what is attention deficit disorder

What is Attention Deficit Disorder?

ADHD is a Neuro developmental disorder and has a strong biological/hereditary predisposition.

Although these children do not look physically handicapped, they are neurologically handicapped.

This handicap manifests itself in the way they behave.

(7th Core principles for managing ADHD, adapted from Russell Barkley, by Dr R. McCarthy, developmental paediatrician)

ADHD INDIVIDUALS MAY BE…

Hyperactive – restless, can’t sit still, very active, talk a lot, have trouble following instructions, and hard to move from recess back to work.

Impulsive – don’t stop to think before doing, don’t follow rules, don’t benefit from corrections or even their own mistakes, talk out of turn & interrupt others.

Inattentive – hard to get their attention, easily distracted, seem not to listen, tend to lose or forget things, disorganised, have trouble keeping their mind on the job. If they are primarily inattentive it is called Attention Deficit Disorder (ADD), if they are also hyperactive it is called Attention Deficit Hyperactivity Disorder (ADHD).

They may also be…

Disorganised – Because they cannot keep their mind on what they are doing they tend to be disorganised, and their memory is often unreliable because they don’t organise the information in a way that it can be easily remembered.

Variability in performance – They may know how to do a particular task, but cannot maintain the concentration, or organise themselves to do it today even though they did it fine yesterday. This can be extremely frustrating for caregivers.

Uncoordinated- Some have difficulties with fine motor co-ordination, such as tying shoe laces, or hand writing.

Other specific learning disabilities – 40% of ADHD individuals have some other learning disability (maths, reading, sequencing, perception, receptive or expressive language) in addition to the other difficulties associated with ADHD.

Socially clumsy – Often ADHD individuals misread facial expressions and body language. They can dominate friends and make others feel uncomfortable because of their intensity.

Insatiable- Nothing satisfies them for very long. When they get it into their head that they want something, they don’t let up, able to keep going on and on and whingeing long after others have given up.

(Adapted from Burnside 2000)

CORE PRINCIPLES FOR MANAGING ADHD

1. Greater immediacy of Consequences – Use feedback and consequences as quickly as possible following the unacceptable target behaviours.

2. Increased frequency of consequences – ADHD individuals require constant feedback to assist them to better control their behaviours and work productively.

3. Use of more pronounced, important consequences – seem to need greater consequences than others.

4. Act – Don’t Yack – the more you talk, the more you postpone using more appropriate consequences. ADHD is not due to a failure of knowledge or reasoning, they simply need feedback swiftly and often.

These next two are particularly helpful for children…

5. Positives before negatives – When attempting to change a problematic behaviour, first phrase it in the positive or affirmative; what do you want them to be doing. Set up a reward program to encourage further development of this behaviour. After 7-14 days of implementing your incentive program, begin selectively punishing the child for the display of the inappropriate alternative behaviour. Punishment used first and used frequently often fails to manage behaviour when it does not occur in the context of adequate ongoing rewards.

6. Anticipate problems; Have a plan – When you can anticipate what settings and contexts bring out their unacceptable their behaviours, you can set up a plan to manage the problem before it occurs, you can reduce the likelihood of the problem arising. Therefore, just before the ADHD individual moves into a problem situation, do these 5 steps.

Review 2-3 rules with the individual that they have trouble following in that situation

Set up a small immediate incentive for the person to earn if they successfully follow the rules and review this with the child

Set up a small immediate consequence for disobeying the rules. Again, review this with the child/individual

As you enter the situation, begin giving the individual feedback for their successful adherence to the plan.

Deliver your consequences immediately upon the occurrence of the positive/negative behaviours.

7. Keep a disability perspective – Always remember this individual is disabled even if the disability is not visible.

8. Maintain a sense of priorities – develop priorities you are striving to you accomplish with your individual. Do not engage in conflicts with the person over trivial, insignificant misbehaviours or minor offences.

9. Don’t personalise the Individual’s Problems – Maintain a sense of humour, perspective and personal/emotional distance from the individual’s problems.

Your methods and progress will not work all the time with an ADHD individual that you care for. When they fail, do not necessarily attribute this to your own failure or inadequacies as a caregiver to this person.

10. Practice Forgiveness – At the end of each day, forgive your special needs person for their misconduct, forgive others their misunderstandings of you in your care of this person, and forgive yourself for the mistakes you are certainly going to make in managing such a person. The special needs person should be able to start each day with a “clean slate”. (Core principles for managing ADHD, adapted from Russell Barkley, by Dr R. McCarthy, developmental paediatrician)

Try not to think of your child as having a ‘disorder’, just a different way of thinking, sometimes it would be advised that instead of trying to connect the child with ‘our world’ or ‘normality’ and ‘bring them back’ or ‘wake them up’ maybe we should attempt to become more like them. See them as talented focused individuals who do not require social and language skills to achieve what they want in their life and who still enjoy life in their own way, not necessarily in the way we would like or expect them to.

All the neurological conditions, like ADHD, ODD, ASD and Autism that individuals are being diagnosed with more and more, simply affect the way that the person communicates and relates to others.

Your Highest priority is to improve their ability to communicate in everyday situations not teach language. Just because they may not be verbal doesn’t mean they don’t understand.

We/they need to feed their minds with positive, acceptable social behaviours and not just say what is acceptable. These individuals appear to have NO conscience; they do not appear to differentiate between fact and reality. There is an absence of awareness of self and reality in the world, so they become the characters on T.V, Computer Games and Movies. This is what is known as PURE CHARACTERIZATION, Higher functioning ASD persons can learn dialogue from TV advertisements and often recite this as part of their communication to others.

There is plenty of focus given to diagnosis and to which therapies are most effective. Diagnostic tests can be extremely costly and treatment is an ongoing cost and a drain on personal finances and community resources. The tests are beneficial for research purposes and to ‘individualize’ a program, but the focus should be on improving their health and wellbeing regardless of their diagnosis or presenting symptoms.

SURVIVAL TIPS FOR CAREGIVERS…

Everyone in this modern world is BUSY. We have to be realistic with our expectations as carers and not take on guilt if we can’t ‘afford’ what seems to be the best treatment for them or spend as much time with them as we would like, and recognize that we need time out as well.

However, we can spare a little time to have some FUN together; don’t forget to laugh (even if it is just at yourselves at times!)

Everyone knows that caring for and living with a special needs person is an emotional roller coaster, with tears of frustration one minute at their behaviour and tears of happiness and pride that next when we ‘connect’ with them or make a breakthrough. We need to try to focus on the fun side that is found in every individual.

Always reassure and keep reassuring that you love them even if you do not love their behaviour.

Routines and boundaries help ADHD people feel safe and secure; this doesn’t mean restriction of their creativity or self-expression.

Tantrums/Yelling sessions are simply a form of communication. Tantrums communicate frustration or misunderstanding. An ADHD person may simply be communicating that they need time out for themselves, but don’t recognise this to verbalise this to others, so they ‘act out’ & ‘throw tantrums’ in order to be removed from the stress or frustration.

ADHD persons won’t always hear what you say, but they will hear your ‘tone’ of voice or even ‘feel’ your emotional state, they need your love, not your anger.

ADHD people require limits and clear consequences as a result of their actions even if it appears they will never comprehend or understand what you are trying to say.

SUGGESTED PROGRAM… IT IS EXTREMELY IMPORTANT TO NOTE THAT ALL THE NUTRITIONAL SUPPLEMENTS AND OTHER THERAPIES HAVE TO BE INTRODUCED VERY GRADUALLY OVER A PERIOD OF A FEW MONTHS TO AVOID ANY ADVERSE REACTIONS. THESE CHILDREN ARE ALREADY Biochemically SENSITIVE TO CHANGES, SO CARERS MUST UNDERSTAND THIS TO ENSURE THE SUPPLEMENTS AND THERAPIES ARE THE MOST EFFECTIVE.

The main aim of the nutritional supplements and dietary changes is to assist digestive and immune systems and eliminate any possible stressors that may be exacerbating the problems from a physical level. If the child feels better and their physical body is working at it’s optimum, it would be a logical assumption that the child would be in the most receptive state to work with any other programs and therapies and hopefully be less oppositional and/or resistant.

Use a superior Kidney Tonic*** to improve emotional stability and control of moods. 1 tab/day or less if child is under 4 years. This is in support that some children with ADHD suffer depression and ASD children suffer from ‘exposure anxiety’, the flight/fight response is never at rest and they are in a constant adrenaline driven state.
Use a powerful antioxidant***and START WITH A VERY SMALL AMOUNT. About ¼ tab every second day. This is in support of evidence that suggest that because of modern day living, antioxidants are now vital to assist the body to cope with the many toxins and carcinogens that attack us from many areas such as air pollution, water pollution and chemicals in personal care products, food, clothing, new cars, new furniture, household cleaners and washing detergents. Electromagnetic Radiation from TVs, Computers, mobile phones, cordless phones and microwaves is also a toxic problem.
An organic plant based liquid mineral supplement*** is used to restore healthy bacteria in the digestive system. Small amounts throughout the day for 3 months and then can go on to a man made colloidal supplement*** for long-term maintenance of mineral health, once the healthy bacteria are restored. (To support research from Dr Robyn Cosford at Congress, and in support of other evidence now linking long term antibiotic use for children, the proteins in vaccines, and gastrointestinal disturbances through inadequate nutrition or illness that strip the healthy bacteria in the gut and this lack of healthy intestinal bacteria means that peptides (small proteins) can be reabsorbed through the lining of intestines back into bloodstream and once they enter the brain, they become neurotoxins. the plant based mineral supplement restores healthy bacteria and the man made colloidal supplement maintains this and gives body all its essential minerals required for optimum growth and development.
Essential Fatty Acids (EFA) to assist learning difficulties (**article from Lancet, June 1995, August 1995, and American Journal of Clinical Nutrition, 1995, Evidence that ADD and Autism Spectrum have low levels of essential fatty acids in brain, Omega 3 etc in EFA boost these to a healthy level.)
Make dietary changes for life. Avoid dairy and wheat/gluten as much as possible. Avoid preservatives and colours in food. Follow ‘Fed Up’ book by Sue Dengate guidelines as closely as possible and purchase the Chemical Maze Booklet by Bill Statham.
Install Water Filter (Wellness Water Filter system is highly recommended) or buy Unique bottled water.
Limit exposure to modern day toxicities…change to safe personal care products, and limit exposure to TV, Computer, Mobile phones and microwaves, safe household cleaners and washing detergents.
Teach Buteyko therapy. (With a qualified Buteyko practitioner) (Again to support evidence that stress/anxiety causes a constant lack of oxygen to all systems of body)
Bowen therapy and Sound Therapy (‘bells’ CD) to assist with any postural difficulties that may be present. Sound Therapy (28 min CD) once/week. Do not use if child is on Ritalin, Dexamphetamine, any antidepressant, or mind altering drug. (Contraindication for using these sounds) (Can assist with sleep patterns, postural alignment) Contact Mark.
Avatar (electrodermal screening) to reverse affects of any vaccinations (Vaccines can cause an auto-immune over-response and the proteins in vaccines can then become neurotoxins) and Avatar can also assist with individually tailored remedies to assist the body's stressors. Visit: http://www.besthealth.com.au/Avatar.htm to find a practitioner nearest you.
Recommended further readings:
- Dengate, S. (1998) Fed Up. Random House Australia Pty Ltd.
- Larkey, S. (2002) Making it a Success. A.C.E.S
- Scheibner, V. (1993) Vaccination. Dr Viera Scheibner.
- Statham, B. (2002) The Chemical Maze. (2^nd ed.) POSSIBILITY. COM

Recommended magazine subscription: Informed Choice Magazine. Contact: http://www.informedchoice.com.au See issue: Vol.1 No.2 2003 for special feature on Autism/ADD.

***Contact Mark for further information on any of these supplements

The last section is relevant to parents and caregivers:

Let's CONSIDER WHAT IS HAPPENING TO ALL CHILDREN LIVING IN TODAY’S WORLD…

1. Stress from Social changes…Broken homes, different family types, gay families, single mothers, single fathers, blended families; step parents and/or step siblings, relocations – new homes, new schools, new areas, new country, new jobs for parents, language barriers, cultural differences, racial differences and religious differences.

2.Stress from Social expectations…Parental pride, sibling rivalry/competitiveness, academic expectations, sporting expectations, other extra-curricular expectations e.g.. Dancing, musical abilities, scouts, girl guides.

3. Stress from environmental factors…High toxicity levels, Low nutritional levels in food-even ‘organic’, Unsafe drinking water, Known Carcinogens and other dangerous chemicals in household cleaners and personal care products and cosmetics, Proteins in Vaccines, Toxic chemicals in modern day pharmaceutical drugs, Air pollution from industrial waste, Less oxygenated air available, and Electromagnetic Radiation from microwaves, TV’s, Radios, Computers and Mobile phones and from other electrical sources both inside and outside of the home such as power points, electric meter boxes and overhead power lines.

Every Individual is made up of a different chemical composition; we all react differently to these environmental and social stressors. Individuals may have a genetic predisposition to these conditions, but the triggers will be different, it may only take one thing that causes it in one person and a combination of things in another. ADHD persons present with some generalized symptoms, but their condition varies greatly from mild to severe.

THERE IS A NEED TO LOOK AT ALL THE PLAYERS IN THIS CYCLE OF STRESS, DESPAIR, FRUSTRATION AND IMMENSE JOY…

1. PARENTS…financial burden, emotional strain, guilt and anxiety.

2. CHILD WITH SPECIAL NEEDS…anxiety, stress, doesn’t understand effect of his/her actions and behaviour of others.

3. SIBLINGS…Remember the siblings-‘Handle with care’ they have ‘special needs’ too, especially self-esteem and self-confidence. They often have extra responsibilities, have to grow up quicker & parents may spend less time with them which could lower their self esteem if they feel less special or less loved, could be frustrated or angry at sibling with disability at times and overprotective at other times.

4. SCHOOLS/PRESCHOOLS AND EDUCATIONAL INSTITUTIONS…lack of understanding, misunderstanding, often no real support for class teacher, teacher may feel it reflects on his/her own teaching style being inadequate, also stress and strain on other class members because of child with special needs being a disruption/distraction in class.

5. HEALTH CARE PROFESSIONALS…Paediatricians, Psychologists, Speech Pathologists, Occupational Therapists, Play therapists, Bowen therapists, Chiropractors, Nutritionists, Homoeopaths etc…all are ‘specialists’ and can be very beneficial to our children, but can only offer so much help or assistance and can get frustrated at the limited consultation time with your child; which results in a lot of ‘homework’ for the parents.

A final note:

My 3 standards to live by:

Do the best you can

You are no better or no lesser than ANYONE

Grow from everything you do