ADHD & ADD 101: Information on Attention Deficit Hyperactivity Disorder.

 

ADHD & ADD 101: Information on Attention Deficit Hyperactivity Disorder.

Learn firsthand from someone who has overcome the learning disorder known as ADHD.

by G. Sagmiller

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Published by G. Sagmiller

Copyright © 2011 by G. Sagmiller

For non-profit, The Gifted Learning Project.  Theglp.org.  All copyrights theglp.org.  By G. Sagmiller

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ADHD has been written about by many professionals. This eBook is not another medical or technical explanation of the disorder, but rather the firsthand experiences of someone who has overcome ADHD in his lifetime. This book is about what has worked for me, my friends, and my family members, revealing the techniques and tips we have used to become successful and fulfilled, allowing us to live with ADHD. There will not be a surplus of complex medical terms, charts, or graphs; all that will be found herein is a personal examination of a learning disorder that can, in fact, be overcome.

Intro

To begin, I would like to reiterate; ADHD can be overcome. It cannot be outgrown. It is not an impossible foe, nor a completely damning diagnosis to receive. In my experience, ADHD is usually managed in one of three ways. The first is medication, sometimes even overmedication to the point that the patient is “burnt out” or emotionally vacant. This can come from either prescription or illegal drugs, but the end result is the same. The second means of treating ADHD is finding ways to stay busy and to outlet the patient’s energies. And finally, the third method is one of using natural means to calm and relax the individual. Because I am not a big fan of the foremost method in any aspect, I intend to cover the other two from this point onward.

First, so what is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) is a growing concern in our nation as the prevalence of this diagnosis increases among our youth. According to the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-IV), ADHD is a psychological disorder generally characterized by the following symptoms: inattention, distractibility, impulsivity, and/or hyperactivity.  Attention-Deficit/Hyperactivity Disorder is also known as Hyperactivity or Attention Deficit Disorder (ADD). ADD is also primarily characterized by hyperactivity. ADHD affects about 3 to 5 percent of children globally and is diagnosed in about 2 to 16 percent of school-aged children. Children with an ADHD diagnosis are the largest group of children referred to mental health services. 

That all sounds nice, but what does it really mean?

In a nutshell, a person with ADHD has difficulty paying attention, sitting still, or focusing on one topic for an extended period of time. It’s as if the mind and body keep jumping from topic to topic with no desire to rest or zero in on any one subject specifically. One person described it to me as though he felt that the gas pedal in his mind was stuck to the floor and the brakes just would not work. Also, people with ADHD give off the impression that they are always getting bored; they generally seem to be in a rush and are constantly waiting for the people around them to catch up. Some report having the feeling of their nerves always on and firing, endlessly wanting to go. A child with ADHD has difficulty sitting still for very long. It’s like watching a racehorse just before the race begins; they can’t stand still, prancing in anticipation of their time to run.  In people that have ADHD, that “racehorse” the feeling is always there. Just sitting down and relaxing is not a part of his or her DNA.

Unfortunately, there is no simple test for ADHD. An accurate ADHD diagnosis can only be made by a trained clinician via an extensive evaluation. The keyword in this is “trained.” Many people believe they can easily spot ADHD, perhaps because they have seen many children with the disorder. However, there are many things that can mimic the look of ADHD, from another learning disorder to stress. A child who is simply scared or nervous at school will often fidget, just as we do when we’re afraid of a scary movie or in an uncomfortable situation. Professional testing is required because of just such situations, and many others. This testing should include ruling out other possible causes of the ADHD symptoms, a thorough physical examination, and a series of interviews with both the individual (child or adult) and other key persons in the individual’s life (parents, spouse, teachers, and others).

What are the different types of ADHD?

The following is an example that I once saw and fell in love with; it helps to explain the types of ADHD and the personality of the person dealing with that specific shade of the disorder. From Dr. Daniel Amen:

Inattentive Type: This person is just like Winnie the Pooh.

Classic ADHD: Tiggers like to bounce...

Over-Focused ADHD: Rabbit tends his garden all the time.

ADHD with Anxiety: Piglet is nervous and worries...

ADHD and Depression: Eeyore says, "Thanks for noticing me..."

The first type is the Inattentive Type, which is just like Winnie the Pooh.

In other words, this type has also been called "Space Cadet" style ADHD. These are people that suffer from "brain fog" as they go about their day. Although Pooh is very lovable and kind, he is also inattentive, sluggish, slow-moving, and unmotivated. He is a classic daydreamer

People with this type of ADHD are often seen as being:

* Easily distracted

* Having short attention spans when a task is uninteresting or difficult

* Lost in daydreams when other people are talking to him/her

* A person who cannot find an item, even though he or she just set that item down

* Habitually late or missing deadlines

* Easily bored

This type of ADHD is caused by the prefrontal cortex of the brain actually slowing down (as opposed to other types that speed the brain up) when placed under a workload, like reading or doing homework. This part of the brain looks normal when "at rest," but actually appears to be falling asleep when it comes time to "go to work." This makes it very hard to pay attention to school or work, to get homework or projects done, to listen to the teacher, to clean a messy room, and so on.

This “slowing down” or “sleeping” phenomenon has been observed hundreds of times with subjects who are hooked up to an EEG. When at rest, the brain of someone with this type of ADHD is pretty normal. But once the subject is asked to read or do a math worksheet, that person’s brainwave activity begins to look exactly as it does on a person who is falling asleep. This can certainly make work or school very difficult for these people!

Winnie the Pooh style inattention is seen mostly in girls. It responds well to stimulants such as Ritalin and Adderall, but other interventions can also work very well.

The second type is Classic ADHD, which can be portrayed by “Tiggers like to bounce...”

Those with this type of ADHD are often seen as:

* Being easily distracted

* Having a lot of energy, and perhaps being Hyperactive

* Unable to sit still for very long

* Being fidgety or restless

* An endless, sometimes excessively loud talker

* Very impulsive

* Having trouble waiting in line or for their turn in a game

Tigger Type ADHD results from under activity in the Prefrontal Cortex both when at rest and when performing concentration tasks. 

This type of ADHD is most often seen in males. 

Over-Focused ADHD reminds us of Rabbit, who always tends his garden.

People with this type of ADHD maybe like a bulldog, not giving up until they get what they want, even if they have to wear someone down by asking a hundred times. Parents of children with this type are often worn out, worn down, fed up, and ready to break because of these endless requests and demands. Parenting a child with this type can be extremely difficult.

Someone with Over-Focused ADHD reminds us of Rabbit in that he:

* May worry a LOT, even over things that don't really matter much

* Can be very oppositional to parents

* May like to argue

* Maybe somewhat compulsive about the way things ought to be done

* Will have a very hard time shifting from one activity to another

* Always wants to have his way

The cause of this type of ADHD is when the part of the brain called the Anterior Cingulate Gyrus is overly active all of the time. And to make things worse, when a workload such as a chore or schoolwork is put on the brain, there is also the common ADHD symptom of decreased activity in the Pre-Frontal Cortex.

The fourth type is ADHD with anxiety, just like Piglet is nervous and always worries.

Piglet is that small, almost frail character from the Hundred Acre Wood. He is a great friend, and very loyal, but he is always worried, nervous, and easily startles. Sometimes he is so nervous that he stutters. So it is for some people with ADHD.  This style of ADHD is very similar to the Rabbit style, except that with Piglet style the individual's mid-brain is so over-aroused that he or she is hyper-vigilant and very easily startled. This person may be talking all of the time and is probably touching everything in the room. And this person is always nervous or worried or anxious. These people have trouble shifting attention from one activity to another and frequently find themselves trapped in loops of negative thoughts. They can be obsessive and very inflexible.

 

The last type is ADHD and Depression. Eeyore says, "Thanks for noticing me..."

He walks slowly. He looks sad. He doesn't accomplish much. He's just glad to be noticed. This is Eeyore, the stuffed donkey who is so often in need of his tail being pinned back on.

Those with this type of ADHD are often:

* Inattentive

* Have a chronic sadness or low-grade depression

* They seem to be negative, or apathetic

* They have low energy levels

* They just do not seem to care. They often feel worthless, or helpless, or hopeless.

SPECT scans show that when the brain is at rest, there is increased activity deep in the limbic system in parts of the brain called the thalamus and hypothalamus. There is also a decreased level of activity in the underside of the pre-frontal cortex. When the brains of these people are placed under a workload, as during a homework assignment, nothing changes. The overly active limbic system remains that way; the under-active pre-frontal cortex remains under-active.

This type of ADHD looks very much like a combination of ADHD and Depression. Some have suggested that up to 25% of children with ADHD are also depressed or suffer from a mild depression called Dysthymic disorder.

Frequently, ADD or ADHD may coexist with other major problems--learning disabilities (25-50%), sleep disturbances (50%), anxiety (37%), depression (28%), bipolar disorder (12%), oppositional behavior (59%), substance abuse (5-40%), or conduct disorder (22-43%). These problems only further increase the difficulty of treating the ADHD and of getting through life.

What are some common symptoms of ADHD?

* Inability to hold information in short-term memory. This person seems to forget things they only just learned, while they can still remember events from long ago.

* The feeling that there is always something to be done, or the desire to switch off from the task currently at hand.

* Impaired organization and planning skills.

* Difficulty selecting and tracking appropriate strategies and/or monitoring tasks.

* Inability to keep emotions from controlling actions.

* Difficulty paying attention to details and a the tendency to make careless mistakes in school or other activities; producing work that is often messy and careless.

* Being easily distracted by irrelevant stimuli and frequently interrupting ongoing tasks to attend to trivial noises or events that are usually ignored by others.

* Inability to sustain attention on tasks or activities in general.

* Difficulty finishing schoolwork or paperwork or performing tasks that require concentration.

* Frequent shifts from one uncompleted activity to another.

* Procrastination.

* Disorganized work habits.

* Forgetfulness in daily activities (such as missing appointments or forgetting to pack a lunch).

* Frequent shifts in conversation, not listening to others, not keeping one's mind on conversations, and not following details or rules of activities in social situations.

* Fidgeting, such as squirming when seated.

* Getting up frequently to walk or run around.

* Running or climbing excessively even when it's inappropriate; in teens, this may appear as restlessness.

* Having difficulty playing quietly or engaging in quiet leisure activities.

* Being always on the go.

* Talking excessively.

Does being diagnosed with ADHD automatically qualify someone for Section 504 and/or IEP?

No.  Diagnosis is the first step, but it does not automatically mean a child will qualify for accommodations under Section 504. Eligibility for Section 504 is based on the existence of an identified physical or mental impairment that substantially limits the child’s learning.  In other words, it must be proved that having ADHD actually hinders the child’s learning.

Are ADHD children defective or disabled?

No. ADHD is a very refined adaptive skill.

Aren’t an ADHD child’s mental processes strange, unusual or defective in some way?

No, ADHD children think just like we do.

Can kids with other special needs also have ADHD?

Yes. Having dyslexia or some other type of learning disorder does not exclude a person from having ADHD. As I mentioned previously, sometimes there are conditions that might give false signs of ADHD.  How can this happen? Sometimes someone might be so frightened or stressed out by work that he or she will experience the “fight or flight” feeling that all people can get in difficult situations. If these people cannot fight what is troubling them, then they must flee and run away from what is bothering them. In a child’s case, this can be homework or schooling. If the child has symptoms of ADHD but can come home and space out in front of the television for hours on end, the school environment may in fact be the source of the problem and not ADHD. If this child can be helped to overcome the problems at school, many times the ADHD symptoms will disappear.

Are there neurological problems in ADHD children?           

No; neurological problems are irrelevant because ADHD has learned a behavior.

Some days the ADHD kicks in and some days it does not. Why?

We have all have good and bad days and that includes people with ADHD. If this seems to be happening a lot, however, it may be a good idea to check for other possible causes of the ADHD symptoms. What foods or drinks are consumed on the bad days? Investigate to see if a child has one type of class or activity, or some other occurrence going on in school on those bad days and see whether or not they continue to repeat themselves when the symptoms show.  

Doesn't ADHD only affect children? Can you out grow it?

No. Most often diagnosed in children, ADHD is a lifespan disorder that affects individuals at all ages.  Some will overcome it, which gives the appearance that they have outgrown it. In actuality, they have simply learned to manage their ADHD symptoms.

School wants my child on Ritalin. Do I have to put him/her on drugs?

School personnel does not have the medical training necessary to tell parents to place their children on medication! In general, only a physician (M.D. or D.O.) who is properly licensed may prescribe medications. While teachers and other school personnel play a critical role in identifying potential education problems, they are not qualified either to diagnose a medical condition or to suggest specific treatments for addressing any medical issues.

A note: A relatively uncommon side effect of the psychostimulant medication is the unmasking of latent tics. A tic is a medical term for involuntary motor movements, such as eye blinking, shrugging, and clearing of the throat. Psychostimulant medications can facilitate the emergence of a tic disorder in susceptible individuals. Often, but not always, the tic will disappear when the medication is stopped.

What helps ADHD?

Now that I have explored what ADHD is, we get back to the main reason that I wrote this book: how to overcome it. What I’ve written here are just a few examples of what I have used personally, along with the techniques used by other people in my life, like friends and family. For example, I have a friend’s daughter who has made excellent use of a technique that is based on my first tool for combating ADHD symptoms. A large, rubber band-like object is placed beneath her chair legs. She can then bounce her feet on this rubber band, allowing her to burn off excess energy while she works on her homework. The first technique, upon which this concept is based, is called Sensory Integration Strategies. This helps us to understand why a child would even need to burn off extra energy in the first place.

 

1. Sensory Integration Strategies - The theories behind sensory integration (SI) were first developed by an occupational therapist (OT) and researcher, Jean Ayres. In the U.S. and Canada, many OTs are at least familiar with the principles of SI, although technically to practice it one must have completed special training and attained a certificate from Sensory Integration International (SII). I will not go into great detail here, but in a nutshell, SI is based upon why the body must move. SII will provide parents with a list of trained therapists and evaluators. For more information about it visit the web site at theglp.org and look under the “Sensory Integration Strategies” heading.

 

2. Exercise is key to helping reduce hyperactivity and inattention from ADD/ADHD. Exercise can relieve stress, boost mood, and calm the mind.  That is why it is extremely important not to take playtime away from someone with ADHD. Many times, the child is being punished, forced to stay inside and complete extra tasks while others go out and play. This increased workload will not aid a child who is already struggling and needs to be on the move. Remember, Michael Phelps won Olympic gold medals and is diagnosed with ADHD. His mother got him into swimming just as a means to burn off his extra energy. He won14 Olympic gold medals and has broken 37 world records in swimming.

3. Another technique is giving the person with hyperactivity a smaller, secondary focus while they are trying to complete something more complex. A ball in the free hand, something he or she can grip or squeeze, is a good example. This also can include the rubber band example from earlier. This technique gives the person something to do with one part of the body so that the other parts can rest, allowing them to be used for work. 

4. For some with ADHD, listening to music gives that part of the brain something to do while the other parts read and work.

5. Sleep deprivation can increase the symptoms of adult ADD/ADHD.  Not getting enough exercise can contribute to this, as the body needs to burn off things before it can sleep. For adults, melatonin drops help sleep, especially when they are added to chamomile or spearmint tea at bedtime.

6. Eating healthfully can reduce distractibility, hyperactivity, and decrease stress levels dramatically. The correlation between food allergies, food sensitivities, and ADD has stirred voluminous controversy. The body is a finely tuned sports car, and putting junk gas into it will only cause it to run poorly. Eating small meals throughout the day will keep blood sugar from getting low or spiking too high. Avoiding sugar, including artificial sugars, as well as decreasing carbohydrates while at the same time increasing protein can be very beneficial. It is also important to eat leafy green or to drink them in the form of a supplement that many health food stores carry. Researchers at Cornell restricted the diets of 26 hyperactive kids by eliminating chocolate, peanuts, soy products, yeast, corn, wheat, eggs , and foods laden with artificial colors and preservatives. They found that within two weeks 10 of the children started to behave more calmly.  In 1992, a study published in Lancet found that kids who avoided food allergens and took multivitamin supplements that included zinc, calcium, and magnesium also behaved less hyperactively.  Many experts now conclude that the beneficial bacteria that live in your lower intestine can influence how your brain functions and thereby alleviate or exacerbate ADD.  These bacteria (probiotics) can be taken as supplements or are available in yogurt and kefir.  Amino acids affect neurotransmitters, which may alter brain function; many believe amino acids are key to how the brain communicates.  When the body receives enough amino acids either from food or a supplement, it can convert them to another substance called phenylethylamine (PEA), which is a neurotransmitter that can interact with nerves and brain cells to cause stimulation similar to amphetamines.

 

7. Taking breaks also help. For every 40 minutes of work on a task, take a break to do something else for 10 minutes. Both knowing that the planned rest is coming and the ability to break up the monotony of a single project can help to relieve ADD symptoms.

 

8. Spending time in green places can be extremely beneficial, such as getting out to the park and lakes when it is possible. If that is not an option, putting plants inside the home also helps.  Green plants make everyone more relaxed.

 

9. There are also herbs that can help.  Red clover has demonstrated some profound anti-cancer effects and is a suitable ADHD herbal medicine.  Radix heraclei is a Chinese herb used for centuries to help relieve stress and tension that causes emotional rigidness. Pycnogenol is shown to dramatically relieve Attention Deficit Disorder and ADHD and reduce the effects of stress. Pine Bark extract is found in many ADD supplements but can have side effects that I personally believe outweigh its benefits. Oatmeal has been traditionally used to treat depression and is also helpful when withdrawing from tranquilizers and antidepressants. Lemon balm helps to relieve restlessness, nervousness, and anxiety. Chamomile has a long history of reducing nervous tension and emotional stress.

Extra virgin olive oil, flaxseed oil, hemp oil, fish oil capsules, borage oil, evening primrose oil, black currant oil, walnuts, almonds, peanuts, chia seeds, and pumpkin seeds all contain oils that help the brain’s “highway” to transport information. A report in the American Journal of Clinical Nutrition on essential fatty acids and development of the brain points out that 60% of your brain consists of structural lipid, membranes containing phospholipids. During the wear and tear of everyday life (and thinking), these structural phospholipids are constantly being replaced.  In a study on animals reported in Biochim. Biophys. Acta, Italian researchers “confirmed that a precise, continuous process of fatty acid replacement takes place in the growing brain.” Many studies have demonstrated that phosphatidylserine improves mental function: research on brain waves showed that it helped boost the production of alpha brain waves, the kind of brain activity denoting calmness.  A study of people with memory problems showed that this substance improved recall of facts and numbers and improved the ability to concentrate while reading.  Yet another study showed it can play a part in easing depression. Also, the behavior of children with ADHD was found to improve significantly after they were given a dietary supplement containing the fatty acids.

 

 

10. Calming smells or essential oils: Smells of jasmine or/and lavender are as good as valium at calming the nerves. Bergamot is the essential oil that helps to cool down the nerves.  If you find essential oils, make sure they are not manmade, but natural (see number 11 as to why). Vetiver and frankincense are thought to be a stress-relieving as well. They are also used to relieve depression and help children with ADD and ADHD to focus and learn.

 

11. Beware of agitating smells. As with all things, there is a second side to the smell situation. Some scents that are used to, for example, get people up and moving in the morning can be very irritating to someone with ADHD.  Try to stay away from peppermint, as this is used to awaken the mind and heighten the senses.   Also avoid manmade perfumes, body washes, dryer sheets, as chemicals can be bothersome to someone with ADHD. Be careful to avoid excess perfumes or deodorants around people with ADHD, and consider using some of the items from number 10 on this list as an alternative.

 

12. It may sound strange, but yoga works for some people with ADHD, particularly if it is a high-impact variety. 

 

13. Researchers have spent a great deal of money to find out that kids with ADHD are more distractible when they aren’t interested in the subject at hand. Just like with all children, choosing topics that are appealing will make homework much easier.

 

14. Have the student repeat a question before answering.  This really helps to let the child work on hearing what was said. This technique takes time and practice to master, as well as patience.  The brain of someone with ADHD will normally try to complete the sentence or task in his or her mind before it is even completely finished or given; this will train that person to listen to the entire subject first.  Again, they are bored with the world and are always waiting for others to catch up to them, so they will complete these things quickly before they can even be certain they are doing it correctly or properly. Having them repeat what was said may garner some wild looks, as it is like making them slow down to 10 mph when they are used to driving 100 mph.

 

15. Teach the keyboarding skill to overwriting. It keeps hands much busier than writing does, as the pen and paper style usually only occupies one hand at a time. When typing, both hands have plenty to do.

 

16.  Use the child’s name and wait for eye contact when addressing him/her.  This gets the brain open to listening and anticipating what is going to be said next.

 

17.  Remain in close proximity to the child when instructing or communicating.  This blocks out any outside noise or sounds that can cause the child to be distracted.  Also, if possible, move the desk of the child to the outside front of the room, so they are not distracted by other children.

 

18.  Decrease the length of assignments or tasks. Split them up into smaller groups and offer rewards and breaks at the end of each completed task.

 

19.  Communicate through multi-sensory modes (visual, auditory, kinesthetic, olfactory). This gives a more concrete feeling and lets the child learn in multiple dimensions.

 

20. Self-monitor behaviors through charts or graphs.  When good deeds are done or tasks are completed, put it on a board; we all perform better when we can see that our goals are within reach.

 

21. Limit the number of hours of television and video games and use them as part of a reward system.

 

You will notice that these techniques fall into two groups: one that burns energy off and another that calms energy down. Excess energy can only be calmed so much before it must be released, so these types of techniques work well in combination with each other. Also, I did not mention any medications for two reasons, the first being that I am not a doctor. The second reason is that all medications have side effects, some worse than others.

 

As an adult, I use the extra energy to get things done, to define the list of things I wish to accomplish. When the day has started to slow down or my list has begun to empty, I make the list for the next day. This also helps the mind empty by releasing focus on these tasks, by stopping the constant worrying about them, and helps to ensure for a better night’s sleep.  If you or your loved one are not good at writing, draw pictures instead. It’s okay to have fun with it, as these techniques can only benefit, even if it’s something as simple as using colored pens.  I also stay away from sugar or fake sugar. I start the day with a big cup of tension tamer tea from Celestial Seasonings.

 

I’m writing this to help others and The Gifted Learning Project. Theglp has all copy rights and process from the sale of this eBook.  Thank you very much for reading, and please email me with any questions you might have.

 

How do I find a doctor or other medical professional?

 

Professional associations will sometimes offer referrals or provide directories. You may wish to contact:

 

* American Academy of Child and Adolescent Psychiatry;

http://www.aacap.org/ReferralDirectory/index.htm;

* The Gifted Learning Project; http://www.theglp.org

* Dyslexia My Life, book and website; http://dyslexiamylife.org

* American Psychiatric Association;

www.psych.org/public_info/choosing_psych

* American Academy of Pediatrics;

www.aap.org/referral;

* American Academy of Neurology;

www.aan.com/public/find.cfm, (800) 879-1960;

* American Medical Association;

www.ama-assn.org/aps/amahg.htm, 800-621-8335;

* National Association of Social Workers;

www.socialworkers.org;

* American Psychological Association;

www.apahelpcenter.org/locator/, 800-964-2000;

* American Association of Marriage and Family Therapy;

therapistlocator.net;

* National Board for Certified Counselors;

www.nbcc.org/cfind.

 

The U.S. Center for Mental Health Services maintains a directory of mental health services and resources in each state;

http://www.mentalhealth.samhsa.gov/databases, 800-789-2647.

 

Thank you, hope you enjoyed it.  The Gifted Learning Project, Theglp.org

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Thank you, hope you enjoyed.  The Gifted Learning Project, Theglp.org

Please feel free to contact us and give us feedback so we can improve our products.

 

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