So have you got students like So have you got students like this in your classroom?this in your classroom?

ADHD – Brain ADHD – Brain desynchronization, malfunction desynchronization, malfunction

or something else?or something else?Some holistic approaches for Some holistic approaches for managing the ADHD children!managing the ADHD children!

ByBy

Nikola DjarovNikola Djarov

DSM-IV (Text Revision) DefinitionDSM-IV (Text Revision) DefinitionAttention-Deficit/Hyperactivity Attention-Deficit/Hyperactivity

Disorder Disorder Definition: Definition: Attention-Deficit/Hyperactivity Disorder (AD/HD) is a Attention-Deficit/Hyperactivity Disorder (AD/HD) is a

neurobiological disorder. Typically children with AD/HD have neurobiological disorder. Typically children with AD/HD have developmentally inappropriate behavior, including poor attention skills, developmentally inappropriate behavior, including poor attention skills, impulsivity, and hyperactivity. These characteristics arise in early childhood, impulsivity, and hyperactivity. These characteristics arise in early childhood, typically before age 7, are chronic, and last at least 6 months. Children with typically before age 7, are chronic, and last at least 6 months. Children with AD/HD may also experience problems in the areas of social skills and self AD/HD may also experience problems in the areas of social skills and self esteem. esteem.

According to DSM-IV (pp. 83-84),According to DSM-IV (pp. 83-84), there are three subtypes:there are three subtypes:Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive Type: Type: This subtype is used if six (or more) symptoms of inattention (but This subtype is used if six (or more) symptoms of inattention (but fewer than six symptoms of hyperactivity-impulsivity) have persisted for at fewer than six symptoms of hyperactivity-impulsivity) have persisted for at least six months.least six months.

Attention-Deficit/Hyperactivity Disorder Predominantly Hyperactive-Attention-Deficit/Hyperactivity Disorder Predominantly Hyperactive-Impulsive TypeImpulsive Type: This subtype should be used if six (or more) symptoms of : This subtype should be used if six (or more) symptoms of hyperactivity-impulsivity (but fewer than six of inattention) have persisted for hyperactivity-impulsivity (but fewer than six of inattention) have persisted for at least six months.at least six months.

Attention-Deficit/Hyperactivity Disorder Combined TypeAttention-Deficit/Hyperactivity Disorder Combined Type: This subtype : This subtype should be used if six (or more) symptoms of inattention and six (or more) should be used if six (or more) symptoms of inattention and six (or more) symptoms of hyperactivity-impulsivity have persisted for at least six months. symptoms of hyperactivity-impulsivity have persisted for at least six months.

Inattention Inattention (a) often fails to give close attention to details or makes careless mistakes in (a) often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activitiesschoolwork, work or other activities(b) often has difficulty sustaining attention in tasks or play activity(b) often has difficulty sustaining attention in tasks or play activity(c) often does not seem to listen when spoken to directly(c) often does not seem to listen when spoken to directly(d) often does not follow through on instructions and fails to finish schoolwork, chores (d) 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 or duties in the workplace (not due to oppositional behavior or failure to understand instructions)instructions)(e) often has difficulty organizing tasks and activities(e) often has difficulty organizing tasks and activities(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained (f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)mental effort (such as schoolwork or homework)(g) often looses things necessary for tasks or activities (e.g., toys, school (g) often looses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools)assignments, pencils, books or tools)(h) is often easily distracted by extraneous stimuli(h) is often easily distracted by extraneous stimuli(i) is often forgetful in daily activities (i) is often forgetful in daily activities

HyperactivityHyperactivity(a) often fidgets with hands or feet or squirms in seat(a) often fidgets with hands or feet or squirms in seat(b) often leaves seat in classroom or in other situations in which remaining seated is (b) often leaves seat in classroom or in other situations in which remaining seated is expectedexpected(c) often runs about or climbs excessively in situations in which it is inappropriate (in (c) 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)adolescents or adults, may be limited to subjective feelings of restlessness)(d) often has difficulty playing or engaging in leisure activities quietly(d) often has difficulty playing or engaging in leisure activities quietly(e) is often “on the go” or often acts as if “driven by a motor”(e) is often “on the go” or often acts as if “driven by a motor”(f) often talks excessively(f) often talks excessively

ImpulsivityImpulsivity(g) often blurts out answers before questions have been completed(g) often blurts out answers before questions have been completed(h) often has difficulty awaiting turn(h) often has difficulty awaiting turn(i) often interrupts or intrudes on others (e.g., butts into conversations or games) [1](i) often interrupts or intrudes on others (e.g., butts into conversations or games) [1]

SymptomsSymptoms

Short Neuroanatomy-physiological reviewShort Neuroanatomy-physiological review

What is Happening in the Brain of a Person with ADHD ?What is Happening in the Brain of a Person with ADHD ?

The latest researches have shown that several areas of the brain are affected:The latest researches have shown that several areas of the brain are affected:• Frontal lobes-Frontal lobes-The frontal lobes help us to pay attention to tasks, focus concentration, make The frontal lobes help us to pay attention to tasks, focus concentration, make

good decisions, plan ahead, learn and remember what we have learned. The frontal lobes also good decisions, plan ahead, learn and remember what we have learned. The frontal lobes also help us to behave appropriately for a given situation. Emotional issues such as anger, frustration, help us to behave appropriately for a given situation. Emotional issues such as anger, frustration, and irritability that come on impulsively in some types of ADHD probably come from the pre-and irritability that come on impulsively in some types of ADHD probably come from the pre-frontal cortex.frontal cortex.

• Inhibitory Mechanism of cortex-Inhibitory Mechanism of cortex-The Attention Deficit Disorder children have show n excessive The Attention Deficit Disorder children have show n excessive slow brainwave activity (theta and alpha ranges) compared to non- ADD ADHD activity. The slow slow brainwave activity (theta and alpha ranges) compared to non- ADD ADHD activity. The slow brainwave activity indicates a lack of control in the cortex of the brain.brainwave activity indicates a lack of control in the cortex of the brain.

• Limbic system-Limbic system-The limbic system is the base of our emotions and our highly vigilant look-out The limbic system is the base of our emotions and our highly vigilant look-out tower. If the limbic system is over-activated, a person might have wide mood swings, or quick tower. If the limbic system is over-activated, a person might have wide mood swings, or quick temper outbursts. He might also be "over-aroused," quick to startle, touching everything around temper outbursts. He might also be "over-aroused," quick to startle, touching everything around him, hyper –vigilant. him, hyper –vigilant.

• Reticular activation system-Reticular activation system-The Reticular Activating System is the attention center in the brain. The Reticular Activating System is the attention center in the brain. It is the key to "turning on your brain," and also seems to be the center of motivation.The It is the key to "turning on your brain," and also seems to be the center of motivation.The Reticular Activating System is connected at its base to the spinal cord where it receives Reticular Activating System is connected at its base to the spinal cord where it receives information projected directly from the ascending sensory tracts. The brain stem reticular information projected directly from the ascending sensory tracts. The brain stem reticular formation runs all the way up to the mid-brain.formation runs all the way up to the mid-brain. [2],[7] [2],[7]

Marked areas:Marked areas:A.A. Spatial working memory Spatial working memoryB. B. Spatial working memory, performance of self-ordered tasksSpatial working memory, performance of self-ordered tasksC. C. Spatial, object and verbal working memory, self-ordered tasks, analytic reasoningSpatial, object and verbal working memory, self-ordered tasks, analytic reasoningD. D. Object working memory, analytic reasoningObject working memory, analytic reasoning

MRI scans of normal and ADHD brainsMRI scans of normal and ADHD brainsactivityactivity

In these PET scans (a type of radiology imaging), the brain of the ADHD patient (right) shows less activity,

especially in the frontal areas (top of the image) compared with the non-ADHD patient (left).

General approaches for managing ADHDGeneral approaches for managing ADHD

PsychotherapyPsychotherapy Behavior ModificationBehavior Modification CounselingCounseling Play therapyPlay therapy Support GroupsSupport Groups MedicationMedication

General approaches for managing ADHDGeneral approaches for managing ADHD

Medications:Medications:• StimulantsStimulants – –Methylphenidate/(Ritalin) it’s Methylphenidate/(Ritalin) it’s a Schedule II drug which acts on dopamine and a Schedule II drug which acts on dopamine and

norepinephrine, to block reuptake from the space in between cells. norepinephrine, to block reuptake from the space in between cells. VariantsVariants: Concerta, Focalin, : Concerta, Focalin, Metadate, DaytranaMetadate, Daytrana

Adderal Adderal is a is a mix of several amphetamine salts and like Ritalin is a highly effective is a is a mix of several amphetamine salts and like Ritalin is a highly effective treatment.treatment.

Vyvanse/Dexedrine-iVyvanse/Dexedrine-it’s made only from the d-type of amphetamine with none of the l-type. t’s made only from the d-type of amphetamine with none of the l-type. Non stimulantsNon stimulants - - IntunivIntuniv is a treatment that was initially used for lowering blood pressure and is a treatment that was initially used for lowering blood pressure and

has  recently become more fashionable for treating ADHD, a use for which it was recently has  recently become more fashionable for treating ADHD, a use for which it was recently approved.  Intuniv is pretty much the opposite of the stimulants, which approved.  Intuniv is pretty much the opposite of the stimulants, which raiseraise blood pressure and blood pressure and stimulate the body. stimulate the body. VariantsVariants: Clonidine, Guanfacine. : Clonidine, Guanfacine. Stratera -Stratera - Like Ritalin, Strattera also works Like Ritalin, Strattera also works on the norepinephrine chemical and prevents its removal from the space in between cells.  on the norepinephrine chemical and prevents its removal from the space in between cells.  Despite a similar mechanism of action, it does not have work immediately, however.  It can take Despite a similar mechanism of action, it does not have work immediately, however.  It can take up to 8 weeks for Strattera to show its full benefit. up to 8 weeks for Strattera to show its full benefit. Provigil/ Modafanil Provigil/ Modafanil -- It keeps enough of the It keeps enough of the amphetamine like behavior of Adderall to provide the kick needed to treat ADHD, while having a amphetamine like behavior of Adderall to provide the kick needed to treat ADHD, while having a host of other chemical behaviors that, some argue, may make it less addictive and less risky.host of other chemical behaviors that, some argue, may make it less addictive and less risky.

WellbutrinWellbutrin is a antidepressant which act as an inhibitor of reuptake of norepinephrine and is a antidepressant which act as an inhibitor of reuptake of norepinephrine and dopamine, and could convert by the body into some form of amphetamine. dopamine, and could convert by the body into some form of amphetamine. The TricylcicThe Tricylcic class of class of antidepressants has been shown to have significant benefit in treating ADHD. They reduces antidepressants has been shown to have significant benefit in treating ADHD. They reduces some of the ADHD symptoms, especially behavioral, may start occurring in less than a week, as some of the ADHD symptoms, especially behavioral, may start occurring in less than a week, as opposed to the 3-4 weeks it takes for the antidepressant effect. [3]opposed to the 3-4 weeks it takes for the antidepressant effect. [3]

Have you ever heart about all this people ?Have you ever heart about all this people ? Architect- Architect- Frank Lloyd Wright Frank Lloyd Wright

ArtistsArtists-- Salvador Dali, Pablo Picasso, Vincent Van Gogh-- Salvador Dali, Pablo Picasso, Vincent Van Gogh

AthletesAthletes-Terry Bradshaw, Michael Phelps, Pete Rose, Nolan Ryan, Michael Jordan, -Terry Bradshaw, Michael Phelps, Pete Rose, Nolan Ryan, Michael Jordan, Jason KiddJason Kidd

Authors-Authors-Charlotte and Emily Bronte, Samuel Clemens, Emily Dickenson, Edgar Allan Charlotte and Emily Bronte, Samuel Clemens, Emily Dickenson, Edgar Allan Poe, Ralph Waldo, Emerson, Robert Frost, George Bernard Shaw, Henry, David Poe, Ralph Waldo, Emerson, Robert Frost, George Bernard Shaw, Henry, David Thoreau, Leo Tolstoy,Thoreau, Leo Tolstoy,

Tennessee Williams,, Virginia Woolf, William Butler YeatsTennessee Williams,, Virginia Woolf, William Butler Yeats

Composer-Composer-Wolfgang Amadeus MozartWolfgang Amadeus Mozart

Entrepreneurs and Business Leaders-Entrepreneurs and Business Leaders-Andrew Carnegie, Malcolm Forbes, Henry FordAndrew Carnegie, Malcolm Forbes, Henry FordBill Gates, David Neeleman, Paul Orfalea, Ted TurnerBill Gates, David Neeleman, Paul Orfalea, Ted Turner

ExplorersExplorers- Christopher Columbus, Lewis and Clark- Christopher Columbus, Lewis and Clark

EntertainersEntertainers-Ann Bancroft, Jim Carrey, Steve McQueen, Jack Nicholson, Ty Pennington-Ann Bancroft, Jim Carrey, Steve McQueen, Jack Nicholson, Ty PenningtonElvis Presley, Evil and Robbie Knievel, Sylvester Stallone, Robin Williams, Wright Elvis Presley, Evil and Robbie Knievel, Sylvester Stallone, Robin Williams, Wright BrothersBrothers

InventorsInventors -Alexander Graham Bell, Thomas Edison, Benjamin Franklin -Alexander Graham Bell, Thomas Edison, Benjamin Franklin

PhotographerPhotographer - Ansel Adams - Ansel Adams

Physicist - Physicist - Albert EinsteinAlbert Einstein

Political Figures - Political Figures - James Carville, John F. Kennedy James Carville, John F. Kennedy

What are the two What are the two common facts that common facts that united all of them?united all of them?

How they succeeded in How they succeeded in there lives without a there lives without a modern technology, modern technology,

medication and medication and guidance?guidance?

Holistic approaches for managing ADHDHolistic approaches for managing ADHD

To Empower! - Not Control!To Empower! - Not Control! Looking at the whole child is the key concept used in this Looking at the whole child is the key concept used in this approach. Very seldom you will find a positive report or article, which stresses on the ADHD approach. Very seldom you will find a positive report or article, which stresses on the ADHD strengths, rather than there deficits. strengths, rather than there deficits.

There are several aspect of this approach which we have to change to succeed with the There are several aspect of this approach which we have to change to succeed with the integration of this students:integration of this students:

• CognitiveCognitive is using focusing and attention training skills. is using focusing and attention training skills.• EcologicalEcological is focusing on the proper food intake, the personal timing tasks and environment is focusing on the proper food intake, the personal timing tasks and environment

preferences.preferences.• Physical Physical is based on giving the students opportunity to move in the class in appropriate matter, is based on giving the students opportunity to move in the class in appropriate matter,

the use of manipulative and hand-on teaming. the use of manipulative and hand-on teaming. • EmotionalEmotional is based on the multi intelligence approach and the necessity of the role-models. is based on the multi intelligence approach and the necessity of the role-models.• Behavioral Behavioral is using the behavior contract like a tool and requires immediate feedback.is using the behavior contract like a tool and requires immediate feedback.• SocialSocial is using class meetings and communication strategies which stresses on the “I” language. is using class meetings and communication strategies which stresses on the “I” language.• Educational Educational is using the high stimulation, not low stimulation conditions and attention- grabbing is using the high stimulation, not low stimulation conditions and attention- grabbing

strategies.[5]strategies.[5]

Can you add some more aspects which could be useful?Can you add some more aspects which could be useful?

Optimizing neurological developmentOptimizing neurological development Optimizing neurological development –Optimizing neurological development – this treatment is base on the concept of this treatment is base on the concept of

the Neuro- Development Treatment the Neuro- Development Treatment (NDT)(NDT) approach, which primary was design for treatment CP approach, which primary was design for treatment CP children by K.Bobath and B. Bobath. The type of motor response to a sensory input that occurs children by K.Bobath and B. Bobath. The type of motor response to a sensory input that occurs within the brain stem is always a reflex reaction. The concept is that by inhibiting some of the within the brain stem is always a reflex reaction. The concept is that by inhibiting some of the Primitive and Postural reflexes( which still remain intact) we can give the chance to the brain to Primitive and Postural reflexes( which still remain intact) we can give the chance to the brain to re-educate itself.re-educate itself.

The retention of some of those reflexes is directly related to the education process:The retention of some of those reflexes is directly related to the education process:• Moro ReflexMoro Reflex - Mood swings , Unexpected sudden changes of behavior, Aggressive outbursts, - Mood swings , Unexpected sudden changes of behavior, Aggressive outbursts,

Perceptual difficulties both visual and auditory, Copying difficulties, Over sensitivity to particular Perceptual difficulties both visual and auditory, Copying difficulties, Over sensitivity to particular frequencies of sounds and textures.frequencies of sounds and textures.

• The Grasping ReflexesThe Grasping Reflexes ( (Palmar, Plantar, Rooting and Infantile Suck ReflexesPalmar, Plantar, Rooting and Infantile Suck Reflexes)- Poor pincer )- Poor pincer grip between thumb and forefinger, Immature pencil grip, Poor control of mouth for speech, Poor grip between thumb and forefinger, Immature pencil grip, Poor control of mouth for speech, Poor co-ordination of breathing and speech, Poor running skills.co-ordination of breathing and speech, Poor running skills.

• ATNR - ATNR - Poor reading skills, inability to follow a line, getting lost along the line, losing placePoor reading skills, inability to follow a line, getting lost along the line, losing place , , Blurring and double image as the two eyes cannot work together for binocular vision, Inability to Blurring and double image as the two eyes cannot work together for binocular vision, Inability to read when there are many lines on a page rather than the odd word and pictures, Poor writing read when there are many lines on a page rather than the odd word and pictures, Poor writing and copying, Poor hand eye co-ordination, Hates writing, slow with much less achieved than and copying, Poor hand eye co-ordination, Hates writing, slow with much less achieved than would be expected, Difficulty with spelling and grammar and context both in reading and writing, would be expected, Difficulty with spelling and grammar and context both in reading and writing, Poor co-ordination, balance difficulties when moving, Reversal of letters, numbers, Confusion Poor co-ordination, balance difficulties when moving, Reversal of letters, numbers, Confusion with tens and units, Continues to draw a circle in a clockwise direction, Difficulty following multiple with tens and units, Continues to draw a circle in a clockwise direction, Difficulty following multiple instructions, poor memory, Imaginative, artistic, but with poor sequential skills, poor at arithmetic, instructions, poor memory, Imaginative, artistic, but with poor sequential skills, poor at arithmetic, tables, Selfishness, Can’t wait for reward, wants everything NOW.tables, Selfishness, Can’t wait for reward, wants everything NOW.

• TLR - TLR - Poor posture with either stooping or arching of the body backwards, Poor balance, falling, Poor posture with either stooping or arching of the body backwards, Poor balance, falling, Poor spatial awareness, difficulty knowing where self is relation to space and others: sitting too Poor spatial awareness, difficulty knowing where self is relation to space and others: sitting too close, poor development of personal space, hitting head in swimming pool, Poor arrangement of close, poor development of personal space, hitting head in swimming pool, Poor arrangement of work on paper, Poor near vision, reading and copying difficulty, Problems with spatial concepts in work on paper, Poor near vision, reading and copying difficulty, Problems with spatial concepts in math, algebra, geometry, Problems with grammar and tense, Poor short term memory, Inability to math, algebra, geometry, Problems with grammar and tense, Poor short term memory, Inability to swing from or climb a rope.swing from or climb a rope.

Optimizing neurological developmentOptimizing neurological development• STNR - STNR - Poor sitting position, head lowering to desk as working, Poor standing position, stooped Poor sitting position, head lowering to desk as working, Poor standing position, stooped

shoulders, bent knees, flexed hips, Preference to sit on the floor, or lie on floor or couch, shoulders, bent knees, flexed hips, Preference to sit on the floor, or lie on floor or couch, Fidgeting whilst sitting, concentration difficulties, Reading difficulty from seated position, Poor Fidgeting whilst sitting, concentration difficulties, Reading difficulty from seated position, Poor attention to work, poor quality and amount, Poor writing and copying, many errors in copying, attention to work, poor quality and amount, Poor writing and copying, many errors in copying, very slow, Poor impulse control, Poor concentration and short term memory.very slow, Poor impulse control, Poor concentration and short term memory.

• Spinal Galant ReflexSpinal Galant Reflex-Poor control of legs, Poor speech development, Poor listening skills, Poor -Poor control of legs, Poor speech development, Poor listening skills, Poor development of grammar and spelling.development of grammar and spelling.

Treatment by using kinesthetic exercises-Treatment by using kinesthetic exercises- The basis of the exercises is to give the brain a The basis of the exercises is to give the brain a second chance by repeating similar movements that should naturally occur in the first year of life. second chance by repeating similar movements that should naturally occur in the first year of life. About 90% of all sensory nerves are situated in the muscles, and ligaments, informing us of the About 90% of all sensory nerves are situated in the muscles, and ligaments, informing us of the relative position of our limbs and body in relation to ourselves and space. Movement will relative position of our limbs and body in relation to ourselves and space. Movement will therefore always stimulate a good proportion of that 90% of sensory nerves. The fact that there is therefore always stimulate a good proportion of that 90% of sensory nerves. The fact that there is such a large percentage of sensory nerves related to muscle position demonstrates how such a large percentage of sensory nerves related to muscle position demonstrates how important movement is in the whole scheme of awareness and adjustment. Awareness and important movement is in the whole scheme of awareness and adjustment. Awareness and adjustment being the two vital components of learning. The effects of treatment are usually adjustment being the two vital components of learning. The effects of treatment are usually visible very quickly, but they rarely address the reading and writing difficulties initially. Some visible very quickly, but they rarely address the reading and writing difficulties initially. Some additional exercises encourage development of this enlarged nerve network between the various additional exercises encourage development of this enlarged nerve network between the various specialist centers within the brain, increasing the number and speed of communication between specialist centers within the brain, increasing the number and speed of communication between the specific senses. [6],[7]the specific senses. [6],[7]

Can you accept the challenge to complete NDT Can you accept the challenge to complete NDT course?course?

Enhance Learning PerformanceEnhance Learning Performance Build a solid neurological foundation that supports vibrant living and learning practices, starting Build a solid neurological foundation that supports vibrant living and learning practices, starting

with fetal development and continuing throughout life. Fully develop the sensory-motor systems with fetal development and continuing throughout life. Fully develop the sensory-motor systems called upon to read, write, spell and think logically. Strengthen the visual, auditory, tactile and called upon to read, write, spell and think logically. Strengthen the visual, auditory, tactile and proprioception systems through Neuro-stimulation. proprioception systems through Neuro-stimulation.

Here are some practical strategies ready to use related to the mention above concept:Here are some practical strategies ready to use related to the mention above concept:• WARM UPWARM UP – Take a few deep, relaxing breaths with your eyes open or closed, feel a sense of – Take a few deep, relaxing breaths with your eyes open or closed, feel a sense of

peaceful relaxation. RUB your HANDS together, feel the heat, then place your hands over your peaceful relaxation. RUB your HANDS together, feel the heat, then place your hands over your face and feel the soothing warmth. Very gently massage the forehead, temple, ears, nose, lips face and feel the soothing warmth. Very gently massage the forehead, temple, ears, nose, lips and cheeks, stimulating the trigeminal nerve connecting these senses. and cheeks, stimulating the trigeminal nerve connecting these senses.

• ACTIVATE BOTH HEMISPHERESACTIVATE BOTH HEMISPHERES – STAND and perform CROSS-LATERAL movements – – STAND and perform CROSS-LATERAL movements – HIGH, LOW, FAST, SLOW, BIG, SMALL, NOT AT ALLHIGH, LOW, FAST, SLOW, BIG, SMALL, NOT AT ALL

• NEW PHYSICAL ACTIVITIES-NEW PHYSICAL ACTIVITIES-Researchers at John Hopkins found that after 5 or 6 hours of Researchers at John Hopkins found that after 5 or 6 hours of learning a new physical skill, the brain shifts from short-term memory in the pre-frontal cortex to learning a new physical skill, the brain shifts from short-term memory in the pre-frontal cortex to long-term memory in the posterior parietal cortex and cerebellum. Even without practice – these long-term memory in the posterior parietal cortex and cerebellum. Even without practice – these new skills become hard-wired into the brain. new skills become hard-wired into the brain.

• TRY THESE VISUAL ACTIVITIES-TRY THESE VISUAL ACTIVITIES-MirrorMirror the movements of the leader or partner – try to mimic the movements of the leader or partner – try to mimic them perfectly , Focus on your index finger as it traces the wheel design posted on the wall, them perfectly , Focus on your index finger as it traces the wheel design posted on the wall, Catch a ball or bean bag. Toss them to yourself throwing and catching with opposite hands, Catch a ball or bean bag. Toss them to yourself throwing and catching with opposite hands, Recite the words as they are quickly flashed on cards in front of you.Recite the words as they are quickly flashed on cards in front of you.

• TRACE - TRACE - Here is a highly effective way to teach reading and spelling – even the most dyslexic Here is a highly effective way to teach reading and spelling – even the most dyslexic can experience success. The method involves tracing. The hand movements engage the motor can experience success. The method involves tracing. The hand movements engage the motor cortex – however make sure the tracing movements are large, involving the arm to build the cortex – however make sure the tracing movements are large, involving the arm to build the neural connections. Tracing engages the parietal lobe – the part of the brain where writing and neural connections. Tracing engages the parietal lobe – the part of the brain where writing and spelling resides. This is especially helpful to those students who don’t have association fibers spelling resides. This is especially helpful to those students who don’t have association fibers connecting the temporal lobe (involved with saying words orally) and the parietal lobe (which connecting the temporal lobe (involved with saying words orally) and the parietal lobe (which handles spelling and visualization). These students can spell orally but find it difficult to write the handles spelling and visualization). These students can spell orally but find it difficult to write the words correctly. Tracing will embed the images throughout the brain, helping them succeed. words correctly. Tracing will embed the images throughout the brain, helping them succeed.

Enhance Learning Performance - continuesEnhance Learning Performance - continues• Vestibular Challenges - Vestibular Challenges - The vestibular system provides the basic framework for visual, auditory The vestibular system provides the basic framework for visual, auditory

and body senses to make sense of time and space. When immature, the vestibular system and body senses to make sense of time and space. When immature, the vestibular system interferes with learning – students may need to move continually to orient themselves. Forced to interferes with learning – students may need to move continually to orient themselves. Forced to sit still, they may be lost in space. Disoriented – they may overreact to situations. Constant sit still, they may be lost in space. Disoriented – they may overreact to situations. Constant movement (e.g., wiggling, shaking the head, bouncing in chair) is needed to stay focused. movement (e.g., wiggling, shaking the head, bouncing in chair) is needed to stay focused. Spinning, stopping and starting, swinging, balancing activities are required in that cases. Spinning, stopping and starting, swinging, balancing activities are required in that cases.

• Improve Reading -Improve Reading -Three brain systems involved with reading – the inferior frontal gyrus (Broca Three brain systems involved with reading – the inferior frontal gyrus (Broca area) handling articulation, the back left side parieto-temporal region analyzing and sounding out area) handling articulation, the back left side parieto-temporal region analyzing and sounding out the parts of words, and the occipito-temporal (visual word-form area) where all information the parts of words, and the occipito-temporal (visual word-form area) where all information relating to words and sound comes together so that the reader recognizes and reads the word relating to words and sound comes together so that the reader recognizes and reads the word instantly using. SMART type of phonemic awareness and letter-sound relationship activities. instantly using. SMART type of phonemic awareness and letter-sound relationship activities.

• Instant Word Recognition - Instant Word Recognition - Catch a bouncing ball for each word read moving up the vertical Catch a bouncing ball for each word read moving up the vertical chart. chart.

• Instant MathInstant Math - -Skip CountSkip Count: Bouncing a ball, or catching a bean bag, exchanging hands for each : Bouncing a ball, or catching a bean bag, exchanging hands for each number identified, recite the numbers on the vertical number chart from the bottom, moving up. number identified, recite the numbers on the vertical number chart from the bottom, moving up. This activity develops hand-eye coordination used for reading, also implicit memory tracks with This activity develops hand-eye coordination used for reading, also implicit memory tracks with many practices sessions. many practices sessions.

• Proprioception -Proprioception -Breathe deeply (diaphragmatically) swelling the belly on the inhalation, sighing Breathe deeply (diaphragmatically) swelling the belly on the inhalation, sighing on the exhalation. Move around the room jumping, hopping, skipping, galloping as directed.[8]on the exhalation. Move around the room jumping, hopping, skipping, galloping as directed.[8]

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4. A Full List of ADHD Medications/extract from Health and 4. A Full List of ADHD Medications/extract from Health and Life/Life/http://healthlifeandstuff.com/2009/12/the-ten-most-important-adhd-meds/http://healthlifeandstuff.com/2009/12/the-ten-most-important-adhd-meds/

5. Thomas Armstrong -“Attention Deficit Hyperactivity Disorder in Children': 5. Thomas Armstrong -“Attention Deficit Hyperactivity Disorder in Children': "ADD/ADHD "ADD/ADHD Strategies”,”  One Consequence of the Rise of Technologies and the Demise of Play” Strategies”,”  One Consequence of the Rise of Technologies and the Demise of Play” http://www.thomasarmstrong.com/articles/ADHD_Demise_of_Play.phphttp://www.thomasarmstrong.com/articles/ADHD_Demise_of_Play.php

6.Sue Hyland – 6.Sue Hyland – Optimizing Neuro development -Optimizing Neuro development - http://suehyland.co.uk/ond/http://suehyland.co.uk/ond/ 7.Dr. Yannick Pauli – ADHD and the Brain, © 2009. The UnRitalin Solution 8.Jeff Haebig, Ph.D-.Build the Body/brain’s Capacity for Dynamic Living8.Jeff Haebig, Ph.D-.Build the Body/brain’s Capacity for Dynamic Living http://www.brainboogie.com/handout/Enhance%20Learning%20Performance%20--Buildhttp://www.brainboogie.com/handout/Enhance%20Learning%20Performance%20--Build

%20the%20BodyBrain's%20Capacity%20for%20Dynamic%20the%20BodyBrain's%20Capacity%20for%20Dynamic%20Living.doc.,%20Living.doc.,www.BrainBoogie.comwww.BrainBoogie.com

9.You Tube – Child off meds-9.You Tube – Child off meds- http://www.youtube.com/watch?v=gmQ0jfGTWbwhttp://www.youtube.com/watch?v=gmQ0jfGTWbw 10.You Tube – ADHD and the Brain - 10.You Tube – ADHD and the Brain - http://www.youtube.com/watch?v=u82nzTzL7Tohttp://www.youtube.com/watch?v=u82nzTzL7To

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