ADHD or Active Child?

Planning a Long Journey with Your Active Child

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 23 May 2014 14:36:06 +0000

Planning a Long Journey with Your Active Child

As summer beckons, most people with be looking forward to taking a vacation and enjoying some well-earned rest, but for families with a very active child, the summer vacation can be a time of dread at the thought of tediously long car rides, stuck behind endless traffic lights or having to put up with airport lounges and tiring flights. None of these conditions are particularly well tolerated for an active child and many thrive better with stimulation and routine – both of which are disrupted by travelling. But before you give up and decide not to go away until your child is 18, there are things you can do to accommodate him or her more effectively while you still have your family break.

1. If you have an older child, you can get him or her involved in the planning stages of the holiday, so he or she stays enthusiastic and interested. If possible, have your child choose where you go, what type of car you will hire, where you will stop along the journey and the type of activities you will do. If your child is able to plan the holiday, it will be harder to become bored and distracted. Some older children with ‘hyperactive’ personality traits find guided tours an easier alternative to planning the journey themselves as everything is set out for them, the days are packed with sight-seeing and other activities and during long journeys trained tour guides can give a detailed history of the area as well as telling fascinating facts and bringing light hearted humor into it. If your child is the ‘dreamy’ variety, you could plan a lower key vacation, for instance, camping at a National Park so he or she can wander in the woods or going to a quiet coastal area where they can inhale the benefits of the sea air and the tranquillity.

2. Check your child’s diet before you go. Food can be a culprit of troubling hyperactivity symptoms in a bright and active child. The diet connection has only just begun to receive the consideration it deserves from the medical profession. Children today are faced with sugar-laced food, chemical additives and food dyes that weren’t available a few decades ago. Dr. Lidy Pelsser from the ADHD Research Centre in the Netherlands published some research in The Lancet that showed that 64% of children diagnosed with ADHD were actually suffering from food allergies. Dr. Pelsser determined this by putting children on a very varied diet and then gradually decreasing the types of foods given to identify which foods may be causing a problem. Once the offending food items were removed, the majority of the children ceased to have any behavioral symptoms. The temper tantrums went away, they could concentrate better and their memory improved after eliminating the culprit. The NPR news website reported that Pelsser said “ADHD, it’s just a couple of symptoms — it’s not a disease…The way we think about — and treat — these behaviors is wrong. There is a paradigm shift needed. If a child is diagnosed ADHD, we should say, ‘OK, we have got those symptoms, now let’s start looking for a cause.’ ” If your child is one of those whose hyperactivity results from a food allergy, trying an elimination diet may resolve the problematic symptoms before you go away. Don’t let children snack on junk foods during the journey and remember if you dine out at restaurants that you check their meals are free of the allergic items. Money.co.uk says that you should always explain to the locals exactly what foods your child is sensitive to and if you’re going self-catering, you should also look into what goes into the sauces, oils and flours you use for cooking and check drinks ingredients.

3. Avoid sodas too! When going on holiday it is tempting to over-indulge in ‘bad’ foods and drink – like soda and ice cream – just to treat yourself – and the kids will be no exception. However, The American Journal of Public Health says high consumption of sugar containing soft drinks causes mental health problems, hyperactivity and conduct problems in teenagers. If your teenager has aspects of an active, non-conformist personality and you add in high sugar, you may see an amplification of those features. To avoid ‘Soap Opera’ style arguments and a holiday from hell, stick to water.

4. Shockingly, some parents are drugging their children on airplane flights to cope with their crying. If you have an active toddler or young child, it could be almost impossible for them to sit still on long flights and there’s nothing worse than trying to comfort an inconsolable child while other passengers burn their disapproving glances into you. You shouldn’t, however, be tempted to resort to sedative antihistamines because aside from the fact that a medication is being given for no medical purpose, it can also have the opposite effect and give your child a ‘high’. Having a hyperactive freak out at 30,000 feet is no laughing matter. Instead, bring toys in your hand luggage and give them out in stages so that you’ve got something new to show your child at various stages throughout the flight. If your child has a familiar comfort blanket or teddy bear that helps keep him or her calm, be sure not to forget it. Baby travel sleeping bags are good because you can use them at home in the baby’s crib, in the car seat and on a flight. The familiarity of it may help your baby to feel as if he or she is at home so they sleep better. Older Children should bring hand-held DVD players, game consoles or laptops so they can do things they enjoy while waiting for touch-down. If your finances allow, you should consider travelling in first class so that you aren’t crammed in like sardines and your child has more space to move around.

5. If you are vacationing to see family or friends, ADDitude magazine suggest booking a hotel to stay in – or you could camp out under the stars. This is to give your children a break from the hustle and bustle during the day, to separate the holiday into more manageable chunks and to give your children their own space that they can just chill out in at the end of each day. If you explain the reason why to your guests, they shouldn’t be offended.

Sources:

ADHD or Active Child? Accessed May 22, 2014, http://www.adhdoractivechild.com/

Avoid Holiday Havoc: Help for ADHD Children, ADDitude, accessed May 22, 2014, http://www.additudemag.com/adhd/article/900.html

Pelsser LM, Frankena K, Toorman J, et al. Effects of a restricted elimination diet on the behaviour of children with attention-deficit hyperactivity disorder (INCA study): a randomised controlled trial. Lancet 2011;377: 494-503. http://www.adhdenvoeding.nl/cms/wp-content/uploads/2011/02/Pelsser-The-Lancet-2011-Publication-INCA-study.pdf

10 Things to Do Before You Travel, Money.co.uk, accessed May 22 2014, http://www.money.co.uk/article/1010320-allergy-10-things-to-do-before-you-travel-outside-the-uk.htm

Study: Diet May Help ADHD Kids More Than Drugs, NPR, accessed May 22, 2014, http://www.npr.org/2011/03/12/134456594/study-diet-may-help-adhd-kids-more-than-drugs

Moon and Back Travel Baby Sleeping Bag, The Dream Bag USA, accessed May 22, 2014, http://www.thedreambag.com/product_info.php?cPath=19_22&products_id=340

Fenigold Association of the United States, accessed May 22, 2014, https://www.feingold.org/

Lars Lien, MD, MSc, Nanna Lien, PhD, Sonja Heyerdahl, PhD, Magne Thoresen, PhD, and Espen Bjertness, PhD, Consumption of Soft Drinks and Hyperactivity, Mental Distress, and Conduct Problems Among Adolescents in Oslo, Norway, Am J Public Health. 2006 October; 96(10): 1815–1820. doi: 10.2105/AJPH.2004.059477

Authored by Jenni Rose

School System pushes ADHD Label

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Tue, 20 May 2014 13:43:44 +0000

How the School System is Labeling Children with ADHD

The number of American school children who are diagnosed with ADHD is increasing every year at a rapid rate, leading some medical professionals and even parents to question whether children are being misdiagnosed with the behavioral disorder when they are simply displaying normal child behavior. By 2011, 6.4 million children between 4-17 were diagnosed with ADHD, amounting to 11% of children in that age group. This figure has risen from 7.8% in 2003 and 9.5% in 2007. Boys are much more likely than girls to be diagnosed with ADHD. Nearly one in five school boys have received a medical diagnosis for ADHD. Overall, the number of children thought to have ADHD has increased by 41% in the last decade.

Medicated Childhood

Now, one in 13 school children are currently taking psychotropic medication, either for ADHD or another behavioral or emotional disorder. The drug Ritalin is a common choice for doctors looking to treat hyperactivity in children. Structurally, it is similar to cocaine, its effects are also very similar and it increases dopamine levels in the brain – the pleasure receptors in the brain that are implicated in addiction. Because of its stimulating properties, some children who take Ritalin will also have to take sedatives so they are able to go to sleep at night. Like cocaine, Ritalin speeds up metabolism and reduces appetite, causing weight loss in some people who take it. The fictional medical TV drama, ‘House’ referred to Ritalin as ‘PG rated cocaine’, but while the program is made up, the concern is real. It is known that a diagnosis of hyperactivity in childhood increases the chance that the person will later abuse substances such as alcohol, cigarettes or drugs. Although this is thought to be because people with hyperactivity are more impulsive, it may be because they become used to the effects of stimulating psychotropics and seek out the same effects in other drugs when they reach adulthood.

Alarmingly, problems of drug addiction don’t always start in adulthood. Kids who are prescribed medications may begin misusing them while they are still in school and it is becoming more common for young people to deal in prescription drugs. Even those with no ADHD diagnosis or other illness may trade pills with other children or teens in order to ‘get high’ or to help them stay up late into the night to complete their studies. As Ritalin increases concentration it is sometimes misused by students as an educational aid. Rates of drug abuse are similar to the diagnosis rates of ADHD, with 11.4% of 12-25 year olds using prescription medications for non-medical reasons. More than two and a half percent of high school seniors have abused Ritalin in the last year and rates are much higher for other behavioral medications like Vicodin and Adderall.

Is ADHD Misdiagnosed?

But why are so many American children given prescription medications? Are the nation’s children really unhealthy and unbalanced or is there something else going on? Psychiatrist Peter Breggin thinks so. Mr Breggin says that the symptoms of ADHD such as fidgeting, talking excessively, leaving their seat in the classroom, impulsiveness, easy to distract, day-dreamy or forgetful are all entirely normal personality traits of some children, particularly young children. If those personality traits become disruptive or harmful there is usually always a non-psychiatric reason such as a physical illness, tiredness, poor parenting or poor teaching, boredom or distress but doctors are increasingly giving children a label of ADHD and placed on medications for symptoms or personality patterns that are mild. However, there are no biological markers for ADHD and no tests that identify any physical problem. Mr Breggin asserts that the symptoms listed in the DSM-5 are merely a list of behaviors present in a classroom setting and are not usually indicative of any psychological disorder.

Poor Teaching Encourages the Drugging of Children

Another sign that children are being misdiagnosed is that the youngest children in the class are more likely to be diagnosed with ADHD than their older classmates. One of the reasons for this is that the ‘disruptive’ children are five years old, rather than six, and that academic education begins far too early in a child’s life. During those formative years, a child learns through play and through his primary attachment figures – normally his parents. If a child is away from his primary attachment figures for long periods of time, unable to play freely, he may rebel through distress with combative behavior. Research shows that in countries where children start school at age seven, their academic success and exam pass rates are higher.

The behavior of infants may only be perceived to be combative, though, as fidgeting, inability to sit for long periods and a lack of focus are often the normal attributes of a five year old.

Around one million five year olds are misdiagnosed with ADHD every year because they display typical five year old behavior and don’t yet know how to conform in a classroom environment, or they are simply bored by unstimulating lessons. As the school system teaches every child of the same age at the same level, the ‘one size fits all’ policy may not work for gifted children, who could find the classroom tedious or resent having to perform a task they already know. The personalities of those who are very bright often have traits that are mistaken for defiance or ADHD, such as skepticism of authority, boredom with routine tasks, reluctance to practice things already learned and a day-dreaming, creative mind. These are all aspects of a highly intelligent mind, yet too often such children are falsely labelled with ADHD or another behavior disorder and may never receive the special attention and education they deserve to cultivate their talents and reach their full potential.

The Parent Factor

Dr. Jerome Chapman from Harvard Medical School says that normal childhood behavior is now being seen as an illness. In some cases, experts concur that parents are asking doctors to medicate their children in order to deal with defiant behavior or worsening school grades. Some behaviors may simply be attention-seeking. If the parents aren’t at home often due to full time jobs or they aren’t giving firm enough discipline or boundaries to their children they may act out with increasingly combative behavior. According to Child and Family Social Work, quality of parental caregiving plays a vital role in the aetiology of the condition and good quality parenting can be a treatment for it. Far from being judgmental, it may be society that has allowed this to happen as now it is seen by some to be a taboo to even say ‘no’ to your child. In the midst of fear of unwarranted litigation, it can be challenging to set appropriate guidelines for a child. Low wages and lack of flex-time jobs for parents may mean they have no choice but to try to juggle work with family life. Other causes could also include the child’s over-indulgence in junk foods (food dyes make you hyperactive), vitamin deficiencies or even an undiagnosed medical illness.

Whatever the reasons, there are too many kids on medication and more parents want a drug-free alternative and a different way of communicating with their hyperactive child.

Author Jenni Rose

Sources

ADHD or Active Child? Accessed May 14, 2014, http://www.adhdoractivechild.com/

Nearly one million children in U.S. potentially misdiagnosed with ADHD, study finds, ScienceDaily, accessed May 14, 2014, http://www.sciencedaily.com/releases/2010/08/100817103342.htm

ADHD: Blaming Parents and Teachers, ChildMind Institute, accessed May 14, 2014, http://www.childmind.org/en/press/brainstorm/adhd-blaming-parents-teachers

A Misdiagnosis, Anywhere, The New York Times (October 13, 2011), accessed May 14, 2014, http://www.nytimes.com/roomfordebate/2011/10/12/are-americans-more-prone-to-adhd/adhd-is-a-misdiagnosis

Attention-Deficit / Hyperactivity Disorder (ADHD), Centers for Disease Control and Prevention (CDC), accessed May 14, 2014, http://www.cdc.gov/ncbddd/adhd/data.html

Report: 1 in 13 U.S. schoolkids takes psych meds, News Day, accessed May 14, 2014, http://www.newsday.com/news/health/the-daily-apple-1.4760551/report-1-in-13-u-s-schoolkids-takes-psych-meds-1.7812933

Charach A, Yeung E, Climans T, Lillie E, Childhood attention-deficit/hyperactivity disorder and future substance use disorders: comparative meta-analyses. J Am Acad Child Adolesc Psychiatry. 2011 Jan;50(1):9-21, accessed May 14, 2014, doi: 10.1016/j.jaac.2010.09.019.

Misdiagnosis: The Recent Trend in Thinking about Gifted Children with ADHD, accessed May 14, 2014, http://www.giftedchildren.org.nz/apex/pdfs15/Edwards%20K.pdf

Prescription Drug Abuse: Young People at Risk, National Institute on Drug Abuse, accessed May 14, 2014, http://www.drugabuse.gov/related-topics/trends-statistics/infographics/prescription-drug-abuse-young-people-risk

Private Drug Detox and Withdrawal Programs, Rehabs, accessed May 14, 2014, http://luxury.rehabs.com/drug-detox/

Is the American School System Damaging Our Kids? Readers Digest, accessed May 14, 2014, http://www.rd.com/advice/parenting/american-school-system-damaging-kids/

K12 International Academy, accessed May 14, 2014, http://www.icademy.com/about/welcome-our-head-school

GVS and Indigo Children, Global Village School, accessed May 14, 2014, http://www.globalvillageschool.org/indigo-children.html

David Howe, ADHD and its comorbidity: an example of gene–environment interaction and its implications for child and family social work, Child & Family Social Work, Volume 15, Issue 3, pages 265–275, August 2010. Accessed May 14, 2014, DOI: 10.1111/j.1365-2206.2009.00666.x

Working With Families Episode 16

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 02 Mar 2012 17:38:36 +0000

After the first month of an ongoing tele-seminar where Dr. Guffanti answers your questions we are seeing the translation from theory to application. This podcast discusses how to get your child to finish his chores without constant reminders? How do you follow your passion when you work for a living.

Not only do you get your questions answered, but you get to ask follow up questions the next week to smooth out the implementation of the changes you make. All this and more is discussed in a long awaited podcast.

This podcast is down loadable here (mp3)

Passion’s Purpose Part 3: Passion’s Pitfalls Episode 15

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sun, 08 Jan 2012 13:18:25 +0000

Your children’s passion will unfold their destiny if you avoid the three pitfalls and learn to support. The 3 pitfalls to avoid are: don’t feed an addiction, empower rather than enable and let your child attempt the impossible.

In essence, encourage your family to follow their joy and confront their fear. It is passion’s path, not its destiny, that brings most of the value in following your passion.

Part 3 is down loadable here (mp3)

(To learn more about following your passion please click on the Products tab above and get my book, The Purpose of Passion.)

Passion’s Purpose Part 2: Preparing Your Child to Thrive Episode 14

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Thu, 15 Dec 2011 15:51:58 +0000

In a country where only one out of three children can read their textbooks, where anxiety, depression and suicide are consuming more and more of our teenagers where graduation doesn’t seem to lead to a job how do you prepare your child to thrive?

Your children’s passion will draw them to learn everything they need to learn. On Passion’s Path your child gets an extraordinary education that you can’t keep up with, but can facilitate. There are character issues that we all face, but when your children are pursuing their passion they confront them sooner and with intense interest in a positive resolution. When it is time for your children to be on their own they will have the confidence, the knowledge and the direction to make that step.

Listen and learn the 3 things parents can do to bring this life thriving plan into their home. And also the 3 pitfalls to avoid.

Part 2 is down loadable here (mp3)

(If this issue strikes a chord with you please click on the Products tab above and get my book, The Purpose of Passion.)

Passion’s Purpose Part 1 Episode 13

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Wed, 07 Dec 2011 20:18:02 +0000

Did you ever wish for an operator’s manual on raising your children?

Born with a passion

Sorry, its not available, but learning to feed your passion and your child’s passion is the next best thing. This podcast is the first in a multi-part series that discusses the purpose of passion in our life from helping us handle our stress, to bringing us through the hard times and the fulfilling joy that a passion filled life brings.

Part 1 is down loadable here (mp3)

Girls and the ADHD Label Part 3 Episode 12

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sat, 12 Nov 2011 21:41:19 +0000

Some girls have a passion for their friends and risk losing their identity to please others. Developing firm internal boundaries is your best defense against this happening. Basing your boundaries on love, truth, freedom and consequences sets a solid foundation that is easy to explain.

Within these boundaries we will discuss the challenges for your daughter of working with her friends without giving in or giving up. And the opportunities for parents to help their little girl navigate the pressures and anxieties that threaten her during the journey to become a mature woman.

To download this episode click here (mp3)

Girls and the ADHD Label – Episode 11

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sun, 11 Sep 2011 04:31:03 +0000

Passion creates focus

Dr. Martin Stein, a pediatrician at UCSD, notes that girls are likely to be diagnosed with ADD later than boys, some as early as third or fourth grade, or as late as junior high.

Here’s my take on what happens: year by year, girls value peer relationships more. So, many females gradually place the teacher on ignore while they wait to do something interesting with their friends. Those caught ignoring their teachers are labeled ADD, a misdiagnosis because the definition of ADD includes that the symptoms are present before the age of 7 and for most it comes later.

This episode discusses:

How to avoid your daughter putting you on ignore as she moves into her teen years.
The three most common mistakes that parents make when supporting their children

To download this episode click here

Girls: The Pressures and the Protections

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Wed, 13 Jul 2011 04:33:46 +0000

In an effort to help the ADHD parents I have posted a survey. This podcast is the answer to some of the questions posted there. Moms want help with their girls.

In this episode you will learn:

The incredible pressure our society places on girls
The mounting anxiety and depression it creates
How you can protect your daughters

Download Episode 10 here (mp3)

You will have to wait for episode 11 to see how this plays with ADHD

ADHD Fathers and their Family – Episode 9

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sun, 19 Jun 2011 11:53:25 +0000

Father’s Day Special – Getting Dad involved in the family

ADHD dad and his family

In an effort to help the ADHD parents Dr. Guffanti has posted a survey. This podcast is the answer to some of the questions posted there. This mom asks, “What can I do to help my husband who is ADD (not H) pay attention to his own kids and family and learn to plan ahead (even for just a day or two)?”

In this episode you will learn about family fundamentals:

Setting the right priorities
Evaluating eveyone’s learning and behavioral style
Understanding the gender motivation differences
Giving her husband the positive feedback he needs

Download Episode 9 here (mp3)

Motivating the Oppositional Child Part 2 Episode 8

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Tue, 31 May 2011 11:00:53 +0000

The essential ingredient for those children who often blame others for their misbehavior is for the parents to decide “Whose problem is it?”

When parents step in and solve problemss for their child they communicate, “You are not capable of achieving this.” This is not very helpful to girls—and it’s devastating for boys.

Which leads us to discipline. The four rules of discipline are:

Be fun to be with and require your child to be fun to be with – no whining
Avoid disciplining in anger (If you have to, put yourself in time out before you discipline.)
Focus on what the child can be—the greatness they have within them
Don’t ever take away their passion as punishment for any wrong decision

Download the episode here (mp3)

No Matter What The Label – Now What?

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Thu, 26 May 2011 10:55:48 +0000

Labels often confuse rather than clarify. This video gives you the opportunity to take a practical step into working with your child’s strengths and compensate for their weaknesses. Watch it and put your results below.

BlogCatalog

Motivating the Oppositional Child – Episode 7

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Thu, 19 May 2011 02:04:08 +0000

But today we learned that the low auditory (half of the children labeled ADHD) often blame others for their misbehaviors, partly because they don’t know how to speak their heart. We learned how to teach someone to speak his heart when he doesn’t know his heart, doesn’t have the words to match his feelings and doesn’t believe he will benefit from the effort because all previous attempts have failed.

You solve all those problems by providing most of the words in a structured framework that touches the essence of what the child needs to express to heal. The two tools you use are the Love Letter and Fair Fight. Eventually, the child makes these tools her own. As an added benefit you can also use these tools with your spouse.

Download the episode here (mp3)

ADHD And Relationships – Episode 6

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 29 Apr 2011 13:25:53 +0000

One of the issues that keep parents up at night is their child’s relationships. Will they make friends and keep them? How do I get my child to cooperate? Or simply not constantly annoy his brother and sister? ADHD And Relationships is the first of a multi-part discussion on why these issues are so common among the ADHD and the autistic.

We will discover:

The common ground the ADHD have with the Autistic
The key issue that creates relationship problems
Why this issue must be resolved to make any real headway
The impact on self esteem, friendships and parenting
The result of not resolving this issue – ODD (Oppositional Defiance Disorder)

Download the episode here (mp3)

Balancing Your Active Child’s Energy – Episode 5

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Thu, 21 Apr 2011 22:50:24 +0000

In this episode Dr. Guffanti

Reviews our two kinds of energy: focused and momentum-building
Three ways to create focused energy
Telling the difference between passion and addiction
Why Hands-on Learners have transition problems
Dr. Guffanti’s GAP Solution

Download the episode here (mp3)

ADHD & Public School Frustrations

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Tue, 19 Apr 2011 18:56:46 +0000

“Feeling very frustrated with the whole school/daughter (8 yrs old) thing. My Olivia is a free spirit with tons of energy. She’s spunky, artistic, and spontaneous, sweet and full of love. Everything I love about her! The school sees disruptive, impulsive (the bad kind), emotional, and talkative. She loved school up until this year (the dreaded 3rd grade). She’s just not feeling the love, and thinks her teachers hate her. It’s a real shame when a teacher can make a child feel this way. I’m tired of yelling and crying. I yell when she gets in trouble. Then cry because I yelled, and I know it’s not her fault. She has been on Focalin XR 10mg for a few years now, and it’s just not working anymore. I feel like this is all my fault, because I have become so frustrated with myself, her, the teachers and the school with their generic answers, and lack of training and follow through. Meaning when we all come up with a positive reinforcement plan, they don’t follow through, or use it to some extent, but also use the negative, so she still comes home with an F in conduct every week. It kind of defeats the purpose of the whole “positive reinforcement” chart. They just don’t seem to want to put in the effort. Olivia doesn’t fit their perfect little quiet non-fidgety drone child mold (thank goodness), and they don’t like that. Any suggestions? I so desperate, and at the very end of my rope. Help?”

I saw this mom’s complaint and it just struck a chord with me. The Olivia is developing a tolerance to her Focalin XR and she hasn’t learned to adapt to the public school classroom – Thank God! The mom is aware that there is something wrong with

Keeping Your ADHD Child Alive – Episode 4

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 01 Apr 2011 14:26:46 +0000

In this episode Dr. Guffanti discusses keeping your child alive until they develop wisdom. We will view impulsivity and hyperactivity through different lenses like:

Impulsivity, fast and thorough experiential learning
Hyperactivity, a high energy that can be funneled
Why the combo leads to accidents
Drugs don’t reduce accidents
What works and why

Download the episode here (mp3)

The pressure schools place on parents to medicate

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sun, 20 Mar 2011 13:04:40 +0000

My oldest child (now 17) was diagnosed ADD, she is inattentive only. We tried behavior therapy for a while, to see if it would help her in school. We reached the point when she came home and told me she was crying at her desk because she had NO IDEA what they were talking about in math class. She was in fourth grade at that time. I very reluctantly started the medication process. She had an immediate positive reaction and came home in awe that she could actually complete an entire worksheet without distraction. She does not need it when she is not in school. Now that she is 17 it is her decision when to take the meds, or not at all. She still tells me she can tell when she forgets.

My son (now 9 years old). Is a VERY high energy smart guy. He has a difficult time sitting still and loves to talk. He will complete his work and become a distraction. When we study for tests at home he needs to walk while I ask him questions (that he responds to correctly) Yesterday he was asked to leave his gym class because he ‘would not listen’. She was trying to instruct the class and typical to him, he was moving around while she was talking and she was sick of it.. He is never hurtful to anyone in a physical or emotional way. The school has been saying he’s ADHD since first grade. ALthough he does not have any academic problems, I’m being pressured to put him through the diagnosis process. I know it’s all so he can be medicated. I would like to see you speak to the pressures schools place on parents to medicate their children, you seem to have the opposite feeling. I was highly pressured with my daughter as well. It makes their lives much easier to have students who sit at their desks all day long and listen attentively.

I believe my son is not ADHD, but is a kinesthetic learner. THe school does not recognize this. I know from experience with my daughter even when they do have an IEP or 504 plan in place they are rarely used in the classroom. I believe they use them to help the student during state-standardized testing, mandatory in my state.

Saying an ADHD diagnoses due to bad parenting is extremely insulting. We rarely watch TV and have limited “screen time”. Both children listed above have a huge love of reading, we cannot supply enough books. We are also healthy eaters. They simply don’t fit into the small ‘mold’ that is public school. I do not think its fair to blame me for that.

Episode 3: How active kids learn

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 18 Mar 2011 16:56:13 +0000

The angry child needs to speak his heart

In this episode Dr. Guffanti discusses the consequences of assuming that everyone learns the same way you do. When people who learn by watching or discussion, like teachers and psychiatrists, perceive children who learn by hands-on activities, they call them ADHD.

We will explore the cascade effect this has in the classroom including:

What happens to the active child when he or she is in school?
The daydream dilemma, the shrinks call it inattentive
The three causes of academic problems
Why playing games are a crucial treatment
Why helping your angry children to speak their heart brings peace into the family

Download the episode here (mp3)

MT: Dr Guffanti, you believe that almost all ADHD is based on a basic misunderstanding created when people who learn by watching or discussion like teachers and psychiatrists perceive children who learn by hands-on activities. What happens to the active child when he or she is in school?

If the active child is active enough to qualify for ADHD then they are faced with this dilemma as they learn they move and as they move they disturb their visual teacher. The teacher then reprimands them. The females tend to stay in their seat because they are motivated by their relationship with their female teacher. (98% of Kindergarten teachers are female.) Over time usually around middle school their peer relationships start motivating them and they shift to daydreaming when the teacher speaks.

Daydreaming allows them to move mentally without getting out of their seat. The shrinks call the daydreamers, inattentive. The teachers don’t care as long as the homework gets done. Eventually, either the homework doesn’t get done or they start failing tests and the diagnosis is made.

The males are not relationship motivated, but hormonally motivated, adrenalin being the most influential hormone although the hormones surrounding food are pretty powerful. The female teacher usually is lost in how to deal with this simpler motivation system so they keep reprimanding which often raises adrenalin, encouraging our unwanted behavior.

Let me say at this point that when I was three and four I wanted desperately to go to school. My brother and sister were there. Lots of kids were there. And they had the best swing and slide set in the neighborhood. Sometimes I would walk over to the school and look in the window at the kids in class with longing. I was also very bright and very curious so I wanted to be smart like my brother and sister.

Within three months of going to Kindergarten I was kicked off the school bus. By the end of the school year I had been sent to the principal’s office so often that I called him “Prince.” He did not enjoy the relationship as much as I did and met with my mom to inform her never to bring me back to his school again. school What I had thought of as Heaven had become a living Hell.

In fact, every school I went to recreated this same experience. In grammar school the nuns called in my mom to discuss my attending another school. In high school I was expelled a month before graduation. In college I would come home and cry every summer. And in medical school the Dean talked to me about expulsion as well.

So while I, my teachers and the administration all agreed that I didn’t belong in school my parents never got it. They kept talking to the powers that be and getting them to let me stay. My dad was the most practical. He would say that while school is a waste of time in the end they will give me a piece of paper that is worth money. His advice was to go, work as hard as I needed to pass and try not to give the teachers too much grief as they are just trying to make a living.

MT: With that kind of track record how did you manage to become a doctor?

Actually, I would have to say God intervened. I asked the doctor who interviewed me why I got accepted to medical school. He answered, “I don’t know. I interviewed another candidate who had graduated with better grades and a better interview recommendation. But they took you instead of her.”

Let me say that when the people in charge of admissions don’t understand their own actions then I see the fingerprints of God all over the event. Let me also add that I am probably the only doctor you have met that never graduated college. I entered medical school after my junior year.

At any rate the point of this long story is that active kids don’t do well in the classroom setting. Unfortunately, while ADHD drugs don’t help academics or behavior, they do tend to keep the child in the seat. Sitting is so important that the APA has made it one of the 9 criteria for hyperactivity.

MT: Does anything else cause academic problems?

Yes, dyslexia or difficulty reading causes academic problems. If the active child is active enough to qualify for ADHD then about a third of them will be dyslexic.

MT: Why?

Remember I talked about the hidden price of developing the hands-on part of the brain was you stole experience from other parts? Well, dyslexia is caused by low phonemic awareness. Most people learn to read by matching the sound of a letter (the phoneme) to the letter in a word. Parents call it sounding out the word.

If you have low phonemic awareness you don’t hear the phonemes so you can’t sound out words. The cure for dyslexia is to practice with the 36 phonemes in the English language and build up your phonemic awareness until you can read normally. Do you see how if the problem is caused by stealing experience time then the solution is to add that specific experience time back? Giving phonemic awareness practice is the most focused and effective way to expand the brains phonemic awareness area to a size needed to learn to read.

MT: Are there activities you can share with parent of these kinds of children?

Yes, first I would like to put in a plug for games. When you are playing games you relax the learning environment by changing the expectations of both the teacher and the child. The teacher no longer expects the child to remain seated and the child has no worries about getting it right. All you need to do is to practice with the 36 phonemes in the English language using fun games. This will build up your child’s phonemic awareness.

For dyslexics it is important to link a phoneme with a letter or two. Like ch standing for chaa not kaaa huh. Often teachers will teach the phonemes and then have the student memorize the two or three most common sounds associated with that letter. This requires a greater auditory memory than many dyslexics have. Dyslexics are better off with one sound per letter or letter combo.

I created a reading program called Rocket Phonics that does all this. Just to make sure that my theory worked I asked UCLA professor James Catterall to analyze a study using Rocket Phonics. Our students gained nearly four months of reading skill for each month of the controls. During the study the Rocket Phonics kids played Go Fish and Bingo to increase their phonemic awareness. Since then we added Whack the Sound and Play and Read Baseball and a dozen more games.

MT: So you recommend playing Rocket Phonics phonemic awareness games?

Yes, it is marvelous to see a child learn to read while laughing and running around. It fits their learning style and their spirit.

MT: Would Rocket Phonics work for other children?

Yes, it works for all kids as long as they and their teacher enjoy playing. Usually the parent or older sibling will be the teacher. It will take about two years for a five year old to read at fifth grade level. In essence, they enter second grade reading at fifth grade level ready for any gifted program the school has. It gives the kids a lot of confidence. As Alison, one of our first students said, “I’m smart now.” She used Rocket Phonics 9 years ago when she was failing Kindergarten and her last test scores show her still in the top 10% of her class.

MT: Does anything else cause academic problems?

Yes, if the active child is active enough to qualify for ADHD then about half will have Oppositional Defiance Disorder or ODD. As you can tell by the name these active kids aren’t the cooperators the teachers want. My wife says that we just don’t think any of the rules apply to us.

MT: You have Oppositional Defiance Disorder?

I did. Mostly what Maureen sees nowadays is just the residual habits. When we first met I had it in full force. If untreated half of those with Oppositional Defiance Disorder will become Conduct Disorders and half of those progress to Antisocial Behavior often ending up in jail. As you might imagine we disrupt the average classroom. It was mostly my ODD behavior that generated the principal’s interest in my attending another school.

MT: Is Oppositional Defiance Disorder another hidden price the hands on learner pays?

Yes, if you look at the criteria of Oppositional Defiance Disorder you will see an angry child who is unable to control himself. Anger runs him. When I first met my wife she would say, “You weren’t angry. You were enraged.”

How does an active child end up so angry? Remember that in order to develop a hands-on learning expertise the brain must steal experience from either its verbal-auditory areas or its visual areas. Well, the verbal-auditory area develops our ability to speak our heart.

The ODD explode in anger, but the other emotions are left unspoken. As a result the ODD hold on to their pain and just get angrier and angrier.

Michelle, you’ve experienced being upset and calling up a good friend, talking and feeling better?

Yes.

Well, the ODD never have. Can you imagine what your life would be like without that kind of relief? My mom used to ask me to use my words. I didn’t have a clue what she was talking about.

When I was 16 I was walking about and a kid started teasing me. I didn’t know his name and I never asked. I wasn’t interested in verbal repartee, but his words hurt just the same and he wouldn’t stop.

Without a word I walked over to him and picked him up. I carried him over to a brick wall and banged him into it until he shut up and then I carried him over to a garbage can and threw him in it.

I felt like I had communicated quite well, “Shut up; you piece of trash.” But expressing just anger doesn’t release the pain. In fact it still hurt 20 years later when I was telling my wife about it. As a result way too often my anger ran my behavior and I would simply blame my behavior on everyone else. It was obvious to me that this child was responsible for my throwing him into a garbage can,

This attitude of blaming your behavior on everyone else is the hallmark of ODD. As long as my behavior wasn’t my fault then I didn’t have to change. The attitude is generated by never experiencing speaking your heart and feeling better. All the other behavior criteria are examples of the angry child this inability to speak your heart creates. I first learned to speak my heart when I was 38. It was like a miracle. I couldn’t believe that words could make so much of a difference. Later on we will look at all the criteria of ODD and discuss how to teach those angry children to speak their hearts. This really brings peace into the family.

[Summary:]

MT: Okay, the active child has problems in school because most teachers are visual and their movement upsets the visual teacher. In fact, one of the nine questions used to define ADHD – hyperactive type is: Does your child leave his seat inappropriately? This is seen most often in boys because boys tend not to suppress their behavior to please the teacher where as young girls will.

Girls are more likely to become daydreamers later on when the teacher relationship isn’t that important to them, but they don’t want to be caught leaving their seat. This starts in middle school and is called ADHD – inattentive type.

You have been studying!

MT: Really there is a second misunderstanding going on in the classroom the difference between how to motivate boys versus how to motivate girls. …[add more of your thoughts here]

MT: Beyond all this there are two other problems that interfere with schooling: ODD and dyslexia. Both are common occurrences among the kids labeled ADHD.

MT: With that kind of track record how did you manage to become a doctor?

MT: Does anything else cause academic problems?

Yes, dyslexia or difficulty reading causes academic problems. If the active child is active enough to qualify for ADHD then about a third of them will be dyslexic.

MT: Why?

MT: Are there activities you can share with parent of these kinds of children?

MT: So you recommend playing Rocket Phonics phonemic awareness games?

Yes, it is marvelous to see a child learn to read while laughing and running around. It fits their learning style and their spirit.

MT: Would Rocket Phonics work for other children?

MT: Does anything else cause academic problems?

MT: You have Oppositional Defiance Disorder?

MT: Is Oppositional Defiance Disorder another hidden price the hands on learner pays?

The ODD explode in anger, but the other emotions are left unspoken. As a result the ODD hold on to their pain and just get angrier and angrier.

Michelle, you’ve experienced being upset and calling up a good friend, talking and feeling better?

Yes.

Well, the ODD never have. Can you imagine what your life would be like without that kind of relief? My mom used to ask me to use my words. I didn’t have a clue what she was talking about.

Without a word I walked over to him and picked him up. I carried him over to a brick wall and banged him into it until he shut up and then I carried him over to a garbage can and threw him in it.

[Summary:]

You have been studying!

MT: Really there is a second misunderstanding going on in the classroom the difference between how to motivate boys versus how to motivate girls. …[add more of your thoughts here]

MT: Beyond all this there are two other problems that interfere with schooling: ODD and dyslexia. Both are common occurrences among the kids labeled ADHD. And both part of the hidden price their brains pay to specialize in hands-on learning.

Yes, neurons and muscles don’t develop if you don’t use them. The motto, “If you don’t use it, you lose it.” really applies here. The family pays the price until they discover the specific activities that their active child needs to fill in his or her gaps.

MT: Will you be discussing those activities in another episode?

And both part of the hidden price their brains pay to specialize in hands-on learning.

MT: Will you be discussing those activities in another episode?

Episode 2: ADHD and learning styles

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 04 Mar 2011 14:38:51 +0000

Episode 2: Children are driven by curiosity. This drive makes learning style (How people prefer to learn) a prime motivator of behavior. Suppose ADHD is simply how people who learn by watching or discussion like teachers and psychiatrists perceive children who learn by hands-on activities?

Please join Dr. Guffanti, the ultimate ADHD insider, and discover:

1. The one mistake that people make which creates most ADHD
2. The first step you must take to avoid this mistake
3. The Hidden Price of ADHD
4. The attitude that parents want most to change in their child
5. The extraordinary value these children offer our world

Download the episode here (mp3)

Daydreamer Son Hates School Need Help

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 04 Mar 2011 01:31:27 +0000

My son has been struggling in school for 4 years now. He has had trouble since Kindergarten and is now in third grade. He absolutely hates school. He has had good teachers that seem concerned about him however, they always say the same thing. “He is a really sweet kid but does not pay attention”. All his report cards come back with needs improvement. My husband and I have him in Kumon which is a math learning center to keep him up on his math so he does not fall behind. We do see a lot of traits the teachers are seeing at school. He is easily distracted and he really does not seem to pay attention or be able to follow multi level tasks and has to be reminded constantly to stay on task. He also has a lot of anxiety and when he is not on a “normal schedule” he worries all day and is very distracted. We don’t know what to do and feel defeated. I asked his teacher how he was doing today and she told me he does not seem to be listening still and is distracted. When he goes to his SSD class to get help they have to re-teach him what the teacher already taught every day. Can you help us? We really do not want to put our child on medication for ADD without being sure it is what he needs.

Tiffany VS

3 Reasons for the Rise in ADHD

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Thu, 24 Feb 2011 12:18:53 +0000

(Center of Disease Control)

1. In 1990, SSI pays for each child labeled ADHD and taking medication– by 2009 ADHD is 31% of SSI. ($700 a month per child)

2. In 1991, a Policy Clarification Memorandum adds ADHD to IDEA.

3. In 1997, IDEA, a federal law gives extra education funds for ADHD.

Are Normal Little Kids Being Labeled ADHD?

ADHD is growing at 3 to 4% a year about 4 times the population growth. It is now up to affecting 10% of the children. When asked how could this be many experts say the ADHD growth is due to increased awareness. This explanation should see a plateau after the awareness increased, but instead it keeps going year after year. 70% of those diagnosed with ADHD simply can’t have the disorder because they don’t have the genes.

If you read the Boston globe article linked in reason 1 you will recognize that poor parents are offered a simple proposal. Drug your child and we will pay you $700 a month, give you food stamps and medical insurance. This is a powerful incentive and over the last 20 years has grown ADHD to nearly a third of all children receiving SSI.

Reasons 2 and 3 are the financial force behind why teachers are the number one referrer of ADHD. It should be noted that each school district knows which doctors will “cooperate” with the diagnosis. As medical director of an ADHD clinic we noticed that 70% of our ADHD patients were misdiagnosed.

The misdiagnosis is so common that parents talk about treating ADHD by changing their child’s diet. But diet doesn’t change genes so the real diagnosis would be food allergies or sensitivities not ADHD. If this seems trivial, please realize that all the research done on ADHD is worthless if 70% of those children studied don’t really have ADHD. In fact according to the University of Oregon Health and Science in over 40 years of research there is no support for using medication to solve the problems associated with ADHD.

If ADHD medications aren’t the solution what is? Actually, that depends on what behavior your child is displaying that you want to change. Being ADHD all my life I have found we are natural irritants to our family, friends and community. I would recommend if you are looking for real solutions then listen to my podcast series. (Click on the Show Episodes tab above)

ADHD or Active Child Episode 1: What’s ADHD

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Sat, 19 Feb 2011 03:32:31 +0000

In this episode we will discuss ADHD with Dr. Guffanti, an international speaker on ADHD, who not only has ADHD, but has its most common associated problems – ODD (Oppositional Defiance Disorder) and dyslexia. We will peak into the world of the ultimate ADHD insider and discover:

70% of the children labeled ADHD are misdiagnosed.
The secret that research has discovered about ADHD drugs
What to do if your doctor has told you your child has ADHD
ADHD from an insiders viewpoint
Dr. Guffanti’s solution approach to treating active kids

Download the episode here (mp3)

Parenting the ADHD Labeled Child

Stephen Guffanti, MD | ADHD, dyslexic & ODD — Fri, 18 Feb 2011 14:05:45 +0000

My Charley Has ADHD Lessons Learned

(Click here for Pat Wyman’s Super Speller Strategy video)

This video demonstrates many of the common issues about ADHD:

Teachers are the most common referrer for ADHD.
They are more often wrong than right
Teachers are more interested in classroom control than academic results
The parents are very interested in academic results
For better academic results change the way you teach

How did teachers get put in the position of making psychiatric referrals? Why are they so bad at it? Does it help even the few correctly diagnosed? To answer these questions we need to follow the money.

In the 1990’s the Federal Government decide that ADHD students would earn their school district extra funds. With that money began the meteoric rise in ADHD. ADHD is a genetic disorder, yet its prevalence is increasing at 3 times the population growth. How do you get a genetic disorder without the genes to produce it? Evidently you just need enough money in the right hands.

I was the medical director of an ADHD clinic and our own evaluations supported this national data, 70% of the children labeled ADHD are misdiagnosed. Only the parent has the information necessary to make the diagnosis because ADHD behaviors must be seen in at least two environments. (The environments are school, home and community.) The teacher only sees one.

Does the teacher need control of her classroom? Yes, but not at the expense of the child’s health and future. An ADHD child on medication shows no more academic improvement than one without medication. Charley would have never learned to read if I placed him on Ritalin. Within about three years he would be on its maximum safe dose and getting diminishing results.

Charley’s mom, however, was very happy that he was reading and spelling. In fact, the teachers had held out the carrot that if Charley was on Ritalin he would learn these important subjects. Their actual motivation only came out a year later.

For Pat Wyman’s Super Speller Strategy mp4 streaming video click here: