|
|
NOTE FROM PAT:
I receive the following requests about the same time so I'm not sure if the same person sent these in or not. If not,
will the one who wrote in "cognitive difficulties" be more specific as what is causing the problem? There are so
many illnesses, syndromes, learning disabilities, reactions to medications, surgery, and even emotional
causes that could account for cognitive problems. Thank you.
A topic I would like discussed on this page is: ADHD and ADD
A topic I would like discussed on this page
is: cognitive disabilites.
I have never raised an ADHD child
so I feel incompetent to write about it. I gathered this information off the internet. If any of you live with ADHD or have
a child with ADHD please write us and tell us your story, ways to help, etc. Thank you.
|
ADHD used to be known as attention
deficit disorder, or ADD. In 1994, it was renamed ADHD, attention deficit hyperactivity
disorder and broken down into three subtypes, each with its own pattern of behaviors. The official diagnosis
of ADHD includes the three major symptoms (inattentiveness, hyperactivity and impulsiveness). The most recent version of the
handbook for mental health professionals states that people with ADHD may have any or all of the major symptoms
1. an inattentive type, with signs that include:
- inability to pay attention to details or a tendency to make careless errors in
schoolwork or other activities
- difficulty with sustained attention
in tasks or play activities
- apparent listening problems
- difficulty following instructions
- problems with organization
- avoidance or dislike of
tasks that require mental effort
- tendency to lose things like
toys, notebooks, or homework
- distractibility
- forgetfulness in daily activities
2. a hyperactive-impulsive type, with signs that include: - fidgeting or squirming
- difficulty remaining seated
- excessive running or climbing
- difficulty playing quietly
- always seeming to be "on
the go"
- excessive talking
- blurting out answers before hearing the full question
- difficulty
waiting for a turn or in line
- problems with interrupting or
intruding
3. a combined type, which
involves a combination of the other two types and is the most common Although it can often be challenging to raise kids with ADHD, it's important to remember they aren't "bad,"
"acting out," or being difficult on purpose. And children who are diagnosed with ADHD have difficulty controlling
their behavior without medication or behavioral therapy. How
Is It Diagnosed?Most cases of ADHD are treated by primary
care doctors. Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation.
When the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, or depression,
a child may be referred to a neurologist, psychologist, or psychiatrist. Ultimately, though, the primary care doctor gathers
the information, makes the diagnosis, and starts treatment. To
be considered for a diagnosis of ADHD: - a child must display
behaviors from one of the three subtypes before age 7
- these
behaviors must be more severe than in other kids the same age
- the
behaviors must last for at least 6 months
- the behaviors must
occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)
www.kidshealth.org
 Children who have ADHD may be difficult to parent. They
may have trouble understanding directions. Children who are in a constant state of activity can be challenging for adults.
You may need to change your home life a bit to help your child. Here are some things you can do to help:
- Make a schedule.
Set specific times for waking up, eating, playing, doing homework, doing chores, watching TV or playing video games, and going
to bed. Post the schedule where your child will always see it. Explain any changes to the routine in advance.
- Make simple house rules. It's important to explain what
will happen when the rules are obeyed and when they are broken. Write down the rules and the results of not following them.
- Make sure your directions are understood. Get your child's
attention and look directly into his or her eyes. Then tell your child in a clear, calm voice specifically what you want.
Keep directions simple and short. Ask your child to repeat the directions back to you.
- Reward good behavior. Congratulate your child when he or she completes each step of a task.
- Make sure your child is supervised all the time. Because
they are impulsive, children who have ADHD may need more adult supervision than other children their age.
- Watch your child around his or her friends. It's sometimes
hard for children who have ADHD to learn social skills. Reward good play behaviors.
- Set a homework routine. Pick a regular place for doing homework, away from distractions such as
other people, TV and video games. Break homework time into small parts and have breaks.
- Focus on effort, not grades. Reward your child when he or she tries to finish school work, not just
for good grades. You can give extra rewards for earning better grades.
- Talk with your child's teachers. Find out how your child is doing at school--in class, at playtime,
at lunchtime. Ask for daily or weekly progress notes from the teacher.
from http://familydoctor.org
 |
|
|
ARCHIVES
2006/2007
- Laura Whitney Was My Friend
- The Heartache of Miscarriage
- My Thoughts for Ben
and Alex (poem)
- A Special Prayer for an Unborn Child
- When You Visit (poem)
- The
Mother Who Would Not Give Up
- The Race (poem)
- Melissa's Story
- How
to Care for a Seriously Ill Child
- Kid-friendly websites to
explain illness
2008
- Healthy Children Often Take Back Seat
- 10 Things Every Child with Autism Wishes You Knew
- My
Autistic Son (poem)
- Double Blind:Too Similar and Yet Too Different
(poem)
|
|
|
|
Below
are some tips for helping to build relationships between kids with ADHD and grandparents: - Provide grandparents with information on the child’s disability
through magazine articles, books or links to sites like Psych
Central. Learning about a disability helps other family members learn
how to relate to the child as an individual.
- Provide
information that explains behavior, if the child’s disability makes him or her act out. It is often easier
for grandparents to understand and accept a child’s behavior if they read explanations from an authority. This also
keeps the parent from having to explain or be put on the defensive.
- Suggest ways for the child to interact with grandparents. Identify mutually enjoyable activities.
If you know that certain activities are difficult for your child, steer away from them. For example, if your child does better
one-on-one in a quieter setting, pick a simple activity like working on a puzzle together in a quiet room.
- Try to gauge the comfort zone of both the child and the grandparent.
Offer to stay in the room if either seems nervous about being left alone together, or stay nearby where you can hear if difficulties
arise. Assure the grandparents that you know the child needs a relationship with them and you want to help foster it.
- Finally, step out of the way as the relationship progresses. As
the child and the grandparent become more comfortable with each other, allow the relationship to happen, accepting that they
will have to negotiate glitches on their own. No relationship is without its difficulties, and as parents, we can’t
always provide perfect situations. When you step back, do it with the acknowledgement that you’ve done your best.
http://psychcentral.com
|
If
you are of the mindset ADHD is only an excuse for a lenient parent with a bad child and a good spanking will cure it,
then I suggest you get on the internet and do a search on ADHD. Read some stories from parents and from adults with this disorder.
Yes, it is possible for a wrong diagnosis, as it is possible for a wrong diagnosis of most any disease, but just because a
few may be misdiagnosed is no reason to throw out the reality of ADHD. The loneliness and pressures that accompany living
with ADHD is enough to deal with, they don't need your doubts.
|
