Posts

parenting children with adhd

Parenting Pointers – Children with ADHD

/in /by

Dr. Russell Barkley stresses the importance of practicing “scientific parenting.” Much like scientists, parents of children with ADHD must be open and critical to new information. The following points describe the steps you need to take in order to be a scientific parent.

  • It’s okay to be uncertain. No one, including professionals, has the perfect guide to parenting a child with ADHD. Keep an open mind regarding information about ADHD or you may miss out on useful information.
  • Gain knowledge about ADHD. After admitting your uncertainty about parenting a child with ADHD, make a point to seek knowledge. Read the books, read the blogs, and ask questions! Knowing as much as possible about ADHD and learning from others’ mistakes will prepare you for the journey of raising your child.
  • Be critical of information. In other words, don’t believe everything you hear or read about ADHD. Reading opinions and other people’s experiences may be useful to you, but only professionals and credible sources can be truly trusted.
  • Try new things and don’t give up! Don’t be afraid to try new parenting methods if your old ways aren’t working. Experiment and do not be discouraged if the method fails. Failure will lead you in the direction towards success.

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

Barkley, R. A. (2013). Taking charge of ADHD: The complete, authoritative guide for parents (3rd ed.). New York: The Guilford Press.

Picture retrieved August 3, 2015 from: http://renewconnectenjoy.com/workshops/

 

ADHD diagnosis

ADHD and Oppositional Defiant Disorder (ODD)

/in /by

Oppositional defiant disorder (ODD) is commonly comorbid, or simultaneously occurring with ADHD. ODD is a problem that first becomes noticeable in the preschool years or during early adolescence. The following information discusses the symptoms and criteria needed for a diagnosis of ODD. Please remember that not all people with ADHD have ODD and vice versa; however, the two commonly occur together.

Of the following list of symptoms, at least 4 must be present for at least 6 months to be diagnosed with ODD. The behaviors must also occur with at least one person who is not a sibling. For children under the age of 5, the behaviors should occur on most days for at least 6 months. For those over 5, the behaviors should occur at least once per week for at least 6 months in order to be diagnosed with ODD. These symptoms must cause distress to oneself or others in close social contact with the person, or it must negatively impact areas of functioning such as school, work, or social situations.

Symptoms:

  1. Loses temper often.
  2. Easily annoyed or often touchy
  3. Frequently angry or resentful
  4. Often argues with figures of authority, such as adults
  5. Actively defies authority figures and/or rules
  6. Annoys others on purpose
  7. Blames others for his or her misbehavior or mistakes.
  8. Has been spiteful or vindictive 2 times within the past 6 months.
  • If symptoms occur only in one setting (school, home, work, social environment) ODD may be categorized as mild.
  • If symptoms occur in 2 settings, ODD may be moderate.
  • If symptoms occur in 3 or more settings, ODD may be considered severe.

If you believe that you or a loved one may be struggling with ADHD and/or ODD, please contact Dr. Gordon today!

 

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

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5.

 

ADHD diagnosis

ADHD and Stereotype Threat

/in /by

Stereotype threat is a very commonly researched phenomenon that affects people’s performance on tests and other evaluated tasks. Stereotype threat occurs when a member of a stereotyped group is evaluated on a task on which society believes they should not perform well. The member of the group is distracted and self-conscious about his or her performance due to the stereotype. For example, in a society that believes girls are not good at math, a girl may become distracted and discouraged during a math test, and therefore earn a low grade. This, in turn, confirms the stereotype.

Research about stereotype threat tends to focus on race and gender; only few studies have examined the existence of stereotype threat for people with ADHD. Since ADHD is strongly related to academic underachievement, students with ADHD often view themselves as less capable of performing well on tests than their peers. Belonging to a group that typically does not perform well on tests could cause those with ADHD to be at risk for stereotype threat. Research finds that students with ADHD are at risk!

Some participants were part of the “stereotype threat group” in which stereotype threat was evoked by reminding them of the stereotypes of ADHD. These participants with ADHD were reminded of their diagnosis as well as reminded that people with ADHD tend to not perform well on tests. Their scores on a GRE test were lower than their peers with ADHD who were not reminded of their diagnosis and stereotype. This suggests that when people with ADHD are reminded of their poor academic performance stereotype, they are at risk of underperforming on evaluated tasks.

What can we do to prevent stereotype threat? 

It is important to not remind people with ADHD of their stereotypes, especially before an exam. Having a role model who has proven the stereotype to be false is also encouraging for people with ADHD. Additionally, getting help for ADHD and gaining test-taking skills can give students the confidence to perform well on tests. Of course, the biggest goal would be to reduce and eliminate the stereotype that people with ADHD always perform poorly on tests.
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

Foy, S. L. (2015). Challenges from and beyond symptomatology: Stereotype threat in young adults with ADHD. Journal of Attention Disorders, 19(7), 1-12. doi:10.1177/1087054715590159

 

ADHD diagnosis

Sleep Problem or ADHD?

/in /by

Sleep disorders and ADHD share many of the same symptoms. Children with sleep apnea were found to have symptoms of inattention, hyperactivity, learning difficulties, and aggressive behavior, which are similar to symptoms of ADHD. As for adults, symptoms of sleep disorders are also similar to those of ADHD. Both include trouble concentrating, problems with organizing, memory problems, and difficulty completing tasks. Sleep problems are extremely under-diagnosed in both children and adults, possibly because few pediatricians and physicians claim to be confident about helping patients with sleep disorders.
With sleep problems causing and potentially exacerbating symptoms of ADHD, it is important for people with ADHD to get a good night’s sleep. Remember to refrain from using electronics before sleeping. The light emitted from phones, laptops, and TVs interfere with the body’s melatonin levels and disrupt the sleep cycle. Also, talk to your doctor about concerns with sleep. If you think your behavior is not just caused by a sleep problem, Dr. Gordon is here to help with identifying and treating 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

Breus, M. J. (2013, May 1). ADHD or Sleep Disorder: Are We Getting It Wrong? | Psychology Today. Retrieved from https://www.psychologytoday.com/blog/sleep-newzzz/201305/adhd-or-sleep-disorder-are-we-getting-it-wrong

 

ADHD diagnosis

White Noise to Improve Attention

/in /by

Due to the belief that people with low dopamine levels may benefit from external stimulation in order to better concentrate and perform tasks, white noise was suggested to help children with ADHD perform better in school. Although, white noise may be distracting for people without ADHD, it may provide enough brain stimulation for people with ADHD to improve their functioning.

This idea was confirmed through a study of one boy in first grade who had ADHD. Instead of focusing on his schoolwork, his attention was often on verbal, motor, and passive off-task behaviors. Verbal off-task behavior includes talking when not permitted to or making sounds for the class to hear. Motor off-task behaviors include standing, walking around, or playing with school supplies. Passive off-task behaviors are the times that a person visually focuses on something other than the task at hand. Before the boy was prescribed medication and before he listened to white noise, his behavior was off-task for about 89% of the time. When he listened to white noise in class with headphones, his off-task behaviors decreased to about 62% of the time. Even better results occurred when he began taking ADHD medication and listened to white noise, which reduced his off-task behavior to only 45%.

Since the addition of white noise through headphones increased attention in this boy with ADHD, other children may likely benefit from white noise as well. The sound, not only, immediately reduced all types of off-task behavior, but it also led to improvements in writing and math assignments. Perhaps most importantly, the child agreed that the white noise was helpful and easy to use.

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

Cook, A., Johnson, C., & Bradley-Johnson, S. (2015). White noise to decrease problem behaviors in the classroom for a child with attention deficit hyperactivity disorder (ADHD). Child & Family Behavior Therapy, 37(1), 38-50. doi:10.1080/07317107.2015.1000234

 

adhd treatment

Movement May Improve Performance in Children with ADHD

/in /by

A 2015 study of 52 boys between 8 to 12 years of age found that moving in the form of spinning or rolling in a chair, fidgeting, getting out of a chair, among other physical movements may actually increase the performance level of children with ADHD. Over the course of 4 weeks, these boys, some diagnosed with ADHD and some without ADHD, completed a series of memory tasks in a classroom-like setting. Their levels of movement were carefully observed, as were their levels of attention to the task.

As expected, the boys with ADHD showed more movement behaviors and fewer attentive behaviors than the boys without ADHD. Interestingly, higher levels of movement experienced by boys with ADHD were positively associated with higher scores on the memory tasks. In other words, the more that boys with ADHD moved and fidgeted, the higher their scores were.

It may seem counterintuitive that more movement could possibly cause ADHD children to earn higher scores. However, according to research, it actually makes sense. Children with ADHD have decreased activity in the frontal and prefrontal cortexes in the brain. Since physical movement increases cortical arousal, the extra movement may create the brain activity that these children normally lack. So, the movement that increases cortical arousal may cause children with ADHD to perform better than they would without moving.

 

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

Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology. doi:10.1007/s10802-015-0011-1

 

ADHD diagnosis

Siblings of Children with ADHD

/in /by

The entire family is affected by a child’s ADHD symptoms. Research regarding the siblings of children with ADHD reveals that they are negatively affected by the other child’s behavior. Here are some commonly reported feelings experienced by siblings of children with ADHD:

  • Feeling less important or forgotten about due to the family focus on the ADHD child.
  • Experiencing sorrow because their family is not “normal.”
  • Feeling victimized by their ADHD sibling due to acts of physical and verbal aggression and, therefore, constantly having to keep vigilant.
  • Frustration due to living in an environment with conflict and noise. Siblings often desire a more quiet and peaceful place.
    Feeling as though parents minimize their ADHD sibling’s violence and aggression. Oftentimes, violence is not taken seriously, leaving siblings with a sense of unsafety.
  • Resentful feelings due to ADHD controlling the family’s vacation, parties, holidays, etc.
  • Feeling as though it is their duty to take care of the sibling. For some children, this caretaking role is viewed positively, but for others it is a difficult burden.
  • Feeling as thought their identity is defined as being the sibling of an ADHD child.
  • Wanting their parents to understand what it is like to have a sibling with ADHD.

It is important to remember that one person with ADHD affects the whole family. If necessary, family intervention should take place in order to better maintain a healthy family life despite the struggles with ADHD. Siblings’ concerns regarding the ADHD child’s aggression should be taken seriously as safety is a priority and proper treatment for aggression should be utilized. Siblings should be involved in the treatment of the ADHD and should be rewarded for their help with the care of the ADHD child. Perhaps, most importantly, parents need to spend alone time with the non-ADHD children in order to keep a healthy relationship and give the child as much individual attention as possible.

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

Kendall, J. (1999). Sibling accounts of attention deficit hyperactivity disorder (ADHD). Family Process, 38(1), 117-136. doi:10.1111/j.1545-5300.1999.00117.x

 

ADHD diagnosis

Tokens for Good Behavior

/in /by

Token economies have been successful in reinforcing positive behavior in children with ADHD. As the name implies, a token economy involves giving a child a token for each good behavior. These tokens can be in the form of a sticker chart, coins, or anything that physically indicates the child’s good behavior. Be sure to establish a reward for earning a certain number of tokens. Here are some tips for successfully managing a token economy:

  • Begin an economy where, in the beginning the child earns rewards frequently. Over time, the rewards can become less frequent.
  • Make sure the reward is reinforcing to the child. Let the child choose which reward he/she wants to receive upon earning a certain number of tokens.
  • You can take away token for bad behavior. However, the reason for removal of tokens must be clear to the child and consistent.
  • Never remove all tokens or leave the child with a token “debt.” This has been shown to be ineffective.

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. San Francisco, CA: Jossey-Bass.

 

ADHD diagnosis

Stimulant Drug Misuse

/in /by

Recent research has found that 17% of college students misuse ADHD stimulant drugs. These drugs are popular at college campuses as they are assumed to help students focus on studying, therefore leading to an academic boost. In reality, the misuse of stimulant medications is associated with lower academic performance. It should be noted that “misuse” is defined as either using medication without a prescription or using higher doses of medication with a prescription.

According to research on various college campuses, the most common source for obtaining stimulant medication is from fellow students who are properly prescribed the drugs. As many as 82% of students consider it “somewhat or very easy” to illegally obtain stimulant medications. This is an astonishing number as it suggests that most students know of someone through the grapevine who distributes these drugs.

Misusing drugs allows people to think that ADHD is not serious. It may cause people to think that ADHD drugs are simply non-serious drugs to be toyed with. Due to the prevalence of the misuse of stimulant medication, prescriptions have become harder to receive for people who truly need the medication.

Although, it may be seen as a way to make money, ADHD stimulants are Schedule II controlled substances, which are illegal to possess without a prescription. People should be reminded that giving their ADHD drugs to other people is a serious felony with medical and criminal consequences.

As for solving this drug problem on campus, awareness of the harm and criminal consequences should be made more apparent. Since those involved in Greek life on campus have been shown to have higher rates of stimulant medication abuse, perhaps, programs should be designed to educate this population. Additionally, stricter punishments should be implemented for those Greek life members or any students caught abusing stimulant medications.

Please remember that this problem, although largely researched in the college population, is not limited to college students. Always keep your medications safe from others!

 

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

Benson, K., Flory, K., Humphreys, K. L., & Lee, S. S. (2015). Misuse of stimulant medication among college students: A comprehensive review and meta-analysis. Clinical Child and Family Psychology Review, 18(1), 50-76. doi:10.1007/s10567-014-0177-z

ADHD diagnosis

Cavities in Children with ADHD

/in /by

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.

Get Started

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.