Dressing For Success

ADHD and Clothing Sensitivities

Is your ADHD child driven to distraction by ill-fitting socks and clothing tags? He may have a heightened sensitivity to clothing.

Attention deficit hyperactivity disorder (ADHD) is among the most popular research topics in the field of learning disabilities today. Classified as a mental health complication, millions of children and teens live with the disorder in the United States alone. Pediatricians, neurologists, and other specialists search for a way to improve the quality of life for kids with ADHD while parents get to focus on the everyday minutiae of parenting children with this disorder.

Just to give you an idea of how this works, some children with ADHD are sensitive to certain types of clothing. This can be attributed to the heightened sensitivities experienced by ADHD children and adolescents. Clothing sensitivity can be seen in the need to micromanage the size and placement of a child’s socks, for example. A boy with ADHD can and will spend a quarter of an hour trying to make his socks yield the right fit. It helps to remember that it is the disorder—the ADHD—that is the driving force behind this picayune behavior.

Peer-Related Pressures

For teenagers, clothing sensitivity carries peer-related pressures. The trendiest clothing may not be wearable for a teen with clothing sensitivities. The problem may be tags, linings, or even specific dress materials. Your teen may experience a sensitivity to the stitching, or be bothered by the sensation of the cut or type of fabric in fashionable clothing.

For a parent accompanying a teenager on a shopping trip it can be very hard to pinpoint the exact nature of the difficulties experienced. That makes it a chore to steer children toward the clothing they can and will tolerate. We may also not be thrilled at the way the chosen (read comfortable) clothing looks on our children but may be forced to give in here and there to save everyone’s sanity: both parent and teen.

When your teenager with ADHD brings home new clothing items, check to make sure she’s made reasonable choices regarding fit, and then make sure to wash the clothing with laundry soap you know she can tolerate. This will remove any harsh manufacturing chemicals that might set off your child’s sensitivities.

A Biggie

The next step is to think about removing all tags related to care and branding. Clothing tags are a biggie when it comes to clothing sensitivities and the irritation can drive your ADHD teen to, well, distraction. If after you’ve done all of these things, your teen still complains about an item of clothing, it may be necessary to get rid of the offending article.

For some teens with ADHD, clothing sensitivities can worsen the symptoms of ADHD and it may be tough to spot your child’s clothing as the culprit. If you see your child having trouble with staying focused in class despite being on medication, think about removing his clothing tags or changing the way your child dresses. If you see an improvement after the fact, you’ll have proof that your child has a clothing sensitivity.

There isn’t a single facet of the ADHD teenager’s life that escapes the effects of this neurological condition. But you can make things a bit easier for your teen by choosing clothes that are not only stylish but decrease sensory irritation. If you make the effort in this area, you’ll see a benefit in your child’s schoolwork and begin to have a better experience when shopping with your child for clothes.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be seen in it's entirety at http://community.cognibeat.com/2010/12/dressingforsuccess

Medicaid Benefits

Are ADHD Children Getting the Treatment They Need?

A new report casts doubt on the effectiveness of the treatment received by ADHD children in the U.S.

With the enactment of the 2010 Patient Protection and Affordable Care Act, Medicare benefits have been extended to huge numbers of U.S. citizens who until now were uninsured. Among those receiving such benefits for the first time are scores of children. It’s undeniable that access to treatment is a good thing, but the quality of that treatment may not be up to scratch. The December issue of Journal of the American Academy of Child and Adolescent Psychiatry discusses the issue in detail.

Dr. Bonnie Zima and her research team investigated the treatment of 530 children with ADHD and reported on their findings in an article entitled, "Quality of Care for Childhood Attention-Deficit/Hyperactivity Disorder (ADHD) in a Managed Care Medicaid Program." The children ranged in age from 5-11 years and received care for ADHD in primary care or specialty mental health clinics between November 2004 and September 2006 as part of a large national Medicaid managed care program. Investigators drew on a group of longitudinal analyses derived from a variety of sources: Medicaid services and pharmacy claims data, interviews with parents and children, and school records. These sources helped investigators evaluate the mental health care and clinical results for these children over the span of three 6-month periods.

Assessing the quality of care that is provided to children with ADHD is important for two reasons:

1) ADHD is among the most common of mental health disorders affecting 3%-10% of all U.S. children.

2) Over a third of national healthcare costs for pediatric mental disorders are covered by Medicaid.

Medical Necessity

Dr. Zima and her team discovered that in spite of a federal policy that imposes proof of medical necessity in order to receive Medicaid reimbursement for specialty mental health services, the severity of ADHD in the child subjects treated in primary care was similar to that of the children treated within the community mental health clinics. Still, the treatment varied so that while the majority of children in primary care were given stimulant medications and seen once or twice a year, just under a third of the children in specialty mental health programs were seen five times in a single month. Since one-quarter of the children in primary care were prescribed psychotropic medication, the infrequency of follow-up visits was deemed a glaring omission.

Care Dropouts

In both sectors there was a high rate (over one third) of care dropouts, meaning that the need of these children for mental health care remained unmet. The subjects had a poor record for refilling their stimulant prescriptions, and the clinical outcomes of the care dropouts didn’t differ from those who stayed in care.

The researchers feel these results suggest that there is a great deal of room for improvement in the care of children with ADHD. For instance, clinical severity must be in synch with the type of care provided, and better enforcement is needed in regard to follow-up visits and ensuring prescriptions are refilled. As the report states, “The enduring symptoms, impairment, and poor academic achievement of the children who remain in care and those untreated underscores the public health significance of improving the quality of care for publicly insured children with ADHD."

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Surviving the Season

Getting Through the Holidays with the LD Child

How can parents and their children with learning disabilities (LD) get through the holiday season with a minimum of emotional meltdowns?

This time of year, we often hear the words “merry” and “joyous” banded about in reference to the holiday season. But for the parents of a child with a learning disability, the holiday is anything but a happy time. Routine and structure are the lifeblood of a child with a learning difficulty of any sort and the long winter vacation offers just the opposite. It’s no wonder things get a little hairy and emotional meltdowns are the order, rather than the exception, of the day.

The antidote is clear: in order for parents (and their children) to survive, some sort of structure must be imposed and a routine created. Yet the holidays are hectic and overwhelming, even for well-organized adults. How can a parent compensate for the lack of structure and routine for a learning-disabled child when things are so frenzied?

The simplest way to help your child is to include them as a factor in your holiday planning. Just as you schedule your holidays plans in your calendar (bake X-mas cookies Wednesday, host open-house from 12PM-5PM January 1st) so too, you can pencil in activities with your child. The typical school day is broken up into regular blocks of time spent in routine activities. You can’t quite mimic that effect, and you’re not expected to do so, but any kind of quiet, scheduled activity, for instance 45 minutes of reading from a favorite storybook, can give your child back their bearings at this time.

Ongoing Activities

In order to keep your child from feeling pressured, you may want to make an activity an ongoing event. For instance, if your child likes decorating the tree, schedule a time of day for that, and let them decorate the tree over a period of days. You can start things off by stringing the lights. Then, during the time you’ve scheduled each day for tree-decoration, place a box of ornaments nearby for them to choose from.

The great thing about this activity is that your child feels included in your holiday preparations. They feel a part of things. Stay near your child to offer assistance as needed, and don’t neglect to tell them stories about the history of those decorations.

A parent should also prioritize their holiday plans and activities. Each demand on your time and energy should be considered in the light of your child’s needs and what you must provide to keep them happy and calm. In some cases, you may not have a choice. Some family outings, for instance, may be mandatory.

Examining Choices

If going to Grandma’s house for X-mas Eve dinner is nonnegotiable, attending five open houses in a row definitely is open to discussion. Keep plans down to a minimum for the sake of your child to avoid exposing them to unfamiliar surroundings, activities, and fuss. You can discuss this as a family and decide together which events take precedence and which, with regrets, you must skip. By examining your choices together as a family, you can determine the best way to spend your emotional and physical resources.

Last but not least, schedule in the joy. Clear a space on your calendar to just be with each other and enjoy time together. Take a walk in the snow and smell the air. Listen to some holiday music and sip a cup of hot cocoa together. Talk to your child and listen to them, too. That’s the stuff of joy for both you and your child and the holiday dividends of being a parent.

Happy Holidays!

Thanks to www.cognibeat.com for allowing us to reproduce this article. It can be found in it's entirety at http://community.cognibeat.com/2010/12/survivingtheseason/

Traveling with your ADD/ADHD Child

Mapping the Route

Holiday Traveling with your ADD/ADHD Child

The holiday season is hectic for everyone, but holds particular challenges for the parent of a child with ADD/ADHD. If you plan to travel, things can go south in more ways than one.

It seems you’ve no sooner gotten your child into the swing of things and settled into the routine of the school year than the holidays come along and send you all back to where you started. It’s quite bad enough for the vacationing family who chooses to stay at home—familiar surroundings can make a difference for the ADD/ADHD child when the schedule is shot to Hell—but the family who intends to travel to a holiday destination is facing some serious difficulties. You can head off the nightmare by thinking ahead as you plan your trip and by taking the time to prepare your child, too.

If you are planning to travel by train, plane, or automobile, offer your child a map of the route you’ll be taking and mark out the special sites you’ll be visiting along the way. Explain the distances you’ll be traveling and give them an estimate of how long the trip is likely to take.

If the mode of travel is one that they have never before experienced, give your child some background information. Describe the airport or train station, and what they can expect to happen onboard the train or while the plane is in flight. If you will need to catch a connecting flight, explain how that works.

Choosing Activities

Prepare activities for your child to bring along. You may want to allow them to choose the books, games, and toys they will bring along. These items will keep your child entertained as you travel and by being included in choosing these familiar items, your child feels a part of things and enjoys a sense of security, too. Appropriate items to bring along include books, handheld games, iPod or MP3 player with earphones and a Frisbee or a small ball for breaks during road trips.

Nonstop Chattering

If your child is like most other children with ADD/ADHD, expect them to chatter about the sights he sees throughout the trip. You might suggest they record their thoughts with a small recorder to keep them occupied while you drive or navigate.

If you take a road trip, allow time for frequent stops. This gives your child some time to stretch and exercise. It will help your child make the switch from play to travel time if you offer a gentle warning, “Ten more minute of play and then we’re back on the road to drive some more.”

If you travel by plane or train, allow your child to walk around the airport or train station as much as possible, so they can explore. Stay by his side for safety’s sake.

This post has been copied in its entirety with the kind permission of www.cognibeat.com and can be found in it's entirety at http://community.cognibeat.com/2010/12/traveltips/

ADHD Substance Abuse

Identifying Those at Risk

The rise of ADHD prescription drug abuse is on the rise among teens and college students. The physical consequences are dire—the risk to their future, no less so. This is an issue that deserves our attention, front and center. We need to explore ways to address this dangerous form of drug abuse.

From Within

One way to combat the problem is to tackle it from within its physical plant. Those health-care providers who are based within high schools and colleges should make the effort to foster a relationship with the students under their care. By remaining alert and observant, school nurses can spot unusual behaviors or attitudes as they crop up. School health-care providers should be taught to recognize the signs and symptoms of those at risk for ADHD drug abuse.



To that end, the National Association of School Nurses has created an educational toolkit to teach school health-providers how to prevent, identify, and manage the abuse and misuse of prescription drugs. The kit includes lesson plans for nurses and health educators alike. There are also tips for school administrators contemplating the implementation of drug-testing programs for students and links for obtaining further information about drug abuse prevention in schools.

Teens and young adults who display sudden bold changes in their behavior, attitudes, or appearance, are giving off the first signals that they may be abusing drugs such as ADHD medications. If such changes are witnessed, a full medical history should be taken to help assess the student for drug abuse. The key to running down the facts and dispensing help where needed is in noticing changed behavior and appearance and in fostering an ease of communication between students and providers.

Ask Questions

Health-care providers should dare to ask questions. The Substance Abuse and Mental Health Services Administration suggests employing the CAGE screening tool:

http://www.associatedneurologists.com/cage.html as the basis of these discussions. This is a series of four questions related to alcohol use, but might be adapted as a tool for screening students for potential drug abuse. It is recommended that this screening tool be used at each visit with a student patient.

Here is a suggested adaptation:

* Have you ever felt you ought to cut down on your drug use?


* Have people annoyed you by criticizing your drug use? 

* Have you felt bad or guilty about your drug use? 

* Have you ever used drugs first thing in the morning to steady your nerves or to help you do better in school?

Don’t judge and don’t mince words. Kids at risk should feel you care no matter what, but that you won’t tolerate anything but the truth. Watch the student for signs he is becoming defensive when you bring up the topic of substance abuse.

This article has been copied in whole with kind permission from www.cognibeat.com and can be found at http://community.cognibeat.com/2010/11/substanceabuse/

ADHD On The Rise

New CDC Report Shows Significant Increase

Almost one out of every ten kids in the U.S.A. is diagnosed with attention deficit hyperactivity disorder (ADHD) and it seems that the rate will continue to grow. This is according to a report issued by the Centers for Disease Control and Prevention (CDC) November 10, 2010.

The CDC says that the percentage of kids aged 4-17 who were diagnosed with ADHD rose from 7.8% to 9.5% between the years 2003-2007. This represents an increase of 22%. The largest increase was seen among Hispanics and in teens aged 15-17.

The details listed in the new report were based on the National Survey of Children’s Health, a survey of the nation’s parents conducted by telephone. However, it isn’t clear whether the rise in the number of diagnoses stems from a true increase in the number of ADHD cases, or because ADHD has at last found a niche in the public awareness. If the increase in the number of cases reflects a true increase, there is concern that the burgeoning number of new cases may be due to environmental or social factors.

Contributory Factors

Lead author of the report, Susanna Visser says that contributory factors might include premature delivery, low birth weight or even lead exposure. All of these factors have been found to have an association with ADHD symptoms. “This collection of risk factors could be moving in a direction that causes certain demographic groups to have higher rates of ADHD. We have to figure out what’s driving the change,” says Visser, an epidemiologist at the CDC.

Understanding the origins of this new trend in ADHD will necessitate long-term studies of children and must also include imaging and genetic studies, says Visser. She adds that the National Institutes for Health (NIH) already have several such studies in progress.

While the rate of ADHD rose in all 50 states, the most striking increases were to be found in 12 states including Colorado, Indiana, and North Carolina. Visser says the 12 states appear to be responsible for the overall national increase in ADHD. In North Carolina, which was found to have the highest number of ADHD cases in the United States, the rate of ADHD rose from 9.6% to 15.6%, an increase of around 63%. Other states with high rates of ADHD diagnosis include Alabama (14%), Delaware (14%), Ohio (13%), West Virginia (13%), and Arkansas (13%).

Around half of the children diagnosed with ADHD were said to have a moderate or severe case, and two-thirds of the kids with ADHD were on medication for the disorder. The report estimates that there are 2.7 million 4-17 year-olds on ADHD drugs which comes to 5% of all children of this age group, nationwide.

If parents have concerns about their children’s behavior, they should seek a physician’s advice. Visser says that in consultation with doctors and school experts, the symptoms of ADHD can and should be managed and controlled.

This article has been copied from www.cognibeat.com and can be found in it's entirety at  http://community.cognibeat.com/2010/11/adhd-on-the-rise/

Facebook, Twitter and ADHD

Does Social Networking Impact ADHD?

Today’s generation of techno-geeks has created a world which exists on a virtual cloud. This real/not real universe is complete with its own language, transmitted via a keyboard the size of a deck of playing cards. By plugging into the world of social networking, your child can make connections all over the planet earth. He can expand his mind with the click of his mouse as he checks out the myriad links posted by “friends.”

All this happens at a rapid-fire pace which leads parents and teachers to wonder whether social networking might be a problem, in particular for those kids with attention span deficits. If your child has ADD/ADHD, you may be more than just a little concerned about the effects of Facebook and Twitter on your child’s mind. But what do the experts say?

Negative Impact

At least one leading neuroscientist believes that social networking venues can have a negative impact on children. Lady Greenfield, professor of synaptic pharmacology at Oxford’s Lincoln College and the director of the Royal Institution says that children who use these sites,“… are devoid of cohesive narrative and long-term significance.”

Dr. Greenfield says these venues may infantilize a child’s mind and accustom it to sensationalism, short attention span, lack of compassion, and an absence of a personal sense of identity.

Beneficial Impact

But Dr. Brendesha Tynes disagrees. Tynes conducted a study back in 2007 entitled, Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments, which found that online socialization on sites like Facebook can be very beneficial to teens who are working on establishing an identity and acquiring life skills. Dr. Tynes, who is a professor of educational psychology at the University of Illinois, says the social networking sites give kids a chance to strategize communication, build their decision-making skills, and offers teens a chance to develop critical thinking—all useful tools for those who are challenged by ADD/ADHD. Tynes’ study finds that these tools prepare our youth for the challenges of adulthood.

As time goes on, there may be more information on the impact of these new-fangled forms of two-dimensional interaction on those with ADD/ADHD.  For now, common sense must be our guide. It does seem that virtual interaction by way of cellphone or keyboard cannot offer the same sense of communication that is generated by a face-to-face meeting with a real person. There is no substitute for true interpersonal communication, and this holds even more water for those who have difficulties with self-expression, impulsivity, and compassion.

Used with care and moderation, social networking sites provide some benefits for young people, no matter whether or not they have ADD/ADHD, by expanding their connections and offering the free trade of information. However, kids with ADD/ADHD require extra supervision across the board and their interactions on the ‘net are no exception. Applying limits on their use of social networking venues is appropriate and it is reasonable for parents to keep a close watch on the frequency and intensity with which their children use social networks.

This article has been copied from www.cognibeat.com and can be found at
http://community.cognibeat.com/2010/11/facebooktwitterandadhd

Nourishing the ADHD Child

A Natural Approach

Nourishing the ADHD Child

While taking a natural approach to treating attention deficit hyperactivity disorder (ADHD) is controversial, there’s no harm done in exploring these options within reason. 

Attention deficit hyperactivity disorder (ADHD) can wreak havoc in the classroom, in relationships, and in the lives of those parents struggling each day to help their children who suffer from the disorder. For parents who want to cut back on the use of Ritalin and other prescription drugs, a more natural approach can be explored to mitigate the symptoms generated by ADD/ADHD.

A Gift

Natural foods purveyor Terry Lemerond of Terry Naturally says that while most people call ADD/ADHD a disorder, it’s possible to see the condition as a gift, if only we can learn how to manage it the right way. People with ADHD are good at making quick decisions and remain ever-alert to their surroundings. These traits can be quite useful in modern society. Still, says Lemerond, natural options can improve overall health and decrease the impact of the more negative aspects of ADHD.

To start with, Lemerond states that ADHD children should avoid eating foods containing gluten or those with artificial preservatives, colors, sweeteners, or flavors. He adds that refined sugars must be avoided. Rather, the diet of the ADHD child should be based on high quality proteins and be low in carbohydrates. An important addition to the diet of the child with ADHD is the inclusion of healthy fats, for instance flax seed oil and olive oil.

Healthy fats contain omega-3’s which can aid memory, concentration and behavior. Because many children balk at eating fish and because of the potential for mercury ingestion, Lemerond advises children to substitute docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA) in supplement form. The natural foods expert says these supplements help to increase the absorption of omega 3 fatty acids by binding them to phospholipids through a process of vectorization.

Poor Carriers

Lemerond explains that in the case of fish oil, DHA and EPA use triglycerides for their transport and these are poor carriers for these essential fatty acids (EFA’s).  However, phospholipids are efficient carriers for DHA and EPA. In addition their excellent transport properties, the phospholipids, in and of themselves benefit brain health and may have a positive effect on attention, focus, mood, and memory.

Other nutrients important to the management of ADHD include phosphatidylserine, grape seed, black currant, taurine, L-tyrosine, DMAE, and certain vitamins. Vitamin B, DMAE, and the amino acid known as L-tyrosine, for instance, can aid the functioning of the neurotransmitters.
In many cases, those with ADHD have coexisting mental health issues, such as anxiety and stress. Those who suffer from ADHD, anxiety, and stress may find benefit in Echinacea extract taken from the variety known as Echinacea angustifolia, says Lemerond.

This article has been copied in it's entirety from www.cognibeat.com and can be found here:  http://community.cognibeat.com/2010/12/anaturalapproach