ADHD Tips - ADHD coaching

White Noise to Improve Attention

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Due to the belief that people with low dopamine levels may benefit from external stimulation in order to better concentrate and perform tasks, white noise was suggested to help children with ADHD perform better in school. Although, white noise may be distracting for people without ADHD, it may provide enough brain stimulation for people with ADHD to improve their functioning.

This idea was confirmed through a study of one boy in first grade who had ADHD. Instead of focusing on his schoolwork, his attention was often on verbal, motor, and passive off-task behaviors. Verbal off-task behavior includes talking when not permitted to or making sounds for the class to hear. Motor off-task behaviors include standing, walking around, or playing with school supplies. Passive off-task behaviors are the times that a person visually focuses on something other than the task at hand. Before the boy was prescribed medication and before he listened to white noise, his behavior was off-task for about 89% of the time. When he listened to white noise in class with headphones, his off-task behaviors decreased to about 62% of the time. Even better results occurred when he began taking ADHD medication and listened to white noise, which reduced his off-task behavior to only 45%.

Since the addition of white noise through headphones increased attention in this boy with ADHD, other children may likely benefit from white noise as well. The sound, not only, immediately reduced all types of off-task behavior, but it also led to improvements in writing and math assignments. Perhaps most importantly, the child agreed that the white noise was helpful and easy to use.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Cook, A., Johnson, C., & Bradley-Johnson, S. (2015). White noise to decrease problem behaviors in the classroom for a child with attention deficit hyperactivity disorder (ADHD). Child & Family Behavior Therapy, 37(1), 38-50. doi:10.1080/07317107.2015.1000234

 

Movement May Improve Performance in Children with ADHD

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A 2015 study of 52 boys between 8 to 12 years of age found that moving in the form of spinning or rolling in a chair, fidgeting, getting out of a chair, among other physical movements may actually increase the performance level of children with ADHD. Over the course of 4 weeks, these boys, some diagnosed with ADHD and some without ADHD, completed a series of memory tasks in a classroom-like setting. Their levels of movement were carefully observed, as were their levels of attention to the task.

As expected, the boys with ADHD showed more movement behaviors and fewer attentive behaviors than the boys without ADHD. Interestingly, higher levels of movement experienced by boys with ADHD were positively associated with higher scores on the memory tasks. In other words, the more that boys with ADHD moved and fidgeted, the higher their scores were.

It may seem counterintuitive that more movement could possibly cause ADHD children to earn higher scores. However, according to research, it actually makes sense. Children with ADHD have decreased activity in the frontal and prefrontal cortexes in the brain. Since physical movement increases cortical arousal, the extra movement may create the brain activity that these children normally lack. So, the movement that increases cortical arousal may cause children with ADHD to perform better than they would without moving.

 

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology. doi:10.1007/s10802-015-0011-1

 

ADHD Tips - ADHD coaching

Siblings of Children with ADHD

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The entire family is affected by a child’s ADHD symptoms. Research regarding the siblings of children with ADHD reveals that they are negatively affected by the other child’s behavior. Here are some commonly reported feelings experienced by siblings of children with ADHD:

  • Feeling less important or forgotten about due to the family focus on the ADHD child.
  • Experiencing sorrow because their family is not “normal.”
  • Feeling victimized by their ADHD sibling due to acts of physical and verbal aggression and, therefore, constantly having to keep vigilant.
  • Frustration due to living in an environment with conflict and noise. Siblings often desire a more quiet and peaceful place.
    Feeling as though parents minimize their ADHD sibling’s violence and aggression. Oftentimes, violence is not taken seriously, leaving siblings with a sense of unsafety.
  • Resentful feelings due to ADHD controlling the family’s vacation, parties, holidays, etc.
  • Feeling as though it is their duty to take care of the sibling. For some children, this caretaking role is viewed positively, but for others it is a difficult burden.
  • Feeling as thought their identity is defined as being the sibling of an ADHD child.
  • Wanting their parents to understand what it is like to have a sibling with ADHD.

It is important to remember that one person with ADHD affects the whole family. If necessary, family intervention should take place in order to better maintain a healthy family life despite the struggles with ADHD. Siblings’ concerns regarding the ADHD child’s aggression should be taken seriously as safety is a priority and proper treatment for aggression should be utilized. Siblings should be involved in the treatment of the ADHD and should be rewarded for their help with the care of the ADHD child. Perhaps, most importantly, parents need to spend alone time with the non-ADHD children in order to keep a healthy relationship and give the child as much individual attention as possible.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Kendall, J. (1999). Sibling accounts of attention deficit hyperactivity disorder (ADHD). Family Process, 38(1), 117-136. doi:10.1111/j.1545-5300.1999.00117.x

 

ADHD Tips - ADHD coaching

Tokens for Good Behavior

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Token economies have been successful in reinforcing positive behavior in children with ADHD. As the name implies, a token economy involves giving a child a token for each good behavior. These tokens can be in the form of a sticker chart, coins, or anything that physically indicates the child’s good behavior. Be sure to establish a reward for earning a certain number of tokens. Here are some tips for successfully managing a token economy:

  • Begin an economy where, in the beginning the child earns rewards frequently. Over time, the rewards can become less frequent.
  • Make sure the reward is reinforcing to the child. Let the child choose which reward he/she wants to receive upon earning a certain number of tokens.
  • You can take away token for bad behavior. However, the reason for removal of tokens must be clear to the child and consistent.
  • Never remove all tokens or leave the child with a token “debt.” This has been shown to be ineffective.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain. San Francisco, CA: Jossey-Bass.

 

ADHD Tips - ADHD coaching

Stimulant Drug Misuse

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Recent research has found that 17% of college students misuse ADHD stimulant drugs. These drugs are popular at college campuses as they are assumed to help students focus on studying, therefore leading to an academic boost. In reality, the misuse of stimulant medications is associated with lower academic performance. It should be noted that “misuse” is defined as either using medication without a prescription or using higher doses of medication with a prescription.

According to research on various college campuses, the most common source for obtaining stimulant medication is from fellow students who are properly prescribed the drugs. As many as 82% of students consider it “somewhat or very easy” to illegally obtain stimulant medications. This is an astonishing number as it suggests that most students know of someone through the grapevine who distributes these drugs.

Misusing drugs allows people to think that ADHD is not serious. It may cause people to think that ADHD drugs are simply non-serious drugs to be toyed with. Due to the prevalence of the misuse of stimulant medication, prescriptions have become harder to receive for people who truly need the medication.

Although, it may be seen as a way to make money, ADHD stimulants are Schedule II controlled substances, which are illegal to possess without a prescription. People should be reminded that giving their ADHD drugs to other people is a serious felony with medical and criminal consequences.

As for solving this drug problem on campus, awareness of the harm and criminal consequences should be made more apparent. Since those involved in Greek life on campus have been shown to have higher rates of stimulant medication abuse, perhaps, programs should be designed to educate this population. Additionally, stricter punishments should be implemented for those Greek life members or any students caught abusing stimulant medications.

Please remember that this problem, although largely researched in the college population, is not limited to college students. Always keep your medications safe from others!

 

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Benson, K., Flory, K., Humphreys, K. L., & Lee, S. S. (2015). Misuse of stimulant medication among college students: A comprehensive review and meta-analysis. Clinical Child and Family Psychology Review, 18(1), 50-76. doi:10.1007/s10567-014-0177-z

ADHD Tips - ADHD coaching

Cavities in Children with ADHD

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Children with ADHD have a higher prevalence of dental cavities than children without ADHD. Specifically, children with ADHD are nearly 10 times more likely to have decayed, missing, or filled teeth.

Different theories exist as to why these children experience more cavities and worse oral health in general. Behavior may be to blame for these problems. Factors such as not brushing enough, lack of motivation to maintain oral health, and/or parents using sugary rewards for good behavior may contribute to more cavities. One possibility is that ADHD medication often causes xerostomia, or dry mouth, as a side effect. Since saliva serves as the mouth’s natural protection against cavities, lack of saliva may lead to an increased number of cavities.

A 2012 study examined 3 groups of children; one group had ADHD treated with medication, one group had ADHD not treated with medication, the other group consisted of children without ADHD. If medication causes dry mouth, which leads to cavities, then the ADHD group of children treated with medication would have the highest rate of cavities. However, both groups of children with ADHD had more plaque than the children without ADHD. This suggests that medication is not to blame for poor oral health in children with ADHD.

What can you do to prevent cavities for your child with ADHD?

  • Shorter intervals between dental check-ups
  • Reduce sugary foods in diet
  • Monitor children when they brush their teeth
  • Use fluoride rinse after brushing at night
  • Do not eat anything after brushing at night
  • Use 2-minute hourglass timer to encourage longer brush time

 

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Rosenberg, S., Kumar, S., & Williams, N. (2014). Attention deficit/hyperactivity disorder medication and dental caries in children. The Journal of Dental Hygiene, 88(6), 342-347.

Sticker Charts!

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A great way to motivate your children to behave well and get their homework and chores done!

A visual reminder of chores and appropriate behaviors is critical for children just as many adults need a to-do list.

  1. Create a chart listing all chores and behaviors that your child should complete by the end of the day.
  2. Add stickers under each completed chore either at the end of the day or immediately following the chore. Let your child pick out the stickers in order to add to his/her excitement of receiving them.
  3. After a certain number of stickers are earned, reward your child!Many children love to earn the privilege of going to a store and choosing their own toy, for example. Other reward ideas include choosing a movie to watch, choosing a restaurant for dinner, or inviting over a friend each month. Make sure your child knows the rules and rewards for the sticker chart before starting so that he/she is motivated to behave well. Keep the chart somewhere your child can easily see it, such as on his/her bedroom door.Here is an example of a sticker chart for you to use as a model for your own:

adhd sticker chart
Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

ADHD Tips - ADHD coaching

Why Punishment Doesn’t Work

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People often assume that the reason for ADHD is lack of punishment. This can be very insulting for parents as it is assumed that their lack of discipline is to blame. However, lack of punishment does not cause ADHD and increased punishment does not improve ADHD.

ADHD is a factor of a child’s neurochemistry and physical brain. Just as someone who cannot hear well or see well should not be punished, those with ADHD should also not be punished. Anger and frustration result since punishment often leads to a coercive behavior cycle. This occurs when some authority (a parent, teacher, or boss) gives an order. When the person with ADHD does not listen to this order, the authority becomes angry and frustrated. The authority can either physically force the other person to complete the order or give up and ignore the order. This eventually causes more frustration for all people involved.

The key to dealing with ADHD is not punishment, but increased use of positive reinforcement, skills training and proper use of effective compensatory strategies. An ADD/ADHD coach can help develop and apply these strategies. In order to better cope with your or your loved one’s ADHD, contact Dr. Gordon.

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

Get Started

written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain (pp. 28-30). San Francisco, CA: Jossey-Bass.

ADHD Tips - ADHD coaching

Types of ADD/ADHD

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ADD may have either a predominantly inattentive presentation, a predominantly hyperactive/impulsive presentation, or a combined presentation.

Inattention Symptoms:

  1. Makes careless mistakes in work; fails to give attention to details
  2. Difficulty paying attention during tasks
  3. Does not appear to listen when spoken to
  4. Does not follow instructions; fails to finish tasks
  5. Difficulty keeping things in order (including managing time)
  6. Avoids, dislikes, or hesitates to engage in tasks that demand extensive mental effort (writing essays, homework)
  7. Loses things needed for tasks (losing pencils, keys, glasses)
  8. Easily distracted (both by external events and unrelated thoughts)
  9. Forgetful (forgetting chores, bills, returning calls)

Hyperactivity/Impulsivity Symptoms:

  1. Fidgets with hands, taps feet, squirms in seat
  2. Leaves his/her seat often when sitting is expected
  3. Runs or climbs in inappropriate settings (or feeling restless in adults)
  4. Unable to remain quiet during activities
  5. Acts as if “driven by a motor”
  6. Talks excessively
  7. Answering before the question was finished or not waiting turn in conversation
  8. Difficulty waiting for turn
  9. Interrupts or intrudes on others

At least 6 (or 5 for those 17 and older) symptoms of inattention must be present for at least 6 months in order for ADD to be predominantly inattentive.

At least 6 (or 5 for those 17 and older) symptoms of hyperactivity/impulsivity must be present for at least 6 months in order for ADHD to be predominantly hyperactive/impulsive.

If enough symptoms from both categories are present, a combined presentation may exist.
Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Barlow, D., & Durand, V. (2015). Abnormal psychology: An integrative approach (7th ed., pp. 515-516). Stamford, CT: Cengage Learning.

ADHD Tips - ADHD coaching

Parenting a Child with ADHD: The A³PC Method

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Although, parenting a child with ADHD can be frustrating, techniques exist to help parents promote their child’s success. The A³ parent-child interactions technique focuses on providing affection, positive attention, and affirmation to help children cope with ADHD.

1. Affection
Children with ADHD typically receive negative attention from peers and adults, which makes it even more important for them to receive affection at home. It may be difficult to show affection when a child’s behavior is frustrating, but take notice of how often you are giving affection to your child and try to increase that number.

2. Positive Attention
Giving affection is part of giving positive attention, but more than affection must be shared with your child. Try to give 10 -20 minutes of undivided attention to your child with ADHD per day. During this time, have your child choose a game to play or allow him/her to simply talk to you. Developing a positive relationship with children allows them to develop higher self-esteem and confidence, which is important for children with ADHD.

3. Affirmation
Praise is essential to encourage good behavior. Saying phrases such as “good job,” is only a start to praising your child. More importantly, praise must target a specific behavior. In order to make sure your child knows exactly which behavior warrants praise, tell them specifically which behavior was good, what that behavior means, and the consequence of the good behavior. For example, “great job (praise) doing all your math homework (specific behavior), that is very responsible of you (meaning of behavior). Now you can understand the math lesson better tomorrow” (consequence of behavior). This kind of speaking may seem awkward at first, but an awkward start is worth promoting good behavior!

Contact Dr. Gordon for help with your ADHD. We have treatment and solutions available online, by phone, and in our offices.

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written by:
 Brianna Malinowski, 
Jay Gordon, Ph.D

Reynolds, C., Vannest, K., & Harrison, J. (2012). The Energetic Brain (pp. 28-30). San Francisco, CA: Jossey-Bass.