ADHD

Quick fixes and ADHD usually don’t go together. I’m assuming this family is not interested in exploring medication. I’d suggest getting hold of Mel Levine’s book Educational Care and read up on what he says about ADHD and is the mother in touch with the C.H.A.D.D. people? You can find the nearest chapter to your area at their website.

Good luck.

This child is medicated. In fact, I told the mom to try taking her off the meds because I thought she couldn’t be any worse than she is. We tried it for a few days. It was a disaster. I never mentioned it to my instructional assisstant but she came up to me right away and could tell something was very wrong. She was so out of control I couldn’t believe it. SHe almost had to be sent home. So the meds do work well for this child who without them would not have been able to function. She is almost completely remediated and her skills are close to grade level now. It is her behavior and study skills that are so hard for her.

I know the mom knows about CHADD but will remind her again about those options.

Thanks,
Michelle

any chance there is more going on than just ADHD? sounds like there might be other things to consider. if this student is already medicated properly but is unable to conduct herself in a socially appropriate way on the playground, etc. i would advice looking deeper. just my opinion, tho.

having her test this little girls pragmatic skills? If they are deficient then she can help her with her pragmatics. Also she may not be on enough medication, she probably needs to be on a slightly higher dosage too..

A couple of comments - first reducing homework is great as long as concepts are kept intact. Next - the problem with father time is another problem and must be solved between mom and dad. I learned a long time ago where my limits were and this is defintely one - pitting parents against each other is a very bad idea. Finally, I am sure this will sound crazy to many people but I am a 20+ year sped teacher with a child who struggled in many of these same ways. We enrolled him in TaeKwonDo and miracles happened. I am also an ex-PE teacher and 25 year coach and have seen children gain so much from participation in sports that carries over to the classroom. My son who is now 17 can verbalize how the TaeKwonDo helped make him the person he is today (and he is a black belt in TaeKwonDo, Eagle Scout, and honor student). I think anything that might work is worth a try. For those who do understand some of TaeKwonDo - it is a sport of immense concentration and memorization. It requires both sides of the brain to cooperate and demands total self control. Awesome results!

I wondered about the same thing. The concept of meds is (particularly with Ritalin) is if they are not truly ADHD then this med, which is speed to others, will not have the effects it should. I wondered about some neurological issues but that is a stretch for me to mention.

Since the medication is not working that well, I recommend checking out the research on essential fatty acid supplementation at www.drstordy.com or by reading her book “The LCP Solution: The Remarkable Nutritional Treatment for ADHD, Dyslexia and Dyspraxia.”

I also recommend David Amen’s book Healing ADD which talks about different medication protocols for different types of ADD. It also talks about neurofeedback which is a highly effective non-medication treatment for ADD.

Daniel Amen not David Amen. Sorry.

Does the child need a dosage adjustment? When my dd’s impulsivitiy, distractability, etc. start reappearing on meds, that’s generally when the doc prescribes a dose adjustment.

The poor kid. ADHD kids thrive best on consistency, structure and routine. If she is being bounced and there are two sets of rules she plays by, that is confusing and not the best scenario for her. For example, one of our house rules is no TV until HW is done - upheld by both my husband and I. A little thing like this gives my dd consistency in expectations - whether husband is working late or I am. The “rules” and routines don’t change.

For me personally, what helped the absolute most was throwing myself into understanding and educating myself about ADHD and dd’s learning differences. There is always more you can learn. ADHD is the gift that “keeps on giving”. Not only are many high maintenance, my dd keeps me challenged with new situations as she grows - it affects her in different ways over time. My dd keeps me running so to speak so that I am hopefully two steps ahead of her. Also, learning about it gave me the patience (most days anyway) and understanding to better deal with dd.

That, plus outside support (CHADD support groups initially way back when) plus checking in on this message board, as well as a few others - has helped me continue to learn and think about different suggestions - and importantly, know that I am not alone in this. There are plenty of us out here.

Tough one. You said she would be in middle school. I wonder if puberty is at work? I was reading that in girls, often puberty worsens ADHD symptoms. I would mention this to md. and maybe a medication adjustment would help. My 8yo daughter attends a public Montessori school. She loves and benefits from the hands on stimulaitn environment. Howver, she can work well independently if the task is interesting to her, which most of the time it is. On the other hand I’ve seen ADHD kids do poorly in Montessori - too much distraction and they were not able to stay on task without a lot of supervision. Good luck, there are a lot of good books that specifically address ADHD in girls/women, might be helpful. I would think placing her in an small teacher/ student ratio learning environment maybe beneficial. Make sure the school knows and is willing to work with ADHD children.

Michelle, You sound like a wonderful teacher. I think the meds need to be fine tuned also.Keeping an ADHD child in for recess is abusive if you ask me. They need the time to run and play and work off all the frustrations they have during the day. Schools are not conducive to an ADHD child’s learning because they are always moving from one thing to the next. By the time my son finally got on task they were moving on to something else. Think how frustrating that is to live through day after day.The mom and dad need to meet with the doctor and come up with a better way of dealing with her in their homes.Teaching to her gifts and not her disabilities would probably do her a world of good. Since they can’t home school, I doubt this will be done. Montesorri was awful for my son because he couldn’t move from one area to the next. He always got stuck on whatever interest he had that day and REFUSED to move on. Hope this helps some. Jan

Ive thought about this option before but ds doesnt want to “fight with people”

I do not know one martial art from another-does taekwondo involve sparring of some sort? Are there others that do not?

I think the movement and memorization would be awesome but I think physical contact would offend his personality and his sensory issues. Or is it faked contact only??

About losing recess….Well, this child has problems on the playground. She threatens other students. She teases others, and others tease her. It goes both ways. She is not very popular. I tried putting her in another classroom to be a helper but this child stole from the teacher. She has a “hording” problem.

She can’t go out to recess and threaten other students. She chases them too. She lost recess as a consequence from the office. Other students parents called the school and threatened to call the police. We can’t ignor the threats. What other option do I have? Do you think she should still get recess and make threats? She was put in the “alternative learning center” for recesses.I do understand she needs to get out and run. (Maybe I could section of a part of the playground that she can run around alone, away from the others)

She had a huge problem with stealing pencils, pens, and markers. We had to take the backpack away. She had literally a grocery bag full of them at home that she had taken from students and teachers. She horded them. She would tell her parents she got them from school etc..or that she got them from the teacher. We eventually had to take her desk items out of the desk because she stole calculators, writing utensils, glue etc..We had to mark one set for each parents house and she was not allowed to carry them from place to place. She was not allowed to find them and keep them or receive pencils for gifts.

She was given many chanced and continued to steal. This child knows right from wrong. She goes to church. She just now earned use of her desk back after weeks of this. She still sits away from the class near the wall to help her stay focused and so she doesn’t bother others.. I do think the stealing is under control for the most part at this time but only after a lot of work from all parties. .

At our last meeting I told the parents to go to the doctor to recheck meds and I believe they have. There is more going on than “concentration”.

There are issues going on that I don’t fully understand I’m sure. I know mom said there were bonding issues after adoption as young baby. She had therarpy for bonding.

I wish I could send a tape recorder in her pocket out to recess with her and play it back to her. She always blames everyone else. She doesn’t see that she pushes other’s buttons. She can tell you what is appropriate and role play appropriate behavior but…..she seldom has appropriate behavior on the playground. It is better in class. I can’t follow her out there and spend my time at recess nor can the general ed teacher. I send out a card to get a report from the playground aid.

She needs recess but if she was threatening your child, you would not be a happy parent and would demand action. The principal had me look into “Emothinally Handicapped” class. She did not qualify. I think if she went to an alternative school she would be eaten alive. She is really a nice girl if you really know her. She jsut turns everyone off they often can’t see past it.
Michelle

It also might be worthy of thought to consider her dosage then. Has anyone told the prescribing physician that she still has behavioral issues? It sounds as if her meds are ‘half-working’ and it might be that her dosage needs some adjustment.

Adopted kids do sometimes have issues with hoarding and stealing. You say she received therapy for bonding… she may be continuing to display symptoms of reactive attachment disorder. I would encourage mom to find a therapist who is experienced in working with adopted children to have her evaluated.
And about “following kids at recess”— as a counselor I do sometimes spend recess with a class where students are having social difficulties. Even if I don’t talk to the child outside, I have the facts to discuss with her later, not her version. With her difficulties, it seems appropriate that an evaluation would include playground observation— perhaps even a functional behavior assessment.

Samantha, please check your facts on this. 20 years ago, doctors did think there was something different about the ADHD brain that caused stimulant medications to slow them down. Newer research shows otherwise. Stimulants will often help “normal” people focus and concentrate better too (similar to the way a cup of coffee wakes you up and gets you moving).

You make a good point Jan. She has a very difficult transitioning. She wants to be doing what she wants to be doing not what the teacher wants her to be doing. It is a constant battle. I have used a timer to time her transitions. I give her warnings. This has helped but in the general ed. classroom, this is not always possible.

She loves all the attention in my room where there are less students. She loves working with the high school tutors that come from the neighbor school too. I’m not sure Montesorri will be right, perhaps, depending on the teacher I suppose.

Thanks for all the points.

I agree. This poor girl needs more evaluation and support.

ADHD kids are typically high maintenance for parents, teachers, etc. The meds have to be checked on frequently by a doctor. I’m a parent and I really have to be two steps ahead of my dd since she is always running, mentally or physically.

ADHD symptoms don’t include lying and stealing though some ADHD kids may go through those undesirable stages too.

This poor child in the OP has school, social, behavioral and probably some other issues too. A good friend of mine who has years of experience in special ed once told me that she has never encountered a young child who truly wanted to be “bad” like turn people off or displease adults purposely - usually there is a lot more going on than meets the eye that hasn’t been uncovered yet. The poor thing is in a downward spiral.

I’m no expert, but this sounds like conduct disorder. Unfortunately, such disorders occur more commonly in those with ADHD (especially if they have not received effective treatment) than in the general population. If it were my child, I would want a psychological evaluation.

Andrea

What about SID issues…sensory integration dysfunction…do you think there could be any of this going on ??

What about food allergies as well.

Take her off dairy and see what you might find. There might be an incredible difference in behaviour - there was for my daughter when I did this in Nov 02…….it’s quite amazing.

My daughter is only zoloft and strattera…we’re still figuring it all out - but the zoloft made an incredible positive difference for her, we just recently added strattera…we’re waiting to see effects of this.

Loves, you’re a wonderful teacher to be so concerned about your student KUDOS TO YOU!
Sharon

What about OCD issues!? W/ the hording?

My daughter is 13 and our new husband is a retired re-hab counselor/phychologist. He has really pushed hard to get her into martial arts. She has ADHD, and has been bullied since first grade, by adults and children alike. I don’t know the style, but I also teach ADHD K-3 boys. These children are sensitive, and gentle. I’m hoping that if my child knows how to defend herself, she won’t feel so threatened, and won’t need to fight back. The other part is their need to control their environment. Martial arts teaches them ways to control their own bodies in ways I’ve never considered. I think this will bring a lot of peace and comfort to my child. Switching; learning to control and ride a horse has been great, too!

Michelle, I didn’t realize the extent of the problem at recess. I understand that she might need a play period in a more structured environment. The stealing and hoarding issues sound very suspicious of OCD. My son had OCD behaviors as a result of stimulant meds!! That could very well be what she is exhibiting. It took almost a yr. off stimulants and being on Imipramine before he quit having these behaviors. It sounds like this family needs a full assessment with a qualified child psychiatrist. I almost cried reading your description of her. She is in need of so much and it looks as if she isn’t going to get it. Maybe the parents are not telling the doctor the full extent of the problems!!I think you are terrific for caring about her.
My neighbor’s child sounds a lot like this child. They constantly called her to the school because of his behavior. She finally took him out of school and home schools him now. You wouldn’t believe the difference in him. He is now able to play (without supervision) with all the neighborhood boys and his self esteem is so much better. She even pulled him out of all activities except for the ones she was going to be attending. It has made a huge difference.Being able to teach one on one has kept him at grade level.

Good luck!Jan

I wasn’t going to mention this with confidentiality and all but since you don’t have any way of knowing this child or family there is one more piece of history here. I only say this to get help or ideas and I want to be careful because I don’t tell this to just anybody..

This child had a step father who apparently sexually abused her. This step dad (not her adopted father who is divorced from mother) died, I’m not sure how so is out of the picture but I’m sure the scars (wounds) are there..

I know this child has had couseling outside of school.

I don’t want to see her go into a “behavior school” with a bunch a thugs. She didn’t qualify for emotionaly disabled. She is almost remediated of her learning disablities due to very little discrepancy. Parents are supportive of school. Mom is very active, taking notes and always following up with any suggestions. She reads books I suggest and has watched videos I’ve loaned her. The child is with parents who love her and want the very best for her but the parents are divorced.

I do worry about this child’s behavior but I’m not sure labeling her will help her. I don’t really know. I know at the last IEP we talked about the reactive attachment disorder. But what do you do with it? If it doesn’t change the least restrictive envirnment I guess I don’t need to know. Now if her doctor needs it. to change medicine it is a medical issue. I may be off here.

I can handle her in my class without much problem. I know she is a handful in general ed. She is learning and making progress. I worry the kids next year will eat her alive on a big campus.

Michelle

Just bec you can handle her doesn’t make it nec fair to everyone else tho - bec she’s not acting properly in general ed and the playground and what about cafeteria!? I mean she needs to be well rounded w/ her behaviour and not only be able to either 1. handle your class or 2. YOU be able to handle her but be able to act the same way she does everywhere else.

The Mom and Dad sound great. It’s a shame what happened to her, but truly I’m glad that man is dead now - so he can’t hurt anyone else on this earth. I hope he’s rotting in Hell too.

Anyways…I digress…..please talk to the Mom about SID (she can research it online and see if her daughter matches any of the ‘profile’…..labeling isn’t a bad thing…..it’s just a “thing” to get insurance coverage or help thru resources or meds or whatever…do what it takes to get what needs to get done DONE!

Are you familar w/ SID!? I’ve only recently been introduced to it (Nov 02) when I started having concerns about my own daughter (born w/ Moebius Syndrome and now dx’d w/ SID and ADHD)…..

Sounds like you’re both on the right page w/ this student……but if she’s getting out of spec ed don’t you think that she really needs to get straight w/ her behaviour so that she isn’t a “problem student” in gen ed and the playground and such.

I would def go to her Dr about these concerns. How about you write a report to give to the Mom - to give to the Dr that prescribes her current meds, maybe they need to be adjusted or changed!?

Loves and hugs,
Sharon

What a fantastic story about your neighbors son….was very uplifting. thx for sharing.

Loves,
S

Here is a wonderful book on SID - to identify a child

The Out-Of-Sync Child

Recognizing And Coping With Sensory Integration Dysfunction

Carol Stock Kranowitz, M.A.

Comprehensive yet easy to understand language about a disability that is often misdiagnosed as ADD/ADHD. Includes examples of typical indicators with check list to determine existence of condition; helpful tools for parents to promote healthy integration

more info: http://www.tsbvi.edu/Outreach/seehear/fall97/sensory.htm
Activity Levels
Young children are, by nature, active. We expect the toddler to be “into things” and the preschooler to be curious, to explore and to play vigorously. We don’t expect the young child to have a very long attention span. Characteristics which indicate problems in one child may be perfectly normal in a younger child. Here are some warning signals related to activity levels:

1. The child is disorganized and lacks purpose in his or her activity. This is the child who goes through the room like a tornado. Even though the child may appear to be interested in a toy or object initially, once he gets it he may throw it aside, dump it out of the container, or immediately be distracted by something else. Another characteristic is that the child lacks exploration or manipulation; he may dump objects out of a container or off a shelf without stopping to manipulate, visually examine, or play creatively with them. On the playground the child may run around a lot but does not organize his activity to climb, swing, or explore equipment.

2. The child does not move around or explore the environment. This is the “good” baby or toddler who is content to stay in one place and does not make many demands on his or her caretakers. This child may be content to watch things in his environment although he is physically able to move around and interact. The older child may use good verbal skills to engage the adult in conversation as a way of avoiding manipulating with his hands or actively engaging in activity.

3. The child lacks variety in play activities. Some children become very repetitive or stereotypic in playing with toys. Everything may be flung aside, tapped on a surface, or brought to the mouth. Another child may prefer only visual activities (TV, videos, looking at books) while avoiding visual-motor or manipulative toys (coloring, drawing, clay, construction toys.) Other children may learn one way to interact with a toy or playground equipment without adding variations, creative play, or generalizing to other similar objects. For example, the child may line up toy cars but does not pretend they are going places or experiment with rolling them down an incline.

4. The child appears clumsy, trips easily, has poor balance. The child may experience an excessive number of bumps, bruises, stitches, or broken bones. Sometimes this child seems always to be in a hurry and impulsive, does not “look where he is going.” Other children may always be bumping their heads because they lack protective responses and do not “catch themselves” when they begin to fall.

5. The child has difficulty calming himself after exciting physical activity or after becoming upset. After this child “loses it” he cannot be consoled. Tantrums may last for hours, or the child may become so excited after vigorous play that he continues high activity levels long after the event. Some children regularly escalate their activity levels during the day without experiencing “down time” or being able to engage in quiet activity. Dinner time becomes chaotic and the child has extreme difficulty falling asleep at bedtime.

6. The child seeks excessive amounts of vigorous sensory input. Many children like to jump, swing, and spin; but when this is excessive, it may be problematic. The child may spin himself on playground equipment or twirl around a room for prolonged periods without experiencing dizziness. Another child may continually throw himself on the floor, deliberately hurl himself against people and things, or jump excessively.

Behaviors
Sensory integrative dysfunction can adversely affect many areas of a child’s development, including emotional and social. Many children become discouraged or develop poor self-concept, especially if they become aware of differences in their function and those of their peers. If a young child has difficulty with motor skills and play activities, it may be hard for him to make friends or to be part of a group. Sensory defensiveness can cause aggressive behaviors or cause the child to be a loner.

Sometimes behavior problems are the first indications that the child may have sensory integrative dysfunction. The child may lack flexibility, be explosive, or have difficulty with transitions such as leaving one place to go to another. The child may show extreme irritability or crying which may seem unexplainable until it is discovered that he is fearful of certain sounds, overwhelmed by visual stimuli, or is intolerant to wrinkles in his socks. Sometimes children are so rigid in their behaviors that families go to extremes to accommodate them in order to maintain peace. The mother who follows the child around with a spoonful of food, begging him to eat, or the parents who allow the child to sleep in their bed because he won’t go to sleep otherwise, may be taking care of the short-term problems of getting the child to eat or to sleep without addressing underlying problems.

please list your sources, I would be interested in reading the lastest data

At the younger level it is non contact but movement work. The majority is learning forms. Sparing is a minor part. Your child might find some of the hitting of padded mats to be a positive experience. Somewhat of a cleansing experience. I would suggest you visit a class and decide for yourself.

OK - bleeding heart here. My heart is breaking for this kid. I really wish she were still getting regular counseling or therapy. Is there any way to find out if she is and suggest if not, she get back in? A really good therapist who she can stay with for a while?

Sexual abuse, death in family (the abuser), a divorce situation even in the best of circumstances, ADHD, LD’s, adoption. Any ONE of these could send a child into a traumatic tailspin and this child is or has dealt with ALL of them in her young life?!?! These are major life issues for a child to process. And she is a female pre-teen on top of it?

I am an adult ADHD’er who suffered two years of sex abuse as a young child. So, I’ve only dealt with two of the above issues throughout my life. There are long term residual effects, let alone the significant immediate problems that child is having. All of that stuff is too much for her to process without professional help - caring supportive parents or not.

I strongly suggest a “sidebar” conversation with the parents.

key word is “control” - children have very little and kids who are taunted by people in their world have even less. The last thing that TaeKwonDo prescribes to is the use of force in situations outside of the class. However, I observed my son in a bullying situation and he did resort to a little power kick (no one was hurt) but it sure got their attention. He is very well respected which has made him stand very straight and tall. Wow, what it does for his self confidence to accomplish his forms.

I was going to suggest sexual abuse given the behaviors but continued to read the other posts. Glad I read this one. This child needs intensive therapy or she will find herself behind bars at a very young age. She is heading there and I know what they look like having worked with court placed kids in residental settings for many years. You have described them to a tea!

I really appreiciate all of your comments and suggestions. I don’t know if SID is it but I will talk it over with the parents. I can’t rule it out. I will suggest the book.

This child is so observant. She notices everything. If my hair is different she notices, my husband doesn’t. She focuses on everything but what I want her to do. Lots of redirection and I try to be positive. When I read some ADHD books she had many of the characteristics. She makes friends with younger kids.

She is very immature. She acts 3 years younger.

She has such a hard time focusing. She looks around the room. I have her in a study carrol, which helps a great deal. She doesn’t mean to get off task but will notice every noise, sound, person. Transitions are so hard too.

I like the idea of labels if she can get the professional help. Good points.

I will call her parents and print off some of these posts for them to get some ideas. I do worry about her future. With lots of prayers and professioanl help we should make good progress.
THANKS.
Michelle

My sister is a therapist and she told me that kids who have been abused are often overly observant. She said it is a survival technique.

Beth

My daughter was adopted, diagnosed with LD in 1st grade, ADHD and Tourettes the summer before 5th. She is very observant, can role play and describe appropriate behaviors, and is immature. She also is an extrovert, loving happy child. Her inappropriate behaviors are intense but short lived.

Through 4th grade, my daughter was in resource room and general ed room. Okay in class depending on the teacher, always a problem on the playground. Too loud, pushes, can’t wait turn etc. 4th grade especially rough, had a disorganized, 2nd year teacher which didn’t help. The last quarter of 4th, my daughter was moved to a self-contained ED class at another school. My daughter started picking up the off-tasks behaviors of the worst in the class. Did behaviors she never had done before. Had her privately evaluated over the summer and started medications for ADHD and Tourettes. Medicine made a HUGE difference but her school district would not allow her back into a school except as ED. I had her in private counseling since 2nd grade, and her label was not changed to ED from LD.

Anyway, 5th and 6th grade she ends up in a LD school which specializes in behavior issues. Initally she is fine but agains picks up the worst behaviors of the others, classmates range from autistic to bipolar and she is the only girl. By age 10, she is 5 foot 7 inches, started her period and is fully developed. We now are dealing with sexual comments by the boys. In 6th I removed her. Again the district would not accept her back, said she needed day treatment. The school district psyc didn’t think so, her private therpist didn’t think so and I didn’t think so.

7th grade was in another school, the best of four bad options. She is now 12 and looks 16. The new school has students in an elementary program (7-12), adolescent program (13- 18) and life skills program (16-21). My daughter is put in the adolescent program due to her size and academically she is near grade level. I pulled her out of there after one semester but it was too late. Some of the older teens were in her classes and saw an easy mark.
We have a statutory rape charge againist two of her classmates. My daughter is now in a residential treatment center with a diagnosis of post-traumatic stress disorder.

Your student reminds me so much of my daughter and I am scared for her.

I also was an involved parent, got along well with her teachers and tried to really listen to what the school was telling me. My daughter was in counseling for many years and medications were monitored but she never really learned to set boundaries, and copied the inappropriate behaviors of others to ‘fit in’.

My daughter had a funtional behavior analysis done at the end of 3rd grade. It stated my daughter was often teased by peers and her school work was subject to ridicule.

I am a single parent and home school was not an option. During the summer by daugher went to YMCA day camps and Girl Scout overnight camps. While there were some problems, I never had to pick her up early or asked not to bring her.

The therapist at the residential placement also notices that my daughter behaves like the kids around her. When she is with negative peers, she is negative, when she is with positive peers, she is positive. When she is in mixed negative and positive peers, she is usually negative.

I had mom come in today and read all of the posts. I told this mom that this board might be really helpful for her to get advice and help when she feels she might need it when she gets her new computer. I’m sure some of this was hard to read but she really knows I’m trying to help her deal with her daughter. We printed off many of the posts for her to take home and to share with her pshchiatrist etc…. I think she really appreciates all your thoughts and ideas. THANKS.

I told her it is so nice to be able to go to a place like ldonline.org where people understand. This mom has already raised her own children who were quiet, gifted, well behaved, and well liked children according to a teacher who knows this family. I think this mom might benefit from a place such as this board where she can go to seek support and to see that she is not alone. It is a stressful world out there under normal circumstances and dealing with this child is a ‘different” experience that is exhausting at times. This child does have special gifts but sometimes people can’t see through all the annoying behavior.

I appreciate your thoughts.
Michelle

Our son has been taking Aikido for two years and loves it. Aikido is a form of judo that focuses self defense. Prior to taking Aikido, our son had a lot of problems with bullies. Now he is a lot more self confident and bullying has not been an issue at all and he is doing well socially. Aikido has also helped his balance and improved his overall athletic skill.

I’m a LD parent visiting this forum from the “other side.” I’m also a Taekwondo instructor and an Aikido student. I just had to add my two cents.

I’ve seen martial arts (MA) do wonderful things for many children, my own included. Some children end up spending months, if not years, in MA so it is worth the time to carefully check out schools before starting. The most important thing is to figure out what you want, or your child needs, and then find the school that fits. Visit the school WITHOUT your child to watch the class he/she will be attending. Talk to the instructors. Talk to the other parents as their children are in class. Ask what parents like best, and least, about the program. Turnover is high in MA but if none of the families have been involved for more than a few months, I’d hesitate. If the instructor acts like a drill sergeant OR a babysitter you are probably in the wrong place. If the school has an intermediate or advance class, watch that too. Again, talk to the parents. The focus and energy should be higher in an advance class but so should the respect between students and teachers. We found that classes 2 (or 3) times a week results in much quicker results (both MA and behavioral) than once a week. But only you know your family. If once a week is what you can realistically do, find a program that accepts this. Ask about average class size. Ask about instructor training…sometimes this is shockingly bad. But again, the best person in your town may be the guy who has been working with kids for years but has no formal training. Listen to your gut as you watch class. Beware that there is very little relationship between price and quality in MA.

I prefer Taekwondo (TKD) or Karate classes that emphasis forms for the first few months then ease into sparring by addding pad work and then non-contact partner sparring. These are called, usually, traditional MA. The schools that emphasis sparring are called, usually, sports MA. Most TKD or Karate forms are done solo and can be practiced at home. TKD and Karate are known as striking arts.

Aikido is more judo like—grappling and rolling…limited strikes. Aikido done correctly results in the uke (attacker) being neutralized without being harmed. Uke works with, not against his/her partner. Aikido’s very name translates into Harmony Path or Way. Aikido is normally done with a partner which has its good and bad points. Sparring in Aikido is almost unheard of, as is Aikido tournaments.

Sorry to be so long winded but MAs are very important to me!

Barb Bloom

Russell Barkley is one of the leading ADHD researchers. His has conducted numerous controlled studies and been published widely in peer-reviewed journals. I have seen reference to the effects of stimulants in several of his papers and at least one of his books, as well as in the works of other researchers. I no longer have access to most of the online library resources that I used while in graduate school, but check out this link. Read through to the part titled: “performance enhancing or life enhancing”
http://www.pbs.org/wgbh/pages/frontline/shows/medicating/interviews/barkley.html

I want to add something to this discussion that might be helpful. First, I have an ADHD son who is more on the hyperactive side than the attention side. What we have discovered is that he pushes people’s buttons because it helps him get in control of himself. So all the normal parenting stuff that we do — threaten, punish, etc — actually make the matter worse because we’re giving him exactly what he wants. Anger and fear seem to help him get control of his own behavior. The challenge then is to come up with ways to help him manage himself without having us incite it in him. So we’ve been trying not to react to his behavior, which of course escalates as a result. We’ve explained to him what we’re doing too, and that seems to help now that he is 11 and can understand this better.
Ultimately, however, medication stands in the gap. We are now on our third week with new drug Strattera and although the first two and a half weeks got off to a rocky start, I think we’re finding hope that this will give him the control he needs.

Dea

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I’ve been looking for the research - so far haven’t had sufficient time to come up with anything. Plus I stink at research.

This is how it was explained to me…. Stimulants will help all people, but the degree is way off. It can be described as an ADHDer’s brain is firing at 70% and a normal person at 95%. Stimulants may bring the ADHD’er up to 93% and take the non-ADHDer to 98%. While it affects both, it is really only noticable in the ADHD, and will only be seen in the non-ADHD’er in a clinical setting.

Many ADHDer’s sleep can improve on meds - b/c their brains have quieted down enough allowing them to fall asleep. Many ADHD’ers don’t sleep well before meds were introduced, so stimulant meds haven’t improved nor worsened their sleep. Some ADHD’ers sleep is affected by meds, at least in the beginning of stimulant med use.

Stimulant abuse by non-ADHD’ers - who may want to stay up all night - is another matter entirely.

Love reading Barkely anytime - the man has a gift for words. He is probably the most respected and widely known ADHD expert? No? Too bad the PBS interview didn’t quite capture the essence.