Raise Your Kiddo

How Long Does ADHD Last? James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Fri, 04 Dec 2015 15:49:00 +0000

Most researchers agree that ADHD lasts a lifetime. “Numerous longitudinal studies now support the conclusion that ADHD is a relatively chronic disorder affecting many domains of major life activities from childhood through adolescence and into adulthood” (Barkley, 2006). The impact of ADHD on adults will likely become as widely studied as its impact on children.

Some encouraging news is that puberty or maturation changes types of ADHD behaviors for some boys. According to Silver (1999), “About 40–50 percent of children with ADHD will improve or no longer have ADHD after puberty”.

Mary Anne’s son loved playing school sports and became active in student government and a number of clubs in middle school and high school. His activity level remained high throughout puberty but was channeled in many different directions and became a definite positive for him. What did change was his knowledge about his strengths and limitations and his ability to work around his shortcomings. He didn’t engage in risk-taking behavior more than the average teenage boy and was not sensation-seeking. All in all, his teenage years were very rewarding.

Your son’s experience with ADHD during and after puberty will be unique. Many of our clients have noticed decreases in their son’s impulsive behavior after puberty. Sheila S. explained her observations: “After he hit the ninth grade, Felix did not seem as hyperactive and could actually remain seated throughout a whole church service and even made it through a wedding ceremony.” Other parents say their son still shows excessive movement but is able to channel the energy into appropriate behaviors. One mom told us, “He still moves a lot, but now when he sits it’s his leg moving up and down, as compared to his entire body.”

The important perspective is to have hope that your son’s ADHD may decrease during puberty but to recognize that it may not. Regardless of the outcome, stand ready to give your son the support he needs.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

ADHD - Typical Versus Atypical Behavior (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Tue, 01 Dec 2015 14:55:00 +0000

We’re often asked, “How do you determine if this is normal boy behavior or behavior that is unusual?” You can probably arrive at an answer on your own, but you need to consider these three questions to know if your son’s behavior is unusual:

How frequently does the disruptive behavior occur?
How long do your son’s disruptive behaviors last?
How intense is your son’s behavior during this time?

Think about how frequently your son’s disruptive behaviors occur. Once an hour? Once a day? Once per week? It is unusual for a child to get into trouble on a daily basis. We talked to one mom who felt like she had to keep her 7-year-old away from the other neighborhood boys because every time her son went out to play, he came home crying. He had an explosive temper and yelled at the other boys when he got mad but couldn’t handle it when the neighborhood kids yelled back, and he’d run home in tears. This was unusual behavior because it happened so consistently.

Consider the parent with several sons who all have similar behavior patterns. They may think their children are behaving typically because their reference group of boys may be their only comparison. Thus, parents may think that everything is fine until their sons go to school. Once a young boy enters the school system, the parents are surprised to learn that their son’s behavior is considered problematic.

Or what about the preschool boy who urinates on a tree during recess? Think about the middle school boy who taunts other children. Are these typical boy behaviors or alarming actions? In both situations, parents and teachers have to consider the context of the behaviors. The boy who urinated on the tree may have done this on occasion when there was an emergency and a bathroom was too far away. Maybe he and Daddy go on trees when hunting, fishing, or camping, and he genuinely thought it was OK in the schoolyard as well. The middle school student may live in a neighborhood or home environment where taunting is considered part of survival and standing up for himself. Remember, in order for a behavior to fall under the ADHD umbrella, it must interfere with the boy’s functioning and occur so frequency that it is considered problematic.

The second question was, “How long do your son’s disruptive behaviors last?” Are the behaviors like a brief passing rain shower or long and drawn-out? Think about a boy who is upset because he wants to play video games but has to do his homework. Depending on their age, most boys become upset and huff and puff around, and yet recover within an age-appropriate amount of time. Time tends to heal things with most boys. Take the same situation for the boy with ADHD. You give him a 5- minute warning to prepare him for the change. Then you give a 2-minute warning that video game time is almost finished. Still, he just can’t seem to stop playing or being upset that game time is over. It takes the boy with ADHD much longer to redirect his focus from one fixation toward something else, particularly something he perceives as unpleasant (like homework). At home and school, boys with ADHD are constantly required to shift their thoughts. Boys who have difficulty with cognitive flexibility often dislike unexpected changes in routine.

The third question we asked you to consider was, “How intense is your son’s behavior during this time?” If your son’s temper tantrum goes on for hours and is so severe that no one wants to (or is able to) get near him, the intensity would be considered severe. When parents, teachers, and school staff meet to discuss the boy’s disruptive behavior in relation to frequency, duration, and intensity, parents’ eyes may be opened to recognize that a potential problem exists.

Other groups of parents suspect, from an early age, that their son is having behaviors related to inattention or hyperactivity. These parents either may have other children without behavior difficulties or may be alert to the differences they see by observing friends’ children in play groups, sports, or church activities. They realize their child may be more emotional or active than other children. These parents often seek help on their own.

Eventually both groups of parents reach a point when they understand their child may have behaviors related to ADHD. At this point they begin to learn more about what ADHD means. For example, Joan’s son was only 4 years old but had been kicked out of three preschools for biting, kicking, hitting, and disruptive behavior. The fourth school worked with her until Sam entered a public kindergarten, where within the first month he was in trouble for his behavior in afterschool care. The family came to see Jim when Sam’s parents were told he could not return to afterschool care once the month ended. Even the classroom teacher had difficulty managing Sam. Clearly, the parent was not surprised that Sam’s behavior went beyond typical boy behavior.

Jim completed a comprehensive evaluation and used tools to assess Sam’s memory, attention, auditory and visual processing, and academics. He talked to Sam’s parents and teacher. They also completed rating scales. At the end of the evaluation process, Jim sat down with Sam’s parents and explained how their son met the criteria for ADHD and not other disorders that could have caused the behavior problems. Together, they set up an action plan so the parents knew exactly what to do. This was a better option for everyone—Sam, his family, his teacher, and his school—than taking a “wait- and-see” approach.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

ADHD Properly Diagnosed (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Thu, 26 Nov 2015 23:00:00 +0000

Have you ever asked yourself, “Why seek a professional diagnosis? Why not just begin a homeopathic or behavioral treatment?” One dad, a prospective client of Jim’s, called and asked abruptly, “Why should I drop a grand with you to diagnose my son when I can just start counseling?” Jim explained that a thorough evaluation and proper diagnosis help determine the most appropriate treatment.

Let’s face it: You can build a house without a set of plans. It may take a lot longer, cost a lot more, and have hidden problems, but it can be done. Likewise, do you think a smart general enters a war without a battle plan? Absolutely not. So why start treating your son for something you suspect but haven’t confirmed?

The diagnosis serves multiple purposes. First, it may provide parents with a sense of understanding, which is often accompanied by relief. Parents may be relieved to know their child really does have something fundamentally different about his mind. The diagnosis also can help parents shift their mindset about their child.

Second, the diagnosis may provide you and your son with access to school services. Most public and private schools require a professional diagnosis or an evaluation to provide any formal accommodations. Accommodations are adjustments such as extra time to complete tests or homework, seating near the front of the class, or frequent breaks. Furthermore, as boys with ADHD prepare to take college entrance exams, a diagnosis and a complete evaluation report by a qualified individual are required to receive accommodations.

Third, the diagnosis allows you, if you desire, the option of trying medication. Not all parents want to try prescribed medication with their child. If you decide to do so, you must have a proper diagnosis before obtaining a prescription. Some medical doctors will write a prescription based only on their own examination of the boy without a psychologist’s written report. We recommend both a psychological and medical evaluation of your child before pursuing medical treatment. Both the psychologist and the pediatrician are important members of your son’s team. One of the secrets to success is that the stronger the team, the more thorough and accurate the diagnosis.

You must educate yourself about ADHD so that you can advocate for your child. After all, if you don’t advocate for your son, who will? He does not want to go to school and fail, play sports and get yelled at by the coach, or be excluded from friends’ social activities because he says inappropriate things at the wrong time. Your son needs you to be strong, to be his voice when he is weak, and to encourage others to treat him fairly. Without you, your son can be at a great disadvantage in school, sports, friendships, gatherings, and life. You are a source of encouragement and support that is invaluable. Even though you will become discouraged at times, frustrated by his behavior, and embarrassed by things he does, you love your son—and your son loves you. Your hard work will pay off and you’ll feel rewarded. So let’s move on and discuss how you can determine if your son’s behavior is typical or atypical.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

Photo Source : www.flickriver.com

How the Baby Product Industry Affects Your Child’s Development : Electronic Tablets and Smartphones

noreply@blogger.com (Unknown) — Mon, 23 Nov 2015 23:00:00 +0000

To add to all the electronic devices available, there are now interactive tablets to consider. Many babies and toddlers absolutely love playing with touch-screen technology—and it’s no wonder! The touch screen provides instant gratification with its cool images, movements, and sounds appealing to their senses. Understandably, many parents are thrilled with this interactive technology because, mostly through media ads, they’ve heard that babies can learn letters, numbers, words, and concepts. However, to date there is no research studying a connection between tablets or smartphones and infant learning.

Whether traveling in the car or waiting in the pediatrician’s office, it’s not uncommon for parents to hand over a smartphone, laptop, or tablet to their toddler. To parents, these devices act much like a babysitter, and with hundreds of apps available for young children, they’re increasingly appealing to little ones. Are there potential benefits or harms to babies being exposed to these interactive screens? Again, proper research hasn’t been completed, so there’s no scientific proof yet. For older children, the interactive element allows them to learn concepts such as cause and effect and sequencing, but for babies still experiencing critical brain development, long-term effects remain unknown.

When it comes to screen time, the American Academy of Pediatrics (AAP) has made a clear stance: it advises eliminating screen time for children younger than 2 years completely, linking it to language learning delays.13 It’s important to note that just like TVs, videos, and computers, tablets and cell phones have screens too.

Numerous studies have shown that children learn better from real-life experiences than screen time, especially activities that involve moving and doing.17,18 Unfortunately, when the use of tablets, smartphones, and computers is added to TV time, it has been estimated that the average 12-month-old is exposed to up to 2 hours of screen time a day.16

Although it might sound cool for a baby to learn the concepts of “up” and “down” or “stop” and “go” using technology, you can’t replace the actual experience of your child physically engaging the world through play. Active exploration develops eye-hand coordination, visual perception, and fine motor skills, each of which can’t be addressed in the same way on a 2-dimensional screen. It is critical for babies to learn new concepts while interacting with actual people and objects. Building, climbing, pretending, banging, stacking, and manipulating are all 3-D sensory-motor experiences that can’t be replicated on a screen. By carrying out the activities and suggestions outlined in this book, you are investing in your child’s development and future.

Source : Anne H. Zachry, PhD, OTR/L. Retro Baby. American Academy of Pediatrics. 2014

Photo Source : www.flickriver.com

How the Baby Product Industry Affects Your Child’s Development : Televisions and DVDs (Anne H. Zachry, PhD, OTR/L)

noreply@blogger.com (Unknown) — Thu, 19 Nov 2015 23:00:00 +0000

Consider the negative effects on the developmental process when a baby watches educational DVDs. While watching videos, he passively stares at a screen without moving or interacting with others, not to mention the over stimulation that can occur from the flashing images and sounds coming from the screen. A recent study found that for every hour each day spent watching baby DVDs and videos, babies learned 6 to 8 fewer new vocabulary words than babies who did not watch videos. So the more time babies spent watching videos, the fewer words they knew.7

Preliminary research also indicates that low academic achievement, limitations with attention span, obesity, aggression, and sleep impairments may be associated with overuse of childhood technology.8–12 Unfortunately, the average daily TV viewing time for children younger than 2 years in this country is 1 to 2 hours, and this time span typically increases with age.13

Research reveals that watching TV interferes with communication between parent and child, which in itself is detrimental to a child’s language development. One study found that when a TV is on in the home, less speech is taking place; babies vocalize less and their caregivers talk to them less often.7 On average, for every additional hour of TV viewed, there was a decrease of 770 words heard by the child from the parent. That represents a 7% decrease in words to which baby is exposed. Research has established that the number of words a baby hears directly affects his language development up to the age of 3, and the vocabulary size of a 3-year-old often predicts the language skills he’ll have at ages 9 and 10.14

To date, no research exists that demonstrates that learning truly takes place when a baby views commercial baby videos. In fact, several studies suggest that constant and rapid changing of scenes in videos affects a child’s subsequent ability to focus on academic tasks.15 Interestingly, a large percentage of parents who were surveyed reported letting their babies watch TV because they believed it was educational.16 Yet when a child watches TV, his imagination and creativity are limited. Regrettably, in recent years car DVD players have become extremely popular with families with young kids. Many parents believe playing videos in the minivan is the perfect way to entertain their children on road trips. Although this does keep them occupied, it’s likely many parents are unaware of the risks to their little ones posed by the digital screen.

Source : Anne H. Zachry, PhD, OTR/L. Retro Baby. American Academy of Pediatrics. 2014

Photo source : www.flickriver.com

How the Baby Product Industry Affects Your Child’s Development : Smart Toys (Anne H. Zachry, PhD, OTR/L)

noreply@blogger.com (Unknown) — Mon, 16 Nov 2015 23:00:00 +0000

Smart toys incorporate computer technology that allows the toy to respond to a baby’s actions in certain ways. These toys can light up, recite the ABCs, vibrate, and sing. When a little one is given a smart toy, his innate creativity and problem-solving skills aren’t required because all he has to do is push a button and wait to see what happens.

When you give a baby a high-tech toy, he is typically delighted and tries it out several times. However, once he figures out what it does, the toy usually falls by the wayside. At the end of the day, he’ll probably end up playing with the box the fancy toy came in more than the toy itself. A more desirable toy would promote interaction, encourage pretend play, and foster creativity.

Traditional toys like building blocks and puzzles are better for your baby’s brain development. Indeed, the fewer moving parts a toy has, the more creativity is required. The perfect toy engages a child’s imagination while stimulating and supporting physical, mental, and social development.

Tips :

Don’t reach for the most costly and high-tech toy in the toy store. A toy should be developmentally appropriate and encourage problem solving and imaginary play. For example, a simple set of building blocks provides endless entertainment and is wonderful for baby’s visual and motor skill development

Source : Anne H. Zachry, PhD, OTR/L. Retro Baby. American Academy of Pediatrics. 2014

How the Baby Product Industry Affects Your Child’s Development : Car Safety Seats, Swings, Bouncer Seats, and Stationary Activity Centers (Anne H. Zachry, PhD, OTR/L)

noreply@blogger.com (Unknown) — Thu, 12 Nov 2015 23:00:00 +0000

Plastic devices such as car safety seats, bouncer seats, swings, and stationary activity centers keep a baby confined to one area; thus, if overused, they contribute to delays in developing motor skills. That’s because when a baby is positioned in one of these devices, he has limited use of the muscles in his trunk, neck, arm, and legs. Instead, he’s forced to sit with his hips, knees, and elbows bent.

Overuse of these products can even foster the development of flat spots on your baby’s head, called positional skull deformities (occipital plagiocephaly; you may also hear it referred to as “flat head syndrome”). When a baby’s head rests against the hard plastic surfaces of these devices for long periods, the excess pressure can lead to flattening of baby’s soft skull.4 Please note: It is absolutely necessary to use a car safety seat anytime your child rides in a motor vehicle, so any limits on use should only be outside the car. Also, it is best to take frequent breaks and limit travel time as much as possible in the early months of life.

Unfortunately, the number of babies diagnosed with occipital plagiocephaly has increased by 50% to 60% in recent years.5 Also, research has revealed that babies who spend more time in baby gear have lower motor skill scores than those with less equipment use. These devices aren’t intended for extended use—30 minutes is a good time limit for most of them. Considering the risks involved, including a flat spot on the head and slowed motor skill development, it’s well worth limiting baby’s time in plastic gears !

Source : Anne H. Zachry, PhD, OTR/L. Retro Baby. American Academy of Pediatrics. 2014

ADHD Is Real (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Mon, 09 Nov 2015 23:00:00 +0000

At times you still may wonder, or have to convince a skeptical family member, whether or not ADHD is a fad or made-up disorder. Rest assured, ADHD is not a diagnosis contrived by parents or professionals looking for an excuse for a child’s behavior.

As a parent, the key to explaining ADHD to others is to first thoroughly understand it yourself. Professionals and laypeople use different words to explain ADHD. In his book, Dr. Larry Silver’s Advice to Parents on ADHD, Dr. Larry Silver (1999) described ADHD as a “neurologically based disorder” (p. 3). The National Dissemination Center for Children with Disabilities (2010) noted that “ADHD is a condition that can make it hard for a person to sit still, control behavior, and pay attention” (para. 4). The core symptoms of ADHD are developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. In line with this, the National Resource Center on ADHD (2008) defined ADHD as “a condition affecting children and adults that is characterized by problems with attention, impulsivity, and over activity” (para. 1). Russell Barkley, an eminent researcher in the field of ADHD, added that

Most recent theories of ADHD have viewed behavioral inhibition as central to the disorder, while also suggesting that deficits in executive function and self- regulation are likely to account for part or all of the inattentive symptoms associated with the disorder. (p. 39)

These definitions have the following in common: ADHD is highly disruptive, involves too much energy or being too distracted, and is neurologically based. The behaviors must occur to a degree that is highly atypical of children the same age and must interfere with academic or social progress. Finally, the behaviors must occur across multiple settings.

Nor is ADHD unique to the postmodern era. As early as 1845, a German physician wrote a poem about “Fidgety Philip,” a boy who can’t sit still at dinner and accidentally knocks all of the food onto the floor, to his parents’ great displeasure. This is one of the earliest records of symptoms consistent with what we now call ADHD.

A great deal of research in the 1940s and 1950s focused on disorders of the brain. Scientists described ADHD-like behavior with terms such as “minimal brain dysfunction” or “hyperkinetic impulse disorder.” In 1987, the third edition of the Diagnostic and Statistical Manual of Mental Disorders recognized the disorder as Attention Deficit Hyperactivity Disorder. Thus, the notion that ADHD is a disorder made up in the 1990s is a myth because behaviors related to ADHD have been recorded for more than 100 years.

Many other myths about ADHD still exist (see Table 1). Are there any you still believe?

Table 1

Myths and Facts About ADHD

Myth

Fact

Poor parenting causes ADHD.

ADHD is neurological and often genetic.

If you have one child with ADHD, all of your children will have it.

Not all children in the same family have ADHD.

ADHD is not a disability.

ADHD is a recognized disability in the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA).

Medication is the only treatment for ADHD.

Medication is only one treatment option.

Schoolteachers want active boys on medication.

Schoolteachers want their students to give their best effort.

If a boy is hyper, then he has ADHD.

Boys who are hyper do not always have ADHD. Other things, such as anxiety, can cause hyperactive types of behaviors.

A boy who is quiet and likes to read cannot have ADHD.

Some boys who have the inattentive type of ADHD are quiet and like to read.

Schools do not know how to teach boys with ADHD.

Schools are becoming more knowledgeable and must provide appropriate accommodations to boys with ADHD.

Only a psychiatrist can diagnose ADHD.

Pediatricians, psychologists, neurologists, psychiatrists, and other mental health and medical personnel can all diagnose ADHD.

Psychologists prescribe medication.

Only medical doctors such as pediatricians, neurologists, and psychiatrists and nurse practitioners can prescribe medication.

An equal number of boys and girls are diagnosed with ADHD.

More boys than girls are diagnosed with ADHD.

Boys with ADHD want to behave badly.

Boys with ADHD are not able to behave consistently, independently, or predictably.

ADHD is a societal fad and will go away.

ADHD has been recognized since the mid-1800s but has been called by different names.

ADHD and ADD are the same thing

ADHD is an umbrella term that is used in the DSM-IV criteria in place of ADD, a term found in previous DSM editions. ADD was renamed in 1994 by the American Psychiatric Association (APA)

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

Taking Charge of ADHD (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Thu, 05 Nov 2015 23:00:00 +0000

We often advise parents not to worry so much about the label but to focus on proactive steps they can take to help their son. To raise a successful son with ADHD, you must start doing things differently from the day you find out your son has ADHD.

Recognize That ADHD Is a Disability

Even though your son may look fine on the outside, his mind is wired very differently. Taking a “disability perspective” provides understanding. You are taking a great step by reading this book and teaching yourself more about ADHD. Increasing your knowledge about ADHD is key to raising a successful son.

Try to Become More Understanding and Patient

That doesn’t mean you will let your son “get away with things,” but you will need to learn to respond differently. When Jim gets upset or frustrated with his son, he tends to point his index finger at Teddy and shake it up and down as he scolds him. Jim became so frustrated at himself that he was determined to stop this automatic response. One day he decided to write the letters “u” and “p” on the edge of his finger. When he got upset and pointed his finger at Teddy, Jim got an automatic visual reminder to have understanding and patience. This simple strategy worked!

Locate Support Personnel

Begin to locate different support personnel such as educators, counselors, and doctors who can serve as resources throughout the years. Part of raising a successful son with ADHD is recognizing that it’s very tough to try to do alone. If your son is going to be successful, at the very minimum you must have his teachers’ support.

Prepare for the Long Haul

Realize that you and your son are going to have really good periods and really rough patches and that meaningful change will occur over time. Remember that maturation helps most boys with ADHD, and as they move from the preschool to upper elementary years, the tantrums and tears tend to decrease.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

“My Son Has ADHD. Now What?” (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Mon, 02 Nov 2015 23:00:00 +0000

You may not always recognize boys with ADHD, but believe us, they are everywhere. The American Psychiatric Association (2000) stated in its text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders that “The prevalence of Attention-Deficit/ Hyperactivity Disorder has been estimated at 3%–7% in school age children” (p. 90). That’s a lot of kids!

Furthermore, some organizations say up to 9.5% of the population has ADHD. According to the Centers for Disease Control and Prevention website (2011), 5.4 million children ages 5–17 have been diagnosed with ADHD by a healthcare professional. The CDC data showed that as of 2007, 2.7 million children in that age group were receiving medication for ADHD.

Assuming these numbers are accurate, a teacher can expect that at least 2 children in a class of 20 students will have ADHD. On a sports team of 12 players, there will be at least one with ADHD. In a church with a youth population of 100 children, at least 12 will have ADHD. How many kids live in your neighborhood? In addition to your own son, there are probably some boys with ADHD living around you. Boys (and girls) with ADHD are everywhere.

Did I Cause It?

Not intentionally. Nothing a parent did causes ADHD, but in many cases, a parent’s genetics probably contribute.

Because he doesn’t look physically different, it might be difficult to accept that your son has a problem. This can be especially true for fathers. Often in a dad’s eyes, his boy is just being a boy. He is supposed to be active and run around, climb things, ask a million questions, and argue. We often hear from dads, “It’s the same thing I did as a kid.” Pause on that thought. This is a key point because most professionals consider ADHD to be a neurobiological condition that is heavily rooted in genetics. When Jim’s son was diagnosed, the psychologist asked Jim if he thought he had ADHD or if it was suspected in his wife’s family tree. In fact, for their family, ADHD had been suspected but had never been officially diagnosed.

When a child is diagnosed with ADHD, parents often comment to us that their son is a lot like they were as a child. It doesn’t help one bit to cast blame on yourself or your spouse and wonder who your son “got it” from. If you do suspect a genetic link, try instead to find some sympathy and compassion for what your son is facing.

Many parents feel guilt-ridden because they believe their actions may be responsible for their son’s ADHD. Parents may even start to second-guess themselves by making negative assumptions. Parents have told us:

“I should have breast-fed him instead of using the bottle.”

“I should have played with him more.”

“I shouldn’t have let him watch so much television or play so many video games.”

“Letting the nanny watch him while I worked was a mistake.”

“If I had not put him in that preschool with that mean teacher, then this would not have happened.”

“If only his dad had taken more interest in him as a youngster.”

“I shouldn’t have fought with him all the time.”

It is important for you to remember that your parenting style and the decisions you’ve made usually are not your son’s main issues. Being a more skilled parent will not make ADHD go away. Poor parenting does not cause ADHD (but as we’ll see later in the book, it certainly can aggravate the situation). Can we, as parents, improve the way we deal with our sons with ADHD? Absolutely, and we’ll spend a good bit of this book sharing ways to help you do just that.

When parents come to us for professional advice and help, we reassure them that their parenting skills did not cause their son’s ADHD. Even though most parents may realize this, they are still relieved to hear it from a professional. Mary L., a parent of a 9-year-old son with ADHD, expressed this: “After all these years, I was relieved. I’m sure parents in my neighborhood thought John’s behavior was my fault, but it’s not. It’s his ADHD that causes him to become so emotional.” Another parent, Amy S., explained it this way: “It’s like a chip was missing in his brain. When Mark was young and he wanted people to go home, he would just yell, ‘Make them go home!’ I used to get so embarrassed.”

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

ADD Versus ADHD: What’s the Difference? (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Fri, 30 Oct 2015 13:00:00 +0000

Before you read too far, we want to explain the ADHD and ADD terminology, because it can be confusing. Some professionals and parents use the acronyms ADD and ADHD interchangeably. Others use ADD to describe behaviors of forgetfulness, not paying attention, and distractibility; they apply the term ADHD to describe behaviors of hyperactivity and impulsivity. Within current professional literature, ADHD is considered the umbrella term that is used to describe both students with inattention as well as students with hyperactivity and impulsivity.

There is ADHD Predominantly Inattentive Type, which used to be called ADD. There is also ADHD Hyperactive-Impulsive, and that was called ADHD. There is also ADHD Combined Type, which is when a certain number of symptoms from both ADD and ADHD are met. In this book, we use ADHD as the general term that includes ADHD and ADD. The diagram in Figure 1 provides you with a visual of the many variations of ADHD.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

Raising Boys with ADHD : Introduction (James W. Forgan, Ph.D., and Mary Anne Richey)

noreply@blogger.com (Unknown) — Tue, 27 Oct 2015 12:39:00 +0000

We know that behind every successful boy with ADHD is a tired parent. (Actually, we hope you are not alone. We hope you are surrounded by a strong supportive team, which could include a spouse, stepparents, grandparents, and even special friends and neighbors.) Raising a boy with ADHD can be exhausting, but we know you can do it. We know this because you wouldn’t be reading this book if you didn’t care deeply about your son. You will help guide him toward success in life. There is no one path to happiness and success, and it will be a journey influenced by parents, siblings, relatives, caregivers, teachers, and others. We’ve been down similar paths in our personal lives, and we also coach parents of boys with ADHD in our professional work. In this book, we’ve combined our success secrets to help guide you in raising your young man.

Your son with Attention Deficit/Hyperactivity Disorder (ADD/ADHD) is unique, special, and talented, and has his own set of strengths and skills. He has characteristics and abilities that you understand. You can nurture your son’s qualities to help him grow into a successful man who will make you proud.

What Does Success for Boys With ADHD Look like?

When we think about success, we don’t view it in terms of “things.” Being successful doesn’t mean owning a fancy car or a huge house or having tons of money or an extraordinary career. Although these things can be nice and often project the image of success, they don’t reflect internal success— the type of success you need to feel satisfied and fulfilled.

We’ve worked with too many families to know that what you see portrayed on the outside does not always mirror what’s happening on the inside. One client told us, “My husband works so hard to support our lifestyle that he’s filled with anxiety, takes medication, doesn’t sleep well at night, and barely has time to spend with me or the kids.” They drive expensive cars, send their kids to an exclusive private school, own a big house, and take luxurious vacations. Everything sure seemed OK to the casual observer, but happiness had eluded them.

In our opinion, success is about being happy with yourself and with what you have and believing that you make a difference in this world. This might come from making a difference in the life of your child or spouse, in your job, at your church, at a community center, or by helping others. Success for boys with ADHD is more about being capable of living independently, earning a living, and helping make our world a better place. As the country music song “Red Dirt Road” by Brooks and Dunn goes, “Happiness on Earth ain’t just for high achievers.” Sure, your son with ADHD may become a high achiever, but that alone isn’t going to make him successful. It’s your job as a parent to help your son identify his purpose, develop his talents, and learn how to get along with people. It’s not a high- paying or cushy job, but it is extremely rewarding and, in our opinion, one of the most important jobs you’ll ever do.

There is no doubt that raising a son is difficult, but raising a son with ADHD is even tougher. When you have a son with ADHD, you face issues that generally aren’t on other parents’ radar screens such as:

· years of telephone calls from his teachers,

· other parents’ perceptions that you don’t know how to discipline your son,

· being embarrassed by the impulsive things he says or does,

· the intensity of your son’s emotional displays,

· his fragile self-esteem,

· his automatic negativity,

· discouragement yours and his), relationship issues, and

· severe homework struggles.

That last one struck a chord, didn’t it? Homework is usually an intense endeavor for boys with ADHD. The average boy may have some difficulty getting started on his homework, but with some gentle prompting, he starts and finishes within a reasonable timeframe. The boy with ADHD? He often has to conquer a personal battle just to get started, and it goes that way every night. His parents prompt, threaten, offer rewards (sometimes they look a little like bribes), and even sit next to their son for the entire time. Sound familiar? One mom told us that because of the continual battles she has with her son with ADHD over homework, she feels he doesn’t even like her anymore. Another mother said, “I’ve battled him so long that I finally put him in aftercare at school so they could get him to do his homework.”

Fortunately, there are professionals and resources to help you work through many of the parenting challenges of raising boys with ADHD. You don’t have to conquer everything on your own. With some effort, you can find support groups with other parents of boys with ADHD, valuable books, and professionals such as counselors, psychologists, or medical doctors. Locating the right people to help you can take some energy, time on the phone, and research, but it is worth the effort. Not only will you feel less alone, but you’ll also be making an investment in your son. As one wise mother of adult children told us, “You pay now or pay later.” To us, it is much better to be proactive and provide assistance to ward off problems than to be reactive and face even larger problems. He may be too young or too immature to realize and verbalize it, but he’ll thank you later.

If you do not have a professional to help guide you, don’t worry. We are sharing some of our most valuable tips and strategies with you. At the end of each chapter, you will find points to consider and action steps you can take right

away to help your child. Share these with your spouse or a family member so you’ll have an ally in choosing the best strategies for supporting your son in school and at home. And once you’ve finished reading the book, we’ll walk you step-by-step through creating a personalized Dynamic Action Plan. The beauty of your Dynamic Action Plan is that it will allow you and your son to build upon today’s successes while following a blueprint for his promising future.

Source : James W. Forgan, Ph.D., and Mary Anne Richey. Raising Boys with ADHD. Prufrock Press Inc. 2012

Therapy series : Oral Motor Excercises 3

noreply@blogger.com (Unknown) — Wed, 25 Nov 2009 21:32:00 +0000

Tongue base

1. Click your tongue on the roof of your mouth
2. Stick your tongue out, then pull your tongue back in until it reaches the back of your throat
3. Say the syllable .ka.
4. Say the syllable .ga.
5. Say the syllable .ag.
6. Swallow very hard

Source : Clarian Health Partners, Inc., 1998

School Series : Be a partner with your child’s school

noreply@blogger.com (Unknown) — Wed, 18 Nov 2009 20:13:00 +0000

Being a partner with your child’s school means working together with teachers, assistants, the nurse, counselors, and the principal to do what’s best for your child. Here is how to do that:
• Volunteer to help. If you can, spend some time at your child’s school. You will develop a good relationship with your child’s teachers. Helping at your child’s school can give you a better idea of the people and programs that are available to your child. Offer to help out in the school library or classroom. Volunteer to chaperone a field trip, be a “class parent,” or share something special about your job with your child’s class. Volunteer to work at the refreshment stand at a football game, or offer to drive students to volunteer in a community program. If you can’t be in school during the day, you can offer to type up field-trip forms or class lists, make class phone calls for the teacher, donate supplies, or make nutritious snacks for the class. You might organize a study group for the students before a big test or final exams. Serve “brain food.” Teachers will appreciate the fact that you care and that you are helping, even when you’re helping out from home.

• Participate in school events throughout the year. It can be difficult to find the time to attend games, concerts, plays, or other activities at school, but it’s important to do it when you can. Invite other family members and good friends—people who know your child well—to join you for these events. Try to attend school events designed for parents, such as back-to-school nights, an open house, or the college or university fair. Join the parent-teacher organization at your school.

• Show your appreciation. Teaching is a tough job. Remember to thank your child’s teachers and to show your appreciation throughout the year. Write a note or stop in to say “thank you” when your child enjoys a particular study unit or the teacher has given your child extra help.

• Speak positively about school and the teacher. Try not to criticize a teacher, assignment, or school policy in front of your child. If you disagree with the teacher about something, work with the teacher to resolve the problem. Adults and children need to be a team that works together, celebrates successes together, and solves problems together. It does not help your child to be stuck in the middle with parent and teacher criticizing each other. Find a way to be a successful team helping your child.

Source : Barney J Brawer & Elizabeth Dore Ed. Ceridian Corporation.2005

School Series : Help your child get organized

noreply@blogger.com (Unknown) — Sun, 15 Nov 2009 20:12:00 +0000

We all do better work when we manage our time well and organize the tasks in front of us. Here are some ways to help your child get organized for school:

• Put a family calendar in the kitchen and write down important school dates. Write down when parents’ night at school will be, when report cards are coming out, when conferences take place, and when the holiday show will be. As soon as you receive an announcement of a coming event, write it down on the calendar. Talk with your spouse or partner about events on the calendar so that you both know what’s coming up. If your child’s other parent doesn’t live with you, give him or her a call so everyone can plan in advance for an important event. If you know you will not be able to attend a program at school, ask another family member or friend if she can be there in your place.

• Make sure there is a quiet space at home where your child can study without distractions. Make sure it has good lighting. Turn off the TV. Let younger children know that they have to let their sister work on her assignments because it is important to do them carefully.

• Help your child make lists and charts that will help him remember what he has to do. Make a check or star when each job is finished.

• Have a specific place for your child’s books, papers, and school assignments. Papers and books kept in a special place won’t get lost.

• Check your child’s backpack every day for any school notices or announcements. As your child gets older, appreciate his need for privacy and let him check his bag for you.

• Make a folder for the papers that come home from school. Keeping lists and notices about school events in one place will save you time when you are looking for them. You might organize a folder with divider sections. You could label one section “Sports” and another section “Class lists.” You can buy a special folder with sections at a store that sells office supplies.

• Be sure your child has all the necessary school supplies all year long, not just when the new school year starts. These include a dictionary, paper, pens and pencils, a pencil sharpener, markers, a ruler, tape, scissors, glue, paper clips, and a calculator.

• Help your child learn to organize homework and school papers.See the “Homework tips” section in this booklet for suggestions.

• Make sure that your child gets a good night’s sleep and eats well. A healthy breakfast and lunch can help your child do well in school. Healthy snacks like sandwiches, fruit, and milk give your child energy for learning.

• Offer your help and support. If your sixth-grader finds that her science assignment is overwhelming, help her think through the steps needed to tackle it. If your teenager is up late studying, stay up too and catch up on your reading, laundry, or paying the bills. You don’t have to be in the same room. Knowing you stayed up while your son worked, or that you brought your daughter a healthy snack while she finished her assignment, will mean a lot. Your child will remember that you cared.

Source : Barney J Brawer & Elizabeth Dore Ed. Ceridian Corporation.2005

Toddlerhood Series : Support your child’s curiosity, intelligence, and hard work

noreply@blogger.com (Unknown) — Wed, 11 Nov 2009 20:06:00 +0000

Here are some ways you can encourage your child to work hard and be a curious and active learner:
• Praise and celebrate your child’s efforts and accomplishments. Focus on how much she wanted to do a good job and how hard she worked. Praise your child for trying hard and sticking with it. The effort is even more important than the final grade. Praise and celebrate every child in your family all year long—not just when report cards come out. Display your child’s papers and artwork on the refrigerator. Tell your child how wonderful her work is.

• Read often to your child and encourage your child to read. Your child is never too young for you to read aloud to him. Your child is never too old to listen to you read aloud. The more your child reads, the better prepared he will be to handle harder and harder schoolwork as he moves up the grades.

• Be interested in all the questions that your child asks. Try to answer or talk about those questions, even if you feel busy or tired. Whenever you can, take the time to help your child find the answers to questions—by looking in books, by asking an “expert,” by figuring it out.

• Take trips to the public library. Make friends with the librarians. Ask the librarian to help you find the best and most interesting books for your child.

• Plan family outings to museums, zoos, parks, and historical places. Going somewhere interesting doesn’t have to cost a lot of money. A trip to an interesting place gives adults and children of different ages lots to talk about, read about, and tell others about.

• Do projects around the home together. Carpentry, cooking, sewing, gardening, fixing things, painting, and arts and crafts all offer opportunities to learn. Your child gets to use her own ideas and learn new skills. “I made it!” and “I fixed it!” are exciting statements for a child to make.

• Limit the amount of TV your child watches. The American Academy of Pediatrics (AAP) recommends that parents limit their children’s TV viewing to one to two hours of good shows a day. The AAP also recommends that families take advantage of interesting programs offered on video. Often you can borrow excellent videos from the public library for free.

• Be curious and show an interest in learning yourself. If you don’t know how to spell a word, let your child see you look it up in the dictionary. If you have always wanted to learn how to play the guitar or piano, start taking lessons when your child begins music lessons.

• Talk with your children about news events, politics, and topics your child may be studying at school. Encourage your child to voice his opinions. Children who participate in mealtime or family conversations with parents are more likely to be successful in talking with teachers and other adults.

• Encourage your child to make handmade gifts and cards. Your child might write poems to thank your relatives for presents, or to wish them a happy birthday. Drawings are good gifts, too. Grandma will enjoy receiving a handmade gift from her grandchild.

• Involve your child in family decisions. Let your child help plan meals for the week. Talk about the travel time and the cost of tickets for an upcoming visit to see relatives. Help your child use her ideas and math skills to help with household tasks. She can write lists and check off jobs when they are done.

• Have high expectations for your child. Everyone can be successful in school. Give that message to your child again and again. Say, “I know that studying for that history test is hard work. I know you can do it!” Explain that when the work is hard, you have to try hard.

Source : Barney J Brawer & Elizabeth Dore Ed. Ceridian Corporation.2005

School Series: Be actively involved in your child’s education.

noreply@blogger.com (Unknown) — Wed, 11 Nov 2009 20:02:00 +0000

Get to know your child’s teachers. Go to school meetings and special events like plays and holiday shows. Know when a test is coming up or a report is due. Here are some other ways you can be actively involved:
• Walk or drive your child to school when you can. If you drive your child, every now and then park the car and take a minute to go in if you can. Getting to know teachers and staff will help you and your child connect with school, especially in the elementary years.

• Find out about school and become familiar with your child’s schedule. It’s easier to have conversations about school if you know the names of all your child’s teachers and what’s going on in the classroom and at school. That way you can ask specific questions. “I heard you’re taking a trip to the town library next week. What are you studying?” “Are you going to enter a project in the upcoming science fair?” “Is your music class working on anything to perform for the holiday concert?”

• Talk about school every day. Try to ask open-ended questions rather than questions that can be answered with a one-word response. Instead of asking, “How was school?”—which is likely to produce a response like “OK”—you might ask, “What do you think of the new art teacher?” Ask specific questions. “What did your teacher say about the math homework?” Avoid focusing too much on grades and test scores, which may cause your child to feel stressed and anxious. You’ll learn more about your child’s school life if you ask questions that focus on learning instead of grades. Instead of asking, “What did you get on the test?” try asking, “What did you think of the test?”

• Make school a part of your family life. When your child does well, celebrate her success as a family. Encourage everyone in the family to attend a child’s concert, game, or performance. Make a special meal to celebrate, or all go out together for an ice cream. When your child has a school project, invite relatives and friends to share their knowledge. Remember that no one succeeds in school without the help of many other people—teachers, parents, and caring adults in the community.

• Notice when your child needs help. Watch for signs that your child may be having difficulty with schoolwork, teachers, or friends. Here are some things to watch for: a dramatic change in behavior (such as when a very talkative child becomes very quiet), a sudden drop in grades, your child saying day after day, “I don’t have any homework,” not wanting to go to school. If your child is having a difficult time, there are many ways to work with teachers and the school to find solutions and support. These are described later in this booklet.

• Help your child find positive friendships. Your child will turn to peers for acceptance, support, and approval throughout all his years in school. Healthy friendships can have a positive influence on your child’s personality and schoolwork. Get to know your child’s friends. Invite them to your home. Make a list of friends’ names, phone numbers, and their parents’ names. Find opportunities to talk to the parents of new friends. Encourage friendships that promote learning and a positive attitude toward school.

Source : Barney J Brawer & Elizabeth Dore Ed. Ceridian Corporation.2005

Therapy series : Oral Motor Excercises 2

noreply@blogger.com (Unknown) — Wed, 21 Oct 2009 04:03:00 +0000

Tongue

1. Stick your tongue straight out, hold, then put it in
2. Move your tongue to the right corner of your mouth then to the left on the outside of your mouth
3. Push the inside of your cheek out with your tongue on the right side, then the left side
4. Lift your tongue up to your upper lip, then your lower lip; don.t use your jaw to lift your tongue up
5. Lift your tongue up behind your front teeth as if you were saying .la.
6. Open your mouth and lick your lips with your tongue in a wide circle

Source : Clarian Health Partners, Inc., 1998

Minimising the risk of Influenza A (H1N1) Infection from mother to baby

noreply@blogger.com (Unknown) — Mon, 19 Oct 2009 02:55:00 +0000

The spectrum of disease of pandemic influenza A H1N1 09 in newborns is unclear
Breast feeding should be strongly encouraged

Sensible efforts should be made to reduce the likelihood the baby will be infected, while minimising the effect on the mother-baby relationship. These include:

treating the mother to reduce the risk of transmission (the mother is considered non-infectious after 72 hours of treatment with antiviral medicine)
the mother and baby should sleep in separate beds
when breast feeding, bathing, caring for, cuddling, or otherwise being within 1 metre of the baby, the mother should:

wash her hands thoroughly with soap and water before interacting with the baby

always use cough etiquette near the baby.

Although these measures can be ceased when the mother is no longer infectious, continued good hygiene should be encouraged at all times. These measures should apply to any carer or family member with influenza.

Mothers requiring hospital care should not be prematurely discharged because they have influenza
If discharged while still infectious, mothers should be provided with a sufficient supply of surgical masks to take home
Prophylaxis is not recommended for the baby. Should the baby develop symptoms, the baby should be isolated from other babies, assessed urgently by a paediatrician, and if influenza is diagnosed, considered for treatment with antiviral medicine.

Source: The Royal Australian and New Zealand College of Obstetricians and Gynaecologists

Therapy series : Oral Motor Excercises 1

noreply@blogger.com (Unknown) — Sat, 17 Oct 2009 03:40:00 +0000

Lips

1. Open and close your mouth

2. Pucker your lips (like whistling), then relax

3. Smile, then relax

4. Pucker and hold, then smile and hold

5. Put lips together tightly, then smack open

6. Pucker your lips and swing left, then right

7. Puff out cheeks and hold air in, then slowly blow the air out

Source : Clarian Health Partners, Inc., 1998

Prevention from Influenza A (H1N1) for Pregnant Women

noreply@blogger.com (Unknown) — Fri, 16 Oct 2009 02:37:00 +0000

To avoid influenza, it is recommended that pregnant women are advised to take sensible precautions including:

Avoid close contact with people who have symptoms, if possible
Wash hands with soap and running water or use an alcohol based hand rub after contact with symptomatic people or their secretions e.g. on used tissues
Get immunised against influenza if they will be at any stage of pregnancy during winter
Encourage symptomatic people in the household to keep at least 1 metre away and follow cough etiquette and good hand hygiene
Avoid large, crowded gatherings during the influenza season.
There is no recommendation for well people to wear surgical masks, or to exclude themselves from regular activities.

Source: The Royal Australian and New Zealand College of Obstetricians and Gynaecologists

Is Your Pregnancy High Risk?

noreply@blogger.com (Unknown) — Mon, 08 Dec 2008 09:06:00 +0000

Your pregnancy may be treated as high risk if :

you are over 35 years old and are therefore at increased risk of giving birth to a child with a chromosomal anomaly;
you are under 17 and are therefore at increased risk of experiencing intrauterine growth restriction;
you are carrying more than one baby and are therefore at risk of experiencing a number of pregnancy-related complications, including preterm labor;
you have a chronic health condition such as diabetes, heart problems, or a blood-clotting disorder that has the potential to affect your pregnancy;
you have a history of gynecological problems such as pelvic inflammatory disease (PID), endometriosis, or large symptomatic fibroids;
you have a history of miscarriage, ectopic pregnancy, stillbirth or premature birth;
you have an STD, including HIV, that could be transmitted to your baby during pregnancy or at the time of birth;
you are pregnant as a result of assisted reproductive technologies (something that may put you at increased risk of having a multiple pregnancy);
you have had two or more second-trimester abortions (which may increase your chances of having problems with an incompetent cervix);
your mother took DES during her pregnancy (which may increase your odds of having difficulty carrying a pregnancy to term);
you conceived while using an IUD (something that increases your chances of experiencing a miscarriage);
you have a child with a genetic disorder or are a carrier for a genetic disorder (something that may increase your risk of giving birth to a child with that particular genetic disorder).

Source : The Unofficial Guide to Having a Baby. Second Edition . Ann Douglas and John R. Sussman, M.D. 2004

Preterm birth

noreply@blogger.com (Unknown) — Fri, 05 Dec 2008 09:05:00 +0000

Preterm birth is the leading cause of neonatal death in multiples. Although the mere fact that you are carrying multiples puts you at increased risk of experiencing a pre-term birth, there are other factors that add to your risk. You’re at increased risk if

■ you have had abdominal surgery during the current pregnancy (for example, an appendectomy);

■ you have an abnormal uterine structure;

■ you have fibroids (benign uterine tumors);

■ you are experiencing emotional or physical stress;

■ you have high blood pressure;

■ you develop a high fever during pregnancy;

■ you have a kidney infection;

■ you are outside of the optimal age range (that is, if you are under 16 or over 35);

■ you are a DES daughter (your mother took diethylstilbestrol — DES — when she was pregnant with you);

■ you have been diagnosed with placenta pre-via;

■ you have been diagnosed with poly hydramnios;

■ you haven’t gained enough weight;

■ you have previously experienced premature labor or delivery;

■ you have been experiencing unexplained vaginal bleeding;

■ you are a smoker.

Although cerclage (a surgical procedure in which the cervix is stitched shut to prevent it from dilating prematurely) was once considered to be an effective means of preventing premature labor, most doctors no longer agree with its routine use in women carrying multiples. These days, cerclage is performed only on women with weak cervixes — a condition that the medical profession charmingly refers to as cervical incompetence. (As you probably realize, this is just a less-than-diplomatic way of saying that the cervix is unable to withstand the weight of the developing fetus, or fetuses, and opens prematurely.)

Source : The Unofficial Guide to Having a Baby. Second Edition . Ann Douglas and John R. Sussman, M.D. 2004

What causes a multiple birth

noreply@blogger.com (Unknown) — Tue, 02 Dec 2008 09:04:00 +0000

Twin pregnancies result from either the fertilization of two separate eggs by two separate sperm (a process that results in dizygotic, or fraternal, twins) or the separation of a single fertilized egg into two fetuses (a process that results in monozygotic, or identical, twins). Higher-order multiple pregnancies involve fraternal twins, identical twins, or a combination of both types of twins.

Here are some basic facts about multiples:

■ Twins occur naturally in 1 out of every 90 births; triplets in 1 out of every 10,000 births; and quadruplets in 1 out of every 650,000 births.

■ Fraternal twins occur more often in certain families and in certain ethnic groups (the rates are 1 in 70 in African Americans and 1 in 300 for women of Chinese descent with whites falling in between). The incidence of fraternal twins also increases with maternal age, weight, height, and parity (that is, the number of pregnancies a woman has had).

■ Identical twins occur in approximately 4 out of every 1,000 births and are unrelated to maternal age, race, or parity.

■ Fraternal twins typically look no more alike than any other pair of siblings. They can be either of the same sex or one of each sex.

■ Identical twins have identical features: hair, eye color, blood type, and so on. If, however, one twin developed more rapidly in uterus than the other one, they may not look identical at birth.

■ Identical twins have similar handprints and footprints, but they do not share the same fingerprints. (This was good news to one family of identical twins who had to rush their babies off to FBI headquarters to get them re-fingerprinted so that they could figure out who was who!)

■ Some identical twins are known as “mirror twins” because one is virtually a mirror image of the other (for example, a birthmark that appears on the left arm of one appears on the right arm of the other, one is left-handed and the other is right-handed, and so on).

■ Identical triplets can also occur, but they are extremely rare.

■ It is possible for fraternal twins to be conceived by two different fathers, a process known as super fecundation.

■ Scientists believe that approximately one in eight natural pregnancies starts out as a twin pregnancy — even though only 1 out of every 90 births results in the birth of twins. This is one reason why many caregivers routinely do ultrasounds to confirm that there are no other viable fetuses left in the uterus when they suspect that a patient is miscarrying.

■ It is possible to miscarry one multiple and go on to carry the others to term. It is also possible to have a combination ectopic and uterine pregnancy (that is, one or more babies implant in the fallopian tubes and the others in the uterus). Fortunately, this is rare.

■ Although most twins are born within minutes of one another, sometimes days — even months — can elapse between the births of twins.

■ Often, it isn’t immediately obvious at birth whether same sex twins are identical or fraternal. If the parents want to know for medical reasons, blood from the umbilical cord is drawn and analyzed for type, Rh factor, and so on. If the results are still inconclusive, parents can choose to opt for DNA testing — highly accurate.

Source : The Unofficial Guide to Having a Baby. Second Edition . Ann Douglas and John R. Sussman, M.D. 2004

How a multiple pregnancy is diagnosed

noreply@blogger.com (Unknown) — Sat, 29 Nov 2008 09:01:00 +0000

The increased use of ultrasound has made it possible for the vast majority of parents to find out in advance whether there’s more than one baby on the way. This wasn’t the case a decade or two ago, when it wasn’t unusual for as many as 40 percent of multiple pregnancies to be undiagnosed prior to labor and delivery.

Even if you haven’t had an ultrasound, certain red flags may alert you and your caregiver to the possibility that you may be carrying twins. These are the warning signals:

■ Fraternal twins tend to run in your family.

■ You have been taking fertility drugs.

■ You experienced excessive nausea and vomiting during the first trimester.

■ Your uterus is growing more quickly or is larger than what would be expected at a particular point in your pregnancy.

■ You notice more fetal movement in this pregnancy than in previous pregnancies (assuming, of course, that this is your second or subsequent pregnancy).

■ More than one fetal heartbeat is heard.

If your caregiver suspects that you may be carrying multiples, he will likely send you for an ultrasound. Early ultrasound can detect more than 95 percent of multiple pregnancies.

Source : The Unofficial Guide to Having a Baby. Second Edition . Ann Douglas and John R. Sussman, M.D. 2004

Myth	Fact
Poor parenting causes ADHD.	ADHD is neurological and often genetic.
If you have one child with ADHD, all of your children will have it.	Not all children in the same family have ADHD.
ADHD is not a disability.	ADHD is a recognized disability in the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA).
Medication is the only treatment for ADHD.	Medication is only one treatment option.
Schoolteachers want active boys on medication.	Schoolteachers want their students to give their best effort.
If a boy is hyper, then he has ADHD.	Boys who are hyper do not always have ADHD. Other things, such as anxiety, can cause hyperactive types of behaviors.
A boy who is quiet and likes to read cannot have ADHD.	Some boys who have the inattentive type of ADHD are quiet and like to read.
Schools do not know how to teach boys with ADHD.	Schools are becoming more knowledgeable and must provide appropriate accommodations to boys with ADHD.
Only a psychiatrist can diagnose ADHD.	Pediatricians, psychologists, neurologists, psychiatrists, and other mental health and medical personnel can all diagnose ADHD.
Psychologists prescribe medication.	Only medical doctors such as pediatricians, neurologists, and psychiatrists and nurse practitioners can prescribe medication.
An equal number of boys and girls are diagnosed with ADHD.	More boys than girls are diagnosed with ADHD.
Boys with ADHD want to behave badly.	Boys with ADHD are not able to behave consistently, independently, or predictably.
ADHD is a societal fad and will go away.	ADHD has been recognized since the mid-1800s but has been called by different names.
ADHD and ADD are the same thing	ADHD is an umbrella term that is used in the DSM-IV criteria in place of ADD, a term found in previous DSM editions. ADD was renamed in 1994 by the American Psychiatric Association (APA)