Drew YankeM.A. TLLP

www.drewyanke.webs.com

…A medical condition characterized by inattention and/or hyperactivity-

impulsivity

One of the most common mental disorders among children, affecting

approximately 5 to 7 % of school-age children

About 2 million children

• YOU are not ALONE

• Difficulty sustaining attention

• Does not seem to listen

• Does not follow through on instructions

• Difficulty organizing tasks or activities

• Avoids tasks requiring sustained mental effort

• Loses things necessary for tasks

• Easily distracted

• Forgetful in daily activities

• Fidgets with hands or feet or squirms in seat

• Leaves seat in classroom inappropriately

• Runs about or climbs excessively

• Has difficulty playing quietly

• Is “on the go” or “driven by a motor”

• Talks excessively

• Blurts out answers before questions are completed

• Has difficulty awaiting turn

• Interrupts or intrudes on others

Regulation of attention

Regulation of motor activity

Regulation of impulsivity

Studies in the past few years have shown that boys with ADHD tend to have brains that are more symmetrical in shape.

Three structures in the ADHD boys brains were smaller than in non-ADHD boys of the same age: prefrontal cortex, caudate nucleus, and the globus pallidus.

The prefrontal cortex is thought to be the brain's "command center;" the other two parts translate

the commands into action.

New evidence demonstrates that not only are some of the structures slightly different, but the brain may use these areas differently.

Brain scans indicate that boys with ADHD have an abnormal increase of activity in two structures: the frontal lobe and striatal areas below it.

These areas work in part to control voluntary action. So with ADHD individuals these areas work harder to control impulses. (Once given Ritalin, this abnormal activity quieted down.)

• Planning

• Organizing

• Starting and stopping activity

• Managing behavior

• Persisting on tasks

• Problem solving

• Working memory

• These are called Executive Functions

Will power

Inadequate parenting

Lack of motivation

Lack of intelligence

Laziness

Learn all you can about ADHD

Explain ADHD to your child• What it is• How it works

Understand your child’s ADHD symptoms• Ask them questions about it, the more you

know the more you can help

Understand and communicate your expectations• Depending on their age, how much

responsibility is his or hers---and yours

Understand and listen to your child’s expectations

Set rules for the house and the world• Explain them, agree on them, write them

down

Create Lists

VISUAL, VISUAL, VISUAL

Seek professional help

Anger• Slow simmer, explosive, or long lasting

Frustration• Your worst day x5 (or greater)

Arguing will get you no where---fast• It’s a feel good thing

The battle or the war—is it that big of a deal?

Distraction—it works.• Use humor, unorthodox comments, etc.

Know the teacher

Know the principal

Homework•Create a learning place or spot in your

house•Work with your child using chunks of time•Start as early as possible to create good

study habits IEP

You are not alone• Find support groups –CHADD,

BoysEmpowered

Social Skills

Video Games

Methylphenidate (MPH) Products

Ritalin short & mid-acting forms

Concerta long-acting

Metadate CD mid-acting

Ritalin LA mid-acting

Focalin mid-acting

Amphetamine Products

Adderall mid-acting

Adderall XR long-acting

Dexedrine mid-acting spansule

Dextrostat mid-acting

Nonstimulant Products

Strattera long-acting

Other Nonstimulants Products

Wellbutrin long-acting

Tenex mid-acting

Clonidine mid-acting

insomnia

decreased appetite

weight loss

headache

irritability

Stomachache

rebound agitation or exaggeration of pre-medication symptoms as it is wearing off

In children

decreased appetite

GI upset (can be reduced if medication taken with food)

sedation (can be reduced by dosing in evening)

lightheadedness

In adults

insomnia

sexual side effects

increased blood pressure