ADD: Attention Deficit Disorder

What Causes ADHD?

2007-12-12T10:59:00.001-08:00

One of the first questions a parent will have is “Why? What went wrong?” “Did I do something to cause this?” There is little compelling evidence at this time that ADHD can arise purely from social factors or child-rearing methods. Most substantiated causes appear to fall in the realm of neurobiology and genetics. This is not to say that environmental factors may not influence the severity of the disorder, and especially the degree of impairment and suffering the child may experience, but that such factors do not seem to give rise to the condition by themselves.

The parents’ focus should be on looking forward and finding the best possible way to help their child. Scientists are studying causes in an effort to identify better ways to treat, and perhaps someday, to prevent ADHD. They are finding more and more evidence that ADHD does not stem from the home environment, but from biological causes. Knowing this can remove a huge burden of guilt from parents who might blame themselves for their child’s behavior.

Over the last few decades, scientists have come up with possible theories about what causes ADHD. Some of these theories have led to dead ends, some to exciting new avenues of investigation.

Environmental Agents

Studies have shown a possible correlation between the use of cigarettes and alcohol during pregnancy and risk for ADHD in the offspring of that pregnancy. As a precaution, it is best during pregnancy to refrain from both cigarette and alcohol use.

Another environmental agent that may be associated with a higher risk of ADHD is high levels of lead in the bodies of young preschool children. Since lead is no longer allowed in paint and is usually found only in older buildings, exposure to toxic levels is not as prevalent as it once was. Children who live in old buildings in which lead still exists in the plumbing or in lead paint that has been painted over may be at risk.

Brain Injury

One early theory was that attention disorders were caused by brain injury. Some children who have suffered accidents leading to brain injury may show some signs of behavior similar to that of ADHD, but only a small percentage of children with ADHD have been found to have suffered a traumatic brain injury.

Food Additives and Sugar

It has been suggested that attention disorders are caused by refined sugar or food additives, or that symptoms of ADHD are exacerbated by sugar or food additives. In 1982, the National Institutes of Health held a scientific consensus conference to discuss this issue. It was found that diet restrictions helped about 5 percent of children with ADHD, mostly young children who had food allergies.³ A more recent study on the effect of sugar on children, using sugar one day and a sugar substitute on alternate days, without parents, staff, or children knowing which substance was being used, showed no significant effects of the sugar on behavior or learning.⁴

In another study, children whose mothers felt they were sugar-sensitive were given aspartame as a substitute for sugar. Half the mothers were told their children were given sugar, half that their children were given aspartame. The mothers who thought their children had received sugar rated them as more hyperactive than the other children and were more critical of their behavior.⁵

Genetics

Attention disorders often run in families, so there are likely to be genetic influences. Studies indicate that 25 percent of the close relatives in the families of ADHD children also have ADHD, whereas the rate is about 5 percent in the general population.⁶ Many studies of twins now show that a strong genetic influence exists in the disorder.⁷

Researchers continue to study the genetic contribution to ADHD and to identify the genes that cause a person to be susceptible to ADHD. Since its inception in 1999, the Attention-Deficit Hyperactivity Disorder Molecular Genetics Network has served as a way for researchers to share findings regarding possible genetic influences on ADHD.⁸

Recent Studies on Causes of ADHD

Some knowledge of the structure of the brain is helpful in understanding the research scientists are doing in searching for a physical basis for attention deficit hyperactivity disorder. One part of the brain that scientists have focused on in their search is the frontal lobes of the cerebrum. The frontal lobes allow us to solve problems, plan ahead, understand the behavior of others, and restrain our impulses. The two frontal lobes, the right and the left, communicate with each other through the corpus callosum, (nerve fibers that connect the right and left frontal lobes).

The basal ganglia are the interconnected gray masses deep in the cerebral hemisphere that serve as the connection between the cerebrum and the cerebellum and, with the cerebellum, are responsible for motor coordination. The cerebellum is divided into three parts. The middle part is called the vermis.

All of these parts of the brain have been studied through the use of various methods for seeing into or imaging the brain. These methods include functional magnetic resonance imaging (fMRI) positron emission tomography (PET), and single photon emission computed tomography (SPECT). The main or central psychological deficits in those with ADHD have been linked through these studies. By 2002 the researchers in the NIMH Child Psychiatry Branch had studied 152 boys and girls with ADHD, matched with 139 age- and gender-matched controls without ADHD. The children were scanned at least twice, some as many as four times over a decade. As a group, the ADHD children showed 3-4 percent smaller brain volumes in all regions—the frontal lobes, temporal gray matter, caudate nucleus, and cerebellum.

This study also showed that the ADHD children who were on medication had a white matter volume that did not differ from that of controls. Those never-medicated patients had an abnormally small volume of white matter. The white matter consists of fibers that establish long-distance connections between brain regions. It normally thickens as a child grows older and the brain matures.⁹

Although this long-term study used MRI to scan the children’s brains, the researchers stressed that MRI remains a research tool and cannot be used to diagnose ADHD in any given child. This is true for other neurological methods of evaluating the brain, such as PET and SPECT.

ADHD Diagnosis

2007-12-12T10:54:00.000-08:00

Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a TV show, or may run around completely out of control. But because children mature at different rates and are very different in personality, temperament, and energy levels, it’s useful to get an expert’s opinion of whether the behavior is appropriate for the child’s age. Parents can ask their child’s pediatrician, or a child psychologist or psychiatrist, to assess whether their toddler has an attention deficit hyperactivity disorder or is, more likely at this age, just immature or unusually exuberant.

ADHD may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that ADHD tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist. Because teachers work with many children, they come to know how “average” children behave in learning situations that require attention and self-control. However, teachers sometimes fail to notice the needs of children who may be more inattentive and passive yet who are quiet and cooperative, such as those with the predominantly inattentive form of ADHD.

If ADHD is suspected, to whom can the family turn? What kinds of specialists do they need?

Ideally, the diagnosis should be made by a professional in your area with training in ADHD or in the diagnosis of mental disorders. Child psychiatrists and psychologists, developmental/behavioral pediatricians, or behavioral neurologists are those most often trained in differential diagnosis. Clinical social workers may also have such training.

The family can start by talking with the child’s pediatrician or their family doctor. Some pediatricians may do the assessment themselves, but often they refer the family to an appropriate mental health specialist they know and trust. In addition, state and local agencies that serve families and children, as well as some of the volunteer organizations listed at the end of this document, can help identify appropriate specialists.

Specialty	Can Diagnose ADHD	Can prescribe medication, if needed	Provides counseling or training
Psychiatrists	yes	yes	yes
Psychologists	yes	yes*	yes
Pediatricians or Family Physicians	yes	yes	no
Neurologists	yes	yes	no
Clinical Social workers	yes	no	yes

* As of October 2006, Louisiana and New Mexico laws and regulations allow psychologists who have completed specific training and meet other requirements to prescribe psychotropic medications. The other 48 states and the District of Columbia allow only physicians to prescribe medications.

Knowing the differences in qualifications and services can help the family choose someone who can best meet their needs. There are several types of specialists qualified to diagnose and treat ADHD. Child psychiatrists are doctors who specialize in diagnosing and treating childhood mental and behavioral disorders. A psychiatrist can provide therapy and prescribe any needed medications. Child psychologists are also qualified to diagnose and treat ADHD. They can provide therapy for the child and help the family develop ways to deal with the disorder. But psychologists are not medical doctors and must rely on the child’s physician to do medical exams and prescribe medication. Neurologists, doctors who work with disorders of the brain and nervous system, can also diagnose ADHD and prescribe medicines. But unlike psychiatrists and psychologists, neurologists usually do not provide therapy for the emotional aspects of the disorder.

Within each specialty, individual doctors and mental health professionals differ in their experiences with ADHD. So in selecting a specialist, it’s important to find someone with specific training and experience in diagnosing and treating the disorder.

Whatever the specialist’s expertise, his or her first task is to gather information that will rule out other possible reasons for the child’s behavior. Among possible causes of ADHD-like behavior are the following:

A sudden change in the child’s life—the death of a parent or grandparent; parents’ divorce; a parent’s job loss
Undetected seizures, such as in petit mal or temporal lobe seizures
A middle ear infection that causes intermittent hearing problems
Medical disorders that may affect brain functioning
Underachievement caused by learning disability
Anxiety or depression.

Ideally, in ruling out other causes, the specialist checks the child’s school and medical records. There may be a school record of hearing or vision problems, since most schools automatically screen for these. The specialist tries to determine whether the home and classroom environments are unusually stressful or chaotic, and how the child’s parents and teachers deal with the child.

Next the specialist gathers information on the child’s ongoing behavior in order to compare these behaviors to the symptoms and diagnostic criteria listed in the DSM-IV-TR. This also involves talking with the child and, if possible, observing the child in class and other settings.

The child’s teachers, past and present, are asked to rate their observations of the child’s behavior on standardized evaluation forms, known as behavior rating scales, to compare the child’s behavior to that of other children the same age. While rating scales might seem overly subjective, teachers often get to know so many children that their judgment of how a child compares to others is usually a reliable and valid measure.

The specialist interviews the child’s teachers and parents, and may contact other people who know the child well, such as coaches or baby-sitters. Parents are asked to describe their child’s behavior in a variety of situations. They may also fill out a rating scale to indicate how severe and frequent the behaviors seem to be.

In most cases, the child will be evaluated for social adjustment and mental health. Tests of intelligence and learning achievement may be given to see if the child has a learning disability and whether the disability is in one or more subjects.

In looking at the results of these various sources of information, the specialist pays special attention to the child’s behavior during situations that are the most demanding of self-control, as well as noisy or unstructured situations such as parties, or during tasks that require sustained attention, like reading, working math problems, or playing a board game. Behavior during free play or while getting individual attention is given less importance in the evaluation. In such situations, most children with ADHD are able to control their behavior and perform better than in more restrictive situations.

The specialist then pieces together a profile of the child’s behavior. Which ADHD-like behaviors listed in the most recent DSM does the child show? How often? In what situations? How long has the child been doing them? How old was the child when the problem started? Are the behavior problems relatively chronic or enduring or are they periodic in nature? Are the behaviors seriously interfering with the child’s friendships, school activities, home life, or participation in community activities? Does the child have any other related problems? The answers to these questions help identify whether the child’s hyperactivity, impulsivity, and inattention are significant and long-standing. If so, the child may be diagnosed with ADHD.

A correct diagnosis often resolves confusion about the reasons for the child’s problems that lets parents and child move forward in their lives with more accurate information on what is wrong and what can be done to help. Once the disorder is diagnosed, the child and family can begin to receive whatever combination of educational, medical, and emotional help they need. This may include providing recommendations to school staff, seeking out a more appropriate classroom setting, selecting the right medication, and helping parents to manage their child’s behavior.

ADHD characteristics

2007-12-12T10:52:00.000-08:00

The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child’s life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.

Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child’s self-control. A child who “can’t sit still” or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a “discipline problem,” while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD. All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child’s hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.

According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders² (DSM-IV-TR), there are three patterns of behavior that indicate ADHD. People with ADHD may show several signs of being consistently inattentive. They may have a pattern of being hyperactive and impulsive far more than others of their age. Or they may show all three types of behavior. This means that there are three subtypes of ADHD recognized by professionals. These are the predominantly hyperactive-impulsive type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADD—an outdated term for this entire disorder; and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).

Hyperactivity-Impulsivity

Hyperactive children always seem to be “on the go” or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.

Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they’re upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.

Some signs of hyperactivity-impulsivity are:

Feeling restless, often fidgeting with hands or feet, or squirming while seated
Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected
Blurting out answers before hearing the whole question
Having difficulty waiting in line or taking turns.

Inattention

Children who are inattentive have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. If they are doing something they really enjoy, they have no trouble paying attention. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult.

Homework is particularly hard for these children. They will forget to write down an assignment, or leave it at school. They will forget to bring a book home, or bring the wrong one. The homework, if finally finished, is full of errors and erasures. Homework is often accompanied by frustration for both parent and child.

The DSM-IV-TR gives these signs of inattention:

Often becoming easily distracted by irrelevant sights and sounds
Often failing to pay attention to details and making careless mistakes
Rarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a task
Often skipping from one uncompleted activity to another.

Children diagnosed with the Predominantly Inattentive Type of ADHD are seldom impulsive or hyperactive, yet they have significant problems paying attention. They appear to be daydreaming, “spacey,” easily confused, slow moving, and lethargic. They may have difficulty processing information as quickly and accurately as other children. When the teacher gives oral or even written instructions, this child has a hard time understanding what he or she is supposed to do and makes frequent mistakes. Yet the child may sit quietly, unobtrusively, and even appear to be working but not fully attending to or understanding the task and the instructions.

These children don’t show significant problems with impulsivity and overactivity in the classroom, on the school ground, or at home. They may get along better with other children than the more impulsive and hyperactive types of ADHD, and they may not have the same sorts of social problems so common with the combined type of ADHD. So often their problems with inattention are overlooked. But they need help just as much as children with other types of ADHD, who cause more obvious problems in the classroom.

ADHD: Introduction

2007-12-12T10:51:00.000-08:00

Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.

ADHD was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote books on medicine and psychiatry, Dr. Hoffman was also a poet who became interested in writing for children when he couldn't find suitable materials to read to his 3-year-old son. The result was a book of poems, complete with illustrations, about children and their characteristics. "The Story of Fidgety Philip" was an accurate description of a little boy who had attention deficit hyperactivity disorder. Yet it was not until 1902 that Sir George F. Still published a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems, caused by a genetic dysfunction and not by poor child rearing—children who today would be easily recognized as having ADHD.¹ Since then, several thousand scientific papers on the disorder have been published, providing information on its nature, course, causes, impairments, and treatments.

A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system. This document offers information on ADHD and its management, including research on medications and behavioral interventions, as well as helpful resources on educational options.

Because ADHD often continues into adulthood, this document contains a section on the diagnosis and treatment of ADHD in adults.

ADHD/ ADD and Parenting

2007-11-25T11:45:00.000-08:00

The quality of life decreases considerably for some people with ADHD. They behave in such way that they are considered difficult by teachers. They often have learning problems, and frequently their development is behind on other kids. Children with ADHD have to deal with a lot of negative responses from their surroundings, because of their busy and chaotic behaviour. This is the cause for the fact that they’re often very uncertain.
When the ADHD symptoms continue until they reach the age of 18 it will probably be something they have to deal with throughout their whole lives. The school problems will continue, they have a higher chance at work problems, they perform less in comparison to their colleague’s, experience problems in their relationships, have greater risk of becoming involved in traffic accidents and a higher chance of alcohol, tobacco and drug abuse. This has negative consequences on the social position of an adult.

ADHD in a family has an enormous influence. Parents of children with ADHD are frequently told that they aren’t raising their child the right way. Because they often feel that their child is not developing well, the parents try to find out what they are doing wrong. As a result, they feel guilty. Through the negative responses they receive from their surroundings they are left lonely and discouraged. Here are some things you can/must do as a parent dealing with a ADHD child:

Make sure that you know enough about ADHD and its possible impact. There are several Adhd-websites, also for sharing your experiences with others.
Do your own things. Especially the things that give you pleasure and entertain you. This may prevent you from developing burnout.
Create time to share experiences with trustworthy people in your surroundings and keep in contact with people outside the family.
Find people in similar situations, for example by means of several Adhd-sites
A child with ADHD profits probably from clarity. On the Internet you can find all sorts of recommendations and tips. Look what fits you and is appropriate for your child and the situation.
A good cooperation between school and parents is important for a child with ADHD. Try to create unity in the way you approach your child.

Causes of ADHD

2007-11-10T05:54:00.000-08:00

The causes of ADHD are not yet clear. However, dangers have been identified. This means: there is more risk in cases mentioned below. These extra dangers have to do with gender and age, with individual vulnerability and with the surroundings. Heredity plays a large role; if someone continues to have ADHD symptoms throughout his life, then the surroundings play a role.

Gender and Age:
ADHD occurs more in boys than in little girls: 2 up to 3 time more boys are diagnosed. To adults applies that as many women as men have ADHD.

Individual vulnerability
Heredity plays an important role. Differences in hyperactivity, impulsivity and concentration capacity are hereditable. Fifty percent of the children from a parent with ADHD will have it.
Siblings of children with ADHD have 3 up to 5 time as much chance of having ADHD.
Some parts of the brain in children with ADHD are smaller in comparison to other children. Also the brain activity could be less.
Children have a higher ADHD risk if their mother had a high bloodpressure during pregnancy, smoked, or drunk.
Children who born early, and have a low birth weight, run a higher risk of having ADHD.

Surroundings
The surroundings have no large influence on the cause of ADHD. It nevertheless influences the duration of the ADHD symptoms. A chaotic situation in a family is frequently the consequence of ADHD in 1 of the parents. Also such things as marital problems, low education level, low income, low social position, large family, crime among parents and having an adoptive family, increase the ADHD risk
The chance that ADHD will endure becomes larger if there is aggression and strict discipline in the family and bad communication between father and child. There is no link between the use of sugar and behavioural problems.

Diagnosis of ADHD in Children

2007-11-10T05:21:00.000-08:00

ADHD in children is determined by a short conversation with parents and with the child. A number of fixed subjects are discussed and the complaints are considered. There are several useful questionnaires to determine ADHD. Points of interest at diagnosing ADHD are:

The symptoms must occur at school, at home and/or during playing time. For this reason ADHD can be determined only after a conversation with the parents, a research at the child (psychiatrically and physically), and conversations with for example teachers.
The information must be systematically collected according to a certain method.
ADHD frequently gives rise to other mental impairments. These must be examined as well.
Physical causes of the phenomena must be excluded.
The seriousness of the phenomena, the consequences on child and family is determined, and the duration of the problems.

A problem at determining ADHD is that often contradictory information between the child, teachers and parents is given. When parents and teachers give contradictory information, the information of the teacher is of the most value. At contradictory information between child and parent, the information of the parent is usually most reliable.

What is ADHD?

2007-11-09T10:35:00.000-08:00

ADHD is the abbreviation of the term for Attention-Deficit/Hyperactivity Disorder. Children with ADHD are hyperactive, impulsively and have difficulties concentrating. ADHD is most often diagnosed in children who are between 4 to 16 years old. For a long time ADHD was considered as a mental impairment which was limited to children. They would eventually overcome it. Nowadays we have become familiar with adult ADHD.

These adults have less hyperactive behaviour, but experience problems concentrating and cope with feelings of inner disorder. They can be very chaotic and restless, are often late at appointments, talk a lot and frequently change jobs. ADHD occurs frequently in combination with rebellious or aggressive behaviour. Although this more often develops in boys then in little girls.

For a long time it has been thought that ADHD would heal, once children reached adulthood. But that idea has changed. Of the people who are treated, on third will continue to have ADHD symptoms in adulthood. Half of them experience their problems in a milder form, but consider them still unpleasant. On third of the phenomena usually disappears entirely.

3 up to 5% of the children up to 16 years have ADHD. Of the young adults 1 up to 3% have ADHD.

ADD and Work

2007-11-08T10:15:00.001-08:00

For many people combining work with their ADD is a large problem. If your work surroundings are not ADD proof, you run the risk of working messily. Not having a job that matches your passions might also be a problem. People with ADD definitely have more success at work witch has their interest. In work that lacks challenge the chance is big that the challenges of life with ADD become more apparent. The best thing is simply to avoid this and try to find work that challenges you.

ADD in Children

2007-11-07T13:08:00.000-08:00

Children with Attention Deficit Disorder - inattentive subtype are not easily noticed because they show no busy (hyper active) behavior. ADD children often show rather passive behavior in contrast to ADHD children. They are quiet and thoughtful. A much heard observation by teachers who have a child with ADD in their class is "although the child does seem to have a lot of potential, it doesn't become visible". In most of the cases this is true!

Many ADDers are incapable of concentrating for a long amount of time at one specific subject. It is simply so, that children with ADD are less equipped to produce the required motivation when doing things that they consider uninteresting. The brain is consequently seeking something that interesting or more exciting.

Tip: Agree with the child on a 'indicator'. A quiet gesture that can bring back the attention when he/she seems to go astray. Do this in an inconspicuous manner to avoid feelings of shame. A teacher can, for example, lean with his/her hand on the child's table.

Particularly little girls with ADD seem to go unnoticed. They are timidly and absent. ADD children frequently have few friends, are very sensitive, spend a great amount of time n their sleeping room and are particularly chaotic. They often show strong feelings if confronted with something the consider unjust. These children feel solitary and misunderstood. The perseverance of ADD children is nevertheless striking, as well as their intelligence and humour.

Tip: Give the child regular and frequent pauses or diverse task.

ADD-ers learn themselves methods to raise or compensate their lack of concentration. For this they go to the extreme. A small group learns to use or develops a capacity to 'Hyper focus'. One must be aware that the concentration span of a child with ADD is shorter and that one needs to give them variation.

Tip: Look the child in the eyes during a conservation and make sure that you're understood by means of asking feedback.

ADD-ers are able to look like they are understanding what you're saying whereas their thoughts are at other things. People are often unaware of the inner restlessness, self-criticism and enormous efforts to people with Attention Deficit Disorder experience to compensate for their disorder. Because of this this ADD-ers frequently do not get a proper diagnosis.

Woman and ADD

2007-11-03T12:36:00.000-07:00

The knowledge concerning women and ADD has been limited and underdeveloped in comparison to what we know about children and adult men with ADHD. Still few ADD studies have focussed specifically on women. The need for this becomes larger and larger.

Women with ADD usually show no hyperactive behavior. Therefore many ADD cases are overlooked. Woman and girls learn themselves to behave as expected, using their high intelligence, creativity and perseverance. In this way many find a way to deal with their ADD symptoms. They internalize these positive and negative adaptations so it fuses more and more with their individuality. The ADD symptoms are covered through incorporating behavioral patterns that frequently come at high emotional costs. This often results in chronic physical and emotional exhaustion at adult age, usually it manifest itself most forcefully in woman who are between 20 and the 35 years of age.

More and more women look for treatment when they can no longer manage to keep control of their lives. Their financial administration is a mess, they feel unable to meet the the requirements of their employer and consider them self unable to do daily tasks like washing, cooking and cleaning. Women are more successful in (unconsciously) hiding their ADD but find themselves in a continuing fight against an always larger pressure. They will wrestle daily with their desire of finishing tasks an develop sleep shortage and feelings of guilt and uncertainty. These women regularly are misdiagnosed by their general practitioner who considers them depressive or burnout.

AD/HD symptoms are reinforced by woman's hormonal household. Women with ADD must take into account that their daily challenges become larger when they are in their monthly period. Woman who try to keep their heads above the water frequently describe themselves as being exhausted. The combined roles of being a partner, housewife, having a carrier and being a mother is a huge task even for women who don't have ADD. The striving towards success at all these factors, makes living for ADD woman extremely complex.

While at work the a female with ADD might have a clear task description, her private life generally is much less structured. Tasks do not always have a beginning or clear end. The problems she has already experiences with structuring, forgetfulness and stress often result in a situation wherein none of both jobs can longer be "properly" carried out. A woman who's diagnosed at adulthood has frequently shown signs of depression and large uncertainty. They are continually trying to maintain control, until they find that this does not succeed. These women develop coping skills to deal with their ADD and keep things going and are often unattended to the emotional consequences this has in their life. They are less focussed on emotions because they have learned tuck them away far enough to be able function.

ADD and the capacity to Hyperfocus

2007-11-02T13:28:00.000-07:00

An important aspect of ADD is the so called 'hyperfocus'. Hyperfocus is best described as 'an extra capacity to lose yourself entirely in something that has awoken your interest'. Someone is restless until a prolonged goal has been accomplished. After a period of constant and consequent focus on a given issue, this frequently results in a creative breakthrough. The expectations which an ADDer sets him- or herself are frequently particularly high. As a result, people with ADD, have often become used to succeed in things of their interest. Then they are able to learn almost everything.

Because of this a person with ADD tends to overcharge him- or herself. At doing something which he or she considers boring, the brain steers their ideas almost automatically to the more interesting. Something for which the ADDer can't always be blamed. At doing things which hasn't caught the immediate interest of a person with ADD, they often feel they haven't lived up to their full potential. This is easily understandable when someone considers that a person with ADD compares the accomplishment or failure with past experiences in occasions at which she/he has been working on things which where of utmost impotence to him or her.

Inciting the hyperfocus can't always succeed. Therefore feelings of guilt and/or uncertainty frequently occur among people with ADD. People in their surroundings have often told the: 'You can do the job if you'd only want', 'You are acting lazy'. By this a individual with ADD can internalize a negative picture of his or her personal abilities. For this reason much encouragement is necessary. Often a person with ADD already received enough criticism!

Lastly one should understand that the capacity to hyperfocus for some period of time, takes high quantities of energy. This explains why people with ADD can be exhausted at times. It is necessary to pick regular moments to 'reload the battery'. At times the ADDer can seem absent and difficult to reach. Then a ADDer feels empty and worn-out. The continues raging of ideas create a big fog in which the person finds it difficult to make choices or set priorities. As a result one gets done what is minimally expected of them. Women quickly display signs of depression where men tend to rebel, be impatient or react an behave unwise. In both cases much support is necessary!

ADHD Solutions: Free Medication Reminder!

2007-10-27T08:55:00.000-07:00

'The use of SMS reminders to improve the effectiveness of a treatment and help people to remind their appointment can save millions’, is a quote from an article published in the Economist. This statement is based on a research of the Imperial College in London. This article shows how SMS reminders can help people with ADHD, especially remind them of taking their medicine!

Through drug-use improvement can be reached at battling the challenges people with AD(H)D are facing. After someone is diagnosed with de disorder, the next step in the treatment is often the prescription of medicine. Prior to this step, people with ADHD have often tried multiple ways to reduce their complaints. Unfortunately in general without permanent result: psychotherapy, time-management, diets, sports, homoeopathic resources, or other alternative treatment. Up to 90% of people with ADHD respond well to methylphenidate (Ritalin) at medium-to-high doses.

Problem of Forgetfulness:
The Diagnostic and Statistical Manual of Mental Disorders (DSM) states as one of the core symptoms of AD(H)D; often forgetful in daily activities. This problem causes serious problems for treating AD(H)D because people who use Ritalin, tend to forget taking it! Twenty-five percent of the time, people don't take their medication because they have forgotten. It's particularly difficult to remember to take medication for a condition such as ADHD. Here you don't have physical symptoms, like high blood pressure and high cholesterol.

Solution to the Problem:
SMS lends itself as a perfect service to remind oneself of an appointment. Particularly in health-care the SMS reminder service plays an more important role. It can easily be used for sending a SMS reminder at moments at which the medication should be taken. By using a SMS reminder service there is a clear increase in consequent drug-use; better treatment results; less waste of medicine and users experience the SMS reminder as pleasant!

Get Free Medication Reminders: Google Calender!
Although there are companies trying to make money by supplying services for SMS Medication Alerts, I found an easy and often FREE way of getting it done! Google Calendar is a contact- and time-management web application offered by Google. Currently, Google Calendar can be synchronized with mobile devices (e.g. BlackBerry, Palm, Pocket PC) and event reminders can be sent via SMS to mobile phones in over 80 countries and regions. Google Calendar is a free service and Google doesn't charge you to receive notifications.

How It Works:
Log in to your Google Calendar, then click on "Settings" and choose "Mobile Setup". If you haven't yet validated your cellphone number, you'll need to do so (it's easy) and once you do, you'll see something like this: Go back tot the Calendar and click on the 'Create Event' button. Set a new event at the time you have to take your medicine, an select that Google will send you a SMS reminder a few minutes prior to it. When you're ready you can mark it as a recurring event by clicking on the Repeats menu:

Done! You have created a SMS Reminder Service that will help you to take your medication at the prescribed time. Check Google Calender for other features to keep your ADHD under control!

ADD and Work: Information on ADD at work

2007-09-22T11:26:00.000-07:00

Attention Deficit Disorder (ADD) and Work

Many people with ADD experience difficulties at work. If your work environment is not ADD friendly, you run the risk of working messily and developing stress. The challenges facing the ADDer include:

Time management
Attention and concentration
Memory
Organizational skills
Problem solving
Environmental distractions

When having to cope with ADD, it is important to be in a job which matches your personal passions. People with ADD have on average more success in jobs fitting their personal interests. In an environment where the work interests you less, there is a greater risk that the challenges of life with ADD (more rapidly) become visible. A major task is to select the occupation that is most suitable for you.

ADDers often work best at jobs at which they van function independently, have challenging responsibilities and where one can work at his/her own tempo. Finishing details can best be left to colleagues. Generally ADDers are the problem solvers, creative minds and strategist. Your talents can be applied most effectively on the exciting and challenging aspects at work and much less effectively at the processing of the administrative sides.

Time Management:
ADDers have a chronic need to keep everything under control. First item on the ADDers agenda should be the planning in itself. This will help to file your ideas and to recover overview.
Regularly take a short pause during work to give yourself a short time to recharge and to renew ideas. Try not to be a perfectionist. If you continue to be occupied at wondering how something could be better, nothing will ever leave your office.

Structure:
Develop a structure in work and private life which works for you. Flexible working hours, considers requesting your employer for working part-time at home and/or a daily/weekly consultation. Discuss your deadlines and plan forthcoming tasks. ADDers experience grave difficulties at stipulating deadlines. Deadlines, for this reason, should wherever possible be avoided or prevented.

It takes much energy to ignore the ongoing flow of thoughts which characterizes ADD. With this disorder it is practically impossible to behave natural, unless the work environment has knowledge of your ADD and wants to take into account that the work you do is appropriate. In much literature concerning ADD one recommends to ask a colleague’s support at keeping "the big picture". Keeping overview is what is most needed!

In practice ADDers mostly work best in an independent occupation on a quiet spot. Delegating tasks is very good, even though you would prefer to do everything yourself. At too much rest the energy level of the ADDer decreases. But due to the perfectionism and the high intelligence level, which frequently accompanies ADD, they often tend to overcharge themself. ADDers and ADHDers can moreover process large quantities of information, as long as these come in small portions. Otherwise one loses his or her overview and it becomes difficult to set priorities which results in inactivy. The person afterwards feels guilty and frustrated with him- or herself. This is an ongoing process as a result of which many AD/HDers develop a basic feeling of uncertainty about their functioning.

ADD and Addiction

2007-09-22T09:01:00.000-07:00

Drug abuse is one of the biggest problems that ADD adults have. There doesn't appear to be any particular drug of choice; it is often whatever is convenient and eases the symptoms of ADD. A large group ADDers are addicted to coffee, cigarettes, alcohol and drugs. This is a way in which people are easily able to forget their daily problems. For others it is an unhealthy manner in stressful situations. They use addictive substances which provide temporarily mentally improvements. Once addicted, it proves to be a heavy task to quit. Lastely, it seems that by the disorder itself ADDers are more easilly attracted to risky, stimulating activities or situations.

This means that the risc of becoming addicted to certain substances is very large. Alcohol and smoke products provide entertainment and sometimes help to concentrate. This is exactly what a ADDer needs. Marijuana and alcohol work instantly and becomes tho function as some sort of self-medicaton. Exuberant use of these products has large disadvantages, such as inactivity, forgetfullnes and addiction. To be sure, alcohol causes restless sleep and hyperactivity.

The difference between ADD & ADHD

2007-09-22T07:58:00.001-07:00

According to the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) there are three types of ADHD. Two of them are seperate forms and the third is combines elements of both. The combined subtype tends to get rolled up into ADHD and in this article we will not examine it specifically. The most familliar subtype is called ADHD, wich stands for Attention Deficit Hyperactivity Disorder.
The phenomena or symptoms must be present during at least six months. Symptoms of carelessness, hyperactivity and or impulsivity must have been present before the 7th year. The symtomes must be such that it provides restrictions in two or more areas, such as work, school and/or at home. The symptoms must not be caused exclusively by other psychiatric impairment, e.g. a Pervasive Developmental Disorder. At first glance the difference between Attention Deficit Disorder and Attention Deficit Hyperactive Disorder is obvious: Hyperactivity. But is it that simple?

ADHD: the hyperactive-impulsive subtype.
ADHD is a very complex disorder, and not all persons with ADHD have the same symptoms. Examples of symptomes are: restlesness, constantly moving hands or feet, often changing seats; difficulties regarding waiting an les able to postpone any currently desired activity; matter undertakes everything at the same; difficulties in situations in which quiet behaviour is expected; interrupts others during a conversation; unverifiable anger, fear or sorrow.

ADD: The predominantly inattentive subtype
According to DSM-IV the characteristics of this subtype are:

rapidly distracted by irrelevant things and sounds;
effort has with plans and organises;
problems have with tasks finish and deadlines obtain;
fail in concentrating on details and because of this negligent errors make;
seldom instructions succeed closely and completely;
losses or forgetting things such as keys, wallet, travel documents which are necessary to carry out a task.

Hyperactivity is lacking. Scholars asume that at least 40 per cent of all people with ADHD (manly woman) only have the concentrations problems. These persons can and do often lead a life full frustrations, not only because they appear to fail in nearly everything they undertake, but also because they are frequently labelled as lazy, stupid and disinterested. Fact is that people with ADD cannot bring themselves to some things because it costs them much more energy than others. ADD'ers without hyperactiviteit and impulsivity are unfortunately hardly diagnosticed, because they are not notable by cumbersome behaviour.

What is ADD: Attention Defecit Disorder and its Symptomes

2007-09-22T07:13:00.000-07:00

What is ADD/ Attention Defecit Disorder?

ADD means, 'Attention Deficit Disorder', and is a diagnostic term for a disorder characterized by inattentiveness, distractibility, and impulsivity. Approximately 3 up to 5 % of the child population has been diagnosed with AD(H)D. ADHD in adults is not talked about much, but it's a problem that may affect up to 2% of the adult population, admittedly a high-end estimate. More than 8 million adults in the US are estimated to have ADHD, making it the most common psychological problem after depression.

ADD can present itself either with hyperactivity, usually reffered to as ADHD, or without hyperactivity commenly called ADD. People with ADD have trouble at paying attention in situations in which this is expected of them. This happens not only at school, but also at home or when they are playing with friends. They are often disorderly and unorganized and because of easy distractibility, they produce untidy surroundings, sloppy dress, unfinished assignments, and careless reading and writing habits. As such their behavior can cause a serious problem both to themselves and to their surroundings.

What Causes Attention Deficit Disorder?
Over the last years considerable research has been done into this subject. ADD has to do with small differences in the brain (different from the largest part of the population). Probably 2 neurotransmitters, which cooperate at sending information between several parts of the brain, function differently. Specifically in the area which is responsible for attention/concentration and inciting to activity. So one has to be fully aware that it is an neurological condition! So one should be aware that it is no "sickness" of the will, no moral failing, not a weakness in character or immaturity. Only in some ADD cases possibly alcohol abuse at pregnancy, a heavy accident or early birth has contributed to its development.

ADD is genetically transferred (for 80%) by parents or grandparents and has a biological cause. This means that when there is a history of ADHD in the family there is an increased risk that new born children will also have ADHD. It is often said that the 'wiring' of the brain is different. The processing of information in the brain is probably the main cause of their derogatory behavior.

Information of the Surroundings <-> Processing in the Brain <-> Behavior

Research shows that the problem is not as much centered on being able to receive information, but the differences occur when information is processing into behavior. Moreover children with ADHD appear to have more difficulties at:

directing their behavior by means of feedback
remembering information
valuing time
oppressing unimportant information (filtering information)
postponing any desires

Diagnosis:

In 1994, the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV), subdivided ADHD into subtypes: predominantly inattentive type; predominantly hyperactive-impulsive type; and combined type.

Six or more symptoms of inattention, including having a short attention span; making careless mistakes; not seeming to listen; not following through; not finishing projects; being disorganized, impulsive, and forgetful; or frequently losing or misplacing objects.
Six or more symptoms of hyperactivity-impulsivity, including being fidgety, not being able to sit still, having inner feelings of restlessness, being always on the go, talking too much, being impatient, blurting things out, or often interrupting.

Symptoms must be present before age 7; interfere with ability to function in occupational, academic, or social settings; persist for more than 6 months; manifest in multiple settings; and not be accounted for by other disorders.

Currently, there are three subtypes of ADHD recognized by the American Psychiatric Association (1994). The predominantly inattentive type is characterized by significant inattention and distractibility but fewer than six symptoms of hyperactivity or impulsivity. Children with the predominantly hyperactive-impulsive type of the disorder experience considerable difficulty inhibiting excessive behaviors but do not have substantial attentional problems. The combined type of ADHD differs from the other subtypes in that significant levels of hyperactivity, impulsivity, and inattention are all present (American Psychiatric Association, 1994). The DSM IV enlists the following symptoms of ADHD under section A.:

(1) Symptoms of inattention

Inattention

often fails to give close attention to details or makes careless mistakes in
schoolwork, work, or other activities
often has difficulty sustaining attention in tasks or play activities
often does not seem to listen when spoken to directly
often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace
often has difficulty in organizing tasks and activities
often avoids, dislikes, or is reluctant to engage in tasks that require sustained
mental effort
often looses things necessary for tasks or activities
is often easily distracted by extraneous stimuli
is often forgetful in daily activities

(2) Symptoms of Hyperactivity-impulsivity

Hyperactivity

often fidgets with hands or feet or squirms in seat
Often leaves seat in classroom or in other situations in which remaining seated isexpected
Often runs about or climbs excessively in situations in which it is inappropriate
Often has difficulty playing or engaging in leisure activities quietly
Is often “on the go” or often acts as if “driven by a motor”
Often talks excessively

Impulsivity

often blurts out answers before questions have been completed
often has difficulty awaiting turn
often interrupts or intrudes on others (e.g. butts into conversation or games).

People with ADHD may successfully self-impose structure; they sit through a meeting just fine, or don't interrupt while someone else is talking. But so much of their energy goes into exercising self-control that they may have a hard time taking in the content of the meeting or what the person is saying. Having to continually compensate for serious symptoms can be draining and sink a person into a welter of work and family problems.