Richard Louv first coined the phrase “nature-deficit disorder” in his book Last Child in the Woods in 2005. In it, Louv links children’s attention problems to a decrease in the amount of time spent in nature. According to Louv, children who have access to nature (even if that consists of little more than an empty lot near their house) are more observant, calm and creative than children without such access. Nature also fosters exercise, cognitive restoration and a healthy alternative to video games.
Richard Louv first coined the phrase “nature-deficit disorder” in his book Last Child in the Woods in 2005. In it, Louv links children’s attention problems to a decrease in the amount of time spent...
... (more)I would say “yes.” Whereas not all ADHD cases can be traced to diet, many can. In a 1992 study of 185 hyperactive kids, a low allergy diet paired with calcium, magnesium, zinc and vitamin supplements improved the behavior of 116 kids. Additional, Dr. Benjamin Feingold, founder of the infamous Feingold Diet, claims that 50 percent of his patients with ADHD improved on an elimination diet free of artificial colorings, artificial flavors, salicylates (a naturally occurring preservative), artificial sweeteners and preservatives.
I would say “yes.” Whereas not all ADHD cases can be traced to diet, many can. In a 1992 study of 185 hyperactive kids, a low allergy diet paired with calcium, magnesium, zinc and vitamin supplements...
... (more)Prenatal exposure to toxins is among a number of environmental factors linked to ADHD. A recent study showed that prenatal exposure to the pesticide organophosphates increased a child’s chances of developing ADHD before age 5. Boys were more susceptible than girls. The study took place in Salinas, California, where organophosphates are used to ward off bugs on fruits and vegetables.
Prenatal exposure to toxins is among a number of environmental factors linked to ADHD. A recent study showed that prenatal exposure to the pesticide organophosphates increased a child’s chances of...
... (more)Yes and no. Although most people in the medical community view ADHD as a real diagnosis, some have suggested that the disorder is more or less a sham, born out of a cultural need for children to behave a certain way. Others suggest that ADHD is the result of the need for pharmaceutical companies to make money. (See http://www.wellcorps.com/Mothers-Little-Helper-The-History-of-Amphetamine-and-Anti-Depressant-Use-in-America.html.) For additional information, go to “ ADHD: Perception and Reality.”
Yes and no. Although most people in the medical community view ADHD as a real diagnosis, some have suggested that the disorder is more or less a sham, born out of a cultural need for children to...
... (more)Family support is extremely important to people with ADHD. Although generally this support will come in the form of a traditional family, it can also come in the form of friends and community support. “Most people with ADD … don’t get enough positive human contact,” the authors of Delivered from Distraction state. “This is especially true for the people with ADD as they have to deal with so many reprimands, reminders, remediations and reproaches.”
Family support is extremely important to people with ADHD. Although generally this support will come in the form of a traditional family, it can also come in the form of friends and community support....
... (more)Studies show that individuals on stimulation medication for ADHD are at no greater risk for substance abuse than anyone else. Other studies show that the use of stimulation medication in childhood may actually guard against future drug abuse. However, it is true that ADHD is roughly 5 to 10 percent more common in alcoholics than in people without the condition.
Studies show that individuals on stimulation medication for ADHD are at no greater risk for substance abuse than anyone else. Other studies show that the use of stimulation medication in childhood may...
... (more)Stimulants do work for adults although they tend to be more effective in children. However, there are a number of non-stimulant options for adults who don’t respond to stimulants. Among those popular among ADHD adults is atomoxetine.
Stimulants do work for adults although they tend to be more effective in children. However, there are a number of non-stimulant options for adults who don’t respond to stimulants. Among those popular...
... (more)In 1999, a major study showed that stimulation medication alone is not only more effective than behavioral treatment but is more effective than stimulation medication and behavioral treatment combined. See ADHD and Stimulants.
In 1999, a major study showed that stimulation medication alone is not only more effective than behavioral treatment but is more effective than stimulation medication and behavioral treatment...
... (more)Yes there is. It's called the Adult Self-Report Scale. Developed by the World Health Organization, the test consists of six questions. See the full test at Adult ADHD.
Essentially, there is none. In 1987, attention deficit disorder (ADD) was renamed to attention deficit hyperactivity disorder (ADHD) to best represent the disorder’s hyperactive symptoms. Though the symptoms remain the same, people diagnosed with ADHD are further divided into three subtypes: predominantly inattentive, predominantly hyperactive/impulsive or combined. Individuals whose symptoms fall mostly under the category of predominantly hyperactive/impulsive would be diagnosed as “ADHD, subtype hyperactive/impulsive whereas individuals whose symptoms fall mostly under the category of predominantly inattentive would receive the diagnosis of “ADHD, subtype inattentive.” Thus, the term ADD no longer exists as an official diagnosis. However, ADD is often used when referring to the disorder in general.
Essentially, there is none. In 1987, attention deficit disorder (ADD) was renamed to attention deficit hyperactivity disorder (ADHD) to best represent the disorder’s hyperactive symptoms. Though the...
... (more)Some people—a handful—believe that ADHD is a manufactured diagnosis. I included this opinion for the purpose of offering FoundHealth readers the most comprehensive coverage possible, not to suggest that all of society takes view. To make this clear, I have adjusted the header to read "societal" rather than "society" thanks to your sharp reading.
Some people—a handful—believe that ADHD is a manufactured diagnosis. I included this opinion for the purpose of offering FoundHealth readers the most comprehensive coverage possible, not to suggest...
... (more)Attention-deficit hyperactivity disorder (ADHD) is associated with the neurological function of the brain. Strongly linked to genetic and environmental influences, researchers have yet to identify an exact cause. That said, researchers have found links between these potential cause and risk factor to attention deficit disorder:
Genetics
ADHD is strongly associated with genetics. One in four children with ADHD has a close relative with the disorder whereas, parents and siblings of ADHD kids are two to eight times more likely to develop the disorder themselves.1 Molecular genetic studies have identified several genes that are believed to be associated with the disorder including those involved with the release, reuptake and transformation of dopamine and norepinephine. That said, of genes that have been identified, none have been found to have much effect, leading researchers to conclude that the disorder is likely linked to several.2
ADHD is believed to have a heritability rate of 76 percent. However, how much of the disorder is nature over nurture is questionable. Some researchers estimate that between 40 and 80 percent of the genetic variance for personality may be nature-based.3 Thus while ADHD has a strong genetic influence, environmental factors such as food additives, toxins and excessive stimulation play a significant in the disorder’s development and evolution.
Neurotransmission
ADHD symptoms are believed to be associated with what is known as the executive functions of the brain.4 Acting as a conductor, the executive functions prioritize, integrate and regulate the brain’s other cognitive processes such as planning, mental flexibility, abstract thinking, rule acquisition, initiating actions (both appropriate and inappropriate) and selecting relevant information.5 Non-localized, these executive functions are linked through a complex nerve network that communicates through neural transmission. A problem with the network of the chemicals used to send and receive messages can cause a breakdown in communication.
In his book Attention Deficit Disorder: The Unfocused Mind of Children and Adults, Thomas E. Brown suggests that ADHD is the result of a defunct network. Thus, even in the case where the individual has an ample supply of the chemical that fuel the system—neurotransmitters—messages still aren’t getting through. According to Brown, this conclusion is supported by more than 200 well-controlled medication studies that show that stimulants temporarily reestablish this circuitry:
The results from these many medication studies clearly indicate that ADD syndrome is essentially a chemical problem, specifically an impairment in the brain’s management system. Just as diabetes is a disease that reflects impairments in the body’s processing of insulin, ADD syndrome is a disorder that reflects impairments in the brain’s processing of dopamine and norepinephrine.6
Brain abnormalities
The brains of individuals diagnosed with ADHD are different than those in people without the disorder. One study showed that the brains of children with ADHD were slightly reduced, particularly in the prefrontal cortex on the left-hand side of the brain.7 Additional studies show abnormalities in the fiber pathways that connect the frontal lobes and the cerebellum.8 ADHD has also been linked to decreased levels of blood flow to the brain and low levels of cerebral glucose. In a 1990 study using proton emission topography (PET), researchers found that cerebral glucose metabolism was 8.1 percent lower in adults who had been diagnosed with ADHD as children than in normal adults.9 However, when the authors of this study repeated it three years later with adolescents, no significant differences were found between the “hyperactive” and “normal” brain.10
Diet
An exhaustive number of studies have linked ADHD to dietary factors such as low levels of essential fatty acids, mineral deficiencies, synthetic additives, food additives and refined sugar.
Perinatal/Neonatal Factors
Children born to women who smoke or drank during their pregnancy may be at risk of developing ADHD. Additional perinatal risks include moderate-to-severe physical illness during gestation, symptoms of miscarriage and/or premature delivery and respiratory infections. ADHD has also been linked to a number of issues related to a child’s birth and first month of life. Premature babies are at a greater risk of developing ADHD as are infants who suffer from seizures, decreased levels of oxygen to the brain, mild speech retardation, brain injuries and fever. Finally, studies show that infants who are exposed to lead or manganese and/or are weaned prior to three months are at a higher risk for ADHD.19
Thyroid Dysfunction
Thyroid hormones are vital to the regulation of nerve maturation. Research shows that roughly 50 to 70 percent of children who are resistant to thyroid hormones have ADHD. Similarly, studies showed that the offspring of rats that had hypothyroidism were more likely to be hyperactive and restless, and prone to panic. (Hypothyroidism is when the thyroid fails to make enough hormones.) Similarly, in a study comparing the children born to women from “moderately iodine deficient” versus “marginally iodine deficient” areas at the time of gestation underscores the critical role of the thyroid of warding off the symptoms of ADHD. The study showed that whereas none of the children bore to the mothers living in the marginally iodine sufficient area developed ADHD, a total of 68.7 percent of children born to the mothers from the moderately iodine deficient area did.20
Trauma
Children with ADHD are more likely to be abused than children without the disorder. According to Thomas E. Brown, author of Attention Deficit Disorder: The Unfocused Mind in Children and Adults, children with ADHD may be more at risk of emotional and/or physical abuse from fed-up friends and family members. In a study of girls with ADHD, a significantly higher number reported having been abused than those in the control groups.21 Similarly, researchers found that a greater number of children living in conflict zones such as the Gaza Strip were more likely to have ADHD than those living in areas free of conflict.22 Research shows that abuse is also more prevalent in ADHD adults. In a controlled study of 57 adults, emotional abuse and neglect was more common among the ADHD adults whereas sexual abuse and neglect was more common among the women with the disorder.23
Society
Societal
A fair amount of evidence suggests that ADHD is a manufactured diagnosis. Child and adolescent psychiatrist Dr. Sami Timimi points out that there is no known cause for ADHD and there exists no specific cognitive, medical and/or neurological markers for diagnosing it. In addition, there is no specific treatment for ADHD and stimulation medication has been said to have the same effect on otherwise normal children. Finally, stimulation medication has generated huge profits for the pharmaceutical industry. “Thus the mainstream dogma on ADHD is contaminated and misleading.” Under the current medical model, ADHD becomes a convenient scapegoat for parents and teachers to shirk from their responsibilities as caretakers and for the community members to disregard societal flaws such as the loss of the extended family, the pressure on schools, the breakdown in the moral authority of adults and increasingly frenetic pace of family life.24
Five years ago, Sam Goldstein, editor-in-chief of the Journal of Attention Disorders called on the ADHD community to submit articles researching ADHD coaching. Wrote Goldstein, “It is time to investigate whether coaching is truly a treatment with specific positive benefits for those with ADHD.” 3 Since then, several studies have looked at both individual and parental coaching in the treatment of ADHD. Among the most promising was a study conducted on seven college/graduate students who underwent eight weeks of ADHD coaching. The study showed that all seven students found the coaching better than therapy or medication.4 More specifically, between session assignments or homework assignments were shown to be effective in the use of ADHD coaching with college students.5
People with ADHD have also been shown to benefit from peer and parental coaching. In a pilot study of parents of 124 children without ADHD, a technique known as parental friendship coaching (PFC) proved to be an effective therapy in boosting the social skills and friendship quality of children with ADHD. PFC also helped parents to be less critical and more constructive when dealing with their children in laboratory settings.6 In another study, the combined use of Classwide Peer Tutoring and peer coaching improved the social behavior of elementary students with ADHD.7
Over the decade, coaching has become a popular therapy in the treatment of ADHD. More and people are becoming professional coaches while a number of ADHD coaching schools are opening their doors. But what exactly is ADHD coaching and how does it differ from more traditional therapies?
Based on the coaching model in executive coaching and athletics, ADHD coaching is a present-focused form of ADHD treatment therapy designed to help individuals deal with aspects of their disability that interfere with daily and/or academic or work performance. Unlike psychotherapy, coaching is not intended to help clients work though painful feelings, negative self-talk or self-defeating behaviors. Rather, change is brought about through the coach-like practices of questioning, problem solving, modeling and practicing.1
ADHD coaches come from a variety of backgrounds including life coaching, education and psychology. To date, there are no national standards for ADHD coaching. However, the ADHD Coaches Organization offers continuing education classes as well as an update-to-date database of available professionals. For more information, visit www.adhdcoaches.org.
The purpose of ADHD coaching is to help their client define and meet specific goals. Once the goals are defined, the coach’s job is to help their client create an organized plan of action. The client, in turn, starts to internalize this process to the point of being able to organize their day on their own. As the client starts to pick up new skills, they naturally are able to cut back on the number of hours they meet with their coaches. The first client meeting is generally an hour while subsequent meetings can be as short as five to 10 minutes a day. Sessions are generally conducted over the phone although with the proliferation of the Internet an increasing amount of communication happens online be it video calling or email.
Among some of the goals that can be addressed in ADHD coaching include getting clients to adhere to regular sleep and/or eating patterns, complete tasks, honor commitments and avoid distractions.8
That said, not everyone makes a good candidate for coaching. In “Coaching for ADHD,” Kevin Murphy outlines three conditions needed for a successful client-coach relationship. First, clients need to be reasonably healthy. Clients suffering from mental illness or some other type of disorder such as substance abuse may not possess the wherewithal to create change in their life. Second, clients need to own up to the fact the fact that they have a problem (ADHD) that needs to be managed. Such acceptance is key to the client becoming willing to make a change in their life. Third, clients need to commit to the process.9 According to the great behavioral theorist James O. Prochaska, a minimum of three months is needed for people to make changes in their life.
Five years ago, Sam Goldstein, editor-in-chief of the Journal of Attention Disorders called on the ADHD community to submit articles researching ADHD coaching. Wrote Goldstein, “It is time to investigate whether coaching is truly a treatment with specific positive benefits for those with ADHD.” 3 Since then, several studies have looked at both individual and parental coaching in the treatment of ADHD. Among the most promising was a study conducted on seven college/graduate students who underwent eight weeks of ADHD coaching. The study showed that all seven students found the coaching better than therapy or medication.4 More specifically, between session assignments or homework assignments were shown to be effective in the use of ADHD coaching with college students.5
People with ADHD have also been shown to benefit from peer and parental coaching. In a pilot study of parents of 124 children without ADHD, a technique known as parental friendship coaching (PFC) proved to be an effective therapy in boosting the social skills and friendship quality of children with ADHD. PFC also helped parents to be less critical and more constructive when dealing with their children in laboratory settings.6 In another study, the combined use of Classwide Peer Tutoring and peer coaching improved the social behavior of elementary students with ADHD.7
Despite a dearth of formal research evidence, ADHD coaching is believed to be able to help individuals to boost their feelings of self-efficacy to make life changes. In addition, ADHD coaching can help individuals to:
— Identify their strengths and weaknesses;
— Set realistic goals;
— Learn to prioritize;
— Create structures to stay on track and meet deadlines;
— Not give up while becoming more resilient;
— Improve organizational and time-management skills;
— Self-motivate;
— Learn productive ways of handling daily tasks;
— Improve personal habits such as diet and exercise; and
— Establish a more supportive environment for meeting needs.2
Over the decade, coaching has become a popular therapy in the treatment of ADHD. More and people are becoming professional coaches while a number of ADHD coaching schools are opening their doors. But what exactly is ADHD coaching and how does it differ from more traditional therapies?
Based on the coaching model in executive coaching and athletics, ADHD coaching is a present-focused form of ADHD treatment therapy designed to help individuals deal with aspects of their disability that interfere with daily and/or academic or work performance. Unlike psychotherapy, coaching is not intended to help clients work though painful feelings, negative self-talk or self-defeating behaviors. Rather, change is brought about through the coach-like practices of questioning, problem solving, modeling and practicing.1
Educational therapists come from a variety of different backgrounds, including regular and special education, child development, speech and language, psychological and advocacy. To find a therapist, visit the Association of Educational Therapists website at www.aetonline.org.
Educational therapy is commonly used in conjunction with other treatments such as medication, other types of therapies and those related to diet. Note: Not all educational therapists have degrees in psychotherapy. Thus, it’s important to have a ADHD diagnosis prior to seeing an educational therapist.
Once a proper diagnosis is made, educational therapists begin by assessing their clients’ learning ability. This differs from a person’s IQ. Many people with ADHD score high on IQ tests but struggle with academics due to an inability to pay attention to what is being learned. Such attention deficits can be caused by the way in which their brains process information and/or emotional issues. Educational therapists can help their clients to overcome these challenges by exploring different ways of learning and by providing a safe environment. Ideally, educational therapists meet with their client a minimum of twice a week for an hour. Treatment time varies per individual.
During sessions, educational therapists incorporate a number of techniques. For adults, Micari helps her clients to dissect those situations that may have led to a poor outcome. This involves helping the client to see what went wrong and what he or she could do to prevent a similar outcome from happening in the future.5 Kari Miller, a board-certified educational therapist and director of the Miller Educational Excellence, recommends a technique know as “bracketing distracting thoughts.”6 This involves categorizing thoughts into now, later or never. Now thoughts are thoughts pertaining to the task at hand such as a though regarding the content of what one is reading. “Later” thoughts such as a related idea are best addressed at a different point in time. Finally, never thoughts are best thrown out all together such as “This is stupid.” Kari also recommends a technique that can ADHD-diagnosed individuals get a better sense of how much time it takes to accomplish academic tasks such writing a good paper or conducting research.7
Educational therapy is commonly used in conjunction with other treatments such as medication, other types of therapies and those related to diet. Note: Not all educational therapists have degrees in psychotherapy. Thus, it’s important to have a ADHD diagnosis prior to seeing an educational therapist.
Once a proper diagnosis is made, educational therapists begin by assessing their clients’ learning ability. This differs from a person’s IQ. Many people with ADHD score high on IQ tests but struggle with academics due to an inability to pay attention to what is being learned. Such attention deficits can be caused by the way in which their brains process information and/or emotional issues. Educational therapists can help their clients to overcome these challenges by exploring different ways of learning and by providing a safe environment. Ideally, educational therapists meet with their client a minimum of twice a week for an hour. Treatment time varies per individual.
During sessions, educational therapists incorporate a number of techniques. For adults, Micari helps her clients to dissect those situations that may have led to a poor outcome. This involves helping the client to see what went wrong and what he or she could do to prevent a similar outcome from happening in the future.5 Kari Miller, a board-certified educational therapist and director of the Miller Educational Excellence, recommends a technique know as “bracketing distracting thoughts.”6 This involves categorizing thoughts into now, later or never. Now thoughts are thoughts pertaining to the task at hand such as a though regarding the content of what one is reading. “Later” thoughts such as a related idea are best addressed at a different point in time. Finally, never thoughts are best thrown out all together such as “This is stupid.” Kari also recommends a technique that can ADHD-diagnosed individuals get a better sense of how much time it takes to accomplish academic tasks such writing a good paper or conducting research.7
In a study of 14 underachieving children, Herbert E. Rie showed that therapeutic tutoring administered to children over a period of 10 weeks greatly enhanced the population’s ability to learn. Stated Rie “With tutoring, these children achieved at a rate of substantially exceeding expectation, for an approximately threefold change in the rate of learning. Specifically, the children scored higher in tests measuring their ability in reading, spelling and arithmetic.4
“Feelings and learning go together,” according to Susan Micari, a board-certified educational therapist and board of director for the Association for Educational Therapists (AET).2 Speaking at the June 2011 Conference of Children and Adults with Attention Deficit Disorder conference in June, Micari explained that one of the ways educational therapists help people with ADHD is to provide a safe and nurturing learning environment.
Part of what educational therapists do is to evaluate an individual’s learning ability and come up with strategies for enhancing is such as not talking out of turn and starting assignments early. Specifically, educational therapists can help mitigate learning disabilities arising from the following functions, often compromised in the brain of someone with ADHD:
• Planning and prioritization;
• Time management;
• Organization;
• Working memory;
• Metacognition (ability to take a “top-down” view of a problem);
• Response inhibition;
• Self-regulation of affect;
• Task initiation;
• Flexibility;
• Goal-directed persistence;
• Sustained attention;
• Disengaging attention; and
• Regulation of processing speed.2 3
“Feelings and learning go together,” according to Susan Micari, a board-certified educational therapist and board of director for the Association for Educational Therapists (AET).1 2 Speaking at the June 2011 Conference of Children and Adults with Attention Deficit Disorder conference in June, Micari explained that one of the ways educational therapists help people with ADHD is to provide a safe and nurturing learning environment.
Part of what educational therapists do is to evaluate an individual’s learning ability and come up with strategies for enhancing is such as not talking out of turn and starting assignments early. Specifically, educational therapists can help mitigate learning disabilities arising from the following compromised functionsfunctions, often compromised in the brain of someone with ADHD:
• Planning and prioritization;
• Time management;
• Organization;
• Working memory;
• Metacognition (the ability to take a “top-down” view of a problem);
• Response inhibition;
• Self-regulation of affect;
• Task initiation;
• Flexibility;
• Goal-directed persistence;
• Sustained attention;
• Disengaging attention; and
• Regulation of processing speed.3
Educational therapy is commonly used in the treatment of ADHD. Often combined with other treatments such a medication, educational therapy is an effective means of reducing those symptoms of ADHD that can interfere with positive learning outcomes. Unlike tutoring, which re-teaches and academic subject, and teaching which uses a textbook to teach a large group, educational therapy addresses underlying learning disabilities.1
“Feelings and learning go together,” according to Susan Micari, a board-certified educational therapist and board of director for the Association for Educational Therapists (AET).2 Speaking at the June 2011 Conference of Children and Adults with Attention Deficit Disorder conference in June, Micari explained that one of the ways educational therapists help people with ADHD is to provide a safe and nurturing learning environment.
Part of what educational therapists do is to evaluate an individual’s learning ability and come up with strategies for enhancing is such as not talking out of turn and starting assignments early. Specifically, educational therapists can help mitigate learning disabilities arising from the following functions, often compromised in the brain of someone with ADHD:
• Planning and prioritization;
• Time management;
• Organization;
• Working memory;
• Metacognition (ability to take a “top-down” view of a problem);
• Response inhibition;
• Self-regulation of affect;
• Task initiation;
• Flexibility;
• Goal-directed persistence;
• Sustained attention;
• Disengaging attention; and
• Regulation of processing speed.3
