Diagnosis of Adult-Onset ADHD ADHD used to be understood as an illness exclusively experienced in childhood. However, Adult-Onset ADHD is raising questions about the brain disorder. New data suggests that some people experience ADHD in adulthood without having been diagnosed with ADHD in childhood.
Chronic Traumatic Encephalopathy (CTE) is a progressive degenerative disease of the brain found in people with a history of repeated brain trauma. The constant brain trauma triggers progressive degeneration of the brain tissue, including the build-up of an abnormal protein called tau. These changes in the brain can begin months, years, or even decades after the last brain trauma.
ADHD Linked With Higher Rates Of Anxiety – Children with attention-deficit/hyperactivity disorder (ADHD) face an increased risk for anxiety, according to new research. Anxiety disorder is common among children with ADHD. Recognizing and treating anxiety can lead to improved quality of life for patients
Behavioral Management Video by Dr. Jay Gordon of Pathways Neuropsychology Associates. The Pathways team of professionals has helped thousands of people with brain injuries. We are Dedicated to effective and compassionate care for individuals with neurological challenges.
Significant differences are present in the brains of those with and without A.D.H.D as early as preschool according to a new study published in the Journal of the International Neuropsychological Society. Changes include a smaller brain, and reductions in the size of several specific regions, including the frontal lobes. The magnitude of those reductions predicted how bad their ADHD is.
According to a new study published in the Journal of the American Medical Association, children who experience a severe head injury may struggle with secondary ADHD as they grow older. What is Secondary ADHD? Secondary ADHD relates to symptoms that fall out of the three core ADHD symptoms of hyperactivity, impulsivity and attention-deficit disorder. The following are Secondary symptoms of ADHD:
According to the Kazdin technique, punishment alone does not change bad behavior and teach a new more appropriate behavior. Even gentle punishments, like time-out, or reasoning, does not work by itself.
It is important to diagnose students struggling with dyslexia early on. Dyslexia is a learning disability that can significantly impact a child’s academic success. The critical timeframe for early intervention services is between Kindergarten and first grade.
Although one in five children have dyslexia, it is often poorly understood and misdiagnosed. This is because dyslexia is often mistaken as a general intellectual disability. To the contrary, dyslexia is a very specific disorder that relates only to decoding and reading words. Those with dyslexia are not deficient in sensory capabilities, nor in ability in comprehension and higher level reasoning skills
When it comes to dyslexia, a learning disability affecting nearly one in five children, many individuals are still not getting the help they need. The problem lies with systemic shortcomings that fail to identify what is going on and what can help. When one looks at the literacy rate in the United States, one will find sources claiming millions of Americans have deficiencies in reading. When tackling dyslexia, however, it is crucial not to paint with a broad brush. Rather, success is tethered to understanding exactly what dyslexia is and is not.
