience. Sometimes you just need to offer them a different perspective. If you can get them to listen, try helping them break out of the blues by showing them this clip.

There’s a cute saying that when life hands you lemons, make lemonade. This clip is a good illustration of that. The words in the clip don’t change, but viewed from a different perspective, they have a whole different meaning.

That’s kind of like dyslexia, actually. A person with dyslexia may not see text the way other people do. That makes it hard to read.

Yes, it’s a disability. But with that disability comes a gift: the gift of learning to see outside the box. Because reading is difficult for someone with dyslexia, learning is done by other means.

: Foreshortening (perspective)

The person with dyslexia has been handed a big problem at birth; but always having to get around the problem of reading forces the person with dyslexia to become a terrific problem solver. Maybe that’s why so many entrepreneurs and millionaires are dyslexic. When a big business problem arises, the dyslexic businessman or woman has already learned to stop and look at the problem from a different perspective. It takes some tenacity, but the solution is bound to make an appearance if only the problem-solver refuses to give up. A can-do attitude is the way to get to solutions, every time.

Techniques and Tips for the Dyslexic Student (community.cognibeat.com)
Getting Kids to Read (community.cognibeat.com)
The Problem with Percy Jackson (community.cognibeat.com)

Holiday Traveling with your ADD/ADHD Child

2011-03-01T15:37:00.000-08:00

The holiday season is hectic for everyone, but holds particular challenges for the parent of a child with ADD/ADHD.

If you plan to travel with any child, things can go south in more ways than one.

: Travel stuff

It seems you’ve no sooner gotten your child into the swing of things and settled into the routine of the school year than the holidays come along and send you all back to where you started. It’s quite bad enough for the vacationing family who chooses to stay at home—familiar surroundings can make a difference for the ADD/ADHD child when the schedule is shot to Hell—but the family who intends to travel to a holiday destination is facing some serious difficulties. You can head off the nightmare by thinking ahead as you plan your trip and by taking the time to prepare your child, too.

Preperation Is Key

If you are planning to travel by train, plane, or automobile, offer your child a map of the route you’ll be taking and mark out the special sites you’ll be visiting along the way. Explain the distances you’ll be traveling and give them an estimate of how long the trip is likely to take.

: Easy travel tips

If the mode of travel is one that they have never before experienced, give your child some background information. Describe the airport or train station, and what they can expect to happen on-board the train or while the plane is in flight. If you will need to catch a connecting flight, explain how that works.

Prepare activities for your child to bring along. You may want to allow them to choose the books, games, and toys they will bring along. These items will keep your child entertained as you travel and by being included in choosing these familiar items, your child feels a part of things and enjoys a sense of security, too. Appropriate items to bring along include books, hand-held games, iPod or MP3 player with earphones and a Frisbee or a small ball for breaks during road trips.

Nonstop Chattering

If your child is like most other children with ADD/ADHD, expect them to chatter about the sights he sees throughout the trip. You might suggest they record their thoughts with a small recorder to keep them occupied while you drive or navigate.

If you take a road trip, allow time for frequent stops. This gives your child some time to stretch and exercise. It will help your child make the switch from play to travel time if you offer a gentle warning, “Ten more minute of play and then we’re back on the road to drive some more.”

If you travel by plane or train, allow your child to walk around the airport or train station as much as possible, so they can explore. Stay by his side for safety’s sake.

Processed Foods and ADHD (community.cognibeat.com)
Ritalin and Adderall Abuse (community.cognibeat.com)
Temperamental Temporal Lobes (community.cognibeat.com)

Percy Jackson - Getting Kids to Read

2011-02-26T04:25:00.000-08:00

Creator of Percy Jackson Offers Tips for Getting Dyslexic Kids to Read

Rick Riordan created his book series to help his son battle learning disabilities.

When author Rick Riordan’s son Haley was 7, he hated school. Haley had attention deficit hyperactivity disorder (ADHD) and dyslexia. Reading and learning were serious challenges for him. Riordan relates that Haley used to hide under the family’s dining-room table to get out of doing his homework or to avoid reading.

Royal Blood

Percy Jackson - Image via Wikipedia

Riordan loved books and was desperate that Haley should love them, too. That’s why he started writing the Percy Jackson series, which began as Haley’s bedtime stories. Riordan gave Percy the same learning disabilities as Haley: ADHD and dyslexia; but the author depicted the learning deficits as indications of royal Olympian blood, medical conditions found only in demigods.

Today, Haley is 16 years-old. He walked into his father’s office not long ago, announcing that he’d just completed a 600-page manuscript. That would be a stunning accomplishment for any 16 year-old, but coming from Haley, the announcement was proof positive that the boy had turned the tide against dyslexia and had come to love the printed word. Riordan had won and Haley was the benefactor.

Long Journey

Over the course of the past nine years, Riordan’s protagonist became the main character of a five-book series. As Percy rose to stardom, Haley was taking his own journey. He came out from under the dining room table and instead of avoiding books, became an avid reader.

As Riordan looks back and reflects upon the success of the Percy Jackson series and Haley’s embrace of books and writing, he decided to share what he has learned about the process of turning children into bookworms. It boils down to four essential factors:

1. Provide an example. If you don’t take the time to read, it’s a good bet your children won’t, either. If your kids see you reading, they’ll follow your good example. Make reading a part of your family’s daily schedule. Declare the hour of 7-8 PM family reading hour. Have general book discussions. Discuss what makes a book or an author great.

Image via Wikipedia

2. Find books your children will want to read. A series is good because it will leave your child wanting to read more. Don’t worry about the caliber of the books your child seems to prefer. The main thing is to build a foundation—you want to get your child reading for pleasure. Make friends with the librarian at your local children's library and pick her brains about books your child might enjoy.

3. Think about your child’s reading environment. In general, you should offer your child a place to read where he won’t be distracted by noise. On the other hand, some children with ADHD find that fiddling makes it easier to concentrate. If squeezing a stress ball, for instance, makes it easier for your child to read, by all means, have him squeeze away.

4. Stay positive about the future. Children with ADHD and dyslexia can grow up to become successful. More millionaires than not have dyslexia. Adults with ADHD have the gift of hyperfocus and can stay focused on problems for as long as necessary, something the rest of us find difficult. People with learning disabilities have to learn to think outside the box because they have learning differences. As a result, they become excellent at problem-solving. The main thing is to get our kids through school so that they become free to find their niche.

Meet The Greek Gods Of Fantasy Film 'Percy Jackson' (screenrant.com)
Kids With ADHD Often Have Other Problems (webmd.com)
Documenting Dyslexia (community.cognibeat.com)

Internet Addiction

2011-02-25T16:41:00.000-08:00

Plugged In 24/7

Is your child’s internet usage increasing as his grades (and personal hygiene) slip? Could it be he has an Internet addiction?

Kids are digital natives, born into the world of ever-evolving technology. Kids’ lives exist online as much or more than they do in reality. Digital natives can’t conceive of a world without cellphones, iPods, and the Internet. That’s why it should come as no surprise to hear that some teens report spending 7-14 hours a day plugged into their computers—way beyond the recommended Canadian guideline of two hours max.

: Addicted

Still, Facebook can be a good thing, insomuch as it fosters social interaction. The problems begin when teens go out on a limb and engage in risky behavior just so they’ll have a cool status update for their “walls.” That’s when you know things are getting out of hand. Recent studies tell us that the more time a teen spends on social networking venues, the higher the level of his narcissism climbs. That should send parental alarm bells a ’ringing.

One U.S. health-care advocacy group, the Kaiser Family Foundation, issued a report stating that kids aged 8-18 spend more time facing their computer monitors, game and television screens, than they spend on any other activity except for sleep. The report says that kids access technology on an average of 10 hours and 45 minutes a day. This certainly is a contrast to the recommendations of the Canadian Pediatric Society that this same age group spend no more than two hours a day parked in front of a screen.

Susan Lambert, president of the British Columbia Teachers Federation, was shocked to hear that many teens are spending over 10 hours a day on computers. Lambert asks, "If you were spending an average of 10 hours and 45 minutes a day doing any single thing, wouldn't we be concerned?"

: Addicted to the Internet
ADHD Link

One expert has noticed a link between Internet overuse and certain disorders, in particular ADHD and depression. Dr. Susan Baer, of the BC Children’s Hospital, where she is a child and adolescent psychiatrist in the neuropsychiatry and mood and anxiety disorders clinic, conducted a study on the topic and found that teens with behavioral and emotional difficulties were spending most of their free time in front of monitors and screens, averaging 7 hours a day on gaming stations, televisions, and computers.

But Baer also discovered that kids who spent lots of time on computers or at gaming stations but did not manifest addictive behaviors were not among those with a coexisting link to depression. "This was surprising to us and suggests that even though terms such as Internet addiction are controversial, there is a real difference between youth who are simply filling their free time with the computer, and youth whose use is more driven and problematic," said Baer.

Addiction Symptoms

Consult your physician if your child:

* Loses interest in academic achievement

* Feels angry and frustrated when denied access

* Feels depression and anxiety—longs to return when away from the computer

* Has sleep difficulties and changes in sleep patterns

* Neglects personal hygiene

* Neglects important responsibilities

* Spends less time with loves ones and friends

* Loses real friends while increasing virtual friends

Social Network Addiction - A Scientific No Man's Land? (brainblogger.com)
Do You Have Digital Natives at Your Organization? (hubspot.com)
Video Games, ADHD and Time Management (psychcentral.com)

The Buzz on Stimulants

2011-02-23T06:05:00.000-08:00

Getting Ripped on “Vitamin R” and “Addy”

If you’re the parent of a child on stimulant medication for ADHD (attention deficit hyperactivity disorder) you may be surprised to learn that abuse of these prescriptions drugs is rampant.

After all, it’s probable your child suffers at least some side effects from their prescription medication: lethargy, lack of appetite, sleep difficulties, stomach ache: these unwanted symptoms very common. Your child may even try to avoid taking his medication as these unpleasant side effects begs the question: who would want to take those drugs for fun?

Alarm Bells

: A container of Adderall XR

The answer is that so many people are now abusing ADHD drugs that an alarm bell has been sounded. One 2009 investigation into this new form of abuse tracked calls to the American Association of Poison Control Centers over a period of eight years, from 1998-2005. During this time, calls regarding teen victims of ADHD drug abuse increased by 76%. Researchers are not sure whether this number represents out-of-control abuse, or cases of abuse keeping pace with the spiraling number of prescriptions issued for ADHD amphetamines during this same time frame.

Drugs like Ritalin—vitamin R in the user’s lingo—and Adderall (Addy), are stimulants, yet for those with ADHD, and taken in the right doses, the drugs offer a paradoxical effect of calm and better focus. In those who abuse these drugs, however, the opposite is true. Some abusers are looking to improve their grade averages or hope the drugs will help them lose weight. Still, others crush the drugs and inject or snort them for a euphoric high and an expanded sense of self-confidence. The feelings are addictive.

College Crack

This type of drug abuse is not limited to teenagers. In fact, ADHD drug abuse increases well through the college years as students struggle for that perfect 4.0 average. As a result, Adderall has earned such sobriquets as “the Adderall advantage” or “college crack.” The National Survey on Drug Use and Health (NSDUH) found that from 2006 through 2007, 6.4% of full-time college students admitted that during the previous year they had used Adderall for a non-medical purpose. In the part-time students, the figure was 3.0%.

: Adderal

Those who take these medications for stimulation risk perilous elevations in blood pressure, breathing difficulties, irregular heartbeat, tremors, seizures, and mood disorders. Regular high doses of these medications lead to cognitive changes such as delusions, hallucinations, and paranoia.

ADHD drug abuse poses a clear and serious danger to teens and young adults who may not realize that the consequences of their abuse can be severe. So many young children take these drugs (for medical, sanctioned reasons) on a daily basis (in the correct doses) and they seem right as rain. For this reason, a potential abuser may come to the erroneous, maybe fatal conclusion that it is no big deal to abuse these drugs in higher doses.

Ritalin and Adderall Abuse (community.cognibeat.com)
Do ADHD Drugs Cause Tics? (everydayhealth.com)
Insight into the Long-term Effects of Ritalin (brighthub.com)

The Problem With Reading

2011-02-03T07:10:00.000-08:00

Read To Learn

No one doubts that reading is an important skill to acquire. It seems obvious: we've got to learn how to read, otherwise, how will we read to learn? More to the point, what happens to the children who finds it hard to read? Are they doomed to be poor learners?

Adult Illiteracy

The rate of adult illiteracy has burgeoned to the point where it can no longer be ignored. That's why, in 1992, the United States government underwrote the National Adult Literacy Survey to the tune of $14 million to try to get a handle on the scale of the pervasiveness of literacy issues among adult Americans. The results were shocking: though most of those surveyed had graduated high school, 96% of them could not read, write, or do arithmetic on a level high enough to continue on to college. Worse yet, a full 25% just couldn't read at all.

No Change

A subsequent 2003 study, this time named the National Assessment of Adult Literacy, showed no significant change from the 1992 study in reading comprehension levels. Adults were still having the same difficulties in reading and understanding text, a decade later.

Equal Opportunity

The most remarkable thing about the study is that reading difficulties are an equal opportunity disaster. Difficulties in reading don't just happen to people from disadvantaged homes. Most of these people go to decent schools, have stable homes, and have average or even above average IQ scores. However, they are struggling to figure out reading , and some of them never do.

Common Issues

Kids who have trouble learning to read have a lot of issues in common. They have a tendency to transpose letters and words, or leave them out altogether. They lose their place on the page, cannot retain much of what they have just read, and do not understand the sense of the words they do manage to read. When these symptoms occur in clusters, kids are said to have a learning disability (LD) known as dyslexia.

Some Statistics

According to the International Dyslexia Association, a minimum of one in ten otherwise normal people has severe dyslexia. The National Center for Learning Disabilities states that 15 million American adults and children have learning disabilities. Some estimates state that 70%-80% of children with learning disabilities suffer from dyslexia.

The Upshot

The upshot? People with poor literacy skills are our co-workers, friends, family, and children and their numbers are too big to ignore. It's time to accommodate those among us with reading difficulties.

The Brain as Crystal Ball (community.cognibeat.com)
Math Dyslexia (community.cognibeat.com)
John Zickerfoose's Inspiring Struggle Against Dyslexia, Illiteracy (huffingtonpost.com)

8 Tips on Getting Ready for College

2011-02-01T06:57:00.000-08:00

If you have a learning disability and are thinking of going to college, here are some important tips that might help you realize your dream.

Many teens struggle with learning disabilities to a point that they give up any idea of going to college and may settle for a career that is less than fulfilling, and below their potential. So says the National Center for Learning Disabilities, after compiling statistics on the subject, but it doesn’t have to be this way.

Today, growing numbers of higher learning institutions are helping those with dyslexia, attention deficit disorder (ADD/ADHD) and other learning disabilities to gain admission to and matriculate from college.

Learning disability counselors and college admissions officers are advising learning-disabled students considering college to follow these 8 steps:

1) Start your preparations early

A great many high school officials, parents, and students believe that students who struggle should be transferred to less challenging classes. But if you’re aiming to go to college, stick with college preparatory courses. Choosing the lower-track classes means missing out on skills like high school algebra that are prerequisites for getting into 4-year colleges. Skipping those courses in high school now means wasting time in remedial studies in a community college later on.

2) Let technology give you a hand

Make use of spell-check, software calendar programs, screen readers, dictation software, and the new recording pens to help you retain information and get your homework completed within the allotted time.

3) Be creative

Can’t learn French? Take a course in American Sign Language. Be on the lookout for acceptable alternatives that prove what you can do instead of what you can’t.

Know Yourself

4) Know yourself and take responsibility

While high schools accommodate students with learning disabilities, colleges don’t provide special help unless students (and not their parents) know just what they need and can request that help in an adult manner. Jane Daigneault coordinator of disability services at Clark University in Worcester, Ma; says that, "Students have to be ready to have an adult conversation about what they need," for instance note-takers or unusual software. If parents have done their job, and allowed their children to experience natural consequences for not taking medication, for instance, during the high school years, their children will be ready to take care of their own needs by the time they reach college.

5) Do careful research on your college options

Be sure the college you’ve chosen fits with your unique learning style. Three books may be helpful with this task: Peterson's Colleges With Programs for Students With Learning Disabilities or Attention Deficit Disorders, Preparing Students With Disabilities for College Success, and The K & W Guide to Colleges for Students with Learning Disabilities.

6) Keep up to date with documentation on your learning disability

If you expect accommodations from colleges, you have to have documentation confirming your diagnosis that is no older than one or two years.

7) Don’t use your disability as an excuse for poor grades

Instead, use your application essay to emphasize how you’ve managed to overcome, compensated or utilized your disability.

8) Think about getting some extra assistance

Some colleges offer tutoring to learning-disabled students at no extra cost but most colleges charge hefty fees for this type of extra support. It’s not easy to get a grant or a scholarship to cover those costs, either. In some cases, however, students manage to persuade a state-run vocational rehabilitation office to pay for this type of extra help. Colleges can figure these additional fees into your tuition so that you or your parents can qualify for larger student loans.

Learning With Disabilities (nytimes.com)
Labeling Students Learning Disabled (brighthub.com)
Tips for Parents with a Child with a Learning Disability (healthmad.com)

Gov. Christie's Vision

2011-01-30T01:41:00.000-08:00

New Jersey Governor Calls for Change

Gov. Chris Christie has announced that he wants to change the system so that New Jersey teachers will have their performance reviewed every five years.

Last Thursday, on January 13, 2011, Chris Christie took the podium at a town hall meeting in Paramus N.J. to make the suggestion that teachers should be hired on the basis of five-year contracts. This would give schools the chance to review a teacher’s performance before choosing to renew contracts. Earlier in the week, the Republican governor had called for ending automatic tenure for teachers.

Enough Time

: Governor Chris Christie, Photo Courtesy: CHRIS FAYTOK/The Star-Ledger

Christie feels that while teachers need to have enough time to get hands-on experience and learn how to teach the current system just makes it too hard to get rid of

poor teachers. Right now, the idea of having five-year teaching contracts is still just an idea. Christie’s office has yet to make an official proposal. The controversial governor, who is known to speak his mind, has not yet provided details on just how he will accomplish the abolition of teacher tenure. Furthermore, the teacher’s union has promised him a rousing fight.

The governor of New Jersey didn’t stop with teacher tenure when throwing out his creative ideas for improving the educational system, but also said he’s looking into a plan for the development of schools that would specialize in educating children with autism. These schools would be set up in each of 21 counties in New Jersey, if Christie has his way. During his speech at the town hall meeting, the governor said that his plan would provide a cost-effective alternative for those districts that were attempting to develop their own curriculums for educating special children.

: Governor Christie of New Jersey Photo Courtesy: NYdailynews.com

“Visionary Concept”

Linda Meyer, the director of Autism New Jersey made a statement to the media to the effect that Christie is sincere about trying to provide both equality and access to education for every sector of society. She called his concepts, “visionary,” but other people are less convinced that the governor’s idea is such a good one. The director of one private school for children with autism said that the idea would put schools like his, which rely on referrals from the public school districts, out of business.

During the past ten years, the neurological disorder known as autism, which impairs social interaction, has proven a serious challenge that has driven New Jersey special education costs to an annual $3 billion. The number of students with autism has doubled over the past decade, to almost 12,000 students in the Garden State.

Doctors with Attention Deficit

2011-01-25T06:40:00.000-08:00

Students Claim ADHD to Get Drugs

Students who want to try ADHD medication for recreational purposes or to boost their grades find it all too easy to convince physicians they have ADHD

Though the U.S. government defines Adderall as a Schedule 2 drug, getting doctors to prescribe Adderall is a snap for college students looking for an easy way to ace their exams. One University of Massachusetts student reporter decided to interview her fellow students to investigate the matter. During one such interview, a fellow student claimed she held her primary health care doctor in the palm of her hand when she begged him to refer her to a psychiatrist who offers evaluations for attention deficit disorder (ADD).

: Image via Wikipedia

Transparent Questions

During the psychiatrist’s assessment, the student responded to a series of transparent questions like, “Do you have a hard time concentrating or focusing?” The student said it took no mental gymnastics to figure out what responses would generate a diagnosis of ADD so that she would be entitled to the drugs she sought. However, the student was canny enough to only posit a certain number of symptoms so that she wouldn’t be too obvious in her quest to be diagnosed with a disorder she didn’t have.

The upshot was that the unwitting psychiatrist found she had nine out of nine signs of ADD without the addition of the nine signs that would have added the “H” of hyperactivity to the diagnosis (ADHD). Less than 30 minutes after the examination began, the student had a prescription for Adderall in her hot little hand.

Little Uniformity

The reporter discovered that there is little uniformity in the diagnostic criteria used by physicians to diagnose ADD. Therefore, speaking of a “test for ADD” is misleading. Of the three students the reporter interviewed, two answered a series of questions or were asked to describe their symptoms while the third student was given a more complex diagnostic test.

In the case of the student described above, there was some “prepping” of the patient: the psychiatrist told her that ADD has nine symptoms and that if someone had a certain number of these symptoms, they can be prescribed medications to help them concentrate.

: Image via Wikipedia

The student who received the most rigorous testing was also diagnosed with ADD and given Concerta, a medication similar to Adderall.

The upshot is that a student need not undergo a standard test in order to get a prescription for Adderall, which is an amphetamine. It’s more about finding the doctor who doesn’t mind writing out a script for the student who complains of ADD/ADHD symptoms. In every case, the goal is a legal method for procuring drugs that can be used to help students stay awake for all-night cramming during the final exams period.

Diane Fedorchak, director of Brief Alcohol Screening and Intervention for College Students (BASICS), says that only some 5% of the study body suffers from ADHD while another 8% of U of M students report using stimulants like Ritalin, Adderall, or Concerta during the past 30 days without benefit of a prescription.

Ritalin and Adderall Abuse (community.cognibeat.com)
Most Kids With ADHD Take Medication (webmd.com)
Adderall Alters Brain, Claims a Young Life (abcnews.go.com)

Wakefield’s Fraud

2011-01-25T05:38:00.000-08:00

BMJ says Autism/Vaccine Study Data was Falsified

British medical journal, BMJ, finds that the 1998 study linking autism with the MMR vaccine was based on falsified data.

An investigation published by the esteemed British medical journal BMJ has determined that a study authored by Dr. Andrew Wakefield was an “elaborate fraud” now believed to be responsible for wreaking long-term damage on public health. Wakefield’s study claimed that autism was linked to childhood vaccines.

Falsified Data

According to BMJ, Wakefield falsified the 12 patient medical histories used to support his contention of a link between vaccines and autism in a study he conducted in 1998.

"It's one thing to have a bad study, a study full of error, and for the authors then to admit that they made errors," said Fiona Godlee, editor-in-chief of BMJ, in an interview with CNN. "But in this case, we have a very different picture of what seems to be a deliberate attempt to create an impression that there was a link by falsifying the data."

Wakefield’s medical license was revoked in May. But according to an editorial accompanying the BMJ report, taking away Wakefield’s ability to practice medicine can’t stem the damage already done. “…the damage to public health continues, fueled by unbalanced media reporting and an ineffective response from government, researchers, journals and the medical profession."

Wakefield defended his work in an interview with CNN’s “Anderson Cooper 360,” insisting that the fruit of his research had been, “grossly distorted,” and that he was the victim of, “a ruthless, pragmatic attempt to crush any attempt to investigate valid vaccine safety concerns.”

Parental Panic

Wakefield’s report on vaccines and autism sent parents into a panic that led to a significant decrease in the number of children receiving the MMR vaccine that protects against measles, mumps, and rubella. In Britain, vaccination rates took a sharp drop from the time the report was published, and fell to just 80% by 2004. At the same time, a sharp rise in measles cases has been observed.

The panic was not limited to residents of Britain, and in the United States, the Centers for Disease Control and Prevention reported that 2008 saw more cases of measles than in any other year since 1997, a year prior to the publication of Wakefield’s report. The CDC reported that over 90% of those infected had either not received the vaccine or that their vaccination status was undetermined.

BMJ opines that the effect of the vaccination scare on the rate of infectious disease does not supersede the fact that so much effort, emotions, and resources were wasted on a bogus issue instead of finding the true causes of autism and ways to help children with autism and their families.

Autism/MMR Vaccine Study Faked: FAQ (webmd.com)
Doctor defends retracted austism study (cnn.com)
Andrew Wakefield: Autism Vaccine Fraud or Conspiracy Victim? (cbsnews.com)

Literacy Skills in the Making

2011-01-25T05:18:00.000-08:00

Your children know a great deal about reading before they ever hold a book in their hands. What is the nature of these very early literacy skills and how can parents turn their children into bookworms?

A young child’s understanding of reading and other related skills in the days before he is ready to read is called emergent literacy. There are several reading-related concepts that a child must have under his belt before he can begin the actual process of learning to read. But to begin with, a child needs to acquire three main skills before beginning his reading education, or for that matter, his education in general.

* Communication—a child should become familiar with spoken language and be able to communicate through speech.

* Alphabet—a child should understand the concept of letters and have the ability to name the individual letters of the alphabet.

* Exposure to Written Words—a child should be exposed to many stories and books before he is of an age to attend school. This is the way toward motivating a child to learn to read.

Get Busy

If you’ve ever looked on in envy as you saw a neighbor’s child always with a book in hand, you can now curtail the jealousy and begin to get busy. It is in your hands to turn your child into a reader. But the process begins as soon as your child is born.

Spend time reading to your child each day. Take care to choose books with simple story lines and colorful illustrations that will excite your child’s mind. As you read aloud, inject lots of expression in your voice. Let him feel the emotions expressed in the text through the feeling you put into the reading.

Another way to help your child gain reading comprehension is to tell her the story in your own words. The story comes alive for your child as she hears it through the device of natural conversation and a parent’s voice.

After Napping

Most people choose to read to children only at night, just before kids go to sleep. But in terms of encouraging reading skills, you want your child well-rested. After a nap is the optimum time to read to your child. Both of you should be relaxed and calm.

Offering a baby a book to play with is another great way to give her a chance to interact with words, illustrations, and pages. There are cloth or plastic books and sturdier children’s books that are terrific for this purpose.

The main idea here is to expose your child to lots of language. This is the key to helping her develop her vocabulary and communication skills. When your baby reaches toddlerhood, start reciting nursery rhymes with her and hesitate here and there to allow her a chance to fill in the words. Participatory recitation of rhymes is a very big step toward reading readiness. Your child will also memorize the rhymes. Developing word memories is yet another crucial part of learning to read.

Take your child to the library and make it a regular special jaunt for the two of you. Read her favorite stories to her again and again. Ask open-ended questions like, “What do you think will happen next?”

Network with other parents and share techniques for honing your child’s pre-reading skills. If you give it your best effort, you may just end up with a bookworm for a child. What could be more wonderful?

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Gabrielle Mathiesen and The Open Book Project

2011-01-17T06:50:00.000-08:00

British businesswoman Gabrielle Mathiesen is an inspiration. Not only did she not allow her battle with dyslexia keep her down, she used her impairment as a motivating force to achieve an important goal.

Inspirational business women Gabrielle Mathiesen has succeeded despite her struggles with dyslexia, but also says it gave her the drive to work harder to achieve her goals

Open Book Report
Mathiesen has created Open Book, an ambitious project that aims to give dyslexics and those with other reading difficulties a means by which they can manage business transactions. It struck Mathiesen that while the hearing impaired are guided in various buildings and businesses by signs depicting the yellow sign with the symbol of an ear or staff members wearing tags with this sign; the dyslexic community and those with reading difficulties are provided no similar assistance for their literacy issues. As such, she came up with an open book sign to provide assistance to individuals with literacy issues.

Inspirational business women Gabrielle Mathiesen has succeeded despite her struggles with dyslexia, but also says it gave her the drive to work harder to achieve her goals.

A Laughingstock

Mathiesen can still imagine herself the laughingstock of her classmates as the teacher poked fun of her poor literacy skills. Back in the 1950′s and 60′s, dyslexia was a non-issue as far as educators and parents were concerned. Dyslexia sufferers were left to struggle without understanding or sympathy. But today Mathiesen is a successful and independent business woman who says that dyslexia is the reason she arrived where she is today.

Daily Challenges

The young-looking blonde woman says that dyslexia still challenges her on a daily basis, but this reminds her of her aim to get involved and provide help to others with dyslexia. To that end, Mathiesen started an organization for dyslexic children and adults called Literally Challenged. The organization provides the assistance to dyslexics that she and others of her generation never received.

Literally Challenged

Literally Challenged offers help to people with literacy issues and learning disabilities. The latest project of Literally Challenged is Open Book, intended to provide a series of front-line aids to those with literacy issues as they go about their everyday business. The hearing impaired have their by now well-known yellow sign depicting an ear, meant to signal that assistance is provided to the individual with a hearing problem. Now those with literacy skills will have an open book sign to help alert them to trained staff and other forms of assistance available to those with literacy issues.

Open Book's Facebook Logo - click it to see their profile

Pictorial Advice

Mathiesen has come up with the concept of a CD that can help businesses like banks, for instance, to offer a pictorial version of instructions and advice on how to do various transactions, such as applying for a mortgage. Some major UK banks have already put out feelers about how they might work with Literally Challenged to develop such a CD. This can be taken as a sign that businesses understand that dyslexia is a real impairment and pervasive within the general population.

Reduced Workload

Mathiesen says that a well-crafted CD will reduce the workload of business staff while it gives customers with literacy challenges the information they need before committing to a contract. The inspired and inspiring businesswoman says that many dyslexics end up going to loan sharks so they won’t have to deal with complicated bank forms. She believes that a one-stop CD could stop this practice which tends to have tragic repercussions for those who struggle with literacy skills.

Another concept that Mathiesen would like to bring to fruition is the transformation of online written material to voice for the dyslexic computer user.

This article has been copied with kind permission of www.cognibeat.com and can be found here.

Where the Girls Are

2011-01-14T06:09:00.000-08:00

Back in the ‘90s, the word was that schools weren’t doing enough to accommodate girls. We were told our girls would suffer permanent damage. A decade later the experts have reversed themselves. Now they say it’s the boys who are being shortchanged.

This time, at least the talking heads are making sense. We know they’re telling the truth when they say that boys have trouble with schoolwork, repeat grades, get suspended, and end up with learning disabilities more often than girls.

Let’s look at the statistics: in some schools, boys make up ¾ of the student population in special education classes. Five times more boys commit suicide, and 4-9 times more boys are being doped up with Ritalin.

Emotional Standpoint

From an emotional standpoint, things may be even worse: when students are polled, both sexes state their teachers like the girls best and that boys are disciplined more often than girls.

Girls are pulling down better grades than their male peers and more girls are taking advanced academic courses. Though boys once held the advantage in math and science, the gap has narrowed. Girls are taking the same number of advanced math courses as the guys, and even more high-level classes in chemistry and biology.

Girls have always had the advantage over the boys in literacy schools and this is still the case. In Canada, 11th grade males write as well as 8th grade girls.
Leaping Higher

In terms of higher education, female college enrollment has been ahead of male college enrollment for the past three decades, since 1980. With every leap in male college attendance, the female leap is higher. From 1997-2007, the increase in female enrollment almost doubled that of males. While male enrollment increased at a rate of 32%, female enrollment increased by almost 63%. By 2009, not quite 74% of female high school graduates were enrolled in college, while the number of male graduates enrolled in college stood at around 66%.

In an attempt to close the gap in academic achievement between men and women, educators have suggested that elementary school classrooms implement the following suggestions:

* Whenever possible, separate the sexes

* Foster better bonding between teachers and male students

* Accept that boys have more energy and channel it toward character development and learning

* Pay closer attention to the less “alpha” males: those who are more sensitive and less competitive

* Allow boys to move around during class

* Allow boys to express themselves in a physical manner. Let them hug the teacher and roughhouse during recess

* Provide positive male role models, in particular from grade 5 and above

* Chairs should not be lined up in rows prior to grade 3

* Schedule lots of storytelling time to facilitate the male brain in developing descriptive verbal skills and imagination

* Offer boys lots of objects they can touch and experience with their senses, in particular during reading and writing classes.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be found here.

The Nonuniformity of Dyslexia Symptoms

2011-01-12T05:40:00.000-08:00

If you’ve been wondering if your child might have dyslexia, you might have turned to the web to look for a list of dyslexia symptoms. Not long into your search, you begin to feel confused: every website lists a different set of dyslexia symptoms. Why can’t the collective “they” on the worldwide web get their act together? Why does the list of symptoms differ from one site to the next?

The fact is that dyslexia cannot be defined according to a set list of symptoms, since every case is unique. Some cases may be so mild there are almost no discernible symptoms while other cases are so severe that the manifestations of the condition are devastating. In addition to the level of severity of the condition, dyslexia is often accompanied by other learning difficulties such as ADD or ADHD.

Brain Differences

It is also important to consider the fact that dyslexia is caused by a physiological impairment of the brain. There are actual physical differences in the brains of dyslexics which can be seen in imaging studies. These deficits are not “standardized.” Dyslexia, in this light, is almost a catch-all term encompassing many difficulties and levels of difficulties, according to the individual.

MRI scans of dyslexic brain vs. non-dyslexic brain

Functional Brain Mapping

Still, early diagnosis is crucial for a number of reasons. For one thing, it is important to make a child’s educator aware that the child has an actual deficit. This is important even from a psychological standpoint: children with dyslexia should be met with understanding and a helpful attitude by their educators. Without a firm diagnosis, it’s possible an educator might adopt the attitude that your child “just isn’t trying hard enough.” Such an attitude may have an adverse effect on your child’s self-esteem, compounding his problems even further.
Youth Factor

Also, youth is an important factor in ameliorating reading difficulties and other issues relating to literacy skills and math. The earlier we discover the nature of the problem, the sooner we can get the child the help he needs to cope and improve. The brain is capable of making changes throughout the entire lifespan, but certain types of brain changes—specific characteristics of neuroplasticity—are more available at a younger age.

Genetic Predisposition

Despite the impossibility of building a cut and dried list of dyslexia symptoms, a parent may notice some differences in his child that lead him to suspect dyslexia. If you think your child might have dyslexia, have him tested when he turns five. This is even more important for children who have dyslexia or ADD/ADHD in their families, since there may be a genetic factor predisposing a child to these learning difficulties.

This article has been copied with kind permission from www.cognibeat.com and can be found here

In Full Command

2011-01-06T05:16:00.000-08:00

Good Readers are Conscious Strategists

What skills do “good readers” draw upon to make for successful reading sessions? How much of this process is conscious?

Experts have struggled to determine the difference between good and poor readers. One measure experts have used to study these differences it to ask readers to describe their thoughts, out loud, as they read. The result of these efforts is the idea that good reading consists of a number of complex skills that are automatic and well-coordinated in practiced readers.

The coordination of reading skills begins before the start of a reading session. Typical (good) readers set goals for their reading. They note the structure and organization of the text and may make mental outlines to help determine the text’s relevance to their goals. As they read, good readers make fast and accurate work of reading the text while processing the meanings of the words at the same time. They also manage to comprehend groupings of words: phrases, sentences, paragraphs, and so forth.

If good readers fail to understand the text on its surface level, they look to see if they can tie in the context of surrounding sentences to help them make sense of those words. They may dig deep into their own acquired knowledge to help them toward comprehending what is read.

Good readers may interact with the material by asking themselves questions on what they’ve read and may reflect on the ideas contained within the text. They use their background knowledge to predict what will happen next. They engage in constant assessment and revise their predictions as the need arises.
They’re Selective

Good readers are selective. They focus on parts of the text that are related to their reading goals. They may skip over parts of the text because they contain information they already know or because the information isn’t relevant to their goals. They may decide they don’t understand the content of what they’re reading or may find that content boring and decide to pass on reading that chapter or even skip an entire book.

If there are gaps in the writer’s descriptions of characters or events, good readers use textual cues to fill them in, or draw on their own background knowledge to make sense of the text. They can create mental images of characters, settings, or events described in text and use those images to help them better understand written passages.

Good readers monitor their own comprehension as they read. If they realize they haven’t understood what they’ve read, they’ll apply techniques to repair their lack of understanding. They may rephrase what they’ve read or look up a word in a dictionary. They may highlight a passage of text and stop and reflect on that passage.
Uses Metacognition

Good reading involves something called metacognition. Good readers are aware of their own mental processes; their thoughts about their own trains of thought. They review their own comprehension strategies and choose those most appropriate to the text.

When good readers are done with their reading sessions, they reflect on the text they’ve covered. They may summarize key points or find other reading materials to help flesh out the same topic.

Good readers apply strategy to their reading. They have numerous techniques they can use to glean the meaning of the texts they read. These are conscious strategies that are within the readers’ control. They decide when to apply which strategies. They are at all times, in full command of the process.

This article has been copied with kind permission from www.cognibeat.com and can be found here

2011-01-06T04:35:00.000-08:00

Shrugging Off the Herd Mentality

Are original-thinking children being short-changed by the system? How can we enlist a child’s creativity and channel it for good?

In the following animation, one alien child’s differences rock the boat too much for the comfort of his peers, parents, and educators, and so he is evaluated, picked apart, and diagnosed as very, very ill; too ill to exist within societal norms. The alien child is sent away—banished and ostracized to outer space. His alien parents give a sigh of relief and move on with their lives, happy to be relieved of their burden: a child who is a creative and original thinker.

Alien Rejects

The child is put through a transformation/gestation process and sent to earth in a womb-like capsule, where it is presumed, he will be reborn a human. As the capsule nears its target, the planet earth, we see in the distance, other similar capsules containing the rejects of their former society, all meant to become earthlings due to their supposed inferiority.

It isn’t easy being an original thinker. Original thinking seems messy, disorganized and downright chaotic. Our compliance with the basic setup of things is, let’s face it: less work for the rest of the herd.

Take the classroom, for instance. The teacher has a curriculum she must cover within a certain amount of time. That’s her job. But not every student learns the same way.

Shushed And Shunted

What happens to the student who cannot make his personal learning style jibe with the state-mandated curriculum of the teacher? How many gifted students have their creative ideas shushed and shunted aside for the sake of order and covering educational ground?

Today the experts acknowledge that there are many different types of learning styles, for instance visual, audial, and kinesthetic. If a child is a kinesthetic learner, and can only learn through touching, moving, and doing, are we accommodating this child’s needs within the classroom? Are the child’s strengths acknowledged by the system?

Here are some tips teachers can use to foster rather than stunt their creative-thinking students:

* Integrate interesting media into assignments

* Have kids make book covers for their reports

* Students can act out historical events

* Have kids prepare and present speeches

* Use jingles as a musical memorization aid

* Use stories and analogies to get the point across

* Have kids use bright-colored highlighters in assorted colors to emphasize important text

* Student can make models to illustrate science principles—a model of an atom can be a candle with many wicks, or how about an atmosphere cake with different colored layers?

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be found at http://community.cognibeat.com/2010/12/encouragingcreativity/

ADHD = Big Business

2011-01-06T04:10:00.000-08:00

The ADHD Business Niche

The ADHD industry is booming and everyone wants to jump on the bandwagon. Parents are happy to try anything, but are they helping or hurting their children?

Katherine Ellison, the Pulitzer Prize-winning journalist and the author of a memoir entitled, “Buzz: A Year of Paying Attention” is generating a great deal of attention. In a recent article, Ellison wrote about what she calls the “ADHD-industrial complex” in the Washington Post, describing the way commercial entities have co-opted ADHD for themselves, spotting a serious business niche by way of parents who will buy just about anything in their desperation to make their children’s ADHD go away.

Katherine Ellison

At the top of this pyramid is the U.S. pharmaceutical industry which is said to sell over $5 billion worth of ADHD medications per year. The United States and New Zealand are the only countries with permission to market these products to the public.

But prescription drugs aren’t everyone’s cup of tea, and so another industry has sprung up to fill the gap: the alternative medicine route, in which there are any number of creative alternatives to the popular prescription stimulants and psychotropic medications for ADHD. These alternative treatments are for the most part unregulated and tend to be expensive as well. Within this spectrum one can find herbal supplements, magnetic mattresses, dolphin therapy, life coaches, and exercise regimes touted to stimulate certain brain regions.

ADHD is big business.

Marketing Targets

Consider the cause: being the parent of a child with ADHD means coping with impulsivity, forgetfulness, distraction, and inattentiveness. It pays to mention that ADHD has a genetic component—quite often, the parent of a child with ADHD is just as impulsive and distracted as their offspring. Good marketing targets, for sure.

Ellison was diagnosed with ADHD at the age of 50, just three months after her son’s diagnosis. As a result, she decided to take a year to look into the disorder and discover the best means of coping from what is on offer. Since her son, like many other ADHD kids, didn’t like the effects of the stimulant medications, she had a huge incentive to look into the Pandora’s Box of alternative treatments.

Silent Meditation

Ellison paid $2,000 to Daniel Amen, a Southern California specialist who can find ADHD with a brain scan, tried Ritalin, extended loans to cover many neurofeedback sessions, and took a five-day silent meditation retreat. Her son was not immune to her experimentation and she doled out fish oil capsules, forced him into two days’ worth of neuropsychological testing to the tune of $4,000, paid for top tutors, and lobbied for him to get special accommodations in his public school, for instance permission to have him chew gum during algebra class.

Katherine Ellison's book

Ellison backs up her experiment by mentioning a 2003 survey which found that 54% of Boston parents of kids with ADHD had given non-medical treatments a try. She also speaks about the despicable idea that pharmaceutical companies are capitalizing on our children. But the journalist points out that at least the prescription medications are regulated. Some of the alternative medications are unsafe for children, especially when misused.

In the end, discovered Ellison, ADHD is a journey that continues. She has discovered that regular exercise and regular jolts of glucose by way of frequent trips to the refrigerator are helpful for her son as are her constant visits to his educators to make sure they stay on the ball.

She also learned that her biggest aid in helping her son was found in keeping her cool, no matter what.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be found at http://community.cognibeat.com/2010/12/bigbusiness/

Dressing For Success

2010-12-23T04:39:00.000-08:00

ADHD and Clothing Sensitivities

Is your ADHD child driven to distraction by ill-fitting socks and clothing tags? He may have a heightened sensitivity to clothing.

Attention deficit hyperactivity disorder (ADHD) is among the most popular research topics in the field of learning disabilities today. Classified as a mental health complication, millions of children and teens live with the disorder in the United States alone. Pediatricians, neurologists, and other specialists search for a way to improve the quality of life for kids with ADHD while parents get to focus on the everyday minutiae of parenting children with this disorder.

Just to give you an idea of how this works, some children with ADHD are sensitive to certain types of clothing. This can be attributed to the heightened sensitivities experienced by ADHD children and adolescents. Clothing sensitivity can be seen in the need to micromanage the size and placement of a child’s socks, for example. A boy with ADHD can and will spend a quarter of an hour trying to make his socks yield the right fit. It helps to remember that it is the disorder—the ADHD—that is the driving force behind this picayune behavior.

Peer-Related Pressures

For teenagers, clothing sensitivity carries peer-related pressures. The trendiest clothing may not be wearable for a teen with clothing sensitivities. The problem may be tags, linings, or even specific dress materials. Your teen may experience a sensitivity to the stitching, or be bothered by the sensation of the cut or type of fabric in fashionable clothing.

For a parent accompanying a teenager on a shopping trip it can be very hard to pinpoint the exact nature of the difficulties experienced. That makes it a chore to steer children toward the clothing they can and will tolerate. We may also not be thrilled at the way the chosen (read comfortable) clothing looks on our children but may be forced to give in here and there to save everyone’s sanity: both parent and teen.

When your teenager with ADHD brings home new clothing items, check to make sure she’s made reasonable choices regarding fit, and then make sure to wash the clothing with laundry soap you know she can tolerate. This will remove any harsh manufacturing chemicals that might set off your child’s sensitivities.

A Biggie

The next step is to think about removing all tags related to care and branding. Clothing tags are a biggie when it comes to clothing sensitivities and the irritation can drive your ADHD teen to, well, distraction. If after you’ve done all of these things, your teen still complains about an item of clothing, it may be necessary to get rid of the offending article.

For some teens with ADHD, clothing sensitivities can worsen the symptoms of ADHD and it may be tough to spot your child’s clothing as the culprit. If you see your child having trouble with staying focused in class despite being on medication, think about removing his clothing tags or changing the way your child dresses. If you see an improvement after the fact, you’ll have proof that your child has a clothing sensitivity.

There isn’t a single facet of the ADHD teenager’s life that escapes the effects of this neurological condition. But you can make things a bit easier for your teen by choosing clothes that are not only stylish but decrease sensory irritation. If you make the effort in this area, you’ll see a benefit in your child’s schoolwork and begin to have a better experience when shopping with your child for clothes.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be seen in it's entirety at http://community.cognibeat.com/2010/12/dressingforsuccess

Medicaid Benefits

2010-12-20T08:16:00.000-08:00

Are ADHD Children Getting the Treatment They Need?

A new report casts doubt on the effectiveness of the treatment received by ADHD children in the U.S.

With the enactment of the 2010 Patient Protection and Affordable Care Act, Medicare benefits have been extended to huge numbers of U.S. citizens who until now were uninsured. Among those receiving such benefits for the first time are scores of children. It’s undeniable that access to treatment is a good thing, but the quality of that treatment may not be up to scratch. The December issue of Journal of the American Academy of Child and Adolescent Psychiatry discusses the issue in detail.

Dr. Bonnie Zima and her research team investigated the treatment of 530 children with ADHD and reported on their findings in an article entitled, "Quality of Care for Childhood Attention-Deficit/Hyperactivity Disorder (ADHD) in a Managed Care Medicaid Program." The children ranged in age from 5-11 years and received care for ADHD in primary care or specialty mental health clinics between November 2004 and September 2006 as part of a large national Medicaid managed care program. Investigators drew on a group of longitudinal analyses derived from a variety of sources: Medicaid services and pharmacy claims data, interviews with parents and children, and school records. These sources helped investigators evaluate the mental health care and clinical results for these children over the span of three 6-month periods.

Assessing the quality of care that is provided to children with ADHD is important for two reasons:

1) ADHD is among the most common of mental health disorders affecting 3%-10% of all U.S. children.

2) Over a third of national healthcare costs for pediatric mental disorders are covered by Medicaid.

Medical Necessity

Dr. Zima and her team discovered that in spite of a federal policy that imposes proof of medical necessity in order to receive Medicaid reimbursement for specialty mental health services, the severity of ADHD in the child subjects treated in primary care was similar to that of the children treated within the community mental health clinics. Still, the treatment varied so that while the majority of children in primary care were given stimulant medications and seen once or twice a year, just under a third of the children in specialty mental health programs were seen five times in a single month. Since one-quarter of the children in primary care were prescribed psychotropic medication, the infrequency of follow-up visits was deemed a glaring omission.

Care Dropouts

In both sectors there was a high rate (over one third) of care dropouts, meaning that the need of these children for mental health care remained unmet. The subjects had a poor record for refilling their stimulant prescriptions, and the clinical outcomes of the care dropouts didn’t differ from those who stayed in care.

The researchers feel these results suggest that there is a great deal of room for improvement in the care of children with ADHD. For instance, clinical severity must be in synch with the type of care provided, and better enforcement is needed in regard to follow-up visits and ensuring prescriptions are refilled. As the report states, “The enduring symptoms, impairment, and poor academic achievement of the children who remain in care and those untreated underscores the public health significance of improving the quality of care for publicly insured children with ADHD."

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Surviving the Season

2010-12-20T04:00:00.000-08:00

Getting Through the Holidays with the LD Child

How can parents and their children with learning disabilities (LD) get through the holiday season with a minimum of emotional meltdowns?

This time of year, we often hear the words “merry” and “joyous” banded about in reference to the holiday season. But for the parents of a child with a learning disability, the holiday is anything but a happy time. Routine and structure are the lifeblood of a child with a learning difficulty of any sort and the long winter vacation offers just the opposite. It’s no wonder things get a little hairy and emotional meltdowns are the order, rather than the exception, of the day.

The antidote is clear: in order for parents (and their children) to survive, some sort of structure must be imposed and a routine created. Yet the holidays are hectic and overwhelming, even for well-organized adults. How can a parent compensate for the lack of structure and routine for a learning-disabled child when things are so frenzied?

The simplest way to help your child is to include them as a factor in your holiday planning. Just as you schedule your holidays plans in your calendar (bake X-mas cookies Wednesday, host open-house from 12PM-5PM January 1st) so too, you can pencil in activities with your child. The typical school day is broken up into regular blocks of time spent in routine activities. You can’t quite mimic that effect, and you’re not expected to do so, but any kind of quiet, scheduled activity, for instance 45 minutes of reading from a favorite storybook, can give your child back their bearings at this time.

Ongoing Activities

In order to keep your child from feeling pressured, you may want to make an activity an ongoing event. For instance, if your child likes decorating the tree, schedule a time of day for that, and let them decorate the tree over a period of days. You can start things off by stringing the lights. Then, during the time you’ve scheduled each day for tree-decoration, place a box of ornaments nearby for them to choose from.

The great thing about this activity is that your child feels included in your holiday preparations. They feel a part of things. Stay near your child to offer assistance as needed, and don’t neglect to tell them stories about the history of those decorations.

A parent should also prioritize their holiday plans and activities. Each demand on your time and energy should be considered in the light of your child’s needs and what you must provide to keep them happy and calm. In some cases, you may not have a choice. Some family outings, for instance, may be mandatory.

Examining Choices

If going to Grandma’s house for X-mas Eve dinner is nonnegotiable, attending five open houses in a row definitely is open to discussion. Keep plans down to a minimum for the sake of your child to avoid exposing them to unfamiliar surroundings, activities, and fuss. You can discuss this as a family and decide together which events take precedence and which, with regrets, you must skip. By examining your choices together as a family, you can determine the best way to spend your emotional and physical resources.

Last but not least, schedule in the joy. Clear a space on your calendar to just be with each other and enjoy time together. Take a walk in the snow and smell the air. Listen to some holiday music and sip a cup of hot cocoa together. Talk to your child and listen to them, too. That’s the stuff of joy for both you and your child and the holiday dividends of being a parent.

Happy Holidays!

Thanks to www.cognibeat.com for allowing us to reproduce this article. It can be found in it's entirety at http://community.cognibeat.com/2010/12/survivingtheseason/

Traveling with your ADD/ADHD Child

2010-12-19T18:29:00.000-08:00

Mapping the Route

Holiday Traveling with your ADD/ADHD Child

The holiday season is hectic for everyone, but holds particular challenges for the parent of a child with ADD/ADHD. If you plan to travel, things can go south in more ways than one.

If the mode of travel is one that they have never before experienced, give your child some background information. Describe the airport or train station, and what they can expect to happen onboard the train or while the plane is in flight. If you will need to catch a connecting flight, explain how that works.

Choosing Activities

Prepare activities for your child to bring along. You may want to allow them to choose the books, games, and toys they will bring along. These items will keep your child entertained as you travel and by being included in choosing these familiar items, your child feels a part of things and enjoys a sense of security, too. Appropriate items to bring along include books, handheld games, iPod or MP3 player with earphones and a Frisbee or a small ball for breaks during road trips.

Nonstop Chattering

If you travel by plane or train, allow your child to walk around the airport or train station as much as possible, so they can explore. Stay by his side for safety’s sake.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be found in it's entirety at http://community.cognibeat.com/2010/12/traveltips/

ADHD Substance Abuse

2010-12-18T06:54:00.000-08:00

Identifying Those at Risk

The rise of ADHD prescription drug abuse is on the rise among teens and college students. The physical consequences are dire—the risk to their future, no less so. This is an issue that deserves our attention, front and center. We need to explore ways to address this dangerous form of drug abuse.

From Within

One way to combat the problem is to tackle it from within its physical plant. Those health-care providers who are based within high schools and colleges should make the effort to foster a relationship with the students under their care. By remaining alert and observant, school nurses can spot unusual behaviors or attitudes as they crop up. School health-care providers should be taught to recognize the signs and symptoms of those at risk for ADHD drug abuse.

To that end, the National Association of School Nurses has created an educational toolkit to teach school health-providers how to prevent, identify, and manage the abuse and misuse of prescription drugs. The kit includes lesson plans for nurses and health educators alike. There are also tips for school administrators contemplating the implementation of drug-testing programs for students and links for obtaining further information about drug abuse prevention in schools.

Teens and young adults who display sudden bold changes in their behavior, attitudes, or appearance, are giving off the first signals that they may be abusing drugs such as ADHD medications. If such changes are witnessed, a full medical history should be taken to help assess the student for drug abuse. The key to running down the facts and dispensing help where needed is in noticing changed behavior and appearance and in fostering an ease of communication between students and providers.

Ask Questions

Health-care providers should dare to ask questions. The Substance Abuse and Mental Health Services Administration suggests employing the CAGE screening tool:

http://www.associatedneurologists.com/cage.html as the basis of these discussions. This is a series of four questions related to alcohol use, but might be adapted as a tool for screening students for potential drug abuse. It is recommended that this screening tool be used at each visit with a student patient.

Here is a suggested adaptation:

* Have you ever felt you ought to cut down on your drug use?

* Have people annoyed you by criticizing your drug use?

* Have you felt bad or guilty about your drug use?

* Have you ever used drugs first thing in the morning to steady your nerves or to help you do better in school?

Don’t judge and don’t mince words. Kids at risk should feel you care no matter what, but that you won’t tolerate anything but the truth. Watch the student for signs he is becoming defensive when you bring up the topic of substance abuse.

This article has been copied in whole with kind permission from www.cognibeat.com and can be found at http://community.cognibeat.com/2010/11/substanceabuse/

ADHD On The Rise

2010-12-16T17:43:00.000-08:00

New CDC Report Shows Significant Increase

Almost one out of every ten kids in the U.S.A. is diagnosed with attention deficit hyperactivity disorder (ADHD) and it seems that the rate will continue to grow. This is according to a report issued by the Centers for Disease Control and Prevention (CDC) November 10, 2010.

The CDC says that the percentage of kids aged 4-17 who were diagnosed with ADHD rose from 7.8% to 9.5% between the years 2003-2007. This represents an increase of 22%. The largest increase was seen among Hispanics and in teens aged 15-17.

The details listed in the new report were based on the National Survey of Children’s Health, a survey of the nation’s parents conducted by telephone. However, it isn’t clear whether the rise in the number of diagnoses stems from a true increase in the number of ADHD cases, or because ADHD has at last found a niche in the public awareness. If the increase in the number of cases reflects a true increase, there is concern that the burgeoning number of new cases may be due to environmental or social factors.

Contributory Factors

Lead author of the report, Susanna Visser says that contributory factors might include premature delivery, low birth weight or even lead exposure. All of these factors have been found to have an association with ADHD symptoms. “This collection of risk factors could be moving in a direction that causes certain demographic groups to have higher rates of ADHD. We have to figure out what’s driving the change,” says Visser, an epidemiologist at the CDC.

Understanding the origins of this new trend in ADHD will necessitate long-term studies of children and must also include imaging and genetic studies, says Visser. She adds that the National Institutes for Health (NIH) already have several such studies in progress.

While the rate of ADHD rose in all 50 states, the most striking increases were to be found in 12 states including Colorado, Indiana, and North Carolina. Visser says the 12 states appear to be responsible for the overall national increase in ADHD. In North Carolina, which was found to have the highest number of ADHD cases in the United States, the rate of ADHD rose from 9.6% to 15.6%, an increase of around 63%. Other states with high rates of ADHD diagnosis include Alabama (14%), Delaware (14%), Ohio (13%), West Virginia (13%), and Arkansas (13%).

Around half of the children diagnosed with ADHD were said to have a moderate or severe case, and two-thirds of the kids with ADHD were on medication for the disorder. The report estimates that there are 2.7 million 4-17 year-olds on ADHD drugs which comes to 5% of all children of this age group, nationwide.

If parents have concerns about their children’s behavior, they should seek a physician’s advice. Visser says that in consultation with doctors and school experts, the symptoms of ADHD can and should be managed and controlled.

This article has been copied from www.cognibeat.com and can be found in it's entirety at http://community.cognibeat.com/2010/11/adhd-on-the-rise/

Facebook, Twitter and ADHD

2010-12-14T05:31:00.000-08:00

Does Social Networking Impact ADHD?

Today’s generation of techno-geeks has created a world which exists on a virtual cloud. This real/not real universe is complete with its own language, transmitted via a keyboard the size of a deck of playing cards. By plugging into the world of social networking, your child can make connections all over the planet earth. He can expand his mind with the click of his mouse as he checks out the myriad links posted by “friends.”

All this happens at a rapid-fire pace which leads parents and teachers to wonder whether social networking might be a problem, in particular for those kids with attention span deficits. If your child has ADD/ADHD, you may be more than just a little concerned about the effects of Facebook and Twitter on your child’s mind. But what do the experts say?

Negative Impact

At least one leading neuroscientist believes that social networking venues can have a negative impact on children. Lady Greenfield, professor of synaptic pharmacology at Oxford’s Lincoln College and the director of the Royal Institution says that children who use these sites,“… are devoid of cohesive narrative and long-term significance.”

Dr. Greenfield says these venues may infantilize a child’s mind and accustom it to sensationalism, short attention span, lack of compassion, and an absence of a personal sense of identity.

Beneficial Impact

But Dr. Brendesha Tynes disagrees. Tynes conducted a study back in 2007 entitled, Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments, which found that online socialization on sites like Facebook can be very beneficial to teens who are working on establishing an identity and acquiring life skills. Dr. Tynes, who is a professor of educational psychology at the University of Illinois, says the social networking sites give kids a chance to strategize communication, build their decision-making skills, and offers teens a chance to develop critical thinking—all useful tools for those who are challenged by ADD/ADHD. Tynes’ study finds that these tools prepare our youth for the challenges of adulthood.

As time goes on, there may be more information on the impact of these new-fangled forms of two-dimensional interaction on those with ADD/ADHD. For now, common sense must be our guide. It does seem that virtual interaction by way of cellphone or keyboard cannot offer the same sense of communication that is generated by a face-to-face meeting with a real person. There is no substitute for true interpersonal communication, and this holds even more water for those who have difficulties with self-expression, impulsivity, and compassion.

Used with care and moderation, social networking sites provide some benefits for young people, no matter whether or not they have ADD/ADHD, by expanding their connections and offering the free trade of information. However, kids with ADD/ADHD require extra supervision across the board and their interactions on the ‘net are no exception. Applying limits on their use of social networking venues is appropriate and it is reasonable for parents to keep a close watch on the frequency and intensity with which their children use social networks.

This article has been copied from www.cognibeat.com and can be found at
http://community.cognibeat.com/2010/11/facebooktwitterandadhd

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