How Long Does ADHD Last? James W. Forgan, Ph.D., and Mary Anne Richey)

Most researchers agree that ADHD lasts a lifetime. “Numerous longitudinal studies now support the conclusion that ADHD is a relatively chronic disorder affecting many domains of major life activities from childhood through adolescence and into adulthood” (Barkley, 2006). The impact of ADHD on adults will likely become as widely studied as its impact on children. 

Some encouraging news is that puberty or maturation changes types of ADHD behaviors for some boys. According to Silver (1999), “About 40–50 percent of children with ADHD will improve or no longer have ADHD after puberty”. 

ADHD - Typical Versus Atypical Behavior (James W. Forgan, Ph.D., and Mary Anne Richey)

We’re often asked, “How do you determine if this is normal boy behavior or behavior that is unusual?” You can probably arrive at an answer on your own, but you need to consider these three questions to know if your son’s behavior is unusual: 

• How frequently does the disruptive behavior occur? 
• How long do your son’s disruptive behaviors last? 
• How intense is your son’s behavior during this time? 

Think about how frequently your son’s disruptive behaviors occur. Once an hour? Once a day? Once per week? It is unusual for a child to get into trouble on a daily basis. We talked to one mom who felt like she had to keep her 7-year-old away from the other neighborhood boys because every time her son went out to play, he came home crying. He had an explosive temper and yelled at the other boys when he got mad but couldn’t handle it when the neighborhood kids yelled back, and he’d run home in tears. This was unusual behavior because it happened so consistently. 

Consider the parent with several sons who all have similar behavior patterns. They may think their children are behaving typically because their reference group of boys may be their only comparison. Thus, parents may think that everything is fine until their sons go to school. Once a young boy enters the school system, the parents are surprised to learn that their son’s behavior is considered problematic. 

ADHD Properly Diagnosed (James W. Forgan, Ph.D., and Mary Anne Richey)

Have you ever asked yourself, “Why seek a professional diagnosis? Why not just begin a homeopathic or behavioral treatment?” One dad, a prospective client of Jim’s, called and asked abruptly, “Why should I drop a grand with you to diagnose my son when I can just start counseling?” Jim explained that a thorough evaluation and proper diagnosis help determine the most appropriate treatment. 

Let’s face it: You can build a house without a set of plans. It may take a lot longer, cost a lot more, and have hidden problems, but it can be done. Likewise, do you think a smart general enters a war without a battle plan? Absolutely not. So why start treating your son for something you suspect but haven’t confirmed? 

The diagnosis serves multiple purposes. First, it may provide parents with a sense of understanding, which is often accompanied by relief. Parents may be relieved to know their child really does have something fundamentally different about his mind. The diagnosis also can help parents shift their mindset about their child. 

Second, the diagnosis may provide you and your son with access to school services. Most public and private schools require a professional diagnosis or an evaluation to provide any formal accommodations. Accommodations are adjustments such as extra time to complete tests or homework, seating near the front of the class, or frequent breaks. Furthermore, as boys with ADHD prepare to take college entrance exams, a diagnosis and a complete evaluation report by a qualified individual are required to receive accommodations. 

How the Baby Product Industry Affects Your Child’s Development : Electronic Tablets and Smartphones

To add to all the electronic devices available, there are now interactive tablets to consider. Many babies and toddlers absolutely love playing with touch-screen technology—and it’s no wonder! The touch screen provides instant gratification with its cool images, movements, and sounds appealing to their senses. Understandably, many parents are thrilled with this interactive technology because, mostly through media ads, they’ve heard that babies can learn letters, numbers, words, and concepts. However, to date there is no research studying a connection between tablets or smartphones and infant learning.

Whether traveling in the car or waiting in the pediatrician’s office, it’s not uncommon for parents to hand over a smartphone, laptop, or tablet to their toddler. To parents, these devices act much like a babysitter, and with hundreds of apps available for young children, they’re increasingly appealing to little ones. Are there potential benefits or harms to babies being exposed to these interactive screens? Again, proper research hasn’t been completed, so there’s no scientific proof yet. For older children, the interactive element allows them to learn concepts such as cause and effect and sequencing, but for babies still experiencing critical brain development, long-term effects remain unknown.

How the Baby Product Industry Affects Your Child’s Development : Televisions and DVDs (Anne H. Zachry, PhD, OTR/L)

Consider the negative effects on the developmental process when a baby watches educational DVDs. While watching videos, he passively stares at a screen without moving or interacting with others, not to mention the over stimulation that can occur from the flashing images and sounds coming from the screen. A recent study found that for every hour each day spent watching baby DVDs and videos, babies learned 6 to 8 fewer new vocabulary words than babies who did not watch videos. So the more time babies spent watching videos, the fewer words they knew.7

Preliminary research also indicates that low academic achievement, limitations with attention span, obesity, aggression, and sleep impairments may be associated with overuse of childhood technology.8–12 Unfortunately, the average daily TV viewing time for children younger than 2 years in this country is 1 to 2 hours, and this time span typically increases with age.13

How the Baby Product Industry Affects Your Child’s Development : Smart Toys (Anne H. Zachry, PhD, OTR/L)

Smart toys incorporate computer technology that allows the toy to respond to a baby’s actions in certain ways. These toys can light up, recite the ABCs, vibrate, and sing. When a little one is given a smart toy, his innate creativity and problem-solving skills aren’t required because all he has to do is push a button and wait to see what happens.

When you give a baby a high-tech toy, he is typically delighted and tries it out several times. However, once he figures out what it does, the toy usually falls by the wayside. At the end of the day, he’ll probably end up playing with the box the fancy toy came in more than the toy itself. A more desirable toy would promote interaction, encourage pretend play, and foster creativity. 

How the Baby Product Industry Affects Your Child’s Development : Car Safety Seats, Swings, Bouncer Seats, and Stationary Activity Centers (Anne H. Zachry, PhD, OTR/L)

Plastic devices such as car safety seats, bouncer seats, swings, and stationary activity centers keep a baby confined to one area; thus, if overused, they contribute to delays in developing motor skills. That’s because when a baby is positioned in one of these devices, he has limited use of the muscles in his trunk, neck, arm, and legs. Instead, he’s forced to sit with his hips, knees, and elbows bent.

Overuse of these products can even foster the development of flat spots on your baby’s head, called positional skull deformities (occipital plagiocephaly; you may also hear it referred to as “flat head syndrome”). When a baby’s head rests against the hard plastic surfaces of these devices for long periods, the excess pressure can lead to flattening of baby’s soft skull.4 Please note: It is absolutely necessary to use a car safety seat anytime your child rides in a motor vehicle, so any limits on use should only be outside the car. Also, it is best to take frequent breaks and limit travel time as much as possible in the early months of life.

ADHD Is Real (James W. Forgan, Ph.D., and Mary Anne Richey)

At times you still may wonder, or have to convince a skeptical family member, whether or not ADHD is a fad or made-up disorder. Rest assured, ADHD is not a diagnosis contrived by parents or professionals looking for an excuse for a child’s behavior.

As a parent, the key to explaining ADHD to others is to first thoroughly understand it yourself. Professionals and laypeople use different words to explain ADHD. In his book, Dr. Larry Silver’s Advice to Parents on ADHD, Dr. Larry Silver (1999) described ADHD as a “neurologically based disorder” (p. 3). The National Dissemination Center for Children with Disabilities (2010) noted that “ADHD is a condition that can make it hard for a person to sit still, control behavior, and pay attention” (para. 4). The core symptoms of ADHD are developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. In line with this, the National Resource Center on ADHD (2008) defined ADHD as “a condition affecting children and adults that is characterized by problems with attention, impulsivity, and over activity” (para. 1). Russell Barkley, an eminent researcher in the field of ADHD, added that

Taking Charge of ADHD (James W. Forgan, Ph.D., and Mary Anne Richey)

We often advise parents not to worry so much about the label but to focus on proactive steps they can take to help their son. To raise a successful son with ADHD, you must start doing things differently from the day you find out your son has ADHD. 

Recognize That ADHD Is a Disability 

Even though your son may look fine on the outside, his mind is wired very differently. Taking a “disability perspective” provides understanding. You are taking a great step by reading this book and teaching yourself more about ADHD. Increasing your knowledge about ADHD is key to raising a successful son.

“My Son Has ADHD. Now What?” (James W. Forgan, Ph.D., and Mary Anne Richey)

You may not always recognize boys with ADHD, but believe us, they are everywhere. The American Psychiatric Association (2000) stated in its text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders that “The prevalence of Attention-Deficit/ Hyperactivity Disorder has been estimated at 3%–7% in school age children” (p. 90). That’s a lot of kids! 

Furthermore, some organizations say up to 9.5% of the population has ADHD. According to the Centers for Disease Control and Prevention website (2011), 5.4 million children ages 5–17 have been diagnosed with ADHD by a healthcare professional. The CDC data showed that as of 2007, 2.7 million children in that age group were receiving medication for ADHD. 

Assuming these numbers are accurate, a teacher can expect that at least 2 children in a class of 20 students will have ADHD. On a sports team of 12 players, there will be at least one with ADHD. In a church with a youth population of 100 children, at least 12 will have ADHD. How many kids live in your neighborhood? In addition to your own son, there are probably some boys with ADHD living around you. Boys (and girls) with ADHD are everywhere. 

ADD Versus ADHD: What’s the Difference? (James W. Forgan, Ph.D., and Mary Anne Richey)

Before you read too far, we want to explain the ADHD and ADD terminology, because it can be confusing. Some professionals and parents use the acronyms ADD and ADHD interchangeably. Others use ADD to describe behaviors of forgetfulness, not paying attention, and distractibility; they apply the term ADHD to describe behaviors of hyperactivity and impulsivity. Within current professional literature, ADHD is considered the umbrella term that is used to describe both students with inattention as well as students with hyperactivity and impulsivity.

Raising Boys with ADHD : Introduction (James W. Forgan, Ph.D., and Mary Anne Richey)

We know that behind every successful boy with ADHD is a tired parent. (Actually, we hope you are not alone. We hope you are surrounded by a strong supportive team, which could include a spouse, stepparents, grandparents, and even special friends and neighbors.) Raising a boy with ADHD can be exhausting, but we know you can do it. We know this because you wouldn’t be reading this book if you didn’t care deeply about your son. You will help guide him toward success in life. There is no one path to happiness and success, and it will be a journey influenced by parents, siblings, relatives, caregivers, teachers, and others. We’ve been down similar paths in our personal lives, and we also coach parents of boys with ADHD in our professional work. In this book, we’ve combined our success secrets to help guide you in raising your young man. 

Your son with Attention Deficit/Hyperactivity Disorder (ADD/ADHD) is unique, special, and talented, and has his own set of strengths and skills. He has characteristics and abilities that you understand. You can nurture your son’s qualities to help him grow into a successful man who will make you proud. 

Therapy series : Oral Motor Excercises 3

Tongue base

1. Click your tongue on the roof of your mouth
2. Stick your tongue out, then pull your tongue back in until it reaches the back of your throat
3. Say the syllable .ka.
4. Say the syllable .ga.
5. Say the syllable .ag.
6. Swallow very hard

Source : Clarian Health Partners, Inc., 1998

School Series : Be a partner with your child’s school

Being a partner with your child’s school means working together with teachers, assistants, the nurse, counselors, and the principal to do what’s best for your child. Here is how to do that:
• Volunteer to help. If you can, spend some time at your child’s school. You will develop a good relationship with your child’s teachers. Helping at your child’s school can give you a better idea of the people and programs that are available to your child. Offer to help out in the school library or classroom. Volunteer to chaperone a field trip, be a “class parent,” or share something special about your job with your child’s class. Volunteer to work at the refreshment stand at a football game, or offer to drive students to volunteer in a community program. If you can’t be in school during the day, you can offer to type up field-trip forms or class lists, make class phone calls for the teacher, donate supplies, or make nutritious snacks for the class. You might organize a study group for the students before a big test or final exams. Serve “brain food.” Teachers will appreciate the fact that you care and that you are helping, even when you’re helping out from home.

• Participate in school events throughout the year. It can be difficult to find the time to attend games, concerts, plays, or other activities at school, but it’s important to do it when you can. Invite other family members and good friends—people who know your child well—to join you for these events. Try to attend school events designed for parents, such as back-to-school nights, an open house, or the college or university fair. Join the parent-teacher organization at your school.

School Series : Help your child get organized

We all do better work when we manage our time well and organize the tasks in front of us. Here are some ways to help your child get organized for school:

• Put a family calendar in the kitchen and write down important school dates. Write down when parents’ night at school will be, when report cards are coming out, when conferences take place, and when the holiday show will be. As soon as you receive an announcement of a coming event, write it down on the calendar. Talk with your spouse or partner about events on the calendar so that you both know what’s coming up. If your child’s other parent doesn’t live with you, give him or her a call so everyone can plan in advance for an important event. If you know you will not be able to attend a program at school, ask another family member or friend if she can be there in your place.

• Make sure there is a quiet space at home where your child can study without distractions. Make sure it has good lighting. Turn off the TV. Let younger children know that they have to let their sister work on her assignments because it is important to do them carefully.

• Help your child make lists and charts that will help him remember what he has to do. Make a check or star when each job is finished.

Toddlerhood Series : Support your child’s curiosity, intelligence, and hard work

Here are some ways you can encourage your child to work hard and be a curious and active learner:
• Praise and celebrate your child’s efforts and accomplishments. Focus on how much she wanted to do a good job and how hard she worked. Praise your child for trying hard and sticking with it. The effort is even more important than the final grade. Praise and celebrate every child in your family all year long—not just when report cards come out. Display your child’s papers and artwork on the refrigerator. Tell your child how wonderful her work is.

• Read often to your child and encourage your child to read. Your child is never too young for you to read aloud to him. Your child is never too old to listen to you read aloud. The more your child reads, the better prepared he will be to handle harder and harder schoolwork as he moves up the grades.

• Be interested in all the questions that your child asks. Try to answer or talk about those questions, even if you feel busy or tired. Whenever you can, take the time to help your child find the answers to questions—by looking in books, by asking an “expert,” by figuring it out.

School Series: Be actively involved in your child’s education.

Get to know your child’s teachers. Go to school meetings and special events like plays and holiday shows. Know when a test is coming up or a report is due. Here are some other ways you can be actively involved:
• Walk or drive your child to school when you can. If you drive your child, every now and then park the car and take a minute to go in if you can. Getting to know teachers and staff will help you and your child connect with school, especially in the elementary years.

• Find out about school and become familiar with your child’s schedule. It’s easier to have conversations about school if you know the names of all your child’s teachers and what’s going on in the classroom and at school. That way you can ask specific questions. “I heard you’re taking a trip to the town library next week. What are you studying?” “Are you going to enter a project in the upcoming science fair?” “Is your music class working on anything to perform for the holiday concert?”

Therapy series : Oral Motor Excercises 2

Tongue

1. Stick your tongue straight out, hold, then put it in
2. Move your tongue to the right corner of your mouth then to the left on the outside of your mouth
3. Push the inside of your cheek out with your tongue on the right side, then the left side
4. Lift your tongue up to your upper lip, then your lower lip; don.t use your jaw to lift your tongue up
5. Lift your tongue up behind your front teeth as if you were saying .la.
6. Open your mouth and lick your lips with your tongue in a wide circle

Source : Clarian Health Partners, Inc., 1998

Minimising the risk of Influenza A (H1N1) Infection from mother to baby

• The spectrum of disease of pandemic influenza A H1N1 09 in newborns is unclear
• Breast feeding should be strongly encouraged

Sensible efforts should be made to reduce the likelihood the baby will be infected, while minimising the effect on the mother-baby relationship. These include:

• treating the mother to reduce the risk of transmission (the mother is considered non-infectious after 72 hours of treatment with antiviral medicine)
• the mother and baby should sleep in separate beds
• when breast feeding, bathing, caring for, cuddling, or otherwise being within 1 metre of the baby, the mother should:
• wash her hands thoroughly with soap and water before interacting with the baby
• always use cough etiquette near the baby.

Although these measures can be ceased when the mother is no longer infectious, continued good hygiene should be encouraged at all times. These measures should apply to any carer or family member with influenza.

• Mothers requiring hospital care should not be prematurely discharged because they have influenza
• If discharged while still infectious, mothers should be provided with a sufficient supply of surgical masks to take home
• Prophylaxis is not recommended for the baby. Should the baby develop symptoms, the baby should be isolated from other babies, assessed urgently by a paediatrician, and if influenza is diagnosed, considered for treatment with antiviral medicine.

Source: The Royal Australian and New Zealand College of Obstetricians and Gynaecologists

Therapy series : Oral Motor Excercises 1

Lips

1. Open and close your mouth

2. Pucker your lips (like whistling), then relax

3. Smile, then relax

4. Pucker and hold, then smile and hold

5. Put lips together tightly, then smack open

6. Pucker your lips and swing left, then right

7. Puff out cheeks and hold air in, then slowly blow the air out

Source : Clarian Health Partners, Inc., 1998