Though the degree and severity of symptoms vary from person to person, physicians typically look for indicators of inattentiveness, impulsively, and hyperactivity in children. Parents and teachers may notice off task behavior, inattentiveness, disorganization, fidgetiness, impulsiveness, poor penmanship, failure to complete assignments, difficulty following multiple step directions in their children. Also the child may exhibit frustration or short temperedness. These challenges may impact individuals in all areas of life.
Children desire to please both their families and teachers but they are often unable to control the behaviors that may appear as noncompliance and require continuous redirection. Persons with ADD/ ADHD have been described as having brain activity that moves quickly with multiple thoughts in more varied direction than they can focus upon. Often, children unconsciously move their bodies in an attempt to match the pace of their thoughts.
Sensory integration dysfunction (over sensitivity with 1 or more of the 5 senses), food and environmental allergies, and vision problems are often associated with ADD/ADHD. The lack of structure and consistency may also increase symptoms. Excessive rigidity of movement in the class without movement breaks or supports can increase behavior challenges.
Foods that are highly processed with artificial ingredients, colors, and dyes, burden the body and fog the brain, and can amply increase the symptoms. Food sensitivities to wheat, gluten, dairy, and vitamin deficiency can also impact focus and attention.
Supportive Aids to reduce the impact of symptoms in school:
Children can be provided with checklists for routine activities to support independence and task completion, organizational binders for school, color code information by categories, highlight key information, use graphic organizers for note taking, alternate note taking options or response options that could include audio or video recording information.
Strategies to Improve Focus:
Deep breathing, meditation, "location of focus", and allergy elimination techniques are holistic non-medication ways to support children with ADD/ADHD:
Deep breathing can slow down and quiet the body and mind. This is great for children who may have difficulty sleeping. Meditation can also be incorporated before lengthy tasks. Though the child's mind may wander, practicing this daily technique will assist the child with the awareness of drifting attention.
These tools can be used just a few minutes multiple times a day. For children who are unable to sit and meditate, it can be done standing, lying down or walking. If this is done walking, place the focus on the lower half of the body and the placement of the feet. No special position or stance is necessary. Just a comfortable posture that works for the child can be used. The pacing can be set to the needs of the child but they should be thoughtful, deliberate, and conscious.
Doing a quick location activity can be done in the class or home within minutes to increase attention prior to lengthy assignments or tasks that require sustained engagement.
"A location" is done with by pointing and verbally identifying objects in the physical setting using the statement " I see a ... book, picture, phone, clock, ...) Continue with 10 items or until there is an apparent calmness or increased focus. This helps bring the child to a conscious presence.
Allergy elimination techniques assist the body of removing and reducing food and environmental burdens that create dis-ease in the body that may cause attention and focus dysfunction.
Addressing the Pressure to Medicate:
The school staff is well aware that they should not offer medical advice when they are not qualified to do so. It may be presented as recommendations to seek medical advice and that medications may assist the child to be more compliant in school.
As a family, succumbing to pressure by school staff to medicate your child can be minimized by redirecting the attention to the current interventions that are being used and letting school personnel know what you as a family are also doing as well. Reassure school personnel that your child's academic and social success is a family priority but be firm if medication is not an option for your family.
As medications are not a cure all and require ongoing monitoring for continued success and side effects, a family may choose to include medication in their intervention protocol. It is highly recommended that medication be considered only after other approaches with less long term detriment have been found ineffective.
Connecting with Other Families:
(CHADD) Children and Adults with Attention Deficit/ Hyperactivity Disorder is the national ADD organization with local chapters around the nation. There are local support groups in many major areas to assist families to connect with community resources. Getting your child involved in athlete activities or other community structured activities can support a positive self image.
Families may connect with supportive, attentive, and respectful medical and holistic professionals that welcome feedback and support your family's desires for your child. Continue to search and ask others for referrals until you find someone who you feel has your interest and concerns as a priority.
Children want to please, so creating or supporting opportunities for success will go a long way to reinforce intervention efforts. Set expectations within reach of your child's functioning level even when they may not be comparable to that of his or her age or someone else's abilities.
Patricia F. Glenn, Ed, S., is the President and Founder of Practice in Motion Training Institute, Inc. in Atlanta, GA. Practice in Motion's primary goal is to empower and equip families to better care for children with special needs. However its staff is trained in many therapeutic disciplines to serve all children from preschool through young adulthood. For more information about Practice in Motion Training Institute, its programs and services, visit http://www.practiceinmotion.com or email practiceinmotion@gmail.com.
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