Drew Yanke M.A. TLLP

…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  Concertalong-acting  Metadate CD mid-acting  Ritalin LAmid-acting  Focalin mid-acting  Amphetamine Products  Adderallmid-acting  Adderall XRlong-acting  Dexedrinemid-acting spansule  Dextrostatmid-acting

 Nonstimulant Products  Strattera long-acting  Other Nonstimulants Products  Wellbutrin long-acting  Tenexmid-acting  Clonidinemid-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