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ADD and ADHD

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Title: ADD and ADHD


1
ADD, ADHDor just full of Energy?
  • Colleen Finegan, Ph.D.
  • Wright State University
  • Montgomery County
  • Child and Family Services
  • Jan 27, 2005

2
What is it?
3
Imagine..
  • Imagine living in a fast-moving kaleidoscope,
    where sounds, images, and thoughts are
    constantly shifting.
  • Feeling easily bored, yet helpless to keep
    your mind on tasks you need to complete.

http//www.nativeremedies.com/focus_for_adhd.shtml
4
Imagine
  • Distracted by unimportant sights and
    sounds, your mind drives you
    from one thought or activity to the
    next.
  • Perhaps you are so wrapped up
    in a Collage of thoughts and
    images that you don't notice
    when someone speaks to you.

http//www.nativeremedies.com/focus_for_adhd.shtml
5
Imagine
  • For many, this is what it's like to have
    Attention Deficit Hyperactivity Disorder, or
    ADHD.
  • They may be unable to sit still, plan ahead,
    finish tasks, or be fully aware of what's going
    on around them.

http//www.nativeremedies.com/focus_for_adhd.shtml
6
Imagine
  • To their family, classmates or coworkers, they
    seem to exist in a whirlwind of disorganized or
    frenzied activity.
  • Unexpectedly--on some days and in some
    situations--they seem fine, often leading others
    to think the person with ADHD can actually
    control these behaviors.

http//www.nativeremedies.com/focus_for_adhd.shtml
7
Imagine
  • As a result, the disorder can mar the person's
    relationships with others in addition to
    disrupting their daily life, consuming energy,
    and diminishing self-esteem.

http//www.nativeremedies.com/focus_for_adhd.shtml
8
Definition
9
Diagnostic and Statistical Manual of Mental
Disorders (DSM-IV)
  • The DSM-IV includes standardized diagnostic
    criteria for many psychiatric disorders.
  • The following are the current diagnostic criteria
    for ADHD from the DSM-IV.
  • It should be used only for informational purposes
    and is not intended for self-diagnosis or for use
    by anyone other than a qualified health
    professional.

10
AD/HD - Diagnostic Criteria
  • A. Either (1) or (2)
  • 1. six (or more) of the following symptoms of
    inattention have persisted for at least 6 months
  • to a degree that is maladaptive and inconsistent
    with developmental level

http//www.psychologynet.org/add.html
11
AD/HD - Diagnostic Criteria
  • often fails to give close attention to details or
    makes careless mistakes in schoolwork, work, or
    other activities
  • often has difficulty sustaining attention in
    tasks or play activities

http//www.psychologynet.org/add.html
12
AD/HD - Diagnostic Criteria
  • often does not seem to listen when spoken to
    directly
  • often does not follow through on instructions and
    fails to finish schoolwork, chores, or duties in
    the workplace
  • (not due to oppositional behavior or
    failure to understand instructions)
  • http//www.psychologynet.org/add.html

13
AD/HD - Diagnostic Criteria
  • often has difficulty organizing
    tasks and activities
  • often avoids, dislikes, or is reluctant to engage
    in tasks that require sustained mental effort
  • (such as schoolwork or homework)

http//www.psychologynet.org/add.html
14
AD/HD - Diagnostic Criteria
  • often loses things necessary for tasks
    or activities (e.g., toys, school assignments,
    pencils, books, or tools)
  • is often forgetful in daily activities
  • is often easily distracted by extraneous stimuli

http//www.psychologynet.org/add.html
15
AD/HD - Diagnostic Criteria
  • 2. six (or more) of the following symptoms of
    hyperactivity-impulsivity have persisted for at
    least 6 months
  • to a degree that is maladaptive and inconsistent
    with developmental level

http//www.psychologynet.org/add.html
16
AD/HD - Diagnostic Criteria
  • Hyperactivity
  • often fidgets with hands or feet or squirms in
    seat
  • often leaves seat in classroom or in other
    situations in which remaining seated is expected
  • often has difficulty playing or engaging in
    leisure activities quietly

http//www.psychologynet.org/add.html
17
AD/HD - Diagnostic Criteria
  • Hyperactivity
  • often runs about or climbs excessively in
    situations in which it is inappropriate (in
    adolescents or adults, may be limited to
    subjective feelings of restlessness)

http//www.psychologynet.org/add.html
18
AD/HD - Diagnostic Criteria
  • Hyperactivity
  • often talks excessively
  • is often "on the go" or often acts as
    if "driven by a motor"

http//www.psychologynet.org/add.html
19
AD/HD - Diagnostic Criteria
  • Impulsivity
  • often blurts out answers before questions have
    been completed
  • often has difficulty awaiting turn
  • often interrupts or intrudes on others (e.g.,
    butts into conversations or games)

http//www.psychologynet.org/add.html
20
AD/HD - Diagnostic Criteria
  • B. Some hyperactive-impulsive or inattentive
    symptoms that caused impairment were present
    before age 7 years.
  • C. Some impairment from the symptoms is present
    in two or more settings (e.g., at school or
    work and at home).

http//www.psychologynet.org/add.html
21
AD/HD - Diagnostic Criteria
  • D. There must be clear evidence of clinically
    significant impairment in social, academic, or
    occupational functioning.

http//www.psychologynet.org/add.html
22
AD/HD - Diagnostic Criteria
  • E. The symptoms do not occur exclusively during
    the course of a
  • Pervasive Developmental Disorder Schizophrenia 
  • or other Psychotic Disorder

http//www.psychologynet.org/add.html
23
AD/HD - Diagnostic Criteria
  • and are not better accounted for by another
    mental disorder such as a/an
  • Mood
    Disorder
  • Anxiety Disorder
  • Dissociative Disorder
  • Personality Disorder

http//www.psychologynet.org/add.html
24
AD/HD-Specific Types
  • Attention-Deficit/Hyperactivity Disorder,
    Combined Type if both Criteria A1 and A2 are met
    for the past 6 months

http//www.psychologynet.org/add.html
25
AD/HD-Specific Types
  • Attention-Deficit/Hyperactivity Disorder,
    Predominantly Inattentive Type if Criterion A1
    is met but Criterion A2 is not met for the past 6
    months

http//www.psychologynet.org/add.html
26
AD/HD-Specific Types
  • Attention-Deficit/Hyperactivity Disorder,
    Predominantly Hyperactive-Impulsive Type if
    Criterion A2 is met but Criterion A1 is not met
    for the past 6 months

http//www.psychologynet.org/add.html
27
AD/HD-Specific Types
  • Note For individuals (especially adolescents and
    adults) who currently have symptoms that no
    longer meet full criteria, "In Partial Remission"
    should be specified.

http//www.psychologynet.org/add.html
28
AD/HD and Academic Achievement
  • Up to 80 of students with AD/HD exhibit academic
    performance problems.
  • adolescents with AD/HD have a much higher
    history of grade retention, special ed
    placement, and school-drop out relative to their
    peers.
  • If diagnosed as having AD/HD, the impact on
    children's educational success is often
    profound.
  •  
  • http//www.helpforadd.com/2003/february.htm

29
AD/HD and Academic Achievement
  • among children without a formal ADHD
    diagnosis, attention problems frequently have a
    tremendously adverse impact on children's
    academic achievement.
  • Among children who meet full ADHD diagnostic
    criteria, and who thus have attention problems
    that are often quite severe, the impact is likely
    to be profound.
  • http//www.helpforadd.com/2003/february.htm

30
AD/HD and Reading Achievement
  • attention problems observed in K were found
    to predict diminished reading achievement in
    fifth grade even among children who had no
    evidence of any primary reading disability. 
  • children with higher levels of teacher rated
    attention problems during first grade made
    significantly less progress in reading over the
    year than other children.
  • http//www.helpforadd.com/2003/february.htm

31
Prevalence
  • ADHD, once called hyperkinesis or minimal brain
    dysfunction, is one of the most common mental
    disorders among children.
  • It affects 3 to 5 percent of all children,
    perhaps as many as 2 million American children.

http//www.nativeremedies.com/focus_for_adhd.shtml
32
Prevalence
  • Two to three times more boys than girls are
    affected.
  • On the average, at least one child in every
    classroom in the United States needs help for the
    disorder.
  • ADHD often continues into adolescence and
    adulthood, and can cause a lifetime of frustrated
    dreams and emotional pain.

http//www.nativeremedies.com/focus_for_adhd.shtml
33
Prevalence
  • Varies by gender, age, social class and
    urban-rural
  • 1-3 of children (DSM-III or III-R)
  • 2-8 of children (DSM-IV) (Average 3-5)
  • 4.7 of adult population (DSM-IV-all types)
  • 31 malesfemales (community samples)
  • 51 - 91 (clinical samples)

Russell Barkley - ADHD Workshop cincinnati 9/14/01
34
Etiology- Neurological
  • Prenatal Injuries (10-15)
  • Post Natal Brain Damage (3-5)
  • Post-Natal Infection
  • Smaller Less Developed Brian Regions
  • Suspected Neuro-Chemical Dependancy

Russell Barkley - ADHD Workshop cincinnati 9/14/01
35
Executive Function Deficits
  • The brain is believed to be responsible for
    managing processes needed to solve problems and
    attain future goals
  • These processes may include
  • Organizational skills
  • planning,
  • future-oriented behavior,
  • set-maintenance,
  • set regulation

selective attention, maintenance of attention or
vigilance, inhibition, creativity.
http//web.uccs.edu/lthede/executiv.htm
36
Evidence for Executive
Deficits
  • Deficits on Executive Function Tests
  • Less frontal Electrical Activity
  • Reduced Blood flow to the frontal and striatal
    regions
  • Dimished frontal and straital metabolic activity
  • Smaller Frontal-Basal Gangalia-Cerebellular areas

Russell Barkley - ADHD Workshop cincinnati 9/14/01
37
Etiology - Heredity / Genetics
  • Family Aggregation of Disorder
  • Twn Studies of Heritability
  • Molecular Genetics

Russell Barkley - ADHD Workshop cincinnati 9/14/01
38
Diagnosis is Difficult
39
  • A common problem in determining ADHD lies within
    the fact that many symptoms trace to symptoms of
    other disorders.
  • Depression and anxiety contain symptoms
    analogous with those
    of ADHD.
  • Also, a majority of teenagers require
    extraneous focus on
    schoolwork and
    exhibit disorganization.

http//www.floridatoday.com/news/verge/stories/200
3/may/051803cp.htm
40
Co-Morbitity
  • AD/HD shares the symptoms and characteristics
    with many other disorders
  • Bipolar Disorder
  • Conduct Disorder
  • Anxiety Disorder
  • Oppositional Defiant Disorder (ODD)
  • Learning Disabilities

41
Co-Morbitity - Bipolar Disorder
  • Separation Anxiety
  • Rages Explosive Temper Tantrums (lasting up to
    several hours)
  • Marked Irritability
  • Oppositional Behavior
  • Frequent Mood Swings
  • Distractibility
  • Hyperactivity
  • Impulsivity
  • Restlessness/Fidgetiness
  • Silliness, Goofiness, Giddiness
  • Racing Thoughts
  • Aggressive Behavior
  • Grandiosity
  • Carbohydrate Cravings
  • Risk-Taking Behaviors
  • Depressed Mood
  • Lethargy
  • Low Self-Esteem
  • Difficulty Getting Up in the Morning
  • Social Anxiety
  • Oversensitivity to Emotional or Environmental
    Triggers  

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
42
Co-Morbitity - Conduct Disorder
  • Bullies, threatens or intimidates others
  • Initiates physical fights
  • Physically cruel to people or animals
  • Forces someone into sexual activity
  • Fire setting
  • Destruction of property
  • Stealing, Lying, Deceitfulness
  • Runs away from home
  • Truant from school
  • Stays out at night,
  • despite parental objections or punishment  

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
43
Co-Morbitity - Anxiety Disorder
  • Worry about everything, big and small
  • Headaches or other aches and pains for no
    apparent reason
  • Trouble Relaxing
  • Trouble concentrating on one thing
  • Trouble falling asleep or wake up often during
    the night
  • Have hot flashes
  • Feel nauseous when worried  

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
44
Co-Morbitity - Depression
  • Feeling Sad or Empty
  • Appears Tearful
  • In children can be irritable
  • Diminished interest in all or almost all
    activities
  • Weight loss without dieting
  • Decrease in appetite
  • Insomnia or hypersomnia
  • Loss of energy
  • Thoughts of suicide  

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
45
Co-Morbitity - Oppositional Defiant Disorder
  • Short temper
  • Argumentative with adults / authority figure
  • Deliberately annoys others
  • Angry
  • Resentful
  • Vindictive
  • Blames others for misbehavior
  • Defiance of rules
  • Has difficulty in accepting authority figures
      

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
46
Co-Morbitity - Learning Disabilities
  • The term Learning Disability can mean many
    different things.  There are 3 categories of
    learning disabilities
  • Developmental speech and language disorders
  • Academic skills disorder
  • Other  

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
47
Co-Morbitity - Giftedness
  • Traits of gifted children which may lead to false
    ADHD diagnosis include
  • off task behavior,
  • less need for sleep,
  • questioning of rules and traditions,
  • power struggles, and
  • resistance to repetitive tasks.
  •  

48
Co-Morbitity - Giftedness
  • Suggestions to help differentiate ADHD and
    giftedness
  • Unlike gifted children, those with ADHD exhibit
    problem behavior in virtually all settings.
  • Gifted students will concentrate on what
    interests them regardless of desires of parents
    and teachers, but ADHD students have brief
    attention spans in virtually all situations.
  • Both ADHD and gifted students may question
    rules, but gifted students may create their own
    complex rules and expect others to follow them.
  • Gifted students perform well with teachers or
    subjects they like, while ADHD students are
    inconsistent in virtually all areas of
    performance.

http//members.aol.com/svennord/ed/adhd.htm
49
Diagnosis
50
AD/HD - Diagnosis
  • Checklists
  • ADD Evaluation Scale
  • ADHD Rating Scale-IV
  • ADD-H Comprehensive
    Teacher/Parent Rating Scales
  • Informal Checklists

http//add.about.com/cs/comorbidcondition/a/coexis
ting.htm
51
AD/HD-Other Forms of Diagnosis
  • SPECT
  • Using a nuclear medicine technique called "single
    photon emission computed tomography" (SPECT), Dr.
    Daniel G. Amen presents a
    compelling case for the existence of
    attention deficit disorder (AD/HD)
    through hard, visual data

http//www.amenclinic.com/ac/
52
AD/HD-Other Forms of Diagnosis
  • If we agree that mental disorders and difficult
    behaviors may be related to functional problems
    in the brain,
  • and that brain SPECT imaging is a reliable
    measure of regional cerebral blood flow and thus
    activity patterns,
  • then it follows that we should take advantage of
    this powerful tool when faced with complex
    situations or with patients unresponsive to
    treatment

http//www.amenclinic.com/ac/whyspect.asp
53
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54
Intervention for Academic Problems
55
Intervention for Academic Problems
  • Tutoring

56
AD/HD - Is Tutoring Helpful?
  • tutoring provided significant benefitsfor
    children who had been poor readers to start
    with.
  • tutoring was less helpful for children with
    attention problems.  As children's level of
    attention problems increased, the benefits of
    tutoring steadily declined.
  • http//www.helpforadd.com/2003/february.htm

57
AD/HD - Is Tutoring Helpful?
  • among children whose attention problems
    approached a clinically elevated range, there was
    virtually no discernible benefit of tutoring.
  • tutoring may need to be more intensive, and/or
    specifically targeted to the special needs of
    children who are inattentive. 
  • http//www.helpforadd.com/2003/february.htm

58
If tutoring isnt beneficial then
  • There is a critical need to develop systematic
    procedures within schools for students whose
    attention problems are resulting in academic
    problems. 
  • http//www.helpforadd.com/2003/february.htm

59
Specialized Instructional Procedures
  • Although there are specialized instructional
    procedures for inattentive students that appear
    promising, research demonstrating that such
    interventions are associated with long-term gains
    in academic achievement is currently lacking.
  • http//www.helpforadd.com/2003/february.htm

60
Instructional Modification
  • Instructional modifications, although helpful
    and important, try to compensate for a child's
    attention problems rather than alleviating those
    problems directly.
  • http//www.helpforadd.com/2003/february.htm

61
Medication Treatment
  • This is also true for the impact of medication
    treatment on the long-term academic success of
    students with ADHD. 
  • Although medication treatmenthas been shown to
    be profoundly helpful in many areas, there is
    currently little evidence that it results in
    substantially better academic outcomes

http//www.helpforadd.com/2003/february.htm
62
Medication Treatment
  • Medication, although clearly yielding important
    short-term gains in attention for many children,
    does not produce any enduring gains in a child's
    ability to focus and attend.

http//www.helpforadd.com/2003/february.htm
63
EEG biofeedback
  • Promising results of EEG biofeedback in
    reducing inattentive symptoms among AD/HD
    children have also been recently reported
    (Monastra, Monastra, George, 2001) and are
    summarized at www.helpforadd.com/2003/january.htm 

64
Interactive Metronome
  • The Interactive Metronome is another new
    technology that has also shown promise in
    enhancing children's attention and academic
    functioning (http//www.interactivemetronome.com/h
    ome/index.asp)

65
Inattentive but not Disruptive
  • Many children who are inattentive tend to disturb
    others and are generally disruptive in the
    classroom. These are usually the first to be
    noticed, recommended for testing and identified.
  • However, there are children who may be
    inattentive but do not disturb others. These
    children often go unnoticed and are not
    identified as needing special assistance.

66
Inattentive but not Disruptive
  • This can be true even among inattentive
    students whose problems are severe enough to
    warrant an ADHD diagnosis, and may be especially
    likely to occur for girls who are inattentive. 
  • As a result, these children may fail to acquire
    critical academic skills in the early grades,
    which put them on a path of academic struggles.

http//www.helpforadd.com/2003/february.htm
67
AD/HD Coaching
  • AD/HD coaching aims to nurture your ability to
    self-initiate change in your daily life. It is a
    supportive, practical, concrete process in which
    you and your coach work together to identify and
    pursue your goals.
  • Coaching helps individuals with AD/HD to develop
    the structures necessary to function effectively
    and to learn practical approaches to the
    challenges of daily life.

http//www.add.org/articles/coaching/model.html
68
AD/HD Coaching
  • The coach guides the process yet does not drive
    it provides structure without imposing it
    asks questions without judgment.
  • Strategies are developed to address issues of
    time management,
  • eliminate clutter in one's home or office,
  • become more effective in personal and
    professional life.

http//www.add.org/articles/coaching/model.html
69
AD/HD Coaching
  • The coach provides encouragement,
    recommendations,
  • feedback,
  • and practical techniques such as reminders,
    questions, and calendar monitoring.
  • ADD coaching is not psychotherapy. Coaches are
    not licensed therapists, nor do coaches make any
    representation of such.

http//www.add.org/articles/coaching/model.html
70
AD/HD Coaching
  • What is the role of the client?
  • Coaching is a process that happens over time.
    Since it is a client-driven service, for coaching
    to be successful you must possess a strong desire
    for personal growth and improvement.
  • Coaching focuses on your being in action towards
    self-edification, self-improvement, creating life
    balance, and reaching goals.

http//www.add.org/articles/coaching/model.html
71
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76
Medications
77
(No Transcript)
78
Ritalyn Ritalyn SR (Sustained release)
  • Ritalin is a dopamine transmitter blocker and
    hence it amplifies dopamine release.
  • the amplification of weak dopamine signals in
    subjects with ADHD by Ritalin would enhance
    task-specific signaling
  • improve attention and decrease distractibility
  • ( the most common symptoms of ADHD)
  • http//www.nih.gov/news/pr/jan2001/nida-16.htm

79
RitalynMethylphenidate HCL
  • Its onset of action is rapid 20-30 minutes.
  • It has the shortest duration of action of 2-4
    hours.
  • Many children only benefit for 3 hours from
    medication.
  • There may be a significant "rebound" when the
    medication wears off, constituted by
    over-agitation and/or anxiety.
  • http//www.healing-arts.org/children/ADHD/medicati
    ons.htmRitalin

80
Ritalyn-SRMethylphenidate HCL

81
Adderal
  • Adderall is made by Richwood Pharmaceuticals, and
    was previously known as 'Obetral'. The dosage of
    Adderall is roughly equivalent to a comparable
    dose of Dexedrine. Adderall tablets consist of
    equal amounts of Amphetamine and
    Dextroamphetamine, with both short and
    long-acting preparations. The therapeutic effect
    is apparently more subtle and smooth than other
    preparations and the length of action is 6-9
    hours.

82
Adderal
  • Important points to note when prescribing or
    taking Adderall
  • 1. It provides therapeutic cover for a full
    school or working day.
  • 2. Adderall has been used for 'impulse-control.'
  • 3. Adderall has a distinct anorexic effect and
    therefore management of diet, especially in
    children, is essential.
  • 4. Because Adderall has a slow onset of action
    and a sloped drop-off of action, anxiety induced
    at the onset of action and rebound at drop-off is
    reduced over other stimulants

83
Dexedrine
  • Dextroamphetamine saccharate/Dextroamphetamine
    sulfate (Dexedrine)
  • Dexedrine is one of the better known stimulant
    medications and is second only to Ritalin in the
    treatment of ADHD. The generic equivalent of
    Dexedrine is Dextroamphetamine Sulfate. Because
    the PDR continues to list Dexedrine under "Diet
    Control" medications, some insurance companies
    will not cover Dexedrine for the treatment of
    ADHD.

84
Dexedrine
  • 4. Dexedrine 5mg is about equivalent to 10mg of
    Ritalin. In other words it is about twice as
    potent as Ritalin.
  • 5. Ingestion of Vitamin C and Dexedrine
    simultaneously, e.g., taking medication with
    orange juice, may significantly reduce Dexedrine
    absorption.
  • 6. Because Dexedrine in the SR form is long
    acting, it is very useful for Middle and High
    school students who forget to take their second
    or third dose. Dexedrine, however, has the
    potential side effect of reduced appetite.

85
Dexedrine
  • Important things to bear in mind when prescribing
    or taking Dexedrine
  • 1. The onset of action is 30 minutes, slower than
    Ritalin.
  • 2. The coverage provided by Dexedrine is 3 1/2 to
    4 1/2 hours about an hour longer than Ritalin,
    especially with adult administration.
  • 3. Dexedrine purportedly has a "smoother" onset
    of action and "drop-off" than Ritalin. It is
    usually almost completely absorbed and therefore
    one does not usually see the variation in onset
    of action that one sees with the use of Ritalin.

86
Dexedrine
  • Important things to bear in mind when prescribing
    or taking Dexedrine
  • 4. Dexedrine 5mg is about equivalent to 10mg of
    Ritalin. In other words it is about twice as
    potent as Ritalin.
  • 5. Ingestion of Vitamin C and Dexedrine
    simultaneously, e.g., taking medication with
    orange juice, may significantly reduce Dexedrine
    absorption.
  • 6. Because Dexedrine in the SR form is long
    acting, it is very useful for Middle and High
    school students who forget to take their second
    or third dose. Dexedrine, however, has the
    potential side effect of reduced appetite.

87
Concerta
88
Cylert
  • Pemoline (Cylert) for ADHD
  • Cylert ranks third in sales for the treatment of
    ADHD. Cylert is manufactured by Abbott no
    generic is available.
  • Unlike other stimulant medications Cylert has an
    onset of action of about an hour and must be
    taken for 1-2 weeks before improvement occurs. It
    is recommended that the dosage of this medication
    be increased in increments of 18.75mg every 2-3
    days over several weeks. Cylert is more expensive
    than Ritalin or Dexedrine.

89
Cylert
  • 1. Liver enzyme changes have occasionally been
    noted on patients taking Cylert. Baseline liver
    enzymes are recommended with follow ups at 3-6
    months.
  • 2. Persons using alcohol are at higher risk with
    this medication. Patients with either liver or
    kidney compromise should not take this
    medication.
  • 3. SSRI's affect the use of Cylert due to their
    effects on the liver P450 isoenzymes.
  • 4. Cylert is a useful alternative for patients
    with cardiovascular disease as it has no effect
    on this system.
  • 5. Cylert may cause insomnia, appetite
    suppression, and tics.

90
Metadate
91
Self-Help Books
  • Change Your Brain, Change Your Life The
    Breakthrough Program for Conquering Anxiety,
    Depression, Obsessiveness, Anger, and
    Impulsiveness by M.D. Daniel G. Amen
  • Windows into the A.D.D. Mind Understanding and
    Treating Attention Deficit Disorders in the
    Everyday Lives of Children, Adolescents and
    Adults by Daniel G. Amen
  • Healing ADD The Breakthrough Program
    That Allows You to See and Heal the 6 Types of
    ADD by Daniel G. Amen

92
Self-Help Books - for Kids
  • Putting on the Brakes
    Young People's Guide to
    Understanding Attention
    Deficit Hyperactivity Disorder
  • AND
  • The "Putting on the Brakes"
    Activity Book for Young
    People With ADHD by Patricia
    Quinn Judith Stern
  • Learning to Slow Down and Pay Attention
    A Book for Kids About ADD
    by Kathleen G. Nadeau
  • Sparky's Excellent Misadventures
    My A.D.D. Journal
    by Phyllis Carpenter, et al

93
Self-Help Books - for YoungKids
  • Shelley, the Hyperactive Turtle (Special Needs
    Collection) by Deborah M. Moss
  • Jumpin' Johnny Get Back to Work! A Child's
    Guide to ADHD/Hyperactivity by Michael Gordon
  • Otto Learns about His Medicine A Story about
    Medication for Children with ADHD by Matthew
    Galvin

94
Herbal Remedies
  • BrightSpark ADD Remedy will help you to
  • Relax and calm down
  • Be less impulsive
  • Listen more carefully
  • Follow instructions
  • Concentrate better
  • Be less distractible
  • Achieve better results at school or work
  • BrightSpark was specially formulated for children
    under 12 years of age. Adults and teenagers with
    ADD should refer to Focus ADDult
  • http//www.nativeremedies.com/brightspark_for_add.
    shtml

95
Herbal Remedies
  • Use Focus ADDult to
  • Improve focus and ability to concentrate
  • Increase attention span
  • Reduce distractibility
  • Boost memory functioning
  • Stay alert and 'sharp' while studying
  • Increase motivation and energy levels
  • Improve grades and increase study skills
  • Boost immune functioning and protect against
    illness
  • Focus ADDult was specially formulated for teens
    and adults. Children under 12 years should refer
    to Brightspark
  • http//www.nativeremedies.com/brightspark_for_add.
    shtml

96
Herbal Remedies
  • Use Focus to treat symptoms of ADHD naturally
    to
  • Use Focus to treat symptoms of ADHD naturally to
  • Reduce hyperactivity and restlessness
  • Calm, soothe and reduce mood swings
  • Improve concentration, memory and attention span
  • Improve alertness and mental focus
  • Calm over-active minds
  • Reduce impulsiveness and aggression
  • Focus is formulated for children and adults with
    ADHD. Adults with ADD (no hyperactivity) refer to
    Focus ADDult
  • http//www.nativeremedies.com/brightspark_for_add.
    shtml

97
Vision Therapy
  • VISION THERAPY improves visual skills that allow
    a person to pay attention. These skill areas
    include visual tracking, fixation, focus change,
    binocular fusion and visualization.
  • When all of these are well developed, children
    and adults can sustain attention, read and write
    without careless errors, give meaning to what
    they hear and see, and rely less on movement to
    stay alert.

http//www.add-adhd.org/attention_deficits_ADHD.ht
ml
98
Occupational Therapy
  • OCCUPATIONAL THERAPY for children with sensory
    integration dysfunction enhances their ability to
    process lower level senses related to alertness,
    body movement and position, and touch.
  • This allows them to pay more attention to the
    higher level senses of hearing and vision.

http//www.add-adhd.org/attention_deficits_ADHD.ht
ml
99
Treatment of Allergies
  • TREATMENT OF ALLERGIES to pollens, molds, dust,
    foods and/or chemicals by eliminating or
    neutralizing them has also been shown to
    alleviate the identical symptoms, and without
    side effects.

http//www.add-adhd.org/attention_deficits_ADHD.ht
ml
100
Abuse of AD/HD Medication
  • ...When stimulants are taken as prescribed, and
    treatment is appropriately monitored, they are
    safe, effective for the vast majority of children
    and teens with ADHD, and do not increase the risk
    for developing substance abuse problems
  • In factchildren with ADHD who are treated with
    stimulants are less likely to develop substance
    abuse problems than those who are not.
  • http//www.helpforadd.com/2003/may.htm

101
Abuse of ADHD Medication
  • stimulant medication abuse is a far bigger
    problem among those who are not prescribed
    stimulants than among those who are. 
  • Nonetheless, some adolescents taking medication
    to treat ADHD do misuse or abuse their
    medication, and it seems important for parents
    and professionals to be vigilant about this
    possibility. 
  • it is likely that such abuse is most likely to
    occur among adolescents who have also developed
    serious conduct problems in addition to ADHD. 
  • http//www.helpforadd.com/2003/may.htm

102
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