ADHD diagnosis

Cavities in Children with ADHD

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Children with ADHD have a higher prevalence of dental cavities than children without ADHD. Specifically, children with ADHD are nearly 10 times more likely to have decayed, missing, or filled teeth.

Different theories exist as to why these children experience more cavities and worse oral health in general. Behavior may be to blame for these problems. Factors such as not brushing enough, lack of motivation to maintain oral health, and/or parents using sugary rewards for good behavior may contribute to more cavities. One possibility is that ADHD medication often causes xerostomia, or dry mouth, as a side effect. Since saliva serves as the mouth’s natural protection against cavities, lack of saliva may lead to an increased number of cavities.

A 2012 study examined 3 groups of children; one group had ADHD treated with medication, one group had ADHD not treated with medication, the other group consisted of children without ADHD. If medication causes dry mouth, which leads to cavities, then the ADHD group of children treated with medication would have the highest rate of cavities. However, both groups of children with ADHD had more plaque than the children without ADHD. This suggests that medication is not to blame for poor oral health in children with ADHD.

What can you do to prevent cavities for your child with ADHD?

  • Shorter intervals between dental check-ups
  • Reduce sugary foods in diet
  • Monitor children when they brush their teeth
  • Use fluoride rinse after brushing at night
  • Do not eat anything after brushing at night
  • Use 2-minute hourglass timer to encourage longer brush time

 

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Rosenberg, S., Kumar, S., & Williams, N. (2014). Attention deficit/hyperactivity disorder medication and dental caries in children. The Journal of Dental Hygiene, 88(6), 342-347.

adhd sticker chart

Sticker Charts!

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A great way to motivate your children to behave well and get their homework and chores done!

A visual reminder of chores and appropriate behaviors is critical for children just as many adults need a to-do list.

  1. Create a chart listing all chores and behaviors that your child should complete by the end of the day.
  2. Add stickers under each completed chore either at the end of the day or immediately following the chore. Let your child pick out the stickers in order to add to his/her excitement of receiving them.
  3. After a certain number of stickers are earned, reward your child!Many children love to earn the privilege of going to a store and choosing their own toy, for example. Other reward ideas include choosing a movie to watch, choosing a restaurant for dinner, or inviting over a friend each month. Make sure your child knows the rules and rewards for the sticker chart before starting so that he/she is motivated to behave well. Keep the chart somewhere your child can easily see it, such as on his/her bedroom door.Here is an example of a sticker chart for you to use as a model for your own:

adhd sticker chart
Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

ADHD diagnosis

Why Punishment Doesn’t Work

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People often assume that the reason for ADHD is lack of punishment. This can be very insulting for parents as it is assumed that their lack of discipline is to blame. However, lack of punishment does not cause ADHD and increased punishment does not improve ADHD.

ADHD is a factor of a child’s neurochemistry and physical brain. Just as someone who cannot hear well or see well should not be punished, those with ADHD should also not be punished. Anger and frustration result since punishment often leads to a coercive behavior cycle. This occurs when some authority (a parent, teacher, or boss) gives an order. When the person with ADHD does not listen to this order, the authority becomes angry and frustrated. The authority can either physically force the other person to complete the order or give up and ignore the order. This eventually causes more frustration for all people involved.

The key to dealing with ADHD is not punishment, but increased use of positive reinforcement, skills training and proper use of effective compensatory strategies. An ADD/ADHD coach can help develop and apply these strategies. In order to better cope with your or your loved one’s ADHD, contact Dr. Gordon.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain (pp. 28-30). San Francisco, CA: Jossey-Bass.

ADHD diagnosis

Types of ADD/ADHD

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ADD may have either a predominantly inattentive presentation, a predominantly hyperactive/impulsive presentation, or a combined presentation.

Inattention Symptoms:

  1. Makes careless mistakes in work; fails to give attention to details
  2. Difficulty paying attention during tasks
  3. Does not appear to listen when spoken to
  4. Does not follow instructions; fails to finish tasks
  5. Difficulty keeping things in order (including managing time)
  6. Avoids, dislikes, or hesitates to engage in tasks that demand extensive mental effort (writing essays, homework)
  7. Loses things needed for tasks (losing pencils, keys, glasses)
  8. Easily distracted (both by external events and unrelated thoughts)
  9. Forgetful (forgetting chores, bills, returning calls)

Hyperactivity/Impulsivity Symptoms:

  1. Fidgets with hands, taps feet, squirms in seat
  2. Leaves his/her seat often when sitting is expected
  3. Runs or climbs in inappropriate settings (or feeling restless in adults)
  4. Unable to remain quiet during activities
  5. Acts as if “driven by a motor”
  6. Talks excessively
  7. Answering before the question was finished or not waiting turn in conversation
  8. Difficulty waiting for turn
  9. Interrupts or intrudes on others

At least 6 (or 5 for those 17 and older) symptoms of inattention must be present for at least 6 months in order for ADD to be predominantly inattentive.

At least 6 (or 5 for those 17 and older) symptoms of hyperactivity/impulsivity must be present for at least 6 months in order for ADHD to be predominantly hyperactive/impulsive.

If enough symptoms from both categories are present, a combined presentation may exist.
Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Barlow, D., & Durand, V. (2015). Abnormal psychology: An integrative approach (7th ed., pp. 515-516). Stamford, CT: Cengage Learning.

ADHD diagnosis

Parenting a Child with ADHD: The A³PC Method

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Although, parenting a child with ADHD can be frustrating, techniques exist to help parents promote their child’s success. The A³ parent-child interactions technique focuses on providing affection, positive attention, and affirmation to help children cope with ADHD.

1. Affection
Children with ADHD typically receive negative attention from peers and adults, which makes it even more important for them to receive affection at home. It may be difficult to show affection when a child’s behavior is frustrating, but take notice of how often you are giving affection to your child and try to increase that number.

2. Positive Attention
Giving affection is part of giving positive attention, but more than affection must be shared with your child. Try to give 10 -20 minutes of undivided attention to your child with ADHD per day. During this time, have your child choose a game to play or allow him/her to simply talk to you. Developing a positive relationship with children allows them to develop higher self-esteem and confidence, which is important for children with ADHD.

3. Affirmation
Praise is essential to encourage good behavior. Saying phrases such as “good job,” is only a start to praising your child. More importantly, praise must target a specific behavior. In order to make sure your child knows exactly which behavior warrants praise, tell them specifically which behavior was good, what that behavior means, and the consequence of the good behavior. For example, “great job (praise) doing all your math homework (specific behavior), that is very responsible of you (meaning of behavior). Now you can understand the math lesson better tomorrow” (consequence of behavior). This kind of speaking may seem awkward at first, but an awkward start is worth promoting good behavior!

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain (pp. 28-30). San Francisco, CA: Jossey-Bass.

 

ADHD diagnosis

Strengths of Those with ADHD

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Although, the word “disorder” has a strongly negative connotation, it is essential to keep in mind that those with ADHD do have strengths. Some behavioral characteristics of ADHD can actually help, rather than hinder, successful performance. Here are some strengths that those with ADHD often display:

Energy. When high energy is channeled in a proper direction, it can be a powerful source of work ethic and achievement. Energy gives people the motivation to begin new projects, create innovative ideas, and lead others. Ty Pennington, host of the former show Extreme Home Makeover, attributes his success to his highly creative energy due to ADHD.

Focus, passion, and exuberance. People with ADHD can experience long periods of “hyper-focus.”  This occurs when their high energy and passion leads to becoming completely engrossed in a certain interest. For example, you may notice that a child with ADHD is extremely involved with one activity, such as reading a book or playing chess. Interruption of this activity can lead to anger or irritability; however, such intense focus can be beneficial for completing tasks that demand attention.

Multitasking. Leadership positions often demand that a person be able to switch quickly from one task to another, which many with ADHD are able to do effectively. Those with ADHD are typically able to process lots of information quickly, which is beneficial in all areas of life.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain (pp. 28-30). San Francisco, CA: Jossey-Bass.

ADHD diagnosis

What About Girls?

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There is estimated to be 3 times as many boys than girls with ADHD. This is the case for nearly all developmental disorders including autism, motor disorders, and aggression problems. Like boys, girls with ADHD experience behavioral, academic, and social problems. Unlike boys, however, girls are more likely to become depressed and internally affected by these issues.

Surprisingly, numbers of male and female adults with ADHD are relatively equal. This may be due to the idea that, as with many disorders, adult women tend to be more help-seeking and willing to attend therapy than adult men, leading to an increase in statistics regarding adult females with ADHD. It may also be due to the idea that hyperactivity (more commonly seen in boys) tends to become outgrown quicker than inattentive symptoms (more commonly seen in girls).

Regardless of gender ratios, ADHD is certainly not restricted to males. It is important for girls with ADHD to get help, especially since lack of inhibition and impulse control in childhood can lead to self-injury later in life, which is typically not seen in males.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Hinshaw, S., & Scheffler, R. (2014). The ADHD Explosion. New York, NY: Oxford University Press.

ADHD diagnosis

ADHD: How Young is Too Young?

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An issue arises when considering pre-school aged children for an ADHD diagnosis.

On one hand, a diagnosis is best made as early as possible in order to implement treatment at a young age. Early identification and treatment of ADHD could prevent significant impairment. For example, utilizing behavioral techniques early in school can prevent learning difficulties. But how young is too young for a diagnosis?

When so many children display inattentiveness and hyperactivity, it is sometimes hard to make the distinction between what is typical and what is not. Therefore, a careful assessment of your child is needed. If a child is falsely diagnosed with ADHD, there is a risk of effects from labeling and a risk of giving the child unneeded medication.

According to some professional opinions, it is better to over-diagnose ADHD in order to prevent potential future impairment. With this over-diagnosis, it is also necessary to keep in mind that about half of preschoolers who meet the criteria for ADHD will continue to meet these criteria at the end of elementary school.

Contact Dr. Gordon for a professional assessment of your child:

 Contact Dr. Gordon for a professional assessment of your child. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by: 
Brianna Malinowski , 
Jay Gordon, Ph.D

Hinshaw, S., & Scheffler, R. (2014). The ADHD Explosion. New York, NY: Oxford University Press.

ADHD diagnosis

How Does ADHD Medication Work?

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Typically, medication is most effective at reducing symptoms of ADHD, while behavioral interventions are effective at resolving social and academic issues. The process of diagnosing ADHD can be a confusing and stressful time, not to mention the confusion regarding how medications work. Keep in mind that a detailed description of this process can fill a book about psychopharmacology and that this is a basic summary of some ADHD treatments.

ADHD is linked to dopamine deficiencies in the brain. Dopamine is a neurotransmitter, or tiny chemical, in the body that is associated with pleasure, rewards, and coordinating and organizing behavior. Neurotransmitters such as dopamine, serve as the messengers between brain cells (neurons). One brain cell releases dopamine, which travels to the neighboring cell. There is some excess dopamine in between the two cells (in the synapse), which is brought back to the original brain cell for use later, in a process called reuptake.

For people with ADHD, the goal is to increase the effects of dopamine on the body. This can be done by preventing reuptake of dopamine with medication. In other words, a cell releases dopamine to its neighboring cell, leaving some excess dopamine between the two cells or synapse. Instead of the excess dopamine being brought back to the first cell, it is left in the space between the two cells. Therefore, the reuptake is inhibited, or stopped. This way, more dopamine is allowed to communicate with the next cell, thus improving symptoms of ADHD.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
Brianna Malinowski
Jay Gordon, Ph.D

Hinshaw, S., & Scheffler, R. (2014). The ADHD Explosion. New York, NY: Oxford University Press.

ADHD diagnosis

Ways to Cope Without Medication

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Behavioral interventions alone may be enough to manage behavioral issues of ADD and ADHD; however, combination therapy, in which both behavioral and biological treatment is used, is viewed as most effective.
Here are some types of behavioral interventions that may minimize your struggle with ADD or ADHD:

Cognitive-behavioral therapy (CBT)

Often benefiting adults with ADHD, CBT allows people to recognize their unwanted actions or thoughts and learn to modify them. This technique, proven effective for many psychological interventions, is typically not used for children, as children often need a more direct reward system for motivation.

Direct Contingency Management

For this therapy, trained teachers and/or counselors reward children with ADHD for positive behaviors. This is often done in a classroom or summer program. Our Parent Management Training program teaches parents behavioral strategies to enhance functioning of their child with ADD or to replace oppositional defiant behaviors.

ADD/ADHD Coaching

This is an effective intervention for children with ADD/ADHD. Coaches provide education to parents and individuals with ADD/ADHD regarding the facts and management of ADHD. ADD/ADHD teens and adults or parents are taught to set goals, prompt and measure desired behaviors, give rewards for behavior, remove rewards for misbehavior, help develop environmental accommodations and develop appropriate compensatory strategies.

Social Skills Groups

Children with ADHD may benefit from a group setting in which social skills such as cooperation and teamwork are rewarded by a group facilitator. The behaviors learned in this group setting can then be applied to other environments.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
Brianna Malinowski
Jay Gordon, Ph.D

Hinshaw, S., & Scheffler, R. (2014). The ADHD Explosion. New York, NY: Oxford University Press.