What ADHD Students Wish Their Teachers Knew - Part 2

We shared some insight yesterday in what it feels like to be a student with ADHD in the classroom, and what one student wishes her teachers knew about her.  Here are the rest of those points.


What ADHD Students Wish Their Teachers Knew - Part 2
Written by Lisa Gridley
From CADDAC.ca


Continued from part 1, which we shared yesterday.

I'll need your help to learn and practice: organization skills (things like writing assignments in my agenda, planning them out, completing them, and getting them back to you when they're due), note taking, study skills and test taking strategies. When you mark my work, please look for areas that I am struggling with and show me how I can do better.

It's really hard for me to remember lots of instructions when you give them all at once. Please give me one instruction at a time. For assignments, it really helps if I have written instructions so I don't have to try and remember everything.

The medication that I am taking helps me to focus and calms my hyperactivity. But as I grow, my medication may need to be adjusted. You can really help by letting my parents know if you notice that my medication is not working as well as it did.

Even with the help of medication, I still feel the need to move. Movement helps me to learn. Sometimes it helps if I can stand while you're teaching. Sometimes I really need to work off the energy because it feels like I've got high voltage electrical currents running up and down my arms and legs. Let's develop a private signal that lets you know that I'm really needing a break from sitting still - I could run something to the office for you, hand out or collect papers or wipe off the board. Or you could involve the whole class in a stretch break and no one would know that it's really just to help me.

Do not take away recess or gym as punishments. I desperately need physical activity several times a day to work off the excess energy that I have and relieve the stress of having to sit still for so long. Without this time to 'blow off steam', I am more likely to have increased hyperactivity and impulsive behaviour.

The other thing that helps is if I have something to do with my hands. Clay, a stress ball or even an elastic helps my body to get rid of the extra energy.

Finding a good seat in your classroom is important. I may need to sit at the front of the room so that I'm not distracted by what all the other students are doing and so that I'm closer to you when I need help. Or I may do better at the back of the room so that I'm not always turning around to see what's going on behind me. Being at the back also takes away my 'audience' and allows me to stand up if I need to without distracting the other students. I also need to sit somewhere away from other distractions like windows and pencil sharpeners and other students who are struggling. And it helps if I can sit beside a student who can help me when you're too busy because when I need help, it's hard for me to wait.

If you see that I've lost my focus, please give me a private signal to get me back or walk by my desk and touch my shoulder. Or say something like, 'Now this is very important, so please pay attention.' Please don't ever humiliate me by using sarcasm or sayings like 'Earth to _______'.

I can be very sensitive to small noises and sensations like the hum of fluorescent lights, the temperature of the room, the tags inside my clothes or the sound of the kid behind me as he writes. Sometimes, I just can't concentrate because these small things are so distracting. It helps if I have a quiet place to go to if I feel the need or if you see that I'm having trouble concentrating but please give me the choice to go there. Do not force me to go there because it will only humiliate me in front of my friends. If you offer this 'quiet place' to the whole class, it helps me to accept the option without feeling centered out.

I have trouble making transitions from one task to another especially if I'm doing something that I enjoy. Sometimes I can hyper focus and it's hard for me to stop and change tasks. You can help me by giving me advance notice that we will be starting something new in a few minutes. It gives me the time that I need to work on putting the brakes on in my mind. Changing from doing something active to doing seatwork (coming in from recess or gym) is especially hard for me. Help me by slowing me down gradually and rewarding me when I settle quickly.

Handwriting is difficult for me. Please let me print if I want to. Using a computer is even better because I can think faster than I can write and a computer will help me to get my thoughts down without having to worry about mistakes and organization which can be corrected later.

What ADHD Students Wish Their Teachers Knew - Pt. 1

It can be hard to understand why students with ADHD learn, act, react and behave the way they do.  But with a little understanding, these kids can go a long way.  Here's what one student wished her students knew about her. 

What ADHD Students Wish Their Teachers Knew - Part 1

Written by Lisa Gridley
From CADDAC.ca

Although each child should be treated as an individual with their own strengths, challenges and needs, here is a list of the most commonly experienced issues for students with ADHD.


I have a condition called Attention Deficit (Hyperactivity) Disorder. It is a real medical condition which doctors define as impairment to my executive functions (cognitive management system) in my brain. That means that learning is hard for me because executive functions include:

• Organization, prioritizing, estimating time and starting work
• Focusing, sustaining and shifting attention to tasks
• Regulating alertness, sustaining effort and processing speed
• Managing frustration and modulating emotions (worry, disappointment, anger)
• Utilizing working memory and accessing recall
• Monitoring and self-regulating action (behaviours such as impulsiveness, hyperactivity and social skills)

The part of my brain that manages these skills is like an orchestra conductor who tells all the musicians how to play together and on time to make beautiful music. My conductor is having trouble communicating with the musicians and so I need your help.

I am not crazy, lazy, bad or stupid. In fact, my IQ score is most likely above average to average and many people with ADHD are also gifted. But because my brain is wired differently than regular students, I sometimes feel stupid or bad. Sometimes it's hard for me to admit that I need help. Sometimes it's easier and less humiliating to act like I understand or to act angry to distract you from finding out that I am having trouble and so that the other kids in the class don't know that I'm struggling. I need to know that you won't make fun of me and shame me when I ask for help. Another challenging thing about having ADHD is that one day I can do something really well but the next day, I can't. Please don't make me feel bad by saying, "I know you can do this if you really try - you did it yesterday." Instead, show me how to get started just as if I was learning it for the very first time. You can also help me by letting me try some of the work but checking it quickly to make sure that I've got the right idea. Don't let me do a bunch of the work wrong because I'll have trouble getting the wrong way out of my mind and I'll be very annoyed that I have to do the work all over again.


Because you cannot see my ADHD, you might have trouble remembering that I need your help. When you look at me, pretend that I am a blind student and think about how you would feel about helping.


I have a lot of trouble controlling my behaviour sometimes. Being inside my head is like having several radio stations all playing at the same time so it's hard to just listen to one. It's very stressful and frustrating and so sometimes when you ask me to do something and I respond in a negative way, it's because I simply can't handle any more stress.


You can really help me by pretending that you're my coach. Good coaches get the best performance from their players by encouraging them, rewarding them and praising them immediately, especially in front of others. Punishment for things that I'm not very good at only makes me feel worse about myself. And please don't embarrass me in front of the class - please talk to me privately about issues. I sometimes have trouble making and keeping friends and responding appropriately to social interactions. Please coach me on how I can do things better. Show me in detail, model it for me - I don't tend to learn well if I'm just told how to do something. And give me praise and encouragement when I try.


To help me remember the rules, please post them somewhere where I can constantly see them. I'll need your help to know when I'm breaking a rule and reminders and warnings to follow the rules - basically, I need practice to follow the rules. Let me know right away if I'm breaking a rule and let me know what I should be doing instead.

Advocating for your kids - 10 tips you can use

10 Tips

On Becoming the Advocate Your Child Needs

You are your child’s best advocate. No one else knows as much, or cares as much about
your child as you. Here are 10 tips on how to get started.

From Smart Kids with Learning Disabilities1. Trust your instincts.

If you feel in your heart that something is wrong, don’t allow people to tell you “it’s developmental,” or “she’ll grow out of it,” or “he’s a boy.” You need to find out what’s getting in the way of your child’s progress.

2. Take your concerns to school personnel, starting with your child’s teacher.

If the issues are not resolved in a satisfactory way, move on to the Special Education staff and administrators. Put your questions and concerns in writing, and remember to be respectful, pleasant, and persistent.

3. Know your child’s rights.

Much of the information you need can be found online. Check Smart Kids’ Guide to Action as well as Pete and Pam Wrights’ website at www.Wrightslaw.com for detailed information and advice.

4. Get your child tested, whether at school or by an outside evaluator.

(You are entitled to an independent evaluation if you disagree with the school’s assessment.) You need to know what your child’s difficulties are in order to address them effectively.

5. Don’t let people describe your child as lazy and unmotivated, or blame him for not remembering today what he knew yesterday.

Children learn if they can. Those with learning disabilities and ADHD need more intensive instruction and support than others.

6. Be aware that IQ test scores are not a reliable measure of intelligence for children with

 learning disabilities.

When the scores for the subtests that make up a standard IQ test battery are averaged, the result obscures both your child’s strengths and weaknesses.

7. If your child is failing tests in spite of knowing the material, test-taking anxiety is not a

good explanation.

More likely, your child is not being taught in a way that permits him to learn, or tested in a way that allows her to demonstrate what she knows.

8. Keep in mind that most teachers are committed to helping children learn.

Build alliances with your child’s teachers, and play an active role in school, whether volunteering as a room mother, chaperoning school trips, or helping out with teacher appreciation day.

9. Support your child’s strengths.

It’s important for your child to engage in activities he or she cares about, whether it’s science or music, skating or soccer or building with Legos ®. Developing your child’s interests and talents rather than focusing only on his weaknesses builds the foundation for success in the future.

10. Believe in your child.

The time he most needs for you to have confidence in him, and to hear every day that you love him is now.

The crumpled paper

A student recently shared a great analogy for bullying and it's impact, which we wanted to share with you.  Imagine a crisp, white piece of paper.  This represents the person who has never been bullied.  Now crumple the paper.  The creases and folds represent hurtful words of the bully.  No matter how hard you try, you can't undo those folds.  It's the same with hurtful words - once said, you can't take them back or undo the damage, or creases, you leave behind.

Helping learning-disabled children by ending bullying

Occasionally, we'll share stories from around the world that focus on learning, disabilities, social skills and other challenges students and adults face in the world.  This is a terrific commentary by a mother about a new initiative that is starting in Missouri, which aims to end bullying by raising awarness of disabilities. 

Guest commentary: Help learning-disabled children by ending bullying

By Patricia Harrison

STLtoday.com | Posted: Wednesday, October 5, 2011

 

"What is wrong with you?" "Can't you read this?" "Focus." "Stop disturbing others at your table with questions." "Let's not hang out with him anymore." "He's weird."

For a child with a learning disability, attention deficit disorder or other disabilities, these statements are a daily mantra invading their lives from peers, teachers and parents. Our lack of understanding and patience with these disabilities affects their self-esteem, their friendships and their education. Our news is filled with tragic stories of young people taking their lives after being bullied. Many of those children were different and struggled in the classroom and social settings.

Their differences made them a target of the majority who did not identify with them or preyed on their unusual nature. Children taunting children to death. Bullying requires immediate intervention with education being a key element to changing the behavior. To stop the taunting, children must empathize with their target. For the bystander to move from watching to intervening, he must feel empowered to stand up for what is right. This problem must be addressed at home and in the schools.

Missouri has taken steps for schools to stop the bullying by declaring October "Disability History and Awareness Month." Missouri law requires each school district to provide instruction on the history of the disability rights movement and contributions of disabled persons. Schools must now create educational cultures that nurture safe and inclusive environments for students with disabilities in which bullying is discouraged and respect and appreciation for students with disabilities is encouraged. Moreover, teaching that disabilities are a natural part of the human experience; we are all more alike than different.

To be successful, families have to be educated too so the conversation continues at home. Schools need to update parents on the curriculum being taught during this month so we can further discuss at the family table the history of the American with Disabilities Act or the guest speaker who came in to share how she became successful in spite of personal challenges. We have many conversations at our home about disabilities as our oldest has dyslexia (a disorder that affects reading, spelling, writing and comprehension).

While he attended public school, the transition from learning to read to reading to learn proved very challenging for him. He could not read out loud without skipping around the page, missing words or full sentences. We asked that he not be required to read out loud as the kids teased him and he was embarrassed. We were advised it was good for him to practice out loud.

Further, when we asked that his teacher review his homework notebook before and after school to ensure he wrote things down correctly, we were advised he needed to be more responsible and suggested he have a peer review his work. The humiliation was too much. So, we moved him to Churchill Center & School, a school that understands how disabilities impact the whole child and whose curriculum fully encompasses disability awareness and self advocacy.

Bullying a disabled child can be very subtle. When kids would say "why can't you read" or he was forced to read in front of the class, it felt like bullying. But, empowering him through education that Winston Churchill and Albert Einstein were learning disabled inspired him to believe he could be somebody and his disabilities did not limit him.

When he visited websites such as "Disabled World" and watched inspiring videos about those whose disabilities did not limit their possibilities, it inspired him to go for his dreams. When we learn that prior to the Rehabilitation Act of 1973 disabled persons were forced to attend separate schools, received no accommodations for physical disabilities on pubic transportation or housing and discovered there were no protections in the work place, it creates empathy and emphasized the importance of basic civil rights.

Our children need to be exposed to the challenges their peers face who sit right next to them in the classroom. My son's disability cannot be seen in his physical appearance. And, you would not know he struggles in school by talking with him. But having his individual needs met and being at a school where his disability is openly discussed, embraced and supported, his self confidence has grown and he has learned to ask for what he needs when he is struggling.

I am hopeful this new curriculum will teach all of Missouri's children in public schools how the history and awareness of disabilities requires us to end the discrimination and bullying that frequents our hallways for disabled kids. And that such education will continue the conversation at home.

Patricia Harrison is an assistant clinical professor of law at St. Louis University School of Law.

Read more: http://www.stltoday.com/news/opinion/article_81b9a207-d3b6-531c-af86-19c911b3a034.html#ixzz1a6j4VH1B

This is neat! Technology for social skills

Every once in a while we'll share information about a new piece of technology that is being made available to support kids with specific learning needs.  We came across this article recently and thought it was worth sharing.  (NOTE: We haven't tried this app and are not endorsing it, but we love that there are so many smart people in the world developing new ways to learn!)

Sosh focuses on what its creators call "the five R's."

By Mark Bowers

From : http://www.michiganradio.org/post/smart-phone-app-helps-kids-autism

Two Michigan psychologists have created a smart phone app to help kids with autism develop better social skills. Kelly Bowers and her husband Mark are both psychologists who work with kids. They watched their patients learn social skills in workshop settings, but noticed the kids had a harder time applying those skills to real-life situations.

So the Bowers created a phone app. It helps kids monitor the volume of their speech and it has an option that translates common expressions into literal terms. Kelly Bowers says the app can help kids while they’re interacting with friends, family, and at places like school.

“I think kids who want to make connections, who are unable to do so, should be given tools that can help them.”

The app is called “Sosh” and is available for Mac-devices. It’s intended for children aged 9 and above who have Asperger’s Syndrome and other forms of high-functioning autism.

The app costs $40, but a trial version is available for seven days, free of charge.

Helping children cope with anxiety in the classroom

By Angela Rudderham, Director of Turning Tides Community Outreach. 

Although anxiety does not necessarily impact a child’s academic abilities, it can affect their ability to learn. Parents and teachers can work together to help a child succeed in the classroom. There are a number of ways teachers can make the school day easier and less stressful for a child with anxiety:

Create a “safe” place for the child to go when anxiety symptoms are high or during stressful times. This may be the nurse’s office or a staff member’s office. Establish rules for the use of the “safe” place. These rules should include items such as, the student must inform the teacher they need a few minutes to calm down, and a set time limit.

Be aware of physical symptoms of anxiety and provide activities to distract the child. Calming activities, such as, reading or listening to music may help to alleviate some of the physical symptoms and allow a child to return to class work after a period of time.

Allow a few minutes at the beginning of the day for the child to transition into the school day. Additional transitional periods might be necessary for other times when routine is disrupted. This can be providing five to ten minutes for the child to prepare their papers and school supplies or simply a few minutes for the child to sit quietly before the school day begins. If the time before school is difficult for the child, it may be beneficial for them to either enter the classroom a few minutes before or a few minutes after the rest of the class arrives.

Talk to the student about what interventions they would find helpful. Having the student discuss strategies may help them to be involved in reducing their anxiety symptoms. This also provides the child an opportunity to talk about situations that cause anxiety symptoms as well as for them to be more aware of their symptoms.

Teach the child relaxation techniques they can do at school, such as deep breathing exercises. Talk with parents about the techniques used at home and try to incorporate them into the classroom.

For children avoiding school because of anxiety, offer suggestions such as coming to school for a shorter day. The longer the child avoids going to school, the more difficult it is for them to return. Allowing them to come to school for shorter periods will give them a chance to face their fears but may make it easier if they know they will be able to return home at lunchtime.

Use small group activities throughout the day. Children with anxiety may be better able to cope with small groups of a few students rather than large classroom study. Have the class break into small groups to complete class work to encourage participation.

Reward effort by a student with anxiety. When a child shows effort or is able to control their anxiety symptoms through interventions, let them know you have noticed and are proud of their efforts.

Create group activities that role-play appropriate behaviors. Teach young children what to do in specific situations. This can help all students learn how to handle situations such as anger management, stress reduction, test anxiety. Providing instruction to the entire class will decrease the focus on the child with anxiety.

Decrease situations that induce stress. Teachers can restructure assignments to decrease the amount of stress for a student. For example, instead of having a child stand in front of the class to read a report, find creative ways to complete reports. Allow students to make posters or record presentations at home on a tape recorder.

Discuss anxiety symptoms privately with the student. Never single out a child or call attention to their anxiety in front of the class. This can cause humiliation or embarrassment and increase anxiety symptoms.

Discuss alternative ways of handling situations. Talk to the student after an anxiety attack about how the situation could have been different or what strategies could have been used (by both the student and the teacher) to make the situation better.

Find books that address children with anxiety. Incorporate these books into reading curriculum. This not only helps the child with anxiety to feel better about their anxiety but also can help the other students in the class be more understanding of the condition.

Teach positive self-talk to the entire class. Helping children to be aware of the negative way they talk to themselves, such as the use of “I can’t” and help them to develop a more positive way of talking to themselves.

Post the daily routine in the classroom and let students know in advance any changes in the schedule. Letting students know exactly what is expected will help lessen anxiety. For a student with anxiety, a sudden change can cause a panic attack. Knowing in advance what the day will be like will help in transitions.

Help students break assignments down into smaller segments. This can help to decrease feeling overwhelmed by large assignments and help a student work on each section.

Play soothing music during down time. Many times playing soft music can help children to calm down and can relieve stress. During quiet activities or seatwork, use soothing music.

Incorporate exercise into the school day. Stop lessons for a few minutes or do stretching exercises in between lessons. This can help reduce stress.

Use computerized reading programs. Allowing children time to work on their own rather than in a large group can reduce stress and anxiety.

Discuss what sections of a book will be read aloud with a student before calling on them to read. If reading aloud in the class causes stress and anxiety, plan ahead of time and let a student practice a small selection the night before.

Angela is a behaviour and social skills specialist who has developed programs for students, as well as support workshops for parents, teachers and other professionals. For more information or advice, please give Angela a call at 902-404-TIDE (8433).

Sir Ken Coming to Halifax!

We're delighted to be welcoming Sir Ken Robinson to Halifax in April 2012!  Sir Ken will be speaking at our new conference, Turning Tides: Emergent Learning in 21st Century Education.  We'll be posting more information on Sir Ken, his ideas and other speakers at the conference over the coming months.  For now, we invite you to enjoy this wonderfully creative graphic representation of one of Sir Ken's most popular presentations - Changing Education Paradigms.

 

An inspiring story - David Bardsley

There are a number of conditions that make learning difficult - learning disabilities, ADHD, Austim, Tourette's Syndrome, etc.  The conditions can often be mistaken for each other or for global delays.  If David Bardsley's parents accepted a doctor's diagnosis, he wouldn't have become a surgeon.  

He was recently in his hometown of Fredericton promotion his new book - The Less Than Perfect Child.  We thought we'd share his thoughts on living with Tourette's, OCD and ADHD.   

What is Hyperfocus?

Many people assume that anyone with ADHD can't focus. But in fact, ADHDers can often find themselves hyperfocused. Here's a bit more on that extreme from ADDitude Magazine.

Focus on hyperfocus

It's no secret that children and adults with attention deficit disorder (ADD ADHD) often struggle to focus on tasks they find uninteresting. High distractibility -- in children with ADHD who are unable to stay focused on a classroom lecture or in adults with ADD who never get around to doing their paperwork -- is a key ADHD symptom and diagnosis criterion.

What you might not know about ADHD is that there's another side: the tendency for children and adults with attention deficit disorder to focus very intently on things that do interest them. At times, the focus is so strong that they become oblivious to the world around them.

For children, the object of "hyperfocus" might be playing a video game or watching TV. For adults, it might be shopping or surfing the Internet. But whatever holds the attention, the result is the same: Unless something or someone interrupts, hours drift by as important tasks and relationships fall by the wayside. "People who think ADD means having a short attention span misunderstand what ADD is," says Kathleen Nadeau, Ph.D., a psychologist in Silver Spring, Maryland, and the author of ADD-Friendly Ways to Organize Your Life. "A better way to look at it is that people with ADD have a disregulated attention system."

Read more at ADDitude magazine -

http://www.additudemag.com/adhd/article/612.html

What is Executive Function?

A lot of kids with ADHD struggle with Executive Function, but many people don't really know what that struggle looks like.  Here's a great introductory article

What is Executive Function?

Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.

If you have trouble with executive function, these things are more difficult to do. You may also show a weakness with working memory, which is like "seeing in your mind's eye." This is an important tool in guiding your actions.

As with other learning disabilities, problems with executive function can run in families. It can be seen at any age, but it tends to become more apparent as children move through the early elementary grades. This is when the demands of completing schoolwork independently can trigger signs of a problem with executive function.

The brain continues to mature and develop connections well into adulthood. A person's executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful. As a rule, it helps to give direct instruction, frequent reassurance, and explicit feedback.

Find out more about how Executive Function impacts learning, how it's identified and ways to cope, click here to read the rest of the article on the National Center for Learning Disabilities website.

ADHD and behaviour

If you have ever parented a child with ADHD, you know that discipline can be a challenge. Here are some great tips on dealing with behaviour at home.


Rhonda
 

Does your struggle with ADHD behavior look something like this?

You’ve told your child with attention deficit disorder (ADD ADHD) to pick up his dirty clothes from the bedroom floor. Not a single sock has been deposited in the hamper. Did he not hear you — or did he ignore your discipline?

Annoyed, you shout and, worse, feel yourself getting angry and nearing a power struggle. Then come the threats -- no TV for a week, no friends visiting for a month, and whatever else you can think of in your fury. The incident costs everyone dearly: Your child feels angry and demoralized, and you feel like anything but a loving parent. And for what? A pile of clothes in need of a washing machine.

Later that evening, during a quiet moment at the kitchen table, you think back to what happened -- and what has been happening for months now. You wish you had used more effective communication and question whether you love your child any more, whether you’re a fit parent. Don’t worry: You do and you are.

You’re feeling the emotional turmoil and stinging regret every parent experiences when trying to love and discipline your child. Here are some strategies that will help you feel less like an ogre and more like a mom the next time your child needs some “enlightenment”:

Read more on the ADDitude Magazine site - http://www.additudemag.com/adhd/article/2519.html

ADHD impedes academic achievement

There are a lot of ways to support kids with ADHD in the classroom, but the resources aren't always easy to find. I have just found another terrific site with lots of information for teachers and parents. There are lots of well-researched facts about ADHD and their impacts in the classroom. Here's one we found to be really well-researched.

http://research.aboutkidshealth.ca/teachadhd

Here's a little preview from the page titled "Rethinking ADHD in the Classroom".

ADHD impedes academic achievement

One of the most critical findings from recent cross-sectional and longitudinal research is that children with ADHD are at high risk for academic failure, grade repetition, placement in special education, and high-school drop-out (see Table 4-1, below).^1-4
 

Additional research suggests that the association between ADHD and poor academic achievement starts early in a child's school career (that is, kindergarten for many students).^5-9
 

Table 4-1: Educational Attainment in ADHD

Educational Outcome	ADHD vs. Non-ADHD Peer Group
Low achievement at school:1-3 Grade repetition Low academic grades (Cs and Ds) Achievement scores (reading, math) Placement in special education	two-fold risk two- to four-fold risk 8% to 10% lower two- to four-fold risk
Early school leaving:2-3 Highest level completed High school dropout	one to two years lower three-fold risk
Tertiary level attainment (college):4 College grade point average (GPA)	0.7 lower GPA

7 myths about ADHD

Ever wondered if ADHD is a real medical disorder, if your kids might outgrow the condition or if your child might have avoided ADHD all together if you had only parented him/her differently? Here are some of the top ADHD myths - and reasons why they're not true. Another great article from ADDitude Magazine.

Rhonda

7 Myths About ADHD... Debunked!

Few psychological conditions have generated more discussion in recent years than attention deficit disorder (ADD ADHD). Yet, people continue to harbor many mistaken beliefs about ADHD. Read on to learn the truth.

Myth #1: ADHD isn't a real medical disorder

ADHD has been recognized as a legitimate diagnosis by major medical, psychological, and educational organizations, including the National Institutes of Health and the U.S. Department of Education. The American Psychiatric Society recognizes ADHD as a medical disorder in its Diagnostic and Statistical Manual of Mental Disorders - the official mental health "bible" used by psychologists and psychiatrists.

Attention-deficit hyperactivity disorder (also known as attention-deficit disorder) is biologically based. Research shows that it's a result of an imbalance of chemical messengers, or neurotransmitters, within the brain. Its primary symptoms are inattention, impulsiveness, and, sometimes, hyperactivity.

People with ADHD typically have a great deal of difficulty with aspects of daily life, including time management and organizational skills.

Myth #2: Children who are given special accommodations because of their ADHD are getting an unfair advantage

The federal Individuals with Disabilities Education Act (IDEA) requires that public schools address the special needs of all children with disabilities, including children with ADHD. Special accommodations, such as extra time on tests, simply level the playing field so that kids with ADHD can learn as successfully as their non-ADHD classmates.

Myth #3: Children with ADHD eventually outgrow their condition

More than 70 percent of the individuals who have ADHD in childhood continue to have it in adolescence. Up to 50 percent will continue to have it in adulthood.

Although it's been estimated that 6 percent of the adult population has ADHD, the majority of those adults remain undiagnosed, and only one in four of them seek treatment. Yet, without help, adults with ADHD are highly vulnerable to depression, anxiety, and substance abuse. They often experience career difficulties, legal and financial problems, and troubled personal relationships.

Myth #4: ADHD affects only boys

Girls are just as likely to have ADHD as are boys, and gender makes no difference in the symptoms caused by the disorder. But because this myth persists, boys are more likely to be diagnosed than girls.

Myth #5: ADHD is the result of bad parenting

When a child with ADHD blurts things out or gets out of his seat in class, it's not because he hasn't been taught that these behaviors are wrong. It's because he cannot control his impulses. The problem is rooted in brain chemistry, not discipline. In fact, overly strict parenting - which may involve punishing a child for things he can't control - can actually make ADHD symptoms worse. Professional interventions, such as drug therapy, psychotherapy, and behavior modification therapy, are usually required.

MYTH #6: Children who take ADHD medication are more likely to abuse drugs when they become teenagers.

Actually, it's just the opposite. Having untreated ADHD increases the risk that an individual will abuse drugs or alcohol. Appropriate treatment reduces this risk.

The medications used to treat ADHD have been proven safe and effective over more than 50 years of use. These drugs don't cure ADHD, but they are highly effective at easing symptoms of the disorder. The drugs do not turn kids into addicts or "zombies."

Myth #7: People who have ADHD are stupid or lazy - they never amount to anything

People with ADHD are of above-average intelligence, recent studies show. They certainly aren't lazy. In fact, many well-known, high-achieving individuals from the past are thought to have had ADHD, including Mozart, Benjamin Franklin, Abraham Lincoln, George Bernard Shaw, and Salvador Dali. The list of high-achieving ADDers in business today includes top executives, such as David Neeleman, founder of JetBlue Airways, and Paul Orfalea, founder of Kinko's.

Helping kids understand ADHD

In our continuing celebration of ADHD Awareness week, we thought we'd share some wisdom about helping your children understand ADHD. If we help them become aware of how ADHD impacts them, then they can more effectively advocate for themselves.

Here is an exerpt from an article on the ADDitdue Magazine website. Click on the link below for the full article.


Your son or daughter has been diagnosed with attention deficit hyperactivity disorder (ADD/ADHD). You’ve done your due diligence, learning about the condition and how the symptoms affect him, academically and socially. Great. But have you shared what ADD/ADHD means with your child? Does she understand why she does things that upset others? Does he know why he is taking medication and how it works? Saying, “You are so hyper all of the time” makes your child feel he is doing something wrong. Saying, “Sometimes your brakes don’t work so well, so you say and do things that might upset your friends” is better.

Read more by clicking on the link below:

The Meaning of ADD/ADHD

It's ADHD Awareness Week!

Sunday marks the first week of ADHD Awarness week!  The ADHD Awareness Coalition did the survey that looks at the impact of having ADHD on children and adults. You can read about the report by clicking on the link below.

ADHD Awareness Week: ADD Statistics About Anxiety, Sleep, Work | ADDitude

Here's an exerpt:

Workplace and School Impact

The survey covered many areas of life impacted by ADHD including employment among adults and satisfaction with school in children, as reported by parents.

More than half (60 percent) of adults with ADHD surveyed said they had lost or changed a job and attributed the job loss to their ADHD symptoms. More than 36 percent reported having 4 or more jobs in the past 10 years, and 6.5 percent responded they have had 10 or more jobs within the past 10 years.

According to the ADHD Awareness Coalition, finding the right career and asking for some minor accommodations on the job can be the keys to achieving success in the workplace.

Of parents with a child or children with ADHD, 44 percent reported their child to be dissatisfied with their school life, with responses ranging from extremely dissatisfied to slightly dissatisfied, and 41 percent reported dissatisfaction with their social life using the same range of dissatisfaction.

After receiving appropriate treatment, most children with ADHD experience a dramatic turnaround and are able to focus and children with hyperactivity or impulsivity are able to pay attention in classroom lessons, according to the ADHD Awareness Coalition.

Mental health and learning disabilities

We have been sharing The Calgary Herald's series on mental health and kids over the last several days, but there is plenty of further information out there on the issue, if you're interested.  Here's an abstract from a major study on learning disabilities in Canada which was done about seven years ago.  Click on the headline below or visit the PACFOLD website for more info.

TheMental Health of Canadians With Self-Reported Learning Disabilities

Alexander M. Wilson, Mount Allison University
Catherine Deri Armstrong, University of Ottawa
Adele Furrie, Ottawa, Canada
Elizabeth Walcot, Université de Sherbrooke

Abstract

There has been growing concern as to the mental health status of persons with learning disabilities (PWLD). This study examined rates of mental health problems among PWLD aged 15 to 44 years using a large, nationally representative data set. PWLD were more than twice as likely to report high levels of distress, depression, anxiety disorders, suicidal thoughts, visits to mental health professionals, and poorer overall mental health than were persons without disabilities (PWOD). Multivariate regression analyses determined that these significantly higher rates of mental health problems remained for all six measures after controlling for confounding factors including income, education, social support, and physical health. Differences found in the older adult sample (ages 30—44) were even larger than in the adolescent sample (ages 15—21) for suicidal thoughts, depression, and distress. Males with learning disabilities were more likely to report depressive episodes, anxiety disorders, and consultations with health professionals, whereas females with learning disabilities were more likely to report high distress, suicidal thoughts, and poor general mental health relative to PWOD. On balance, learning disabilities were not found to be more detrimental to mental health for one gender or the other.

A mental health toolkit for parents

As a parent, we all want to do what we can to help our kids.  Here are a few tips for keeping your kids mentally healthy from the Calgary Herald series.

What can parents do to help keep their children and youth mentally healthy? Jodie Cossette, a recreation therapist with the Eating Disorders Clinic at Alberta Children’s Hospital offers these tips:

• Find the balance between work and play. Work, school, being productive and goal-oriented are important, but so is making time to rest, rejuvenate and recharge.

• Play together as a family — and not just at sports. It can be board games, goofing around in a park, hanging out with friends and family. Have fun, keep it lighthearted.

• Aim for a healthy, balanced lifestyle on a budget. “It doesn’t have to be Hawaii for three weeks. Entertainment can be very simple, like a game of charades. Finances don’t have to be a barrier. Get back to the basics”

• Find a passion. “Life can be very difficult, demanding and stressful, whether you’re working or going to school, whether you’re a child, adolescent or adult. Having an outlet, an activity, a hobby can help restore, help heal and distract us from the difficulties — not to avoid them but to take a break from them.”

• Humour is vital. Laughter helps us breathe, let go of tension and look at life from a different perspective. “We need to be able to laugh at ourselves, knowing that we as human beings are not perfect; we are incredibly flawed. Look at the lighter side of life. Be playful.

“We cannot laugh and play all day because that’s not healthy either. Again, it’s finding the balance.”


Read more: http://www.calgaryherald.com/mental+health+toolkit+parents/5523751/story.html#ixzz1aQLk5Cs4

How to build mental health wellness in our children

The series on mental health and our children continues with this look at the impact of mental illness on our health care system - and how we can help our children stay healthy.

By Valerie Berenyi

We’ve all heard about the mind/body connection.

Psychiatrist Dr. Chris Wilkes likes to put a finer point on it.

“There is no health without mental health,” Wilkes says, explaining that it is profoundly connected to our physical health and overall well-being.

He’s got the numbers to prove that poor mental health equals poor physical health — and therefore a huge cost to our health-care system.

Wilkes and a group of other Calgary researchers recently published a paper in the Canadian Journal of Psychiatry that found Calgarians living with a psychiatric diagnosis cost Alberta’s health-care system three times more for physical (non-psychiatric) health care than those without a diagnosis.

A year ago, the same journal published a study reporting that a person with a mental health diagnosis had a 70 per cent increase in mortality.

“And it wasn’t through suicide; it was through things like diabetes, cancer, heart disease,” says Wilkes.

“There is a health care problem associated with mental health diagnoses.”

Indeed, mental illness costs the Canadian economy an estimated $51 billion annually in terms of health care and lost productivity, according to 2003 figures from Statistics Canada. It’s the No. 1 cause of disability in Canada, with 500,000 Canadians absent from work every day due to psychiatric problems.


Read more: http://www.calgaryherald.com/health/build+mental+health+wellness+children/5523755/story.html#ixzz1aQLNfHcI

What to say to support family or friends whose child may be dealing with mental health issues

When you're struggling to help a child deal with a mental health issue, you can feel alone.  Here's some advice on supporting friends or family who are trying to cope.


By Theresa Tayler, Calgary Herald

What would you do if a family member or close friend confided in you their child was struggling with a mental health issue?

It can be hard to find the right words to support someone who may be worried about their child’s health and their future.

Here are some tips from Dianna Campbell-Smith, Director, Counselling Initiatives, Calgary Counselling Centre, on what you can say to help support a parent or family during this time.

1. Assure them that their child’s mental health issue does not reflect on their parenting.

2. Let them know it’s not a big deal to ask for help by reminding them that if their child had an earache, they would visit a doctor. This is no different: checking on a concern is better than writing off a child’s behaviour as “just a phase.”

3. Tell them to trust their gut feelings — if something doesn’t seem right with their child, encourage them to ask a knowledgeable, trusted adviser for their opinion.

4. If a parent says their child has not expressed to them that they feel depressed or out of sorts, remind them that kids may not have the words for what they’re feeling. Acting out may be a signal of distress. Behavioural changes should be the alert that something may be up.

5. Remind them that it’s important to listen to their child, no matter what age they are, and to take the child’s concerns seriously.

6. Encourage them to act quickly. Getting a child treatment as soon as possible lessens the impact and long-term effects of mental health issues. Suggest that it may be better to have their child see a professional who can assess them than to leave the situation to get worse.

7. Long-term health gains far outweigh any short-term inconvenience involved in accessing help or getting treatment. Let the parent know it’s OK to be an aggressive advocate for their child; they don’t have to apologize. Mental health is just as important as their child’s marks and their physical health.


Read more: http://www.calgaryherald.com/health/What+support+family+friends+whose+child+dealing+with+mental+health+issues/5523736/story.html#ixzz1aQKHQxvI

Does family income have an effect on children's mental health?

Does a family's income have an impact on a child's mental health?  Statistics say it might.  Enjoy another of the terrific series appearing recently in the Calgary Herald.


By Gwendolyn Richards, Calgary Herald

As school started for another year last fall and students readjusted to busy schedules, Mary had more to worry about than getting her teenage daughter out the door in time for the day’s first class.

Physically beaten — and beaten down — at the hands of her then 14-year-old daughter, who was ready to take her own life, Mary had her daughter hospitalized.

For the next two weeks, doctors were able to work with Lori and make recommendations to Mary, giving the mom access to much more help than she had when her daughter was at home.

Lori (not her real name) was Mary’s fourth child, so she knew something was amiss from the start. Her baby daughter slept with her eyes open, would be caught sleepwalking and — when she headed to preschool at the age of three — teachers reported she was hitting.

The child was angry and stressed.

But not even Mary’s now ex-husband believed anything was wrong.

Alone, Mary pursued help, looking for a diagnosis that took five years to secure: attention deficit hyperactivity disorder and oppositional defiance disorder, plus depression and anxiety issues.

“If she had been my first child, maybe I would have just ignored it. But I started to see behaviours that didn’t seem normal,” Lori says. “I just kept fighting; the only thing that mattered to me was helping my kid.”

Read more: http://www.calgaryherald.com/health/Does+family+income+have+effect+children+mental+health/5523732/story.html#ixzz1aQJ1ZV00

Breaking through the stigma surrounding mental health issues

By Theresa Tayler, Calgary Herald

“It’s all in your head.”
These are words Nayely Trujillo became accustomed to hearing from friends and family as the then 14-year-old started to spin into a deep and debilitating state of depression.

Once a happy and outgoing little girl, the teen began to change just months after her great-grandmother and primary caregiver passed away. She became angry, confused and isolated.

Trujillo’s parents wondered how their once effervescent and academically proficient little girl came to be such a “problem child.”

Born in Mexico, the now 20-year-old immigrated with her family to Canada when she was a baby, eventually settling in Calgary.

“I was very close with (my great grandmother). She helped raise me, tucked me into bed at night and walked me to school in the mornings,” Trujillo explains.

“When she died it was a total reality check. I felt really lonely and I didn’t talk to anyone about it. I kept it all to myself. I was expected to stay strong for my family and for my little brother.”

As she began to isolate herself from her peer group and fight with her mom, Trujillo’s friends and family questioned her mood swings.

“People kept telling me that I was creating it. That made it worse,” she says.

Her mother became concerned that Trujillo’s behaviour was something much more than teenage angst or grief. She took her daughter to see a counsellor, and Trujillo was eventually diagnosed with depression.This wasn’t something the teen could control or simply will away.

Read more: http://www.calgaryherald.com/health/Breaking+through+stigma+surrounding+mental+health+issues/5520837/story.html#ixzz1aQH2F17F

Recognizing the signs - mental health issues in kids

Another valuable piece of information on mental health issues in children - warning signs that all parents should be looking out for.  Here's a list, as published in The Calgary Herald last week.


Babies and toddlers
Disturbed biorhythms for eating, sleeping and playing

Preschoolers
Unusually withdrawn or aggressive
Persistent nightmares
Frequent, unexplainable temper tantrums

School children
Frequent physical complaints about headaches, stomach aches
Significant fall in school work
Constant worry or anxiety that has the child refusing to go to school, to sleep or to take part in regular activities
Persistent nightmares
Persistent disobedience or aggression (longer than six months) and provocative opposition to authority figures
Frequent, unexplainable temper tantrums
Avoiding family and friends
Problems with memory, attention or concentration
Big changes in eating and sleeping patterns
Feelings of hopelessness, sadness, anxiety or crying a lot
Neglects personal appearance or basic hygiene
Substance use
Disruptive, hyperactivity; fidgeting; constant movement beyond regular playing
Hitting and/or bullying others

Preteens and youth
Marked change in school performance.
Inability to cope with problems and daily activities.
Marked changes in sleeping and/or eating habits.
Frequent physical complaints.
Sexual acting out.
Prolonged negative mood and attitude, often accompanied by little or no energy, sadness, poor appetite, difficulty sleeping
Drinking a lot and/or using drugs.
Obsessed with weight control; purging food, restricting eating, over-exercising
Avoiding family and friends and stopping activities he or she used to enjoy
Neglecting personal appearance and basic hygiene
Damaging others’ property
Frequent outbursts of anger and rage; frequent mood swings
Worrying constantly
Talk of suicide or thoughts of death
Attempts to injure themselves or attempting suicide
Acting overly suspicious of others
Seeing or hearing things that others don’t see or hear

Sources: American Academy of Child & Adolescent Psychiatry; BC Partners for Mental Health and Addictions Information (heretohelp.bc.ca); The Canadian Network for Mood and Anxiety Treatments (canmat.org); Children’s Mental Health Ontario (kidsmentalhealth.ca); Dr. Chris Wilkes


Read more: http://www.calgaryherald.com/health/flags+checklist/5515314/story.html#ixzz1a6h3qfV2

Children's mental health issues can start early in life

Here's another great article in the series on children and mental health that appeared this week in the Calgary Herald.  Let us know what you think...

Children's mental health issues can start early in life

“The foundations of mental health are shaped from the earliest days of life” — from Handle With Care, a report by the Canadian Mental Health Association

Jodi came into the world six weeks early. She wasn’t a difficult baby, but she “always needed a little extra attention,” says her mom Linda.

“We were very overprotective because she was a preemie. And I was not well as a mom because I had toxemia. It was a hugely difficult time for our family,” says Linda, a Calgarian who requested we not use the family’s last name.

As a toddler Jodi was bright and full of life; she followed her big sister around, soaking up the world like a sponge.

Just before she had her tonsils out at age six, Jodi learned about the “germs in her throat” during a preparatory session at the hospital. She began washing her hands to get rid of those germs. Constantly.


Read more: http://www.calgaryherald.com/health/Children+mental+health+issues+start+early+life/5515306/story.html#ixzz1a6gDkR4e

Huge gaps in mental health care for kids

Mental health issues in children are often misunderstood, or missed completely! The Calgary Herald is running a terrific series on mental health issues and kids, and we will be sharing it with you. Read, think and share your comments here.

Huge gaps in mental health care for Canada's kids

CALGARY — The breaking point came in 2009 when — after she threatened her family with violence and set a fire in her school — two burly police officers bundled Shyana Popplestone, then 11, into an ambulance that whisked the troubled girl to the emergency department of Alberta Children's Hospital.

That's where mom Jacqueline Popplestone desperately told a psychiatric nurse: "Either she gets admitted or I get admitted . . . Something has to be done. Something's not right. I'm tired of her being pushed around and her falling through the cracks and people not following up."


Read more: http://www.calgaryherald.com/health/Huge+gaps+mental+health+care+Canada+kids/5512818/story.html#ixzz1a6fF25lJ