ADD/ADHDADD/ADHD

Think before you medicateThink before you medicate

““Because hyperactivity is a collection of Because hyperactivity is a collection of symptoms and has multiple causes, symptoms and has multiple causes, without extensive testing, a physician may without extensive testing, a physician may choose to use a medication which may choose to use a medication which may mask the real problem and cause mask the real problem and cause problems in the child” problems in the child”

"Drugging the American Child: We're Too "Drugging the American Child: We're Too Cavalier About Hyperactivity," Walker S, J Cavalier About Hyperactivity," Walker S, J Learn Disabil, June/July, 1975;8(6):21-25.Learn Disabil, June/July, 1975;8(6):21-25.

Symptoms of ADDSymptoms of ADD

The child is restless and often fidgets or The child is restless and often fidgets or squirms while sitting squirms while sitting

Has difficulty remaining seated when Has difficulty remaining seated when required to do so.required to do so.

Is easily distracted by extraneous stimuli.Is easily distracted by extraneous stimuli. Has difficulty waiting for his or her turn in Has difficulty waiting for his or her turn in

games or group situations.games or group situations.

Symptoms of ADDSymptoms of ADD

Has difficulty following instructions from Has difficulty following instructions from others, even if the instructions are others, even if the instructions are understood.understood.

Often loses things necessary for tasks or Often loses things necessary for tasks or activities at school or at home.activities at school or at home.

Often engages in physically dangerous Often engages in physically dangerous activities without considering possible activities without considering possible consequences.consequences.

Symptoms of ADDSymptoms of ADD

Often shifts from one uncompleted task Often shifts from one uncompleted task to another.to another.

Often talks excessively.Often talks excessively. Often interrupts or intrudes on others.Often interrupts or intrudes on others. Often doesn’t seem to listen to what’s Often doesn’t seem to listen to what’s

being said.being said. Has difficulty sustaining attention in tasks Has difficulty sustaining attention in tasks

or play activities.or play activities.

3 Kinds of ADHD3 Kinds of ADHD

The American Psychiatric Association (APA) has The American Psychiatric Association (APA) has established the symptoms and criteria for established the symptoms and criteria for diagnosing attention deficit hyperactivity disorder diagnosing attention deficit hyperactivity disorder (ADHD). These criteria divide the condition into (ADHD). These criteria divide the condition into three basic types based on major symptoms5:three basic types based on major symptoms5:

ADHD, predominantly inattentive typeADHD, predominantly inattentive type ADHD, predominantly hyperactive-impulsive ADHD, predominantly hyperactive-impulsive

typetype ADHD, combined typeADHD, combined type

Symptoms of ADD…Symptoms of ADD…

Acting like a kid?Acting like a kid?

Symptoms of ADDSymptoms of ADD

Of course this “diagnosis” depends on the Of course this “diagnosis” depends on the subjective opinion of the observer. subjective opinion of the observer.

The symptoms are not unique to a child with The symptoms are not unique to a child with ADD and a child without ADD may have ADD and a child without ADD may have one or more of the symptoms.one or more of the symptoms.

It can be a problemIt can be a problem

Of course poor attentiveness and Of course poor attentiveness and hyperactivity are symptoms that can cause hyperactivity are symptoms that can cause problems—at school, at home and in life.problems—at school, at home and in life.

Is it better to take a drug or to look for the Is it better to take a drug or to look for the cause of the problem?cause of the problem?

Ritalin Side-EffectsRitalin Side-Effects

Nervousness and insomnia; hypersensitivity (including skin Nervousness and insomnia; hypersensitivity (including skin rash, hives, fever, joint pain, dermatitis,); anorexia; rash, hives, fever, joint pain, dermatitis,); anorexia; nausea; dizziness; palpitations; headache; dyskinesia; nausea; dizziness; palpitations; headache; dyskinesia; drowsiness; blood pressure and pulse changes, both up drowsiness; blood pressure and pulse changes, both up and down; angina; cardiac arrhythmia; abdominal pain; and down; angina; cardiac arrhythmia; abdominal pain; and weight loss during prolonged therapy. There have and weight loss during prolonged therapy. There have been rare reports of Tourette’s syndrome. Toxic been rare reports of Tourette’s syndrome. Toxic psychosis has been reported. Instances of abnormal psychosis has been reported. Instances of abnormal liver function, anemia; transient depressed mood; a few liver function, anemia; transient depressed mood; a few instances of scalp hair loss have also been reported. instances of scalp hair loss have also been reported. Visual disturbances have been encountered in rare Visual disturbances have been encountered in rare cases.cases.

RitalinRitalin

Suppression of growth has been reported Suppression of growth has been reported with the long-term use of stimulants in with the long-term use of stimulants in children.children.

Ritalin—avoid it if you have Ritalin—avoid it if you have seizuresseizures

Safe concomitant use of anti seizure Safe concomitant use of anti seizure medication and methylphenidate (Ritalin) medication and methylphenidate (Ritalin) has not been established. has not been established. In the presence In the presence of seizures, the drug should be of seizures, the drug should be discontinued.discontinued.

RitalinRitalin

If a child has marked anxiety, tension and If a child has marked anxiety, tension and agitation they should not take agitation they should not take methylphenidate hydrochloride, since the methylphenidate hydrochloride, since the drug may aggravate these symptoms. drug may aggravate these symptoms.

Before Labeling a Child as ADD or ADHD, Before Labeling a Child as ADD or ADHD, You Need to ask, “What Kind of You Need to ask, “What Kind of Physical Exam Was Performed?”Physical Exam Was Performed?”

Many things can cause ADD Many things can cause ADD symptomssymptoms

AnemiaAnemia Low thyroid functionLow thyroid function HypoglycemiaHypoglycemia Poor nutritionPoor nutrition Heavy metal toxicityHeavy metal toxicity A need for essential fatty acidsA need for essential fatty acids SeizuresSeizures

Dyslexia and Learning DisabilityDyslexia and Learning Disability

Between first and third grades most children Between first and third grades most children learn to read. From fourth grade forward, learn to read. From fourth grade forward, children read to learn.children read to learn.

Clues to a future problem occur Clues to a future problem occur early.early.

When the child learns to talk, you may have When the child learns to talk, you may have a very hard time understanding him or her. a very hard time understanding him or her. The child may omit syllables from words The child may omit syllables from words insert her syllables that don’t belong. insert her syllables that don’t belong.

Clues to a future problem occur Clues to a future problem occur early.early.

In preschool, if he or she cannot rhyme In preschool, if he or she cannot rhyme words or tell right from left, that may be a words or tell right from left, that may be a clue to a future reading problem. This, clue to a future reading problem. This, along with the earlier language problem, along with the earlier language problem, can be clues to a future reading problem.can be clues to a future reading problem.

Clues to a future problem occur Clues to a future problem occur early.early.

Another clue is that spelling tests may be a Another clue is that spelling tests may be a problem (usually around fourth grade). problem (usually around fourth grade). The child may not only misspell the words, The child may not only misspell the words, but if no one told you, you would have no but if no one told you, you would have no idea what word he or she was trying to idea what word he or she was trying to spell. spell.

Sensory IntegrationSensory Integration

Children with sensory integration problems Children with sensory integration problems do not properly process information from do not properly process information from the environment. It can lead to unusual, the environment. It can lead to unusual, even bizarre behavior.even bizarre behavior. A simple example A simple example would be a child having trouble paying would be a child having trouble paying attention in class because he is focused attention in class because he is focused on his uncomfortable shoes. on his uncomfortable shoes.

Sensory IntegrationSensory Integration

A child may be oversensitive or A child may be oversensitive or undersensitive to a particular stimulus. undersensitive to a particular stimulus. Inappropriate processing of touch, Inappropriate processing of touch, movement, body position, sight, sound, movement, body position, sight, sound, smell and taste can all affect the behavior smell and taste can all affect the behavior of the child.of the child.

  

Sensory Integration: TouchSensory Integration: Touch

Oversensitive: Oversensitive: The child avoids touching. He or The child avoids touching. He or she may have a fight-or-flight response to she may have a fight-or-flight response to getting dirty, textures of clothes or food, or getting dirty, textures of clothes or food, or another person’s light touch.another person’s light touch.

Undersensitive: Undersensitive: The child may be unaware of pain, The child may be unaware of pain, temperature, or how things feel. He or she may temperature, or how things feel. He or she may wallow in mud, paw through toys purposelessly, wallow in mud, paw through toys purposelessly, chew on objects, rub against walls or furniture chew on objects, rub against walls or furniture and bump into people.and bump into people.

Sensory Integration: MovementSensory Integration: Movement

Oversensitive: Oversensitive: The child avoids moving or being The child avoids moving or being unexpectedly moved, and may be anxious when unexpectedly moved, and may be anxious when tipped off balance. He or she may avoid running, tipped off balance. He or she may avoid running, climbing, sliding or swinging. He or she may feel climbing, sliding or swinging. He or she may feel seasick in cars or elevators.seasick in cars or elevators.

Undersensitive: Undersensitive: The child may crave fast and The child may crave fast and spinning movement. The child may move spinning movement. The child may move constantly, fidget, enjoy getting into upside-down constantly, fidget, enjoy getting into upside-down positions and be a daredevil.positions and be a daredevil.

Sensory Integration: Body PositionSensory Integration: Body Position

Oversensitive: Oversensitive: The child may be rigid, tense, stiff The child may be rigid, tense, stiff and uncoordinated. He or she may avoid and uncoordinated. He or she may avoid playground activities that require good body playground activities that require good body awareness.awareness.

Undersensitive: Undersensitive: The child may slump or slouch. The child may slump or slouch. His or her actions may be clumsy and His or her actions may be clumsy and inaccurate. He or she may bump into objects, inaccurate. He or she may bump into objects, stamp feet or twiddle fingers.stamp feet or twiddle fingers.

Sensory Integration: SightSensory Integration: Sight

Oversensitive: Oversensitive: The child may be overexcited when there is The child may be overexcited when there is too much to look at and may cover his or her eyes or too much to look at and may cover his or her eyes or have poor eye contact. He or she may be inattentive have poor eye contact. He or she may be inattentive when drawing or doing deskwork, or overreact to bright when drawing or doing deskwork, or overreact to bright light. He or she may be hyper vigilant—on the alert and light. He or she may be hyper vigilant—on the alert and ever watchful.ever watchful.

Undersensitive: Undersensitive: The child may touch everything to learn The child may touch everything to learn because vision is not sufficiently coordinated. He or she because vision is not sufficiently coordinated. He or she may miss important cues such as facial expressions, may miss important cues such as facial expressions, gestures, as well as signposts and written directions.gestures, as well as signposts and written directions.

Sensory Integration: SoundSensory Integration: Sound

Oversensitive: Oversensitive: The child may cover ears to close The child may cover ears to close out sounds or voices. He or she may complain out sounds or voices. He or she may complain about noises, such as vacuum cleaners and about noises, such as vacuum cleaners and blenders.blenders.

Undersensitive: Undersensitive: The child may ignore voices and The child may ignore voices and have difficulty following verbal directions. The have difficulty following verbal directions. The child may not listen well to his or herself and child may not listen well to his or herself and speak in a booming voice. He or she may want speak in a booming voice. He or she may want the TV or radio to be loud.the TV or radio to be loud.

Sensory Integration: SmellSensory Integration: Smell

Oversensitive: Oversensitive: The child may object to The child may object to odors, such as a ripe banana, that other odors, such as a ripe banana, that other children do not notice.children do not notice.

Undersensitive: Undersensitive: The child may ignore The child may ignore unpleasant odors like dirty diapers. He or unpleasant odors like dirty diapers. He or she may sniff food, people or objects.she may sniff food, people or objects.

  

Sensory IntegrationSensory Integration

Sensory integration problems can be from a Sensory integration problems can be from a need for serotonin. Movement and activity need for serotonin. Movement and activity increases serotonin. increases serotonin.

Many think one possible cause of ADD is Many think one possible cause of ADD is too much inactivity (TV, computers, video too much inactivity (TV, computers, video games etc.)games etc.)

Treatment without drugsTreatment without drugs

Start with nutrition (see the short video at Start with nutrition (see the short video at wholehealthweb.com):wholehealthweb.com): Avoid refined sugar and refined white grainsAvoid refined sugar and refined white grains Avoid hydrogenated oils (trans fats)Avoid hydrogenated oils (trans fats) Eat plenty (50% by volume) of fresh produceEat plenty (50% by volume) of fresh produce

—mostly vegetables —mostly vegetables Drink adequate water and exerciseDrink adequate water and exercise Absolutely avoid chemical additivesAbsolutely avoid chemical additives

Supplementation HelpsSupplementation Helps

B vitamins are necessary for serotonin B vitamins are necessary for serotonin productionproduction

There is a lot of research showing the value of There is a lot of research showing the value of essential fatty acids.essential fatty acids.

Minerals, especially magnesium and zinc are Minerals, especially magnesium and zinc are often necessary. often necessary.

Drink adequate water and get regular Drink adequate water and get regular exerciseexercise

Supplementation HelpsSupplementation Helps

Aqueous Chromium™ is a liquid multiple Aqueous Chromium™ is a liquid multiple vitamin vitamin

Optimal EFAs® is an essential fatty acid Optimal EFAs® is an essential fatty acid supplement—vital for proper function of the supplement—vital for proper function of the nervous systemnervous system

B12-2000™ Lozenges is a source of vitamins B12-2000™ Lozenges is a source of vitamins B6, B12 and folic acid—all are necessary for B6, B12 and folic acid—all are necessary for proper functioning of the brain and nervous proper functioning of the brain and nervous system (and for serotonin production)system (and for serotonin production)

Supplementation HelpsSupplementation HelpsA study published in the A study published in the Journal of Learning Journal of Learning

DisabilitesDisabilites (May, 1982;15(5):258-264) looked (May, 1982;15(5):258-264) looked at B vitamin supplementation and at B vitamin supplementation and hyperactivity. Some of the children in the hyperactivity. Some of the children in the initial sampling responded to the high-dose initial sampling responded to the high-dose thiamin, with half of that group needing thiamin, with half of that group needing continued doses of thiamin. Others responded continued doses of thiamin. Others responded to the B6. Others responded to a to the B6. Others responded to a hypoallergenic diet (the Feingold diet). The hypoallergenic diet (the Feingold diet). The point is that different children respond to point is that different children respond to different therapies and there is no “one size different therapies and there is no “one size fits all” solution for this particular health issue. fits all” solution for this particular health issue.