Studies show that brain chemicals, called neurotransmitters, don’t work the same in children and adults with ADHD. … Certain parts of the brain may be less active or smaller in children with ADHD than those without the disorder. The brain chemical dopamine may also play a role.
There are five hallmark symptoms of ADD:
Short attention span
Distractibility
Disorganization
Procrastination
Poor internal supervision
There are seven types of ADD:
Type 1- Classic ADD-Inattentive, distractible, hyperactive, restless, impulsive
Type 2- Inattentive ADD- Easily distracted with low attention span, but not hyperactive. May appear sluggish or have low energy.
Type 3- Overfocused ADD- Excessive worrying, argumentative, compulsive
Type 4- Temporal Lobe ADD- Quick temper and rage, periods of panic and fear
Type 5- Limbic ADD- Moodiness, low energy, socially isolated, low-grade depression, feelings of hopelessness
Type 6- Ring of Fire ADD- Angry, aggressive, sensitive to noise, light, clothes, and touch
Type 7- Anxious ADD- Anxious, tense, nervous, predicts the worst, anxious during timed tests, social anxiety, and often has physical stress symptoms such as headaches and gastrointestinal symptoms, avoid conflicts
Amen, Daniel G. (2013). Healing ADD. New York, New York: Penguin Random House.
This is my seventeen-year-old daughter, Paulina. She is my oldest child and the sweetest, most easy-going of my two children. She is extremely social and passionate about her friends. She is a talented dancer, competing in ballet, jazz, and modern dance since she was seven years old. She is active on her high school varsity dance team and as a senior is looking forward to the prospect of college. However, Paulina has difficulty focusing and prioritizing her thoughts, her school work, her time, and her chores. She is disorganized and constantly loses her glasses(!), her car keys, her homework. She is frequently late for school or appointments or meetings with friends. By her junior year in high school, it became clear Paulina was not just a forgetful, absent-minded girl. She approached me and admitted she needed serious help. She complained about her inability to know “how to start” anything. This was a very simple way of explaining her brain was not able to categorize or work in an executive functional way most people can. After extensive cognitive testing with a psychologist specializing in special education, Paulina was diagnosed with Inattentive ADD. This was a relief to her, as it explained her frustrations and illuminated her feelings of inferiority. Her diagnosis was motivating and life-changing. Inattentive ADD is a part of Paulina’s personality. For her, being diagnosed with ADD isn’t an excuse, it is an explanation.
An interview with Paulina
Me: When did you notice you may have problems focusing and staying attentive?
Paulina: In the sixth grade when I would sit at my dance studio’s homework table everyone else would focus and do homework, but I just wanted to look around and talk to everybody.
M: What are some of the things you do when you’re not able to focus?
P: In school I wasn’t able to develop any study skills, in life I’m forgetful and at social events I get overwhelmed by too many things going on at once.
M: When did you come to the conclusion you needed help?
P: In high school. I started comparing myself to my peers, I realized it takes me a lot longer to complete my homework or get things done. I knew I had ADD, even though no one believed me.
M: Describe some of the tests you were given when you were being evaluated for ADD.
P: My doctor played audio of commercials and I’d have to repeat what I’d heard, he showed me pictures in sequence and I’d have to remember the sequence, I would read paragraphs and answer comprehension questions, I had to make patterns out of blocks… I was nervous, because I didn’t know what he was testing me on. The unknown is really scary.
M: After your ADD diagnosis, how did you feel?
P: I felt kind of relieved in a way, because it made me understand why I am, the way I am. It gave me the answer to my problems and told people I’m not just being lazy.
M: Is there anything you’re doing differently now you know you have ADD?
P: I look at myself differently. My self-esteem is higher and I don’t feel inadequate around my friends. I take more time on my school work and know it’s because I need it, and that’s ok. I ask questions in class now, because I also know I may need extra help understanding things even though the other kids don’t need help.
M: What advice would you give to someone younger who has ADD?
P: Don’t compare yourself, don’t belittle yourself. Just because you can’t do something as fast someone else, doesn’t mean you can’t do it as well. Take as much time as you need to finish things; it doesn’t mean you’re not as smart.
Yoga is breathing, meditation and physical exertion that are all part of calming and centering children with ADHD. Yoga can be quite effective in connecting movement and the brain, helping children focus in a peaceful, mindful way.
Gates, Marium. (2016). Good Morning Yoga. Boulder CO: Sounds True, Inc.
This book is an uplifting wake-up story for parents and children to practice yoga together, as they greet the morning. It helps energize and stimulate the child’s body and brain, as it calmly energizes and motivates through concentration and gentle movement.
Gates, Marium. (2016). GoodNight Yoga. Boulder, CO: Sounds True, Inc.
This book can be used as a bedtime ritual, for parents and children to practice yoga at the end of the day. Calming movement and slow fluid motion can help active children settle into a peaceful, centered, meditative state before bed.
Digital Book Report
Taylor, John F. (2006). Minneapolis MN: Free Spirit Publishing.
This is an excellent children’s book that very clearly and simply explains ADD and ADHD to children recently diagnosed. The author, Dr. John F. Taylor uses a down to earth style in helping children practice strategies for managing ADD and ADHD. Suggestions on nutrition, organization, and options for medication (pros and cons) are discussed.
Brown, Thomas E. ADD/ADHD Attention Deficit Hyperactivity Disorder. YouTube.May 4, 2016.
Thomas E. Brown Ph.D. explains clearly and effectively how the brain’s management and executive functioning are problems for those with ADD. This video explains differences between ADD and ADHD, symptoms, obstacles, treatments and help that is available.
Miller, Meghan. Preschoolers with ADD. YouTube.May 27, 2017.
This video by Meghan Miller, Ph.D. gives an explanation of ADHD and talks about what symptoms look like in preschoolers. It goes into the diagnosis of ADHD in early childhood and treatments available.
This article is a written observation about an ADHD eight-year-old girl, taught by a Montessori teacher. During the school year, Montessori teachers keep notes and make observations about the children in their class, keeping up to date with each student’s progress. This particular child, Denise is described as overactive, non-focused and at times inappropriate according to this article. It gives a clear example of a child with attention deficit hyperactive disorder.
Herzig, Alyson. (2015). Why We Chose Montessori. Retrieved from theshitastrophy.com/why-we-chose-montessori/
This article, written by a mother of an ADHD boy, talks about his struggles as a preschooler. By the time her son is in kindergarten he attends four different schools, due to his inability to focus or follow rules. A Montessori school is the last effort to find the perfect environment for him, in which he now thrives.
This article discusses the benefits of psychostimulant medications Ritalin, Adderal, and Concerta for children with ADD and ADHD. It describes several instances medication is life changing and the effects are positive. Other strategies mentioned, are coping and managing skills which are medication free and involve therapy and behavior management.
This article lists the best activities for children with ADHD. It talks about physical activities, like sports, and other activities like cooking or Cub Scouts. Each child has different tendencies and different things that may overwhelm them. Their own personality should direct them to what would best set them up for success.
This article discusses the possibility of training attention, rather than medicating. The author refers to Maria Montessori’s theory of “normalization”, which is the intense concentration a child experiences during a long period, without interruptions. She compares this to “flow”, another theory which explains a mental state when a person is completely immersed in their task. The author believes a person with ADD is able to train their attention, striving for “flow” in achieving normalization.
The author of this article talks about her own ADD, as well as her entire family. Her husband and both children have been diagnosed with ADD/ADHD. She speaks about the positive education she experienced in Montessori school when she was young. She describes how the Montessori philosophy, environment, and materials found in the classroom are helpful to the child with ADD and ADHD.
This article discusses the possibility ADHD symptoms like restlessness and impulsiveness, may have little to do with sugar. It goes on to suggest hyperactivity may not be influenced by sugar at all. It gives an example how to test your child’s sugar allergy, by elimination for ten days, the eleventh-day re-introducing sugar. As the article suggests the result may be the answer. This article also gives strategies for monitoring sugar intake and modifying it successfully.
Madell, Robin. (2016). Signs and Symptoms of ADHD in Toddlers. Retrieved from htps://www.health.com/health/adhd/toddlsers#overview1
This article points out how difficult diagnosing a toddler with ADD or ADHD is, due to their short attention span, impulsivity, and high energy already present in their developing brains and bodies. It points out the importance of keen observation and constant awareness of the toddler’s behavior, such as extreme hyperactivity, over-familiarity with strangers, extreme aggressiveness, and an inability to focus. Parents are urged to check with their pediatricians if they are concerned.
This article stresses the importance of a daily diet rich in vitamins, minerals, and protein, especially for children with ADD and ADHD. It talks about the benefits of protein which can prevent blood sugar surges, a common cause of hyperactivity. Protein also increases chemicals that release brain cells needed to help us focus. Things to avoid include sugar, artificial ingredients, dyes, and preservatives. It also recommends daily vitamin supplements.
Studies show that brain chemicals, called neurotransmitters, don’t work the same in children and adults with ADHD. … Certain parts of the brain may be less active or smaller in children with ADHD than those without the disorder. The brain chemical dopamine may also play a role.
Malissa Lucas Content Resource Blog 