ADHD ADD symptoms causes and treatments--home remedy--natural remedy--herbal remedy

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) and ADD

Failing to pay close attention to details or making careless mistakes when doing schoolwork or other activities

Trouble keeping attention focused during play or tasks

Appearing not to listen when spoken to

Failing to follow instructions or finish tasks

Avoiding tasks that require a high amount of mental effort and organization, such as school projects

Frequently losing items required to facilitate tasks or activities, such as school supplies

Excessive distractibility

Forgetfulness

DOES ADHD REALLY EXIST?

What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD)

(sometimes referred to as ADD) is thought to be a neurological disorder, always present from childhood, which manifests itself with symptoms such as hyperactivity, forgetfulness, poor impulse control, and distractibility. In neurological pathology, ADHD is currently considered to be a chronic syndrome for which no medical cure is available. Both children and adults may present with ADHD, which is believed to affect between 3-5% of the population.

Much controversy surrounds the diagnosis of ADHD, such as over whether or not the diagnosis denotes a disability in its traditional sense, or simply describes a neurological property of an individual. There is also a sizable minority of clinicians who think that the condition is not biological, but psychological in origin. Those who believe that ADHD is a traditional disability or disorder often debate over how it should be treated, if at all. According to a majority of medical research in the United States, as well as other countries, ADHD is today generally regarded to be a non-curable neurological disorder for which, however, a wide range of effective treatments are available. Methods of treatment usually involve some combination of medication, psychotherapy, and other techniques. Some patients are able to control their symptoms over time, even without the use of medication. Other individuals who meet the diagnostic criteria of ADHD do not consider themselves to be handicapped by the disorder and therefore may remain undiagnosed or, after a positive diagnosis, untreated.

ADHD is most commonly diagnosed in children and, over the past decade, has been increasingly diagnosed in adults. It is believed that around 60% of children diagnosed with ADHD retain the disorder as adults.

WHO HAS AD/HD:

According to epidemiological data, approximately 4% to 6% of the U.S. population has ADHD.

ADHD usually persists throughout a person's lifetime. It is NOT limited to children. Approximately one-half to two-thirds of children with ADHD will continue to have significant problems with ADHD symptoms and behaviors as adults, which impacts their lives on the job, within the family, and in social relationships.

Percent of Youth 4-17 ever diagnosed with Attention-Deficit/Hyperactivity Disorder: National Survey of Children's Health, 2003

Percent of Youth 4-17 ever diagnosed and currently medicated for Attention-Deficit/Hyperactivity Disorder: National Survey of Children's Health, 2003

Difference Between ADD and ADHD
ADD and ADHD can both be difficult and cause distractibility, forgetfulness, disorganization, difficulty following rapid conversations, and low self esteem. Both can cause difficulty in completing school work and assignments in a timely manner. Either can affect an individual’s ability to keep track of their belongings or to keep track of time.
ADD is Attention Deficit Disorder-Inattentive Type and ADHD is Attention Deficit Disorder with Hyperactivity. ADD is without hyperactivity. A person can be withdrawn, shy and quiet.
ADHD Characteristics/Symptoms Physically Hyperactive Impulsive Intrusive Rebellious Bossy Irritation Show Off/Egotistical Attracts friends but doesn’t easily bond More prone toward Oppositional Defiant Disorder or Conduct Disorders	ADD Characteristics/Symptoms: Sluggish Honors other’s boundaries Obedient Under assertive Overly Polite Docile Modest Shy Socially Withdrawn Bonds with others but doesn’t attract friends

Since girls with ADD are many times very polite and quiet, their ADD may go unnoticed and undiagnosed for years. They may silently struggle and are many times very sensitive to criticism and very emotional, causing a great deal of inner turmoil. While their hyperactive counterparts seem relatively untouched by stress around them (although this may not be true), bouncing around as if nothing mattered, the girls with ADD have a very low tolerance for stress and can become even more withdrawn, feeling as if they are not good at anything.

To Find this page, just type 33dhda in your search box. That's "adhd33" spelled backwards.

Symptoms of ADHD ( Two Categories)

1. Inattention:

Failing to pay close attention to details or making careless mistakes when doing schoolwork or other activities
Trouble keeping attention focused during play or tasks
Appearing not to listen when spoken to
Failing to follow instructions or finish tasks
Avoiding tasks that require a high amount of mental effort and organization, such as school projects
Frequently losing items required to facilitate tasks or activities, such as school supplies
Excessive distractibility
Forgetfulness

2.Hyperactivity-impulsive behavior

Fidgeting with hands or feet or squirming in seat
Leaving seat often, even when inappropriate
Running or climbing at inappropriate times
Difficulty in quiet play
Frequently feeling restless
Excessive speech
Answering a question before the speaker has finished
Failing to await one's turn
Interrupting the activities of others at inappropriate times

Possible Causes of ADHD

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The exact cause of ADHD remains unknown, but there is no shortage of speculation concerning its etiology, most of which centers around the brain. The cerebellum in particular has been shown to be smaller in the brains of those with this disorder. Another possible culprit is a region in the middle or medial aspect of the frontal lobe, known as the anterior cingulate cortex division. The source of these differences is not yet known, but some hypotheses have been presented.

Maternal smoking, drug use and exposure to toxins

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.

Pregnant women who smoke are at increased risk of having children with ADHD. And alcohol or drug abuse during pregnancy may reduce activity of the nerve cells (neurons) that produce dopamine. Pregnant women who are exposed to environmental poisons such as polychlorinated biphenyls (PCBs), also may be more likely to have children with symptoms of ADHD.

PCBs are industrial chemicals that were widely used until they were finally banned in 1976. But PCBs are slow to degrade and high levels remain in the environment, in animal and human tissue and in breast milk, which tends to attract contaminants because of its high fat content.

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.

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.Many studies of twins now show that a strong genetic influence exists in the disorder.

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.

Diet

It has long been suggested that ADHD could be the result of a nutritional problem. Recent studies have begun to find metabolic differences in these children, indicating that an inability to handle certain elements of one's diet might contribute to the development of ADHD, or at least ADHD-like symptoms. For example, in 1990 the English chemist, Neil Ward,showed that children with ADHD lose zinc when exposed to a food dye.

Some studies suggest that a lack of fatty acids, specifically omega-3 fatty acids can trigger the development of ADHD. Support for this theory comes from findings that children who are breastfed for six or more months seem to be less likely to have ADHD than their bottle-fed counterparts and until very recently, infant formula did not contain any omega-3 fatty acids at all. Time and further investigation will perhaps tell whether this correlation is reliable or merely a coincidence.

Despite the uncertainty of nutrition as a cause of ADHD it does play a role in the diagnosis and treatment of the disorder. Certain dietary issues, most commonly a moderate to severe protein deficiency, can cause symptoms consistent with ADHD.

Childhood exposure to environmental toxins

Preschool children exposed to certain environmental toxins, particularly lead and PCBs, are at increased risk of developmental and behavioral problems, many of which are similar to those found in children diagnosed with ADHD. Exposure to lead, which is found mainly in paint and pipes in older buildings, has been linked to disruptive and even violent behavior and to a short attention span. And high levels of PCBs are known to interfere with many aspects of a child's development, in addition to being human carcinogens. Children may be exposed to PCBs in the womb as well as after birth — both breast milk and certain fish are high in these toxins.

**Things that don't cause ADHD**

Bad parenting (though a disorganized home life and school environment can make symptoms worse)
Too much sugar
Too little sugar
Aspartame (brand name: Nutrasweet)
Food additives or colorings
Food allergies or other allergies
Lack of vitamins
Fluorescent lights
Too much TV
Video games

WHAT THE RESEARCH SHOWS ABOUT AD/HD:

ADHD is NOT caused by poor parenting, family problems, poor teachers or schools, too much TV, food allergies, or excess sugar. One early theory was that attention disorders were caused by minor head injuries or damage to the brain, and thus for many years ADHD was called "minimal brain damage" or "minimal brain dysfunction." The vast majority of people with ADHD have no history of head injury or evidence of brain damage, however. Another theory, which is still heard in the media, is that refined sugar and food additives make children hyperactive and inattentive. Scientists at the National Institutes of Health (NIH) concluded that this may apply to only about 5 percent of children with ADHD, mostly either very young children or children with food allergies.

ADHD IS very likely caused by biological factors which influence neurotransmitter activity in certain parts of the brain, and which have a strong genetic basis. Studies at NIMH using a PET (positron emission tomography) scanner to observe the brain at work have shown a link between a person's ability to pay continued attention and the level of activity in the brain. Specifically researchers measured the level of glucose used by the areas of the brain that inhibit impulses and control attention. In people with AD/HD, the brain areas that control attention used less glucose, indicating that they were less active. It appears from this research that a lower level of activity in some parts of the brain may cause inattention and other AD/HD symptoms.

There is a great deal of evidence that AD/HD runs in families, which is suggestive of genetic factors. If one person in a family is diagnosed with AD/HD, there is a 25% to 35% probability that any other family member also has AD/HD, compared to a 4% to 6% probability for someone in the general population.

Disorders That Sometimes Accompany ADHD

Anxiety and Depression

Some children with ADHD often have co-occurring anxiety or depression. If the anxiety or depression is recognized and treated, the child will be better able to handle the problems that accompany ADHD. Conversely, effective treatment of ADHD can have a positive impact on anxiety as the child is better able to master academic tasks.

Conduct Disorder

About 20 to 40 percent of ADHD children may eventually develop conduct disorder (CD), a more serious pattern of antisocial behavior. These children frequently lie or steal, fight with or bully others, and are at a real risk of getting into trouble at school or with the police. They violate the basic rights of other people, are aggressive toward people and/or animals, destroy property, break into people's homes, commit thefts, carry or use weapons, or engage in vandalism. These children or teens are at greater risk for substance use experimentation, and later dependence and abuse. They need immediate help.

Other Disorders

Other disorders such as learning disabilities, Tourette Syndrome, Oppositional Defiant Disorder, and Bipolar Disorder may go along with ADHD.

Treatment for ADHD

Clinical experience has shown that the most effective treatment for ADHD is a combination of medication (when necessary), therapy or counseling to learn coping skills and adaptive behaviors, and ADD coaching for adults.

Medication is often used to help normalize brain activity, as prescribed by a physician. Stimulant medications (Ritalin, Dexedrine, Adderall) are commonly used because they have been shown to be most effective for most people with ADHD. However, many other medications may also be used at the discretion of the physician.

Behavior therapy and cognitive therapy are often helpful to modify certain behaviors and to deal with the emotional effects of AD/HD. Many adults also benefit from working with an AD/HD coach to help manage problem behaviors and develop coping skills, such as improving organizational skills and improving productivity.

ADHD is recognized as a disability under federal legislation (the Rehabilitation Act of 1973; the Americans With Disabilities Act; and the Individuals With Disabilities Education Act). Appropriate and reasonable accommodations are sometimes made at school for children with ADHD, and in the workplace for adults with ADHD, which help the individual to work more efficiently and productively.

Treatment of Attention Deficit Hyperactivity Disorder in Preschool-Age Children (PATS).

Because many children in the preschool years are diagnosed with ADHD and are given medication, it is important to know the safety and efficacy of such treatment. The NIMH is sponsoring an ongoing multi-site study, "Preschool ADHD Treatment Study" (PATS). It is the first major effort to examine the safety and efficacy of a stimulant, methylphenidate, for ADHD in this age group.

The PATS study uses a randomized, placebo-controlled, double-blind design. Children ages 3 to 5 who have severe and persistent symptoms of ADHD that impair their functioning are eligible for this study. To avoid using medications at such an early age, all children who enter the study are first treated with behavioral therapy. Only children who do not show sufficient improvement with behavior therapy are considered for the medication part of the study. The study is being conducted at New York State Psychiatric Institute, Duke University, Johns Hopkins University, New York University, the University of California at Los Angeles, and the University of California at Irvine. Enrollment in the study will total 165 children.

Medications

For decades, medications have been used to treat the symptoms of ADHD.

The medications that seem to be the most effective are a class of drugs known as stimulants. Following is a list of the stimulants, their trade (or brand) names, and their generic names. "Approved age" means that the drug has been tested and found safe and effective in children of that age.

Several different types of medications may be used to treat ADHD:

Stimulants are the best-known treatments - they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of any long-term side effects.
Non-stimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
Antidepressants are sometimes a treatment option; however, in 2004 the FDA issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.

Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment for your child, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.

Some Medications used to treat ADHD

Trade Name	Generic Name	Approved Age
Adderall	amphetamine	3 and older
Concerta	methylphenidate (long acting)	6 and older
Cylert*	pemoline	6 and older
Dexedrine	dextroamphetamine	3 and older
Dextrostat	dextroamphetamine	3 and older
Focalin	dexmethylphenidate	6 and older
Metadate ER	methylphenidate (extended release)	6 and older
Metadate CD	methylphenidate (extended release)	6 and older
Ritalin	methylphenidate	6 and older
Ritalin SR	methylphenidate (extended release)	6 and older
Ritalin LA	methylphenidate (long acting)	6 and older

New Alternative

The U.S. Food and Drug Adminstration (FDA) recently approved a medication for ADHD that is not a stimulant. The medication, Strattera®, or atomoxetine, works on the neurotransmitter norepinephrine, whereas the stimulants primarily work on dopamine. Both of theses neurotransmitters are believed to play a role in ADHD. More studies will need to be done to contrast Strattera with the medications already available, but the evidence to date indicates that over 70 percent of children with ADHD given Strattera manifest significant improvement in their symptoms.

Some people get better results from one medication, some from another. It is important to work with the prescribing physician to find the right medication and the right dosage.

For many people, the stimulants dramatically reduce their hyperactivity and impulsivity and improve their ability to focus, work, and learn. The medications may also improve physical coordination, such as that needed in handwriting and in sports.

The stimulant drugs, when used with medical supervision, are usually considered quite safe. Stimulants do not make the child feel "high," although some children say they feel different or funny. Such changes are usually very minor. Although some parents worry that their child may become addicted to the medication, to date there is no convincing evidence that stimulant medications, when used for treatment of ADHD, cause drug abuse or dependence.

A review of all long-term studies on stimulant medication and substance abuse, conducted by researchers at Massachusetts General Hospital and Harvard Medical School, found that teenagers with ADHD who remained on their medication during the teen years had a lower likelihood of substance use or abuse than did ADHD adolescents who were not taking medications.

The stimulant drugs come in long- and short-term forms. The newer sustained-release stimulants can be taken before school and are long-lasting so that the child does not need to go to the school nurse every day for a pill.

The doctor can discuss with the parents the child's needs and decide which preparation to use and whether the child needs to take the medicine during school hours only or in the evening and on weekends too.

If the child does not show symptom improvement after taking a medication for a week, the doctor may try adjusting the dosage. If there is still no improvement, the child may be switched to another medication. About one out of ten children is not helped by a stimulant medication. Other types of medication may be used if stimulants don't work or if the ADHD occurs with another disorder. Antidepressants and other medications can help control accompanying depression or anxiety.

Medication Side Effects

Most side effects of the stimulant medications are minor and are usually related to the dosage of the medication being taken. Higher doses produce more side effects. The most common side effects are decreased appetite, insomnia, increased anxiety, and/or irritability. Some children report mild stomach aches or headaches.
Appetite seems to fluctuate, usually being low during the middle of the day and more normal by suppertime. Adequate amounts of food that is nutritional should be available for the child, especially at peak appetite times.
If the child has difficulty falling asleep, several options may be tried—a lower dosage of the stimulant, giving the stimulant earlier in the day, discontinuing the afternoon or evening dosage, or giving an adjunct medication such as a low-dosage antidepressant or clonidine. A few children develop tics during treatment. These can often be lessened by changing the medication dosage. A very few children cannot tolerate any stimulant, no matter how low the dosage. In such cases, the child is often given an antidepressant instead of the stimulant.
When a child's schoolwork and behavior improve soon after starting medication, the child, parents, and teachers tend to applaud the drug for causing the sudden changes. Unfortunately, when people see such immediate improvement, they often think medication is all that's needed. But medications don't cure ADHD; they only control the symptoms on the day they are taken. Although the medications help the child pay better attention and complete school work, they can't increase knowledge or improve academic skills. The medications help the child to use those skills he or she already possesses.

Behavioral therapy, emotional counseling, and practical support will help ADHD children cope with everyday problems and feel better about themselves.

Other Treatments for ADHD

Psychotherapy

works to help people with ADHD to like and accept themselves despite their disorder. It does not address the symptoms or underlying causes of the disorder. In psychotherapy, patients talk with the therapist about upsetting thoughts and feelings, explore self-defeating patterns of behavior, and learn alternative ways to handle their emotions. As they talk, the therapist tries to help them understand how they can change or better cope with their

Behavioral therapy (BT)

helps people develop more effective ways to work on immediate issues. Rather than helping the child understand his or her feelings and actions, it helps directly in changing their thinking and coping and thus may lead to changes in behavior. The support might be practical assistance, like help in organizing tasks or schoolwork or dealing with emotionally charged events. Or the support might be in self-monitoring one's own behavior and giving self-praise or rewards for acting in a desired way such as controlling anger or thinking before acting.

Social skills training

can also help children learn new behaviors. In social skills training, the therapist discusses and models appropriate behaviors important in developing and maintaining social relationships, like waiting for a turn, sharing toys, asking for help, or responding to teasing, then gives children a chance to practice. For example, a child might learn to "read" other people's facial expression and tone of voice in order to respond appropriately. Social skills training helps the child to develop better ways to play and work with other children.

Support groups

help parents connect with other people who have similar problems and concerns with their ADHD children. Members of support groups often meet on a regular basis (such as monthly) to hear lectures from experts on ADHD, share frustrations and successes, and obtain referrals to qualified specialists and information about what works. There is strength in numbers, and sharing experiences with others who have similar problems helps people know that they aren't alone. National organizations are listed at the end of this document.

Parenting skills training,

offered by therapists or in special classes, gives parents tools and techniques for managing their child's behavior. One such technique is the use of token or point systems for immediately rewarding good behavior or work. Another is the use of "time-out" or isolation to a chair or bedroom when the child becomes too unruly or out of control. During time-outs, the child is removed from the agitating situation and sits alone quietly for a short time to calm down. Parents may also be taught to give the child "quality time" each day, in which they share a pleasurable or relaxing activity. During this time together, the parent looks for opportunities to notice and point out what the child does well, and praise his or her strengths and abilities.

Nutrition

As noted above there are indications that children with ADHD are metabolically different from others, and it has therefore been suggested that diet modification may play a role in the management of ADHD. Perhaps the best known of the dietary alternatives is the Feingold diet which involves removing salicylates, artificial colors and flavors, and certain synthetic preservatives from children's diets. In the 1980s vitamin B₆ was promoted as a helpful remedy for children with learning difficulties including inattentiveness. Later, zinc and multivitamins have been promoted as cures, and currently the addition of certain fatty acids such as omega-3 has been proposed as beneficial.

For some people with ADHD mild stimulants such as caffeine and theobromine have similar effects to the more powerful drugs commonly used in treating the disorder. Herbal supplements such as ginkgo biloba are also sometimes cited. There is some empirical data suggesting caffeine can improve the function of children suffering from ADHD

Tips To Help Children in Everyday Life with ADHD

Children with ADHD may need help in organizing. Therefore:

Schedule. Have the same routine every day, from wake-up time to bedtime. The schedule should include homework time and playtime (including outdoor recreation and indoor activities such as computer games). Have the schedule on the refrigerator or a bulletin board in the kitchen. If a schedule change must be made, make it as far in advance as possible.

Organize needed everyday items. Have a place for everything and keep everything in its place. This includes clothing, backpacks, and school supplies.

Use homework and notebook organizers. Stress the importance of writing down assignments and bringing home needed books.

Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.

Limit choices. Offer your child a choice between two things (this outfit, meal, toy, etc., or that one) so that he or she isn't overwhelmed and over-stimulated.

Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of his or her responsibilities.

Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).

Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger children may simply need to be distracted or ignored until they display better behavior.

Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well - whether it's sports, art, or music - can boost social skills and self-esteem.

Children with ADHD need very consistent rules that they can understand and follow. If rules are followed, give small rewards. Children with ADHD often receive, and expect, criticism. Look for good behavior and praise it.

ADHD in the Classroom

As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights. Children with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with your child's teachers and school officials to monitor your child's progress and keep them informed about your child's needs.

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn, instead of criticizing when he or she doesn't.
Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
Supervise. Check that your child goes and comes from school with the correct books and materials. Ask that your child be paired with a buddy who can help him or her stay on task.
Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.

Will my child outgrow ADHD?

We used to think children would "grow out" of ADHD. We now know that is not true for most children. Children with ADHD often get better as they grow older and learn to adjust to their problems. Hyperactivity usually stops in the late teenage years. But about half of children with ADHD continue to be easily distracted, with mood swings, hot tempers and an inability to complete tasks. Children with loving, supportive parents who work together with school staff, mental health workers and their doctor have the best chance of becoming well-adjusted adults.

Adults with ADHD

Attention Deficit Hyperactivity Disorder in Adults

Attention deficit hyperactivity disorder is a highly publicized childhood disorder that affects approximately 3 percent to 5 percent of all children. What is much less well known is the probability that, of children who have ADHD, many will still have it as adults. Several studies done in recent years estimate that between 30 percent and 70 percent of children with ADHD continue to exhibit symptoms in the adult years.

The first studies on adults who were never diagnosed as children as having ADHD, but showed symptoms as adults, were done in the late 1970s by Drs. Paul Wender, Frederick Reimherr, and David Wood. These symptomatic adults were retrospectively diagnosed with ADHD after the researchers' interviews with their parents. The researchers developed clinical criteria for the diagnosis of adult ADHD (the Utah Criteria), which combined past history of ADHD with current evidence of ADHD behaviors.

Other diagnostic assessments are now available; among them are the widely used Conners Rating Scale and the Brown Attention Deficit Disorder Scale.

Typically, adults with ADHD are unaware that they have this disorder—they often just feel that it's impossible to get organized, to stick to a job, to keep an appointment. The everyday tasks of getting up, getting dressed and ready for the day's work, getting to work on time, and being productive on the job can be major challenges for the ADHD adult.

Common Behaviors and Problems of Adult ADHD

The following behaviors and problems may stem directly from ADHD or may be the result of related adjustment difficulties:

Chronic lateness and forgetfulness.
Anxiety.
Low self-esteem.
Employment problems.
Difficulty controlling anger.
Impulsiveness.
Substance abuse or addiction.
Poor organization skills.
Procrastination.
Low frustration tolerance.
Chronic boredom.
Difficulty concentrating when reading.
Mood swings.
Depression.
Relationship problems.

These behaviors may be mild to severe and can vary with the situation or be present all of the time. Some adults with ADHD may be able to concentrate if they are interested in or excited about what they are doing. Others may have difficulty focusing under any circumstances. Some adults look for stimulation, but others avoid it. In addition, adults with ADHD can be withdrawn and antisocial, or they can be overly social and unable to be alone.

School-Related Impairments Linked to Adult ADHD

Adults with ADHD may have:

Had a history of poorer educational performance and were underachievers.
Had more frequent school disciplinary actions.
Had to repeat a grade.
Dropped out of school more often.

Work-Related Impairments Linked to Adult ADHD

Adults with ADHD are more likely to:

Change employers frequently and perform poorly.
Have had fewer occupational achievements, independent of psychiatric status.

Social-Related Impairments Linked to Adult ADHD

Adults with ADHD are more likely to:

Have a lower socioeconomic status.
Have driving violations such as: be cited for speeding; have their licenses suspended; be involved in more crashes; rate themselves and others as using poorer driving habits.
Use illegal substances more frequently.
Smoke cigarettes.
Self-report psychological maladjustment more often.

Relationship-Related Impairments Linked to Adult ADHD

Adults with ADHD are more likely to:

Have more marital problems and multiple marriages.
Have higher incidence of separation and divorce.

Much of this functional impairment diminishes with remission of the disorder and can be mitigated by appropriate treatment.

Diagnosing ADHD in an Adult.

Diagnosing an adult with ADHD is not easy. Many times, when a child is diagnosed with the disorder, a parent will recognize that he or she has many of the same symptoms the child has and, for the first time, will begin to understand some of the traits that have given him or her trouble for years—distractibility, impulsivity, restlessness. Other adults will seek professional help for depression or anxiety and will find out that the root cause of some of their emotional problems is ADHD. They may have a history of school failures or problems at work. Often they have been involved in frequent automobile accidents.

To be diagnosed with ADHD, an adult must have childhood-onset, persistent, and current symptoms. The accuracy of the diagnosis of adult ADHD is of utmost importance and should be made by a clinician with expertise in the area of attention dysfunction. For an accurate diagnosis, a history of the patient's childhood behavior, together with an interview with his life partner, a parent, close friend, or other close associate, will be needed. A physical examination and psychological tests should also be given. Comorbidity with other conditions may exist such as specific learning disabilities, anxiety, or affective disorders.

A correct diagnosis of ADHD can bring a sense of relief. The individual has brought into adulthood many negative perceptions of himself that may have led to low esteem. Now he can begin to understand why he has some of his problems and can begin to face them. This may mean, not only treatment for ADHD but also psychotherapy that can help him cope with the anger he feels about the failure to diagnose the disorder when he was younger.

Medications

As with children, if adults take a medication for ADHD, they often start with a stimulant medication. The stimulant medications affect the regulation of two neurotransmitters, norepinephrine and dopamine. The newest medication approved for ADHD by the FDA, atomoxetine (Strattera®), has been tested in controlled studies in both children and adults and has been found to be effective.

Antidepressants are considered a second choice for treatment of adults with ADHD. The older antidepressants, the tricyclics, are sometimes used because they, like the stimulants, affect norepinephrine and dopamine. Venlafaxine (Effexor®), a newer antidepressant, is also used for its effect on norepinephrine. Bupropion (Wellbutrin®), an antidepressant with an indirect effect on the neurotransmitter dopamine, has been useful in clinical trials on the treatment of ADHD in both children and adults. It has the added attraction of being useful in reducing cigarette smoking.

In prescribing for an adult, special considerations are made. The adult may need less of the medication for his weight. A medication may have a longer "half-life" in an adult. The adult may take other medications for physical problems such as diabetes or high blood pressure. Often the adult is also taking a medication for anxiety or depression. All of these variables must be taken into account before a medication is prescribed.

Could You Have Adult ADHD?

Fidgeting, interrupting conversations, losing things, problems remembering obligations, difficulty concentrating - everyone acts this way once in a while. But a long and persistent history of restless, impulsive, or inattentive behavior may be a sign of Adult ADD. This is especially true if these behaviors have existed since childhood and result in problems at work, home, and/or in social settings.

If you think you might have Adult ADD, here are several questions you might want to ask yourself. These are some of the questions that can help healthcare professionals screen for Adult ADD.

Ask yourself these questions and think about how long you have experienced these symptoms and how often they occur. If these symptoms are interfering with your success at home, at work, or with friends, and have your whole life, you may want to talk to your healthcare professional about a clinical evaluation:

Do you have difficulty concentrating or focusing your attention on one thing?

Do you often start multiple projects at the same time, but rarely finish them?

Do you have trouble with organization?

Do you procrastinate on projects that require a lot of attention to detail?

Do you have problems remembering appointments or obligations?

Do you have trouble staying seated during meetings or other activities?

Are you restless or fidgety?

Do you often lose or misplace things?

Tips To help Adults with ADHD

Managing Home Life

Set Your Goals

There are many ways to learn and develop skills to help keep your household and life in order. To excel at this, you should acknowledge these points:

Develop realistic goals – do not set too many goals at once or goals that are impossible to meet.
Don't try to do it all on your own – obtain the support you need from other individuals or from support groups.

An important part of accomplishing your goals is to know your endpoint and work toward it. Instead of just jumping into a project, approach it in a way that will optimize your ability to finish the job. Here are some tips:

Use your natural tendencies to make daily tasks easier – or more interesting – make them fun! Involve friends, create games or challenges—anything you can to make the task seem less tedious and more fun.
Work with your mood. If you feel in the mood to organize – work with that. Start a project that you feel you are in the mood to tackle.

Get A Day Planner

One of the best tools you can use for managing home, work, or school is a day planner. Listed below are three guiding principles for using a day planner.

First – train yourself to have your day planner with you at all times. In order for this tool to work, you have to teach yourself to take it with you everywhere.
Second – train yourself to write down everything in your day. Every event, every 'Must do.' Even if you keep separate calendars for family and work events, social engagements, or medical appointments, use your day planner as your master calendar.
Third – keep two main lists in your day planner – a "Must Do" list, and a "Master list." Your "Must Do" list acts as your personal assistant to remind you of your schedule for that day. You can even break down your "Must Do" list into different sections – for example, tasks that can be done in the same place or at anytime during the day, and "Must Dos" that must be done at a specific time, no matter what – like healthcare professional appointments or flight plans.

It is also important, in fact key, to plan for unexpected events or responsibilities – this is called contingency planning. This involves building extra time into your schedule for the unpredictable – things like traffic jams, last minute long distance phone calls, or a long line at the grocery store.

Managing Work Life

Create an Area for Concentration

The following suggestions will help you concentrate and reduce many sources of distraction. This will help you focus on and succeed at the task at hand.

Ask if you can work from home or find a quiet place in the office to work on any assignment that requires a lot of concentration.
Arrange flex time at your job—arrive earlier or work later than your colleagues—to gain the quiet time you need to get things done.
Move around to reduce restlessness, for example, walk to visit a co-worker instead of calling them. On your breaks, be sure to exercise – take a walk or go outside for a few minutes.
Request tasks that you find interesting. Typically, when you are interested in what you are doing, your sense of distraction and lack of motivation is reduced.
Something as simple as repositioning your chair or desk so that you cannot see the door or entrance to your work space is very helpful, as you are less likely to be distracted by people passing by, or activity outside your immediate workspace.
Set short-term goals. This will make you be more productive and will be a signal to your supervisors that you are motivated.

Managing Family and Relationships

Untreated Adult ADD could have a significant impact on interpersonal relationships. Forgetfulness, inconsistency, impatience, and angry outbursts are just a few of the issues that can create challenges within your family, marriage, or relationships. Some common family and relationship-related consequences include:

Divorce
Family conflicts

Within your family, the key to overcoming these challenges is to involve your entire family unit. Talk openly about all the issues that are cause for concern, and work together to solve them.

An essential tool for successful relationships for any adult is possessing good social skills. If you are experiencing interpersonal problems, developing better ways to relate to people—whether they are family members, co-workers, or the cashier at the grocery store—will help. You might find that this is an area where a counselor, therapist, or personal coach could provide insight and guidance.

Are Women Affected Differently?

Until recently, the medical community has overlooked women with Adult ADD. This is due to a number of factors, not the least of which are limitations with the tools currently used for diagnosis.

Many women are diagnosed with Adult ADD in their late 30s and early 40s. This usually happens at the same time their child is diagnosed with ADHD, at which point, a woman might begin to recognize symptoms in herself.

Women with Adult ADD may show the following impairments:

A history of anxiety and depression
Chronic disorganization
Chronic stress
Longstanding feelings of being overwhelmed
Significant time management challenges
Money management difficulties
Children or siblings with ADHD

The risks of undiagnosed Adult ADD in women can be significant; they may include:

Divorce
Single-parenting a child with ADHD
Financial crises
Not completing college
Underemployment
Eating disorders
Substance abuse

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UC Berkeley Study Finds That Girls With ADHD Continue To Struggle Academically And Socially In Adolescence

As they enter adolescence, girls with Attention Deficit Hyperactivity Disorder (ADHD) show fewer symptoms of hyperactivity. But they continue to lag behind their peers academically and have a greater proclivity for other behavioral and emotional disorders as well as for substance abuse, according to new research from the University of California, Berkeley.

In a much-anticipated, five-year follow-up study of one of the largest samples of girls with ADHD ever examined, UC Berkeley researchers found not only that difficulties for girls suffering from the disorder persist during their teens, but that insidious new problems can emerge. These findings are published in the June issue of the Journal of Consulting and Clinical Psychology.

"As girls with ADHD mature into adolescence, on average they don't show as many visible symptoms of the condition, especially the most noticeable form - hyperactive behavior," said the study's lead author, Stephen Hinshaw, who is a UC Berkeley professor of psychology and chair of the psychology department.

"But we can't get fooled into thinking things are fine. Delinquent and depressed behaviors, risk for substance abuse, symptoms of eating disorders, high need for services, difficulties with peers - these problems hit girls with ADHD harder than they did for the comparison group without the condition," he added.

Since 1997, Hinshaw and his team have tracked a racially and socio-economically diverse group of girls with ADHD through summer camps and into adolescence, comparing them with girls who did not meet the criteria for ADHD but were otherwise demographically matched.

The childhood study, funded by a grant from the National Institute of Mental Health (NIMH), included a sample of 140 girls with ADHD and 88 without the disorder. The girls were aged six to 12. Together, they attended five-week camps where they were closely monitored as they partook in art and drama classes and outdoor activities. Those taking ADHD medication volunteered to go off the drug treatment for much of the summer camp study. The counselors and staff observing all 228 girls and monitoring their interactions did not know which of them had been diagnosed with ADHD.

Published in 2002 in the Journal of Consulting and Clinical Psychology, the initial study found that girls with ADHD are more likely to struggle academically and to be rejected by their peers, compared to the comparison peer group. Results also suggested that girls are underdiagnosed for the disorder because they are more prone to "inattentive-type" ADHD, which is marked by disorganized and unfocused behavior rather than the disruptive, impulsive conduct seen in boys.

The latest findings show that these problems clearly persist into adolescence. According to five-year follow-ups of 209 of the girls in the study, although the fidgety, impulsive symptoms exhibited during childhood had subsided in many cases, the learning gulf between girls with ADHD and their "normal" peers had remained large in all cases, and had actually widened in math and reading skills. Moreover, in many cases, risky behaviors had surfaced.

"Girls with ADHD have impairments that are not transitory but that persist through adolescence. And they are persisting in areas of function that are really crucial for success in adulthood," Hinshaw said. "They're behind academically and socially. Even if symptoms improve, underlying deficits seem chronic, and we need to do a lot more for early intervention."

For parents coping with difficult teenage ADHD behavior, Hinshaw warned, adolescence can be tricky as they try to strike a balance between encouraging their daughters to stick to their treatment regimen -which may involve medication, family therapy, school supports, or a combination - while supporting their need for autonomy.

"At the very time adolescence is occurring for these kids, demands for independence are increasing exponentially," he said.

For the follow-up study, the researchers spent two half-days with each of the girls as well as with their parents and caregivers, conducting intensive interviews and tests. The girls' classroom teachers also provided information. The objective was to learn how the girls, whose ages ranged between 12 and 17, were doing emotionally, socially and academically. The investigators also measured key cognitive functions such "executive planning skills," which include time-budgeting, adjusting to changes and goal-setting.

Hinshaw said he hopes these new findings will underscore the need for long-lasting professional intervention for children with ADHD and convince families struggling with the disorder that it's a misconception that ADHD is not a "real" condition - and that diagnosis and treatment are crucial.

His research team has won a new NIMH grant for a 10-year follow-up study of the same girls. It is set to begin later this year.

Some of the girls in the study are also participating in a UC Berkeley brain imaging project to pinpoint the source of poor executive function skills, a common component of ADHD.

As many as 7 million children in the United States have been diagnosed with this developmental and behavioral disorder, which is characterized by poor concentration, distractibility, hyperactivity, impulsiveness, aggression and other symptoms that are inappropriate for the child's age. The treatment regimens that have received the greatest research evidence are stimulant medications and various forms of behavior therapy.

Although the news is sobering, many of the girls with ADHD did show improvement across the five-year follow-up interval. A few made substantial recoveries. But on average, problems persisted and new ones emerged, which suggests that careful monitoring and treatment are essential, Hinshaw said.

In addition to Hinshaw, authors of the study are Elizabeth Owens, Nilofar Sami and Samantha Fargeon, all of UC Berkeley's psychology department and Institute of Human Development.

The study is titled "Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment," and is scheduled to be published Friday, June 30, in the Journal of Consulting and Clinical Psychology.

Ways to Help Girls with ADD

Special issues faced by women with ADD

The same themes, related to social and physiological differences between males and females with ADD, play themselves out again as adolescent girls become women with jobs, marriages and families.

Learning to establish a "quiet zone" in their life

Whether shy and withdrawn, or hyper and impulsive, these girls often feel emotionally overwhelmed. They need to learn stress management techniques from an early age, and to understand that they need emotional "time out" to regroup after an upset.

Try to minimize corrections and criticism

Too often parents, with the best of intentions, shower ADD girls with corrections and criticisms. "Don't let them hurt your feelings like that.'" 'You'd forget your head if it wasn't attached to your shoulders." "How do you expect to go to college with grades like that?" These girls, whether loud and rebellious, or shy and retiring, typically suffer from low self-esteem. Home is an important place to refuel, and to rebuild the confidence that is so frequently eroded during the day at school.

Help them look for ways to excel

Girls with ADD typically feel that they are "not good at anything." Their distractibility, impulsivity and disorganization often results in mediocre grades. Likewise, they often don't have the stick-to-itiveness to develop skills and talents like many of their friends. Helping them to find a skill or ability, and then praising them and recognizing them for it are terrific positive boosts. Often the life of an adolescent girl with ADD reaches a positive turning-point when she is lucky enough to find an activity to feel good about.

What can Women with ADD do to Manage their Lives Better?

Give yourself a break!

Often the biggest struggle is an internal one. Societal expectations have been deeply ingrained in many women. Even if a loving husband said "Don't worry about it," they would place demands upon themselves. Breaking out of a mold that doesn't fit can take time and effort. Psychotherapy with a therapist who really understands your ADD issues may be enormously helpful to shed your impossible expectations of yourself.

Educate your husband about ADD and how it affects you.

Your husband may feel anger and resentment toward an ill-kept house or badly-behaved children, assuming that you "just don't care." He needs to appreciate the full brunt of ADD's impact upon you. Get him on your side, strategizing about ways to make your life at home more ADD-accommodating, and ADD-friendly.

It's only spilled milk!

Try to create an "ADD-Friendly" environment in your home. If you can approach your ADD, and that of your children, with acceptance and good humor explosions will decrease, and you'll save more energy for the positive side of things.

Simplify your life.

You are probably overbooked and chances are your children are too. Look for ways to reduce commitments so that you're not always pressed and hurried.

Don't hang around women who can't understand your problems.

So many women describe friends or neighbors who make them feel terrible by comparison whose houses are immaculate, whose children are always clean, neat and well-behaved. Don't put yourself in situations which will send you back toward impossible expectations and negative comparisons.

Build a support group for yourself.

One woman with ADD related that housework was such drudgery for her that she often couldn't bring herself to do it. One of her techniques, however, was to invite a friend, who shared similar tendencies, to keep her company while she completed some particularly odious task.

Build in "time-outs" daily.

Time-out's are essential when you have ADD and are raising children. It's easy to not find time for them, though, because they require planning. Make them routine so that you don't have to keep planning and juggling. For example, ask your husband to commit to two blocks of time on the weekend when he will take the kids away from the house without you. Arrange for a regular baby-sitter several times a week.

Don't place yourself in burnout.

One mother of two ADD children, who was doing a great job of parenting her children, was also able to recognize her limitations. With two such challenging children she arranged for summer sleep away camp for a month each summer. She also arranged for brief visits, one at a time, to grandparents. This allowed her to spend time with each son without his having to compete with his brother.

Eliminate and delegate.

Look at things that you require of yourself at home. Can some of these things be eliminated? Can you find a way to afford to hire to have some of them done?

Learn child behavior management techniques.

On the outside looking in it may be easy for other parents to judge you if your children misbehave. What any parent of an ADD child knows is that they don't respond to the usual admonishments and limits the way non-ADD kids do. You've got a super-challenging job. Get the best training you can find. There are numerous excellent books on behavior management techniques for children with ADD.

Get help for PMS or Menopausal Symptoms

They are likely to be more severe than in other women. Managing the destabilizing effect of your hormonal fluctuations is a critical part of managing your ADD.

Focus more on the things you love.

There are many aspects of keeping a house and raising children which are rewarding and creative. Look for positive experiences to share with your children. Women with ADD who feel they are "driven crazy" by the frequent interruptions of their children, who need to take time alone to ease frayed nerves, who fear being labeled as "poor housewives" and "bad mothers" need to understand and accept themselves and their ADD. They also need to be understood and accepted by their husbands, their families and friends. These are women with ADD struggling valiantly against demands which are difficult if not impossible to meet. They need to learn not to measure their success in terms of made beds and washed dishes, but to celebrate their gifts - their warmth, their creativity, their humor, their sensitivity, their spirit. And they need to look for people who can appreciate the best in them as well.

Myths about ADHD

Myth #1: ADHD is a "phantom disorder".

FACT: The existence of a neurobiological disorder is not an issue to be decided by the media through public debate, but rather as a matter of scientific research. Scientific studies spanning 95 years summarized in the professional writings of Dr. Russell Barkley, Dr. Sam Goldstein, and others have consistently identified a group of individuals who have trouble with concentration, impulse control, and in some cases, hyperactivity. Although the name given to this group of individuals, our understanding of them, and the estimated prevalence of this group has changed a number of times over the past six decades, the symptoms have consistently been found to cluster together. Currently called Attention Deficit Hyperactivity Disorder, this syndrome has been recognized as a disability by the courts, the United States Department of Education, the Office for Civil Rights, the United States Congress, the National Institutes of Health, and all major professional medical, psychiatric, psychological, and educational associations.

Myth #2: Ritalin is like cocaine, and the failure to give youngsters drug holidays from Ritalin causes them to develop psychosis.
FACT: Methylphenidate (Ritalin) is a medically prescribed stimulant medication that is chemically different from cocaine. The therapeutic use of methylphenidate does NOT CAUSE addiction or dependence, and does not lead to psychosis. Some children have such severe ADD symptoms that it can be dangerous for them to have a medication holiday, for example a child who is so hyper and impulsive he'll run into traffic withoug stopping to look first. Hallucinations are an extremely rare side-effect of methylphenidate, and their occurrence has nothing to do with the presence or absence of medication holidays. Individuals with ADHD who are properly treated with stimulant medication such as Ritalin have a lower risk of developing problems with alcohol and other drugs than the general population. More importantly, fifty years of research has repeatedly shown that children, adolescents, and adults with ADHD safely benefit from treatment with methylphenidate.

Myth #3: No study has ever demonstrated that taking stimulant medications can cause any lasting behavioral or educational benefit to ADHD children.
FACT: Research has repeatedly shown that children, adolescents, and adults with ADHD benefit from therapeutic treatment with stimulant medications, which has been used safely and studied for more than 50 years. For example, The New York Times reviewed a recent study from Sweden showing positive long- term effects of stimulant medication therapy on children with ADHD. Readers interested in more studies on the effectiveness of medication with ADHD should consult the professional writings of Dr. Russell Barkley, Drs. Gabrielle Weiss and Lily Hechtman, and Dr. Joseph Biederman.

Myth #4: ADHD kids are learning to make excuses, rather than take responsibility for their actions.
FACT: Therapists, educators, and physicians routinely teach children that ADHD is a challenge, not an excuse. Medication corrects their underlying chemical imbalance, giving them a fair chance of facing the challenges of growing up to become productive citizens. Accommodations for the disabled, as mandated by federal and state laws, are not ways of excusing them from meeting society's responsibilities, but rather make it possible for them to compete on a leveled playing field.

Myth #5: ADHD is basically due to bad parenting and lack of discipline, and all that ADHD children really need is old-fashioned discipline, not any of these phony therapies.
FACT: There are still some parent-bashers around who believe the century-old anachronism that child misbehavior is always a moral problem of the "bad child." Under this model, the treatment has been to "beat the Devil out of the child." Fortunately, most of us are more enlightened today. A body of family interaction research conducted by Dr. Russell Barkley and others has unequivocally demonstrated that simply providing more discipline without any other interventions worsens rather than improves the behavior of children with ADHD. One can't make a paraplegic walk by applying discipline. Similarly, one can't make a child with a biologically-based lack of self-control act better by simply applying discipline alone.

Myth #6: Ritalin is unsafe, causing serious weight loss, mood swings, Tourette's syndrome, and sudden, unexplained deaths.
FACT: Research has repeatedly shown that children, adolescents, and adults with ADHD benefit from treatment with Ritalin (also known as methylphenidate), which has been safely used for approximately 50 years. There are NO published cases of deaths from overdoses of Ritalin; if you take too much Ritalin, you will feel terrible and act strange for a few hours, but you will not die. This cannot be said about many other medications. The unexplained deaths cited in some articles are from a combination of Ritalin and other drugs, not from Ritalin alone. Further investigation of those cases has revealed that most of the children had unusual medical problems which contributed to their deaths. It is true that many children experience appetite loss, and some moodiness or "rebound effect" when Ritalin wears off. A very small number of children may show some temporary tics, but these do not become permanent. Ritalin does not permanently alter growth, and usually does not result in weight loss. Ritalin does not cause Tourette's syndrome, rather many youngsters with Tourette's also have ADHD. In some cases, Ritalin even leads to an improvement of the of tics in children who have ADHD and Tourette's.

Myth #7: Teachers around the country routinely push pills on any students who are even a little inattentive or overactive.
FACT: Teachers are well-meaning individuals who have the best interests of their students in mind. When they see students who are struggling to pay attention and concentrate, it is their responsibility to bring this to parents' attention, so parents can take appropriate action. The majority of teachers do not simply push pills- they provide information so that parents can seek out appropriate diagnostic help. We do agree with the position that teachers should not diagnose ADHD. However, being on the front lines with children, they collect information, raise the suspicion of ADHD, and bring the information to the attention of parents, who then need to have a full evaluation conducted outside the school. The symptoms of ADHD must be present in school and at home before a diagnosis is made; teachers do not have access to sufficient information about the child's functioning to make a diagnosis of ADHD or for that matter to make any kind of medical diagnosis.

Myth #8: Efforts by teachers to help children who have attentional problems can make more of a difference than medications such as Ritalin.
FACT: It would be nice if this were true, but recent scientific evidence from the multi-modal treatment trials sponsored by the National Institute of Mental Health suggests it is a myth. In these studies, stimulant medication alone was compared to stimulant medication plus a multi-modal psychological and educational treatment, as treatments for children with ADHD. The scientists found that the multi-modal treatment plus the medication was not much better than the medication alone. Teachers and therapists need to continue to do everything they can to help individuals with ADHD, but we need to realize that if we don't also alter the biological factors that affect ADHD, we won't see much change.

Myth #9: CH.A.D.D. is supported by drug companies, and along with many professionals, are simply in this field to make a quick buck on ADHD.
FACT: Thousands of parents and professionals volunteer countless hours daily to over 600 chapters of CH.A.D.D. around the U.S. and Canada on behalf of individuals with ADHD. CH.A.D.D. is very open about disclosing any contributions from drug companies. These contributions only support the organization's national conference, which consists of a series of educational presentations, 95% of which are on topics other than medications. None of the local chapters receive any of this money. It is a disgrace to impugn the honesty and efforts of all of these dedicated volunteers. CH.A.D.D. supports all known effective treatments for ADHD, including medication, and takes positions against unproven and costly remedies.

Myth #10: It is not possible to accurately diagnose ADD or ADHD in children or adults.
FACT: Although scientists have not yet developed a single medical test for diagnosing ADHD, clear-cut clinical diagnostic criteria have been developed, researched, and refined over several decades. The current generally accepted diagnostic criteria for ADHD are listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) published by the American Psychiatric Association (1995). Using these criteria and multiple methods to collect comprehensive information from multiple informants, ADHD can be reliably diagnosed in children and adults.

Myth #11: Children outgrow ADD or ADHD.
FACT: ADHD is not found just in children. We have learned from a number of excellent follow-up studies conducted over the past few decades that ADHD often lasts a lifetime. Over 70% of children diagnosed as having ADHD will continue to manifest the full clinical syndrome in adolescence, and 15-50% will continue to manifest the full clinical syndrome in adulthood. If untreated, individuals with ADHD may develop a variety of secondary problems as they move through life, including depression, anxiety, substance abuse, academic failure, vocational problems, marital discord, and emotional distress. If properly treated, most individuals with ADHD live productive lives and cope reasonably well with their symptoms.

ADHD- A Public Health Perspective

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that may affect more than two million school-aged children and can last into adulthood.

ADHD manifests as an unusually high and chronic level of inattention, impulsive hyperactivity, or both. A person with ADHD may struggle with impairments in crucial areas of life, including relationships with peers and family members, and performance at school or work. Increases in unintentional injuries and health care utilization have been noted in some studies of people with ADHD.
As many as half of children with ADHD also have other behavior disorders. Some studies have demonstrated increases in substance abuse, risk-taking, and criminal behaviors among adolescents and adults who have ADHD and these other disorders.
The American Psychiatric Association's Diagnostic & Statistical Manual-IV-TR estimates that 3%-7% of children suffer from ADHD, and some studies have estimated higher prevalence rates in community samples. The cause (s) and risk factors contributing to ADHD are unknown, although it seems to be more prevalent among boys than girls.
During the past decade, prescription for ADHD medications increased dramatically across the United States, with consumption in many states more than quadrupling. Reasons for the increase, and the more recent decline, in the use of methylphenidate-containing drugs are not clear.

ADHD can be managed through medical and psychosocial interventions.

Recent research suggests that combining medical and behavioral therapies is an especially effective approach to treating ADHD and its comorbidities. However, information on the long-term effects of all treatments is lacking, as is knowledge of the effects of long-term use of ADHD medications in children. On-going, systematic monitoring of ADHD, comorbidities, and treatment modalities is needed.

CDC acknowledges the need for further research in ADHD. Specifically, key public health questions yet to be answered include:

What are the causes and risk factors of ADHD? What is the prevalence of ADHD? Is the prevalence increasing?
What social and economic impacts does ADHD have on families; schools; the workforce; and judicial and health systems?
Are ADHD and its comorbidities being appropriately diagnosed and treated? Are people with ADHD able to access appropriate and timely treatment?
How effective are current interventions? What are the long-term effects of drug treatments?

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depressi0n depressi9n depressiin depressiion depressikn depressiln depressin depressino depressio depressiob depressioh depressioj depressiom depression depression depression depressionn depressioon depressipn depressjon depresskon depressoin depresson depressoon depresssion depresssion depressuon depreswion. depresxion depreszion deprewsion deprexsion deprezsion deprression deprrssion deprsesion deprssion deprsssion deprwssion deptession deression derpession det dhild dhildren di3t di4t didt die die5 die6 dieet dief dieg dier diet diet diett diey diiet dirt dist dit dite diwt djet dket docus doet doncentration dperession dpression drpression dspression dtudents duet dult dwpression dymptoms echool edpression eemedies eemedy eepression eiet emedies emedy emntal ental epression ermedies ermedy etudents eymptoms f0cus f9cus fcous fcus femedies femedy fepression ffocus fherapy fhild fhildren. ficus fiet fitamins fkcus flcus foc7s foc8s foccus fochs focis focjs focs focsu focu focua focud focue focus focus focuss focuus focuw focux focuz focys fodus fofus foncentration foocus foucs fous fovus foxus fpcus gherapy gitamins gocus grain hcild hcildren herapy hild hildren hrain hterapy hutrition ibtelectol idet iet ihtelectol iintelectol ijtelectol ilsten imtelectol in5electol in6electol inelectol inetlectol infelectol ingelectol inntelectol inrelectol int3lectol int4lectol intdlectol inteectol inteelctol inteelectol intekectol intel3ctol intel4ctol intelcetol intelctol inteldctol intelec5ol intelec6ol intelecctol intelecfo.l intelecgol intelecol intelecotl intelecrol intelect0l intelect9l intelectil intelectkl intelectl intelectll intelectlo intelecto intelectok intelectol intelectol intelectoll intelectoo intelectool intelectop intelectpl intelecttol intelecyol inteledtol inteleectol inteleftol inteletcol inteletol intelevtol intelextol intellectol intelrctol intelsctol intelwctol inteoectol intepectol intlectol intleectol intrlectol intslectol inttelectol intwlectol. inyelectol isten itamins itelectol itnelectol ivtamins jental jntelectol jutrition kental kisten kntelectol l8sten l9sten liaten lidten lieten liisten lis5en lis6en lisen lisetn lisfen lisgen lisren lissten list3n list4n listdn liste listeb listeen listeh listej listem listen listen listenn listn listne listrn listsn listten listwn lisyen liten litsen liwten lixten lizten ljsten lksten llisten losten lsiten lsten lusten m3ntal m4ntal mdntal mebtal meental mehtal mejtal memtal men5al men6al menal menatl menfal mengal menntal menral menta mentaal mentak mental mental mentall mentao mentap mentl mentla mentql mentsl menttal mentwl. mentzl menyal metal metnal mmental mnetal mntal mrntal msntal mutrition mwntal n7trition n8trition naxiety nental nhtrition nitelectol nitrition njtrition nnutrition nrain ntelectol ntrition nturition nu5rition nu6rition nufrition nugrition nurition nurrition nurtition nut4ition nut5ition nutdition nuteition nutfition nutirtion nutition nutr8tion nutr9tion nutri5ion nutri6ion nutrifion nutrigion nutriion nutriition nutriiton nutririon nutrit8on nutrit9on nutriti0n nutriti9n nutritiin nutritiion nutritikn nutritiln nutritin. nutritino nutritio nutritiob nutritioh nutritioj nutritiom nutrition nutrition nutritionn nutritioon nutritipn nutritjon nutritkon nutritoin nutriton nutritoon nutrittion nutrituon nutriyion nutrjtion nutrktion nutrotion nutrrition nutrtiion nutrtion nutrution nuttition nuttrition nuutrition nuyrition nxiety nytrition ocncentration ocus ofcus oisten oncentration ontelectol pisten qddiction qdult qnxiety r3medies r3medy r4medies r4medy rain rbain rdmedies rdmedy reedies reedy reemdies reemdy reemedies reemedy rejedies rejedy rekedies rekedy rem3dies rem3dy rem4dies rem4dy remddies remddy remdeies remdey remdies remdy remecies remecy remed remed6 remed7 remed8es remed9es remeddies remeddy remedeis remedes remedg remedh remedi3s remedi4s remedids remedie remediea remedied remediee remediees remedies remedies remediess remediew. remediex remediez remediies remedirs remedis remedise remediss remediws remedjes remedkes remedoes remedt remedu remedues remedy remedy remedyy remeedies remeedy remeeies remeey remefies remefy remeides remeies remeries remery remesies remesy remexies remexy remey remeyd remmedies remmedy remrdies remrdy remsdies remsdy remwdies remwdy renedies renedy repression rherapy riet rmedies rmedy rmeedies rmeedy rocus rremedies rremedy rrmedies rrmedy rsmedies rsmedy rwmedies rwmedy s5udents s6mptoms s6udents s7mptoms scbool scchool scgool sch0ol sch9ol schhool schiol schkol schlol scho0l scho9l schoil schokl schol schol scholl scholo schoo schook school school school schooll schooo schoool schoool schoop schopl. schpol scjool scnool scohol scool scuool scyool sddiction sdhool sdult sepression sfhool sfudents sgmptoms sgudents shcool shmptoms shool siet smptoms smyptoms snxiety srudents sschool sstudents ssymptoms st7dents st8dents stdents stduents sthdents stidents stjdents stmptoms sttudents stucents stud3nts stud4nts studdents studdnts studebts studeents studehts studejts studemts studen5s studen6s studenfs studengs studennts studenrs studens studenst student studenta studentd studente students students studentss studentts studentw studentx studentz studenys studetns studets studnets studnts studrnts studsnts studwnts stuednts stueents stuents stufents sturents stusents stuudents stuxents stydents sudents sumptoms sutdents svhool sxhool syjptoms sykptoms sym0toms. symltoms symmptoms symotoms symp5oms symp6oms sympfoms sympgoms sympoms sympotms sympptoms symproms sympt0ms sympt9ms symptims symptkms symptlms symptmos symptms symptojs symptoks symptom symptoma symptomd symptome symptomms symptoms symptoms symptomss symptomw symptomx symptomz symptons symptooms symptos symptosm symptpms sympttoms sympyoms symtoms symtpoms synptoms sypmtoms syptoms syudents syymptoms tberapy tehrapy temedies temedy terapy tgerapy th3rapy th4rapy thdrapy the4apy the5apy theapy thearpy thedapy theeapy theerapy thefapy thera0y theraapy theraly theraoy therap therap6 therap7. therapg theraph therappy therapt therapu therapy therapy therapyy theray therayp therpay therpy therqpy therrapy therspy therwpy therzpy thetapy thherapy thrapy threapy thrrapy thsrapy thwrapy tjerapy tnerapy tocus tsudents ttherapy tudents tuerapy tyerapy untelectol untrition utrition v8tamins v9tamins vhild vhildren vi5amins vi6amins viamins. viatmins vifamins vigamins viitamins viramins vitaamins vitaimns vitains vitajins vitakins vitam8ns vitam9ns vitamibs vitamihs vitamiins vitamijs vitamims vitamin vitamina vitamind vitamine vitaminns vitamins vitamins vitaminss vitaminw vitaminx vitaminz vitamis vitamisn vitamjns vitamkns vitammins vitamnis vitamns vitamons vitamuns vitanins vitmains vitmins vitqmins vitsmins vittamins vitwmins vitzmins viyamins vjtamins vktamins vocus voncentration votamins vrain vtamins vtiamins vutamins. vvitamins wchool wddiction wdult wnxiety wtudents wymptoms xchool xepression xhild xhildren xiet xoncentration xtudents xymptoms yherapy ymptoms ysmptoms zchool zddiction zdult znxiety ztudents zymptoms.

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ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) and ADD

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DOES ADHD REALLY EXIST?

What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD)

WHO HAS AD/HD:

Difference Between ADD and ADHD

ADD and ADHD can both be difficult and cause distractibility, forgetfulness, disorganization, difficulty following rapid conversations, and low self esteem.

ADD is Attention Deficit Disorder-Inattentive Type and ADHD is Attention Deficit Disorder with Hyperactivity.

ADHD Characteristics/Symptoms

ADD Characteristics/Symptoms:

Symptoms of ADHD ( Two Categories)

1. Inattention:

2.Hyperactivity-impulsive behavior

Possible Causes of ADHD

Maternal smoking, drug use and exposure to toxins

Brain Injury

Genetics

Diet

Childhood exposure to environmental toxins

Things that don't cause ADHD

WHAT THE RESEARCH SHOWS ABOUT AD/HD:

Disorders That Sometimes Accompany ADHD

Anxiety and Depression

Conduct Disorder

Other Disorders

Treatment for ADHD

Treatment of Attention Deficit Hyperactivity Disorder in Preschool-Age Children (PATS).

Medications

Some Medications used to treat ADHD

New Alternative

Medication Side Effects

Other Treatments for ADHD

Psychotherapy

Behavioral therapy (BT)

Social skills training

Support groups

Parenting skills training,

Nutrition

Tips To Help Children in Everyday Life with ADHD

ADHD in the Classroom

Will my child outgrow ADHD?

Adults with ADHD

Attention Deficit Hyperactivity Disorder in Adults

Common Behaviors and Problems of Adult ADHD

School-Related Impairments Linked to Adult ADHD

Work-Related Impairments Linked to Adult ADHD

Social-Related Impairments Linked to Adult ADHD

Relationship-Related Impairments Linked to Adult ADHD

Diagnosing ADHD in an Adult.

Medications

Could You Have Adult ADHD?

Tips To help Adults with ADHD

Managing Home Life

Managing Work Life

Create an Area for Concentration

Managing Family and Relationships

Are Women Affected Differently?

Women with Adult ADD may show the following impairments:

The risks of undiagnosed Adult ADD in women can be significant; they may include:

UC Berkeley Study Finds That Girls With ADHD Continue To Struggle Academically And Socially In Adolescence

Ways to Help Girls with ADD

What can Women with ADD do to Manage their Lives Better?

Myths about ADHD

ADHD- A Public Health Perspective

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**Things that don't cause ADHD**