Attention Deficit Hyperactivity Disorder

(Mental disorder of the neurodevelopmental type)

by
Irfan Iftekhar

Introduction
The American Psychiatric Association reports that approximately 3 to 7% of children have
Attention Deficit Disorder. Boys are three times more likely to be diagnosed with ADHD, but
most experts believe that the disorder occurs just as frequently among girls. Since girls are less
likely to act out, they are less likely to be diagnosed with ADHD. The number of children
diagnosed with ADHD keeps growing and growing. A few years ago Congress held hearings on
ADHD because it was costing public schools so much money. Experts testified that in 1960 there
were fewer than 50,000 American children on Ritalin, and yet by 1975, that number was around
300,000. During the 1990s, there was a 700% increase in the use of ADHD drugs, and as of
today, about 5 to 6 million American children are taking ADHD medications.
Table. Crude frequencies and age-adjusted percentages of ever having asthma and still having asthma for children
under age 18 years, by selected characteristics: United States, 2012
All children
under age
18 years

Selected characteristic

Ever
told had
asthma1

Still
have
asthma2

Ever
told had
asthma1

Number in thousands3

Still
have
asthma2

Percent4 (standard error)

...
73,661

...
10,322

...
6,834

14.0 (0.38)
14.0 (0.38)

9.3 (0.32)
9.3 (0.32)

37,628
36,033

5,988
4,333

3,748
3,085

15.9 (0.55)
12.1 (0.51)

10.0 (0.46)
8.6 (0.45)

20,006
28,829
24,827

1,406
4,483
4,433

1,080
3,162
2,591

7.0 (0.54)
15.6 (0.65)
17.9 (0.74)

5.4 (0.48)
11.0 (0.54)
10.5 (0.60)

70,037
54,943
10,591
990
3,403
110
3,625
1,516
711

9,714
6,911
2,265
212
310
*
608
251
91

6,398
4,395
1,675
143
173
*
435
175
*51

13.9
12.6
21.6
21.6
9.0
10.9
17.5
17.7
12.1

(0.39)
(0.44)
(1.09)
(4.02)
(1.20)
(4.73)
(2.01)
(2.68)
(3.14)

9.2
8.0
16.0
14.5
4.9
7.9
12.3
12.4
6.6

(0.33)
(0.36)
(0.98)
(3.39)
(0.98)
(3.83)
(1.66)
(2.21)
(2.21)

.
.
.
.
.

17,663
11,986
55,999
39,057
10,045

2,344
1,392
7,978
4,881
2,178

1,552
908
5,282
3,079
1,609

13.5
11.8
14.2
12.4
21.8

(0.70)
(0.80)
(0.45)
(0.53)
(1.13)

8.9
7.7
9.4
7.9
16.1

(0.61)
(0.71)
(0.37)
(0.42)
(1.00)

Mother and father . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mother, no father . . . . . . . . . . . . . . . . . . . . . . . . . . . .

50,442
18,115

6,006
3,552

3,853
2,480

12.1 (0.45)
19.5 (0.84)

Total5 (age-adjusted) . . . . . . . . . . . . . . . . . . . . . . . . .
Total5 (crude) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sex
Male . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Female . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Age6
04 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
511 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1217 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Race
One race7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
White. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Black or African American . . . . . . . . . . . . . . . . . . . . .
American Indian or Alaska Native . . . . . . . . . . . . . . . .
Asian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Native Hawaiian or Other Pacific Islander . . . . . . . . . . .
Two or more races8 . . . . . . . . . . . . . . . . . . . . . . . . . .
Black or African American and white . . . . . . . . . . . . . .
American Indian or Alaska Native and white . . . . . . . . . .
Hispanic or Latino origin9 and race
Hispanic or Latino . . . . . . . . . . . . . .
Mexican or Mexican American . . . . .
Not Hispanic or Latino. . . . . . . . . . . .
White, single race . . . . . . . . . . . . .
Black or African American, single race

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Family structure10
7.7 (0.37)
13.7 (0.73)

Father, no mother . . . . . . . . . . . . . . . . . . . . . . . . . . .
Neither mother nor father . . . . . . . . . . . . . . . . . . . . . . .

2,695
2,410

430
333

260
240

16.1 (2.15)
14.5 (2.41)

10.1 (1.78)
10.8 (2.25)

8,802
13,990
48,248

1,356
2,061
6,555

995
1,400
4,191

15.4 (1.08)
14.8 (0.90)
13.6 (0.48)

11.3 (1.00)
10.1 (0.71)
8.7 (0.39)

. .
. .
. .
. .
. .
. .

23,433
46,614
9,019
11,818
9,133
16,644

4,054
5,823
1,183
1,376
1,256
2,009

2,849
3,741
813
862
838
1,227

17.9
12.3
13.0
11.7
13.5
11.7

12.5
8.0
9.0
7.4
9.1
7.2

Poor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Near poor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Not poor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15,125
15,533
37,786

2,717
2,122
4,780

1,940
1,452
2,995

18.7 (0.92)
13.6 (0.79)
12.4 (0.50)

13.3 (0.81)
9.3 (0.65)
7.9 (0.42)

39,291
27,501
1,832
4,749

4,972
4,659
231
434

3,183
3,189
133
316

12.3
17.7
12.5
8.2

7.9
12.0
7.7
6.0

Parents education 11
Less than high school diploma . . . . . . . . . . . . . . . . . . .
High school diploma or GED12 . . . . . . . . . . . . . . . . . . .
More than high school diploma . . . . . . . . . . . . . . . . . . .
Family income13
Less than $35,000 .
$35,000 or more . .
$35,000$49,999
$50,000$74,999
$75,000$99,999
$100,000 or more

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(0.72)
(0.46)
(1.03)
(0.79)
(1.09)
(0.78)

(0.62)
(0.39)
(0.86)
(0.69)
(0.97)
(0.63)

Poverty status14

Health insurance coverage 15

Private . . . . . . . . . . .
Medicaid or other public
Other . . . . . . . . . . . .
Uninsured . . . . . . . . .

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(0.51)
(0.71)
(2.06)
(1.02)

Source: U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease
Control and Prevention National Center for Health Statistics
As parents you are exhausted from the childs constant movement, talkativeness, demand for
extra attention, and behavior thats bad no matter what you try or how many books and experts
you consult. You are tired of trying to keep the child in line and explaining away bad behavioral.
Meanwhile teachers are saying because this child may have a legal disability that requires
medicine, special education, and behavior modification. What is ADHD anyway? How will it
impact my childs life? How to properly deal with an ADHD diagnosed child? Is there anything I
can do at home to help him and our family? What are the treatments? This book will answer
those questions for you.
Chapter 1: What is ADHD and how do you diagnose it?
All children are occasionally impulsive or unable to sit still or pay attention. This is especially
true of children in the early grades who have not yet gained the maturity to know how to act
appropriately in a classroom or on a playground. But some children may seem to be inattentive,
fidgety, or impulsive much more often than others their age. These children may have ADHD.

(0.43)
(0.58)
(1.73)
(0.91)

Children with this condition will show a cluster of symptoms, which appear before age seven,
occur in more than one setting, and last at least six months.
No one knows the exact cause of ADHD. But scientific research suggests that the condition may
result from a chemical imbalance in the brain, or from a lack of certain brain chemicals that
affect behavior. Studies also suggest that ADHD has a genetic component and may be inherited.
Many children with ADHD have relatives with the disorder. Here are some facts:
ADHD usually shows up in early childhood. Some children show signs of the condition in
infancy, while others show few or no symptoms until they enter school. Although the disorder
can affect people of any age, including many adults, children are most frequently diagnosed
with the condition in kindergarten and first grade. Most children with ADHD are not emotionally
disturbed. Children who have ADHD do not usually show signs of severe emotional problems.
But if these children are not correctly diagnosed and treated, they may develop behavioral or
emotional problems, such as depression, anxiety, and difficulty getting along with their peers.
Children with ADHD can lead normal and productive lives. Children with ADHD do best in a
structured and predictable environment with clear and consistent rules. If they are provided with
this kind of environment -- and loving support from adults who understand their needs -- they
can develop the confidence they need to succeed in school and, later in life, at work.
A complete evaluation usually involves an assessment by well-trained professionals, including a
pediatrician, a child psychologist or psychiatrist, or a pediatric neurologist. The evaluation
consists of a medical and family history a physical examination, including vision and hearing
tests interviews with the child, the parents, and the childs teacher(s) the use of behavior rating
scales, filled out by the parents and others an observation of the child an evaluation of the
childs academic and other skills psychological tests to determine whether other concerns
might be causing (or contributing to) a problem. If your child hasnt started school yet, you may
want to get in touch with your childs pediatrician or day care provider, who may be able to
provide additional information about available resources or how to seek an assessment for
ADHD.

Chapter 2: Being a parent to an ADHD diagnosed child

Having a child with ADHD takes patience, energy, and flexibility. Both you and your child will
benefit if you stay optimistic and seek out new ideas and encouragement from other parents
who are facing similar challenges. Here are some tips:
Have a positive approach. Focus on your childs strengths, not weaknesses. Children with ADHD
have many more options than they once did. Early intervention can help them find creative ways
of coping with their challenges. If you set an example by taking a positive approach yourself,
your childs tasks will be that much easier.
Join a support group for ADHD parents. Talking regularly with other parents gives you a safe
place to explore your concerns whether theyre about a school district or your own ability to cope
-- and fresh ideas on how to approach them. You may be able to find a group through a therapist
or teacher who works with children with ADHD or through the local chapter of a national
organization. If you have a computer, you may want to join an online support group or visit an
Internet chat room for parents of children with ADHD.
Spend time with your spouse. Taking care of someone with ADHD may seem overwhelming if
you dont balance your childs needs against your own and those of other people you love. Look
for a caregiver -- a friend, relative, or babysitter -- who shows sensitivity to your childs needs
and will allow you and your spouse to go out for dinner or spend a weekend away from home
when you need a break.
If you cant find a group, consider forming your own. Put a notice on a community bulletin
board or in a local newspaper that gives a brief description of the kind of group youd like to
form and how often youd like to meet. A seven years old girl who has been diagnosed with
ADHD, her mother has made it a routine to at least talk with other parents, once a month facing
similar challenges. If youd like to share ideas and offer support at informal get- together, call
Jane at 5550000, nights and weekends. Even if your notice doesnt attract enough people to

form a regular group, you may find one or two people whod like to share ideas over the phone
or at occasional lunches.
Take care of yourself. Caring for a child with ADHD can be stressful. At times your son or
daughter may seem to need continual help or supervision. Taking good care of yourself will help
you find the energy you need to do your best as a parent. Get plenty of rest. Set up a regular
exercise program (even if its only taking a long walk three or four times a week). Make time for
activities that leave you feeling relaxed and refreshed having lunch with friends, listening to
music, reading a new book by a favorite author.
Have a long-term perspective. You may go for weeks without seeing much progress, and then
see your child make a big breakthrough when you dont expect it. These ups -and-downs are a
normal part of the process of raising a child with ADHD. If you can remain a calm and loving
presence when stumbling blocks appear, you can help your child develop the patience and
flexibility needed to overcome temporary setbacks. And you can help your child face the future
with the energy and optimism needed to keep making progress at home and in school.
Chapter 3: Effects of having an ADHD child at home
Parents react in many ways when they find out that their child has ADHD. There are many
parents who want their child to be diagnosed with ADHD. Many doctors and psychologists
report that parents offer them bribes for an ADHD diagnosis. The reason is that they receive
more government benefits if their child has ADHD or some other medical condition. Sometimes
parents believe that their child will have the advantage of special education at public school that
includes instruction in a small class or even on a one-on-one basis. While they may not actively
want their child diagnosed with ADHD, other parents feel a sense of relief when they finally get
that diagnosis. They realize that not everything is their fault as parents. They may have suspected
that something was medically wrong, and the diagnosis finally gives them a course of action.
Now they know how to make the situation better. Other parents fight the idea that there is
something physically wrong with their child, and actually would prefer a psychological
explanation. They want to try a non-drug approach, such as counseling, parent classes, natural

diets, and relaxation techniques. They may take a common sense view that if a child is throwing
tantrums, cant get along with other children, acts up in school and causes a commotion at home,
then the problem is a poor adjustment. This explanation seems easier to handle. It is a temporary
problem rather than a permanent physical condition. Often these parents will go from one doctor
to another until they find one who says what they want to hear.
However, if a child has had a thorough medical and psychological examination that concluded
with an ADHD diagnosis, then this childs problem has a physical basis and medication can often
work miracles. One doctor said that he is always delighted when Ritalin transforms a child into a
likeable, manageable human being who could enjoy school. Often when their child is first
diagnosed, parents feel grief and sadness. They have trouble accepting that their child has to take
medicine and requires some special help. There are depressing statistics that people with ADHD
are more likely to end up in jail, or on drugs or alcohol. This information makes them worry
about their childs future. They feel a real sense of loss that their child may not live up to their
expectations of achievement.
Sometimes one parent will insist that the child does not need medicine or treatment and this
begins a fight with the other parent. This situation is not good for their marriage or their child,
and it often has to be worked out through counseling. Since there is a big hereditary factor with
ADHD, still other parents feel a sense of guilt that they have passed on a trait that they
themselves have struggled with all their lives. When your child is first diagnosed with ADHD,
take this chance to learn as much as you can about the disorder. If your doctor or other specialist
recommends that you and your spouse go for parenting classes, behavioral therapy with your
child, or family therapy with your child and his or her siblings, doesnt take it as a criticism but
rather as an opportunity to learn. Your child will respond better to certain kinds of parenting
techniques than others, and you can learn them. Many parents of ADHD children say the earlier
the child is diagnosed, the better things will get. The sooner you get involved in his or her
therapy and the more you learn, the better things will be for your entire family and your child.
Your childs self-esteem suffers less if you get early intervention. You can learn ways of teaching
your child to behave appropriately at home and at school, to help him or her form friendships,
and to make his childhood joyful. While it is normal to grieve and feel sad, if those feelings last

for more than a few weeks, you should seek out counseling to help you better accept and deal
with the situation. Your child is a person, not a disability. ADHD is part of his or her personality,
but not the part that makes your child unique. Each child has unique talents and abilities, and a
unique style and way of doing things. It is your job as a parent to bring out your childs strengths
and to help him or her cope with ADHD. When you think about Thomas Edison, Winston
Churchill, John F. Kennedy, General George Patton or Mozart, do you think about their Attention
Deficit Disorders, or about the wonderful contributions they have made to the world?
Chapter 4: How to properly deal with an ADHD diagnosed child
Developing a good relationship with your childs teacher can help your child succeed in school.
Its a good idea to meet with the teacher as soon as you have received a treatment plan from the
evaluation team, and find out what the teacher thinks you can do to make the plan work for your
child. Depending on the specific recommendations in the plan, you might ask the teacher to seat
your child at the front of the classroom write out your childs assignments, rules, and schedule
modify the curriculum to fit your childs needs reduce your childs workload break tasks down
into small parts build successes into your childs school work After your initial meeting, stay in
touch with the teacher. Its a good idea to Call or write notes if you have concerns. Speak up if
you have questions about how the treatment plan is working or how you might help with it at
home. The plan may need to be adjusted to suit your childs needs. Make sure your child is
completing required assignments. Children with ADHD may be forgetful and leave assignments
at school even if the teacher writes them down. Let the teacher know if your child never seems to
have homework even though other children in the same grade do. Find out if your child needs
special tools or supplies. An inattentive child might benefit from visual aids that can help to
organize schoolwork for example, a big calendar or bulletin board or brightly colored
notebooks for keeping track of assignments. Volunteer in your childs school. Volunteering in the
school will give you a better sense of the resources available to your child. It will also help you
develop a network of parent volunteers and school officials you can talk to if you have concerns.

Say thank you. A teacher may need to spend extra time with your child after a diagnosis of
ADHD. Showing that you appreciate these efforts will encourage the teacher to keep providing
the kind of attention your child needs to succeed in school.
Children with ADHD do best in a loving and structured environment. They need a clear
understanding of what you expect from them and prompt feedback when they act inappropriately
-- to have the best chance of success. Here are some ways to provide the kind of home life that
will help your child to learn and grow: Have clear and consistent Rules of the House. Make
your child understand how you want him to behave, homework, or television. Posting these
rules on a refrigerator or bulletin board may make them easier to remember for a forgetful child.
Be patient. Remember that you may need to repeat your rules or expectations many times to be
understood. A child who breaks a rule may not be intentionally disobedient but may simply not
have been paying attention the first time you explained it.
Set consequences. Let your child know exactly what will happen if a firm rule is broken -- for
example, if a restless child unbuckles a seat belt in the car -- and make sure that the child
experiences the consequences as promptly as possible. Praise your child often. Tasks or activities
that are easy for other children may be much harder for someone with ADHD. Let your child
know you understand and appreciate the effort that goes into both everyday activities and special
projects. Reward good behavior. Many parents find it helpful to let a child earn tokens (such as
stickers or chips) for good behavior that can be exchanged for rewards, such as a later bedtime
or an extra hour of TV. You might also want to plan other kinds of rewards tailored to your
childs special needs or interests.
Use punishment sparingly. Punishment may be very discouraging to a child who has been trying
hard to behave appropriately and hasnt succeeded. Keep time - outs short (preferably no more
than five minutes for school-age children or one minute for preschoolers), just long enough to
allow a child to cool off and calm down.
Build on successes. Identify the things your child does best and provide opportunities for success
at these. Let your child participate in sports or take classes designed to bring out a special talent

or skill. A child with a lot of extra energy might thrive at a fast-paced sport like soccer or
basketball. A dreamy child, who has trouble following instructions, might excel at a creative
activity such as writing or painting.
Create a structure. A predictable schedule at home helps a child with ADHD to plan for and feel
confident about what comes next. Have a regular time for meals, homework, TV, waking up, and
going to bed. Encourage your childs teacher to stick perfect routine, too.
Get help from your spouse. Its a good idea for both parents to attend school and medical
appointments, so they will both understand and agree on a game plan. Facing the condition
together helps to provide the consistency a child with ADHD needs and ensures that one parent
wont become worn out by the effort.
Talk to your other children. Siblings of a child with ADHD may resent the extra attention a
brother or sister receives and become angry with the child who has the disorder. Try to make sure
that your other children get the attention they need and understand why another child at times
requires special help. If you sense that a sibling is feeling upset or neglected, you might plan a
special outing with that child alone or find another way to show that you understand these
feelings.
Chapter 5: Treatments, cures and management of ADHD
If tests show that your child has ADHD, the evaluation team will create a treatment plan and
work with you to put it into effect. ADHD is a chronic condition that requires a long -term
approach, so the plan will probably include strategies designed to be used over a period of
months (though it will be re- evaluated periodically). The plan also will focus on helping you
and your child manage -- not cure -- the condition. The treatment plan may include four
elements:
Behavior therapy: In behavior therapy, professionals (such as a child psychologist or family
therapist) will help your child find ways to compensate for ADHD. These professionals may

teach your child how to stop and think before acting or how to remember necessary information.
Behavior therapists may also suggest reward systems or visual reminders that you can use at
home to help your child with specific challenges, such as getting organized or finishing
assignments.
Education: A treatment plan should suggest ways that you and your childs teacher can help at
home and in school. About 70 percent of all children diagnosed with ADHD can learn in a
regular classroom when the curriculum is adjusted. These children do best with a teacher who
has experience with the condition and will work with them on overcoming the difficulties they
face. A treatment plan should include information on your childs specific needs -- for example,
written assignments, a seat near the front of the room, or extra help in a resource room.
Medication: Many children with ADHD have been shown to benefit from drugs that work on the
brains neurotransmitters, which regulate attention, impulses, and motor skills. But experts
generally agree that medication should never be the only form of treatment a child receives for
the condition. If a child psychiatrist or other professional recommends that your child take
medication, its important to work with your pediatrician and others to make sure that your child
receives the right kind of drug and in the right dose (which may need to be adjusted over time).
Atomoxetine made under the name Strattera works differently than the drugs mentioned above. It
is not a stimulant and not a controlled substance. This means a doctor can prescribe it over the
phone, which cuts down on office visits. The FDA approved Strattera for ADHD children in
November 2002, so it is a new treatment. Side effects can be lack of appetite, stomach problems,
vomiting, and feeling of weakness, weight loss and upset stomach. Since it has not been in use as
long for ADHD, the long-range effects have not been studied. In December 2004 the makers of
Strattera added a warning that their drug has caused liver damage, but it is rare.
The treatment for ADHD is a combination of drugs, therapy and special education. However,
many insurance companies refuse to pay for counseling or behavioral therapy in connection with
ADHD. This year the Maryland office of Blue Cross Insurance denied a claim for psychotherapy
for parents of a child with ADHD, and this may signal even more trouble with insurance

companies. Most insurance policies have a cap on how much the insurers will spend annually on
mental health services, which include ADD. Sometimes it is as low as $500 to $1000 per year.
This is a real problem for parents. CHADD is lobbying in Congress to make it against the law for
insurance companies to put those caps on coverage. Psychotherapy means talking on a regular
one-to-one basis with a professional therapist. Research indicates that while it is not helpful to
have a young child under twelve undergo psychotherapy, it may help parents to talk to a therapist
on a one-to-one basis. However, many insurance companies will not pay for such therapy.
Behavioral therapy is about teaching appropriate behavior. At private schools and camps for
ADHD children, children often undergo behavioral therapy all day long. If the ratio of staff to
children is high, each child receives instant and constant feedback from an adult at the time of
each behavior. This is the most effective way to help an ADHD child learn to behave
appropriately. Parents can learn techniques that help ADHD children by going through
behavioral therapy sessions. Often the therapist first observes how parents and child interact with
one another, and then teaches parents how to improve their relationships and how to intervene
when the child acts up.
These treatments do not work:
There are a number of treatments being sold as cures for Attention Deficit Disorder. While some
people claim that these treatments cured their children, the general wisdom is that they are not
worth the money because they do not work. Mega Vitamin Therapy, Mineral Supplements, and
Natural Cures Parents buy herbal supplements that contain vitamins and herbal remedies under
different names over the Internet or from health food stores. Many of these contain chamomile, a
very mild sedative made from flowers; and/or St. Johns Wort, another very mild herb that helps
relieve anxiety and depression. Besides St Johns Wort and chamomile, some supplements also
contain zinc, Vitamin E, Priacetam, Ginkgo, and two amino acids called L-tyrosine and
DLphenylalanine. Ginkgo is a blood thinner and can cause excessive bleeding. These cures are
often quite expensive and usually do not have any effect on ADHD except as mild sedatives.
Before you use these remedies, check with your doctor, especially if your child is taking

conventional medications for ADHD. There may be harmful interactions between herbs and
conventional drugs.
These treatments may or may not work
The jury is still out on some of the most recent therapies for ADHD children. In some cases,
initial scientific studies have some promising results, but more research is needed before these
can be recommended for every child. EEG therapy is a little like the Beta Wave or biofeedback
therapy popular in the 1970s. You have to physically attach a machine to the brain, and then the
machine records your brain waves to a screen. You watch your brain waves on the screen to see
if they are fast, slow or moderate. The idea is that once you learn what a relaxed brain wave state
feels like, you can learn how to attain it by practicing in the laboratory. Dr. Daniel Amen is a big
believer in EEG therapy and has his patients do it at his famous ADHD center. The problem is
that these treatments are expensive, and there has not been enough research to prove that their
benefits are worth the cost of prescribing this therapy for everyone. Metronome Therapy as the
name implies is about teaching children with metronomes, those little machines that musicians
use to keep time. There is some promising research that this therapy may be helpful.
Sensory Integration Therapy is one of the newest ways to treat ADHD. Children who go for
through diagnoses of Sensory Integration Dysfunction are overly or under-sensitive to things
in the environment. Usually SID children do not like to be touched. They are picky eaters, and
very sensitive to smells and noise. For example, many SID children cannot stand to have
clothing labels rubbing against their skin or cry at the sound of a vacuum cleaner. Therapists who
work with SID children have been trying their same non-drug techniques with ADHD children
with some promising results. ADHD coaches are a relatively new phenomenon. The first ones
appeared about five years ago, and now many advertise on the Internet and Yellow Pages. Some
coaches work only with ADHD adults and others work with parents of ADHD children.
Coaching is usually done once a week over the telephone and costs an average of $100 per hour.
The problem is there are no accreditations, certification or licensing procedures for such coaches,
so basically anyone can set up a practice

Emotional counseling: Emotional counseling alone is rarely advised for children with ADHD,
who usually do best with a combination of approaches. But a child who has been struggling for a
long time may have developed feelings of depression, anxiety, anger, or guilt about not doing
better. If any of these signs exist, the evaluation team may recommend that your child get
emotional counseling in addition to other help.
Regardless of the specific recommendations in a treatment plan, your childs doctors and
teachers need your feedback on how well the plan is working. Be sure to stay in touch with the
professionals who are working with your child and make sure they communicate with each other
about your childs progress. Let them know if certain parts of a plan are working better than
others so they can make prompt and helpful adjustments when necessary.
ADHD children do best in an uncluttered environment where everything is put away. Otherwise
all the objects will distract them. There is some evidence that you can calm ADHD children by
using soft neutral colors in rooms that have very few paintings and other decorations, and by
using fabrics and wallpaper without patterns. If you let your child keep toys lying all over the
house, he or she will jump from one toy to another. Keep toys put away and let your child play
with only a few at one time. If you have more than one ADHD child, you should try to simplify
your house and its upkeep as much as possible, because you will be doing so much extra
parenting. Plant a lowmaintenance yard. Buy maintenance-free appliances like self-cleaning
ovens and self-defrosting refrigerators. Dont have a lot of knickknacks and other things that
need dusting and cleaning. Buy heavy-duty furniture and toys. Have floors you can wash rather
than carpets and rugs. Dont buy mechanized furniture like recliner chairs. Dont buy toys that
could endanger your child or that require adult supervision like motorized cars or electric ovens.
ADHD children often do not have the impulse control to handle these toys. Dont get a puppy
when your children are young you will not have the time and energy to train the dog. Dont
expect your young ADHD child to be responsible for a pet.
Have a morning routine: Your child uses his chart to check off each part of a morning routine
such as: Brush teeth, make bed, wash, get dressed, have breakfast, get on the bus. The important
thing is every morning your child gets up at the same time and follows the same routine. After

school, provide a healthy snack. If the weather is good, make your child play outside for at least
a half-hour or more. Physical exercise has been shown in study after study since the early 1970s
to lessen ADHD symptoms. Just being outdoors helps ADHD children.
Organized sports and activities like clubs and Scouts are often disappointments to both ADHD
children and their parents. Although a sport like baseball looks like an outdoor activity, most
players stand in place through the game. Baseball has a lot of rules that require focus. In
organized sports like Little League baseball, Football and League Soccer, there is a lot of tension
and competition (especially among parents) that an ADHD child may not be ready to handle. On
the other hand, the really vigorous individual sports like track and swimming may be a better fit.
Organized clubs like Brownies can be like school, with a lot of sitting and concentration. It can
also be stressful for a family to have to take part in car pools, fund-raisers and activities that
require you to be at a certain place at certain times. Martial arts may help some ADHD children
learn to focus, but most will find classes like yoga too boring. Because ADHD children usually
do well in one-to-one interactions with adults, private lessons in music and such often work out.
You will have to investigate each activity to decide if it is worth your time and energy. Will your
family become too stressed out if you sign up for these commitments? Are the leaders patient
and understanding? Will your child stand out too much and become disruptive, or will he or she
really have a good time?
Conclusion
Certain ways of taking care of ADHD children work better than others. ADHD children respond
well to regular hours, structure, consistent discipline, outdoor play, physical exercise, orderliness
and predictability. The problem is since ADHD is hereditary; many parents of ADHD children
have the disorder themselves. This means they have trouble keeping things orderly and calm,
being organized about their work and meals, and keeping to routines. The adults in the family
can be impulsive, easily distracted and hyperactive themselves. If there is more than one ADHD
child in the family, and if at least one parent has the disorder too, then the family may have some
real problems in day-to-day functioning. A family like this may be unable to carry out the

suggestions in this book. There may be a need for professional help in the forms of therapy
several times a week, private schools and/or respite care (babysitters to give parents a time-out).