Sluggish Cognitive Tempo (SCT)

/in /by

What was once diagnosed as “ADHD predominantly inattentive type” may actually be better identified as a diagnosis of sluggish cognitive tempo (SCT). Although SCT is not an official diagnosis within the DSM-V, research suggests that it does exist and manifest in ways that are different from inattentive ADHD.
Children with SCT are commonly described as “spacey” or living in a foggy daydream. They tend to stare into space more, appear to be sleepy, and are lethargic and slow-moving. Similarly to those with ADHD, these children miss information from their environment due to their inattentiveness. Like in ADHD, they make more mistakes in following instructions, not, however, due to impulsivity as in ADHD, but rather due to a problem identifying and separating irrelevant from relevant information.
On a positive note, children with SCT tend to experience fewer defiance, social relationship, aggression, and impulsivity problems at home and at school. However, they tend to perform poorly on tasks involving hand-eye coordination, perceptual-motor speed, and memory retrieval over time. They are also more likely than children with ADHD to develop anxiety or depression. Rates of SCT appear to be the same for males and females, unlike the disproportional number of male sufferers of ADHD. Much information regarding treatment has yet to be discovered, as SCT is a relatively new problem recognized by clinical scientists.

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

Barkley, R. A. (2013). Taking charge of ADHD: The complete, authoritative guide for parents (3rd ed.). NY: The Guilford Press.
Photo retrieved from: http://loveyourorbit.com/personal-development/slow-down-america-or-else/

ADHD at Work

/in /by

One area of impairment that adults with ADHD face is the workplace. Specifically, to attain a high occupational status is difficult for these workers as their ADHD may prevent them from being the “ideal employee.” Little research exists on the specific effects of ADHD on the workplace. One study examined 18 non-medicated adults with ADHD and an equal number of adults without ADHD. In a simulated 8-hour workday, the participants had to complete work-related tasks such as reading, completing logic and math problems, writing, and comprehending videos.
As to be expected, participants with ADHD reported a greater difficulty to be quiet and still than their peers without ADHD. Math scores and reading comprehension and speed were lower for those with ADHD. This study provides evidence to the claim that people with ADHD have greater difficulties at work, thus preventing them from being promoted to positions of high status.
The Labor Secretary’s Commission on Achieving Necessary Skills provides a research-based list of skills required for a successful employee. These skills include critical thinking, reading ability, adjusting to unfamiliar situations, the ability to multitask, and the ability to work as a team member. All of these requirements may be hindered by ADHD. For help with managing your symptoms of ADHD and to achieve your best self in the workplace, 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

Biederman, J., Mick, E., Fried, R., Aleardi, M., Potter, A., & Herzig, K. (2005). A simulated workplace experience for nonmedicated adults with and without ADHD. Psychiatric Services, 56(12). Retrieved from www.ps.psychiatryonline.org
Image retrieved from http://www.success.com/article/maybe-its-not-adhd-why-smart-professionals-struggle-at-work on Sept. 9, 2015

Investigating the Father-Child Relationship

/in /by

Mothers often comment that their child with ADHD behaves better with his/her father. Children with ADHD do tend to be less negative and more likely to stay on task when with their fathers rather than with their mothers. The cause of this interaction is unclear but may be due to a few explanations.
Oftentimes, the mother stays at home more than the father, resulting in the mother assuming the role of disciplinarian. Of course the child will have a more stressed relationship with the disciplinarian of the household. Another explanation resides in the manner in which males and females communicate disapproval. Mothers are more likely to express disapproval of her child’s actions through verbal explanations, which may not resonate with children whose ADHD limits their language skills.  Fathers, on the other hand, are more apt to express disapproval with immediate punishment and fewer verbal explanations, which may lead to better parent-child compliance. Also, the typically larger and more imposing size of the father may elicit better behavior from a child.
Due to this difference in behavior, many fathers believe that the mothers have a problem with disciplining the child as apposed to the child having disciplinary problems. Usually, if the father begins to take responsibility for the daily management of the child, the family begins to realize that the issue of noncompliance is not directed toward one specific parent or gender.

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

Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. New York, NY: Guilford Publications.
Image retrieved from: http://cliparts.co/father-and-child-images on Sept. 9, 2015

“Growing Out” of ADHD?

/in /by

About 10-15% of children with ADHD continue to have ADHD as an adult. Previously, it was believed that most of these children “grow out” of ADHD as their brains further develop into adulthood. As adults, these people who used to have ADHD no longer meet the criteria for adult ADHD.
New research finds that, although adults who had ADHD as children no longer have symptoms that meet the criteria for ADHD, they still have differences in brain structure. A study examined the memory function and brain size of 20-24 year olds who had been diagnosed with ADHD by the age of 16. Some of these participants still experienced symptoms of ADHD, while some were free from symptoms. Even those participants who no longer met the criteria for ADHD had lower brain volume and poorer memory function than a control group of young adults who had never received an ADHD diagnosis.
This study suggests that a diagnosis of ADHD may go beyond the criteria listed in the DSM-V. Even when a person has “grown out” of ADHD and does not have readily noticeable symptoms, ADHD may affect various cognitive functions and memory. The extent to which lower memory functioning affects the lives of those who have (or had) ADHD is still in question and is next for researchers to tackle.

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

Differences in brain structure and memory suggest adolescents may not ‘grow out of’ ADHD | University of Cambridge. (2015, August 27). Retrieved from http://www.cam.ac.uk/research/news/differences-in-brain-structure-and-memory-suggest-adolescents-may-not-grow-out-of-adhd on 3 September 2015.

Photo retrieved from: http://www.clipartbest.com/cliparts/4ib/KLp/4ibKLpebT.svg on 4 Sept. 2015.

Talking to the Teacher

/in /by

School is overwhelming with distractions for children with ADHD. Your child’s teacher is most likely not specially trained in assisting children with ADHD. Here are some ideas that you, as a parent, can communicate to your child’s teacher in order to help them succeed:

  1. Ask the teacher for an extra set of textbooks to be kept at home. Despite effort to remember, many distractible students forget to bring home their proper materials.
  2. Encourage the teacher to seat your child near the front and center of the classroom. This should not be done in an embarrassing or punishing way. Instead, seat him/her in the front using a “random” seat assignment. This way, there are not many students in front of the child to distract him/her.
  3. Communicate your child’s strengths to the teacher. If your child learns better by creating mnemonics or rhymes or by visual learning, the teacher may be able to tweak the lesson to help.
  4. Ask for extra feedback on your child’s behavior. Feedback should be given to the student and to the parent via email or take-home messages. Remind the teacher that children with ADHD especially need to celebrate their progress often.
  5. Tell the teacher that directions should be repeated and written for your child. Oftentimes, when the directions are stated once, they go in one ear and out the other. Repeating gives your child a second chance to catch the directions. Writing directions on the board or assignment gives your child the opportunity to look back at the directions as much as needed.
  6. Encourage the teacher to ask you for help! Express to the teacher that you realize that he or she is not an expert on ADHD. The teacher may have questions for you or for your child about what he or she can do to help. Also, if a school psychologist or guidance counselor is available, remind the teacher that help can be obtained from these resources as well.
  7. Ask if your child can share notes with another student. Taking notes quickly is difficult for students with ADHD. By sharing notes, your child can get the information that he/she missed during class.
  8. Ask for extra time on tests and quizzes. Even if your child does not meet the legal criteria for receiving extra time, the teacher may be willing to provide it regardless.
  9. Ask the teacher to set up a buddy system in which each student has a few phone numbers of classmates in the case of forgotten homework assignments.

Remember that the more you help the teacher understand your child, the more he/she can help your child!
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

Bernstein, J. (2007). 10 days to a less distracted child: The breakthrough program that gets your kids to listen, learn, focus, and behave. New York: Marlowe & Company.

Photo retrieved from: http://www.longislandeyedoctor.com/2014/04/vision-therapy-kids-failing-school/ on Aug. 24, 2015

Consequences of an Overreacting Parent

/in /by

Do you overreact to your child with ADHD?

  • Yelling at your child
  • Mocking or embarrassing your child
  • Giving harsh or sudden punishments
  • Ignoring your child
  • Lecturing your child
  • Telling your child that he/she will not succeed in life
  • Calling your child names (brat, pest, etc.)

If you do any of the above, you may be overreacting to your child’s behavior. This does not mean that you are the cause of his/her behavior or that your parenting is bad; however, it may mean that you are setting your child up for underachievement.

Effects of Overreacting:

Overreacting makes your child feel hopeless. Children who are highly distractible do not improve their behavior when they feel pressure from their parents. Feeling hopeless also leads to lack of motivation. Children may not understand the concept of “hopelessness” and may instead describe this feeling as being tired, bored, or mad. Overreacting can also make your child feel unloved. Children may think that you no longer believe in them or that you care more about the work they get done than about them. Of course, it is your love that is driving these overreactions, but a child does not view it this way. Reacting strongly can also teach your children to react strongly as well. If you misbehave as a parent, children notice this hypocrisy and learn to overreact as well.

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

Bernstein, J. (2007). 10 days to a less distracted child: The breakthrough program that gets your kids to listen, learn, focus, and behave. New York: Marlowe & Company.
Photo retrieved from: http://www.thestar.com/life/2013/08/19/being_controlled_by_husbands_anger_no_help_to_woman_fighting_cancer_ellie.html on Aug. 23, 2015

ADHD Tips - ADHD coaching

ADHD Coaching vs. ADHD Therapy

/in /by

Coaching is used at Dr. Gordon’s office to help manage ADHD. ADHD Coaching is similar to therapy in many ways. Both are centered around having regular conversations and open-ended questions with the client. Both also support the client through a situation by utilizing the client’s strengths and providing a trusting partnership. However, there are some important differences between coaching and therapy.

Coaching

Therapy
Clients improve through goal-setting, actions, and gaining self-awareness. Clients improve through self-understanding, acceptance, and occasionally through goal-setting.
Works with clients whose mental health issues are under control. Works with clients in an attempt to better manage their mental health.
Focus is on issues beyond mental health Focus is on mental health
Does not make a diagnosis Diagnoses and treats
Works mainly with external issues (organization, time management) Works mainly with internal issues (emotions)

If a client desires coaching but does not have his/her mental health under control, it is recommended that he/she first seeks therapy. This is because the person may lack the psychological capacity to be successful with coaching.

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

Sleeper-Triplett, J. (2010). Empowering youth with ADHD: Your guide to coaching adolescents and young adults for coaches, parents, and professionals. Plantation, Fla: Specialty Press, Inc.

 

Keep Track of ADHD Medication

/in /by

When beginning a new ADHD medication or a different dosage of medication, it can be difficult to notice changes unless you actively think of them. Using the chart below can help keep track of how your ADHD medication is working and/or giving you side effects.

Medication name:                               Dose:
ADHD Symptom

Day 1

Day 2

Day 3

Day 4
Impulsivity Rating (1-3) Rating (1-3) Rating (1-3) Rating (1-3)
Distractibility
Procrastination
Trouble Focusing
Restlessness
Rating: 1- not improved, 2-slightly improved, 3-significantly improved

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

Ratey, N. A. (2008). The disorganized mind: Coaching your ADHD brain to take control of your time, tasks, and talents. New York: St. Martin’s Griffin.

Learning Your ADHD Child’s Triggers | ADHD evaluations | ADHD Coach Toms River New Jersey

Organization Tips

/in /by

For young people, staying organized in school is essential. But things can easily get disorganized with papers from different classes, take-home notices, homework, and trash. Here are some tips for keeping organized for school and home:

  • Label everything! Label each notebook and textbook with the subject name. Use color-coding to further distinguish different school materials. A green science notebook should match a green book cover, etc. Also include the student’s name in case of losing the items.
  • Do a daily 15-minute cleanup of the child’s room, work, and play area. Limiting the time will keep from overwhelming the child and will also prevent a massive and lengthy cleanup at the end of the week or month.
  • The child should dump his/her entire backpack onto the floor or table in the same spot every day. This helps them find “lost” objects and papers and allows them to sort through their papers and trash from school.
  • Sort through lose papers stuffed into notebooks and textbooks. Should the papers be thrown out? Should they be hole-punched and put into a binder? A binder may be better than a folder as the papers can be easily flipped through and organized into sections.
  • Create a place for important papers. Use a labeled box or office paper trays to save a place for completed tests until they are no longer needed.
  • At the end of the school day, the child should look at his/her planner to make sure that the correct books and papers are brought home for homework and studying.

 

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

Sleeper-Triplett, J. (2010). Empowering youth with ADHD: Your guide to coaching adolescents and young adults for coaches, parents, and professionals. Plantation, Fla: Specialty Press, Inc.

Finding the A-N-S-W-E-R

/in /by

Accept that you have ADHD and the challenges that come with it. Realize that, as much as you may want it to, your ADHD will not simply disappear. Get to know your ADHD and which problems affect your life the greatest. Your problems must be recognized before they can be helped.

Narrow your focus and work on improving only one or two problems at a time. Narrow your focus by asking yourself: which issues affect my life most often? Remember that trying to tackle too many problems at once is overwhelming and likely to not work well.

Strategize about solving your one or two selected difficulties. There is no one method that will help every person with ADHD. Try to find your own strategy that works for you and realize that finding a good strategy may take some time. Don’t just focus on your weaknesses that need changing; focus on your strengths that can lead to a successful strategy!

Work through your strategy. Commit 100% to your chosen strategy and keep up your effort! This means overcoming obstacles, failures, and frustrations that come with any life change.

Evaluate your plan and judge how well your strategy is working. Perhaps, the strategy is not working as planned. In this case, you must ask yourself which parts of the plan are not working and which parts are working. Modify your strategy according to your answers to these questions.

Repeat your strategy that has been working.  ADHD is a problem that follows you throughout a lifetime, so your strategies may need to be implemented for a long time as well. After reaching success, the last thing you want is to go back to your old ways.

Of course, the A-N-S-W-E-R method of improving ADHD is easier said than done, which is where ADHD coaching is a huge help.

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

Ratey, N. A. (2008). The disorganized mind: Coaching your ADHD brain to take control of your time, tasks, and talents. New York: St. Martin’s Griffin.