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Adhd Coaching

Coach, Client and Parents: One Team!

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Ultimately, the success of coaching depends on the relationship between the coach and the client. A parent’s role is to observe, support, and celebrate the process and progress of coaching. Keep in mind that it is important for a parent to give the child space. Giving a child space can demonstrate to the child that the parents have faith in his/her ability to overcome ADHD.

How can coaches, clients, and parents work together successfully?

Adhd Coaching

 

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

Sleeper-Triplett, J. (2010). Empowering Youth with ADHD. Plantation, Florida: Specialty Press

 

adhd coaching

G-R-O-W with Coaching

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Adolescents with ADHD often have decision making. ADHD coaching opens the door to independence by teaching young people to set goals, analyze risks and benefits, explore options, and make decisions. Coaching encourages young people to make decisions by using the acronym: GROW.

Goal setting for the short and long-term
Reality checking to analyze current situation. Is the goal realistic?
Options and back-up plans for attaining goals
What must be done? When must it be done? Who will do it?

With ADHD coaching, young people develop skills for success as they learn to grow in their decision-making. Coaching is unique because it does not focus on emotional issues as in therapy nor does it focus solely on academic as in tutoring. Instead coaching enhances executive functioning skills and teaches strategies and new habits to compensate for ADHD symptoms.  Parents tend to report better communication with their child after coaching while the child reports greater self-satisfaction. Start growing your skills today with coaching!

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

Sleeper-Triplett, J. (2010). Empowering Youth with ADHD. Plantation, Florida: Specialty Press
Picture retrieved from: https://www.linkedin.com/pulse/20140625091836-194432021-want-to-grow-on-twitter-here-s-how on Oct. 4, 2015

Using a Home Point System

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Setting up a point system for your child may be an effective way to both increase good behavior and properly and consistently reward this good behavior. An example of a point system is provided below.
It is important to modify this example to fit your own life. You may also wish to target behaviors that your child needs improvement in (completing homework, brushing teeth, etc.) and to modify the rewards based on your child’s interests (video games, playing outside, special food, etc.). Points can be tallied by the parent or can be represented physically using tokens (coins, bingo chips, etc.). As listed below, the child is rewarded with points for each task that he/she completes. Later, the child may “pay for” certain rewards using the points earned.

point system for helping adhd 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

Barkley, R. (2013). Taking charge of ADHD: The complete, authoritative guide for parents (Third ed.). New York, NY: The Guilford Press.
Picture retrieved from: https://www.etsy.com/listing/152852009/100-vintage-multicolored-plastic-bingo on Sept. 24, 2015

Diagnosing ADHD

When to Seek Help

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It may be difficult to know when to make that first call for help with your child’s behavior. You may wonder if his/her behavior is just a phase, whether it is normal for a child of his/her age, or if his/her inattention is severe enough to warrant a diagnosis. If any of the following 6 situations sound similar to your experiences, you may want to consider getting help for your child’s potential ADHD.

  1. You have noticed that your child displays greater activity, inattentiveness, and impulsivity than other children for the past 6 months or longer.
  2. You expend more energy and time than other parents in keeping your child out of trouble and under control.
  3. For the past 6 months (or more) other parents have told you that your child is less controlled, more impulsive, and less attentive when with his/her peers.
  4. You have painstakingly viewed or have been informed that other children do not want to play with your child due to his/her active, impulsive, or aggressive behavior.
  5. You lose your temper often with your child or feel exhausted or depressed due to the time and energy that your parenting involves. You may also feel as though you’re on the verge of harming your child with physical discipline.
  6. A teacher or daycare staff member has told you that your child has behavioral issues.

You may be wondering where to seek help for your child. The first step is to make the phone call to begin a diagnosis process and, eventually, a treatment process. Contact Dr. Gordon, a neuropsychologist, for a comprehensive ADHD assessment.

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. (2013). Taking charge of ADHD: The complete, authoritative guide for parents (Third ed.). New York, NY: The Guilford Press.

Picture retrieved from: http://www.zenlifesolutions.com/do-you-know-what-you-want/question-mark/ on Sept. 24, 2015

ADHD Medication

How Does ADHD Medication Work?

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ADHD MedicationTypically, 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.

Sluggish Cognitive Tempo

Sluggish Cognitive Tempo (SCT)

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What was once diagnosed as “ADHD predominantly inattentive type” may actually be better identified as a diagnosis of sluggish cognitive tempo (SCT). Although SCT is not an official diagnosis within the DSM-V, research suggests that it does exist and manifest in ways that are different from inattentive ADHD.
Children with SCT are commonly described as “spacey” or living in a foggy daydream. They tend to stare into space more, appear to be sleepy, and are lethargic and slow-moving. Similarly to those with ADHD, these children miss information from their environment due to their inattentiveness. Like in ADHD, they make more mistakes in following instructions, not, however, due to impulsivity as in ADHD, but rather due to a problem identifying and separating irrelevant from relevant information.
On a positive note, children with SCT tend to experience fewer defiance, social relationship, aggression, and impulsivity problems at home and at school. However, they tend to perform poorly on tasks involving hand-eye coordination, perceptual-motor speed, and memory retrieval over time. They are also more likely than children with ADHD to develop anxiety or depression. Rates of SCT appear to be the same for males and females, unlike the disproportional number of male sufferers of ADHD. Much information regarding treatment has yet to be discovered, as SCT is a relatively new problem recognized by clinical scientists.

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.). NY: The Guilford Press.
Photo retrieved from: http://loveyourorbit.com/personal-development/slow-down-america-or-else/

ADHD at Work

ADHD at Work

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One area of impairment that adults with ADHD face is the workplace. Specifically, to attain a high occupational status is difficult for these workers as their ADHD may prevent them from being the “ideal employee.” Little research exists on the specific effects of ADHD on the workplace. One study examined 18 non-medicated adults with ADHD and an equal number of adults without ADHD. In a simulated 8-hour workday, the participants had to complete work-related tasks such as reading, completing logic and math problems, writing, and comprehending videos.
As to be expected, participants with ADHD reported a greater difficulty to be quiet and still than their peers without ADHD. Math scores and reading comprehension and speed were lower for those with ADHD. This study provides evidence to the claim that people with ADHD have greater difficulties at work, thus preventing them from being promoted to positions of high status.
The Labor Secretary’s Commission on Achieving Necessary Skills provides a research-based list of skills required for a successful employee. These skills include critical thinking, reading ability, adjusting to unfamiliar situations, the ability to multitask, and the ability to work as a team member. All of these requirements may be hindered by ADHD. For help with managing your symptoms of ADHD and to achieve your best self in the workplace, 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

Biederman, J., Mick, E., Fried, R., Aleardi, M., Potter, A., & Herzig, K. (2005). A simulated workplace experience for nonmedicated adults with and without ADHD. Psychiatric Services, 56(12). Retrieved from www.ps.psychiatryonline.org
Image retrieved from http://www.success.com/article/maybe-its-not-adhd-why-smart-professionals-struggle-at-work on Sept. 9, 2015

ADHD - Child - Father

Investigating the Father-Child Relationship

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Mothers often comment that their child with ADHD behaves better with his/her father. Children with ADHD do tend to be less negative and more likely to stay on task when with their fathers rather than with their mothers. The cause of this interaction is unclear but may be due to a few explanations.
Oftentimes, the mother stays at home more than the father, resulting in the mother assuming the role of disciplinarian. Of course the child will have a more stressed relationship with the disciplinarian of the household. Another explanation resides in the manner in which males and females communicate disapproval. Mothers are more likely to express disapproval of her child’s actions through verbal explanations, which may not resonate with children whose ADHD limits their language skills.  Fathers, on the other hand, are more apt to express disapproval with immediate punishment and fewer verbal explanations, which may lead to better parent-child compliance. Also, the typically larger and more imposing size of the father may elicit better behavior from a child.
Due to this difference in behavior, many fathers believe that the mothers have a problem with disciplining the child as apposed to the child having disciplinary problems. Usually, if the father begins to take responsibility for the daily management of the child, the family begins to realize that the issue of noncompliance is not directed toward one specific parent or gender.

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. New York, NY: Guilford Publications.
Image retrieved from: http://cliparts.co/father-and-child-images on Sept. 9, 2015

adhd diagnosis

“Growing Out” of ADHD?

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About 10-15% of children with ADHD continue to have ADHD as an adult. Previously, it was believed that most of these children “grow out” of ADHD as their brains further develop into adulthood. As adults, these people who used to have ADHD no longer meet the criteria for adult ADHD.
New research finds that, although adults who had ADHD as children no longer have symptoms that meet the criteria for ADHD, they still have differences in brain structure. A study examined the memory function and brain size of 20-24 year olds who had been diagnosed with ADHD by the age of 16. Some of these participants still experienced symptoms of ADHD, while some were free from symptoms. Even those participants who no longer met the criteria for ADHD had lower brain volume and poorer memory function than a control group of young adults who had never received an ADHD diagnosis.
This study suggests that a diagnosis of ADHD may go beyond the criteria listed in the DSM-V. Even when a person has “grown out” of ADHD and does not have readily noticeable symptoms, ADHD may affect various cognitive functions and memory. The extent to which lower memory functioning affects the lives of those who have (or had) ADHD is still in question and is next for researchers to tackle.

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

Differences in brain structure and memory suggest adolescents may not ‘grow out of’ ADHD | University of Cambridge. (2015, August 27). Retrieved from http://www.cam.ac.uk/research/news/differences-in-brain-structure-and-memory-suggest-adolescents-may-not-grow-out-of-adhd on 3 September 2015.

Photo retrieved from: http://www.clipartbest.com/cliparts/4ib/KLp/4ibKLpebT.svg on 4 Sept. 2015.

children with ADHD

Talking to the Teacher

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School is overwhelming with distractions for children with ADHD. Your child’s teacher is most likely not specially trained in assisting children with ADHD. Here are some ideas that you, as a parent, can communicate to your child’s teacher in order to help them succeed:

  1. Ask the teacher for an extra set of textbooks to be kept at home. Despite effort to remember, many distractible students forget to bring home their proper materials.
  2. Encourage the teacher to seat your child near the front and center of the classroom. This should not be done in an embarrassing or punishing way. Instead, seat him/her in the front using a “random” seat assignment. This way, there are not many students in front of the child to distract him/her.
  3. Communicate your child’s strengths to the teacher. If your child learns better by creating mnemonics or rhymes or by visual learning, the teacher may be able to tweak the lesson to help.
  4. Ask for extra feedback on your child’s behavior. Feedback should be given to the student and to the parent via email or take-home messages. Remind the teacher that children with ADHD especially need to celebrate their progress often.
  5. Tell the teacher that directions should be repeated and written for your child. Oftentimes, when the directions are stated once, they go in one ear and out the other. Repeating gives your child a second chance to catch the directions. Writing directions on the board or assignment gives your child the opportunity to look back at the directions as much as needed.
  6. Encourage the teacher to ask you for help! Express to the teacher that you realize that he or she is not an expert on ADHD. The teacher may have questions for you or for your child about what he or she can do to help. Also, if a school psychologist or guidance counselor is available, remind the teacher that help can be obtained from these resources as well.
  7. Ask if your child can share notes with another student. Taking notes quickly is difficult for students with ADHD. By sharing notes, your child can get the information that he/she missed during class.
  8. Ask for extra time on tests and quizzes. Even if your child does not meet the legal criteria for receiving extra time, the teacher may be willing to provide it regardless.
  9. Ask the teacher to set up a buddy system in which each student has a few phone numbers of classmates in the case of forgotten homework assignments.

Remember that the more you help the teacher understand your child, the more he/she can help your child!
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

Bernstein, J. (2007). 10 days to a less distracted child: The breakthrough program that gets your kids to listen, learn, focus, and behave. New York: Marlowe & Company.

Photo retrieved from: http://www.longislandeyedoctor.com/2014/04/vision-therapy-kids-failing-school/ on Aug. 24, 2015