ADHD-A Parents Tool Box
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Transcript of ADHD-A Parents Tool Box
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Drew YankeM.A. TLLP
www.drewyanke.webs.com
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…A medical condition characterized by inattention and/or hyperactivity-
impulsivity
One of the most common mental disorders among children, affecting
approximately 5 to 7 % of school-age children
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About 2 million children
• YOU are not ALONE
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• Difficulty sustaining attention
• Does not seem to listen
• Does not follow through on instructions
• Difficulty organizing tasks or activities
• Avoids tasks requiring sustained mental effort
• Loses things necessary for tasks
• Easily distracted
• Forgetful in daily activities
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• Fidgets with hands or feet or squirms in seat
• Leaves seat in classroom inappropriately
• Runs about or climbs excessively
• Has difficulty playing quietly
• Is “on the go” or “driven by a motor”
• Talks excessively
• Blurts out answers before questions are completed
• Has difficulty awaiting turn
• Interrupts or intrudes on others
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Regulation of attention
Regulation of motor activity
Regulation of impulsivity
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Studies in the past few years have shown that boys with ADHD tend to have brains that are more symmetrical in shape.
Three structures in the ADHD boys brains were smaller than in non-ADHD boys of the same age: prefrontal cortex, caudate nucleus, and the globus pallidus.
The prefrontal cortex is thought to be the brain's "command center;" the other two parts translate
the commands into action.
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New evidence demonstrates that not only are some of the structures slightly different, but the brain may use these areas differently.
Brain scans indicate that boys with ADHD have an abnormal increase of activity in two structures: the frontal lobe and striatal areas below it.
These areas work in part to control voluntary action. So with ADHD individuals these areas work harder to control impulses. (Once given Ritalin, this abnormal activity quieted down.)
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• Planning
• Organizing
• Starting and stopping activity
• Managing behavior
• Persisting on tasks
• Problem solving
• Working memory
• These are called Executive Functions
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Will power
Inadequate parenting
Lack of motivation
Lack of intelligence
Laziness
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Learn all you can about ADHD
Explain ADHD to your child• What it is• How it works
Understand your child’s ADHD symptoms• Ask them questions about it, the more you
know the more you can help
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Understand and communicate your expectations• Depending on their age, how much
responsibility is his or hers---and yours
Understand and listen to your child’s expectations
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Set rules for the house and the world• Explain them, agree on them, write them
down
Create Lists
VISUAL, VISUAL, VISUAL
Seek professional help
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Anger• Slow simmer, explosive, or long lasting
Frustration• Your worst day x5 (or greater)
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Arguing will get you no where---fast• It’s a feel good thing
The battle or the war—is it that big of a deal?
Distraction—it works.• Use humor, unorthodox comments, etc.
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Know the teacher
Know the principal
Homework•Create a learning place or spot in your
house•Work with your child using chunks of time•Start as early as possible to create good
study habits IEP
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You are not alone• Find support groups –CHADD,
BoysEmpowered
Social Skills
Video Games
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Methylphenidate (MPH) Products
Ritalin short & mid-acting forms
Concerta long-acting
Metadate CD mid-acting
Ritalin LA mid-acting
Focalin mid-acting
Amphetamine Products
Adderall mid-acting
Adderall XR long-acting
Dexedrine mid-acting spansule
Dextrostat mid-acting
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Nonstimulant Products
Strattera long-acting
Other Nonstimulants Products
Wellbutrin long-acting
Tenex mid-acting
Clonidine mid-acting
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insomnia
decreased appetite
weight loss
headache
irritability
Stomachache
rebound agitation or exaggeration of pre-medication symptoms as it is wearing off
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In children
decreased appetite
GI upset (can be reduced if medication taken with food)
sedation (can be reduced by dosing in evening)
lightheadedness
In adults
insomnia
sexual side effects
increased blood pressure