My child is the only one with ADD, not on meds.

[Anonymous]

I understand the teacher. This happened in my DS class with another child. (DS also has ADHD.) The teacher did use accomodations, but when you have a child who cannot focus for more than a few minutes, what good are accomodations? This is a question of severity of symptoms and sadly, the child described is really struggling and everyone is paying for it. Not to mention the self-esteem issues for the poor kid because of the constant stream of instructions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The MTA study was initially randomized but parents were allowed to change their initial plan without leaving the study so it was unrandomized.

It is unethical to assign a randomized lifelong treatment plan to a child. If this is the kid of study you are looking for to prove medication does not work long term, you will never find it. But I suspect that is what you want anyway.

Additionally, please look into the Russell's Teapot analogy. Being unable to disprove an assertion is not proof of said assertion. You are betting your child on a logical fallacy. Congrats.

???

[Anonymous]

Anonymous wrote:I understand the teacher. This happened in my DS class with another child. (DS also has ADHD.) The teacher did use accomodations, but when you have a child who cannot focus for more than a few minutes, what good are accomodations? This is a question of severity of symptoms and sadly, the child described is really struggling and everyone is paying for it. Not to mention the self-esteem issues for the poor kid because of the constant stream of instructions.

I don't know if OP's child has a severe or mild case of ADHD. Assuming it is mild-moderate and there is a glimmer of possibility it could be managed by accommodations there is no consistency in how it is addressed in the school. One PP mentioned that in 2nd grade they had tried 10 different accommodations without a formal 504. After two years and two meetings with guidance counselor and teacher plus EMT and an outside diagnosis, we were just starting to try some of the things PP listed. We were doing research and trying to suggest accommodations to them but it seemed to me it would be more efficient if there was a checklist standard for ADHD/symptoms of ADHD that the teacher can work with the parent on which accommodations to try and feedback and what has been done. If 5-10% of kids are being diagnosed we can't be the first nor the last so why does it feel like we are a pioneer going into these meetings?

I definitely agree about severity being an important part of the conversation. I'm very cautious about taking long-term medication in general and it's like going on blood pressure medication when you are just meeting the threshold for high blood pressure and you haven't tried to address it with diet. There are side effects to any medication and it can take trial and error to figure out what works. I didn't want to go down the path unless I knew accommodations alone would not work but to get to that point, I needed to see something like PPs that listed the ton of accommodations that were tried in the classroom in partnership with the parents. I couldn't even get to that point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Forgot to say that my son is not on meds either.
DH and I (doctor and scientist) have researched the issue, and know that efficacy diminishes after a couple of years (reasons are complex). Also, many meds suppress appetite, which would be bad for my undersized DS.

Reasons: experts disagree on which are more important, but they comprise
1. Failure by patients to follow exact protocols.
2. Hormonal changes and growth spurts affecting response to meds, hence a lot of switching around in the teen years, and dealing with unpleasant physical, mental and behavioral side effects.
3. Finally, and that is the big problem, loss of efficacy in the medication itself. Is the brain habituated? Million dollar question.

So we are saving the meds for when DS can simply not function anymore.

Wow. OP here, I am also a doctor. I feel the same way you do. I have looked at long term outcomes WRT ADD and feel even more that we need to take a more holistic approach to some of these "illnesses". After reading lots of research articles, I am not sure that medication is the way to go. I am also concerned about the habituated neurons, and would like to hold off on meds for as long as possible.
I just don't like the way the teachers seem impatient with this one hold out child. As if we need to get with the program.

Maybe because they see his self-esteem plummeting and how much he is struggling to focus academically?

Or maybe because they want their job to be easier.

[Anonymous]

OP, this piece in today's NYT has some interesting information. I think it would be great if schools routinely taught mindfulness.

http://well.blogs.nytimes.com/?p=101340?src=dayp

[Anonymous]

Anonymous wrote:OP, this piece in today's NYT has some interesting information. I think it would be great if schools routinely taught mindfulness.

http://well.blogs.nytimes.com/?p=101340?src=dayp

Interesting article. Here is a quote:

"In a large study published last year in The Journal of the American Academy of Child & Adolescent Psychiatry, researchers reported that while most young people with A.D.H.D. benefit from medications in the first year, these effects generally wane by the third year, if not sooner.

“There are no long-term, lasting benefits from taking A.D.H.D. medications,” said James M. Swanson, a psychologist at the University of California, Irvine, and an author of the study. “But mindfulness seems to be training the same areas of the brain that have reduced activity in A.D.H.D.”

“That’s why mindfulness might be so important,” he added. “It seems to get at the causes.”

My question: how do we teach mindfulness? Are there classes geared for children? As great as it sounds, I just can't imagine my 12 year old doing this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP, this piece in today's NYT has some interesting information. I think it would be great if schools routinely taught mindfulness.

http://well.blogs.nytimes.com/?p=101340?src=dayp

Interesting article. Here is a quote:

"In a large study published last year in The Journal of the American Academy of Child & Adolescent Psychiatry, researchers reported that while most young people with A.D.H.D. benefit from medications in the first year, these effects generally wane by the third year, if not sooner.

“There are no long-term, lasting benefits from taking A.D.H.D. medications,” said James M. Swanson, a psychologist at the University of California, Irvine, and an author of the study. “But mindfulness seems to be training the same areas of the brain that have reduced activity in A.D.H.D.”

“That’s why mindfulness might be so important,” he added. “It seems to get at the causes.”

Karate, yoga, dance, -- all of these sports teach focus and mindfulness

Distance running allows more room for the brain to roam, but it can also be used to teach mindfulness

My question: how do we teach mindfulness? Are there classes geared for children? As great as it sounds, I just can't imagine my 12 year old doing this.

[Anonymous]

I practice mindfulness and I believe it is helpful but it is also the flavor of the month and I believe its being oversold. Its really difficult to teach to kids. I keep reading about all the things mindfulness is supposed to treat and it just soundsl ike yet another intervention thats being oversold. As I said, I practice mindfulness, but lets be realistic about it.

[Anonymous]

Anonymous wrote:I practice mindfulness and I believe it is helpful but it is also the flavor of the month and I believe its being oversold. Its really difficult to teach to kids. I keep reading about all the things mindfulness is supposed to treat and it just soundsl ike yet another intervention thats being oversold. As I said, I practice mindfulness, but lets be realistic about it.

Mindfulness is hardly the "flavor of the month," PP. There are decades of studies on the very real mental and physical health benefits of meditation and mindfulness, and the practices and concepts are very longstanding. Besides, it's not an actual intervention and there are no side effects, so what's the downside of teaching it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Forgot to say that my son is not on meds either.
DH and I (doctor and scientist) have researched the issue, and know that efficacy diminishes after a couple of years (reasons are complex). Also, many meds suppress appetite, which would be bad for my undersized DS.

Reasons: experts disagree on which are more important, but they comprise
1. Failure by patients to follow exact protocols.
2. Hormonal changes and growth spurts affecting response to meds, hence a lot of switching around in the teen years, and dealing with unpleasant physical, mental and behavioral side effects.
3. Finally, and that is the big problem, loss of efficacy in the medication itself. Is the brain habituated? Million dollar question.

So we are saving the meds for when DS can simply not function anymore.

Wow. OP here, I am also a doctor. I feel the same way you do. I have looked at long term outcomes WRT ADD and feel even more that we need to take a more holistic approach to some of these "illnesses". After reading lots of research articles, I am not sure that medication is the way to go. I am also concerned about the habituated neurons, and would like to hold off on meds for as long as possible.
I just don't like the way the teachers seem impatient with this one hold out child. As if we need to get with the program.

Maybe because they see his self-esteem plummeting and how much he is struggling to focus academically?

Or maybe because they want their job to be easier.

Or maybe they want their job to be DO-ABLE.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I practice mindfulness and I believe it is helpful but it is also the flavor of the month and I believe its being oversold. Its really difficult to teach to kids. I keep reading about all the things mindfulness is supposed to treat and it just soundsl ike yet another intervention thats being oversold. As I said, I practice mindfulness, but lets be realistic about it.

Mindfulness is hardly the "flavor of the month," PP. There are decades of studies on the very real mental and physical health benefits of meditation and mindfulness, and the practices and concepts are very longstanding. Besides, it's not an actual intervention and there are no side effects, so what's the downside of teaching it?

There's no real downside except that if kids aren't receptive, it will poison them toward it.

I realize there are benefits, as I said I practice it, but lately I've been reading about how it can fix EVERYTHING and I just don;t buy it.

[Anonymous]

I'm really interested in hearing alternatives to medicine, but I'd LOVE some practical info on where these are available in the DC area, and what ages they are useful for. Here's what I've heard:
1) Karate and dance
2) general exercise, like running
3) Cog Med (only for older kids?? and where???)
4) Mindfulness (who does this for kids, and for what age ranges??)
5) anything else???
For those of us trying to avoid/defer/supplement medications, some practical suggestions on where to go and what to try would be GREAT!

[Anonymous]

Anonymous wrote:What are you doing to help him develop appropriate coping strategies?

Do you do any of the following?

1) Have him do 30 minutes of real exercise before school every day and more after school? Does he have breakfast with a decent amount of protein?
2) Does your school have an individual trampoline in a special ed room where kids can go to jump for ten minutes if they need to let off some energy? This is what my ES school had and it was written into some children's IEP that it be available.
3) Does he have any fidgets?
4) Does he have an exercise ball for a chair? or can he stand at a desk instead of sit?
5) Have you tried relaxation yoga or meditation?
6) Does your school have a labyrinth to walk at recess?
7) Does he have a positive behavior chart on his desk? Written into his IEP?
8) Does he get frequent breaks?
9) Can he take tests in a smaller classroom with fewer children?
10) Does he see a psychologist or LCSW that is experienced with ADHD?
11) Has he every been to a social skills group?
12) Does he get positive reinforcement at home?

^^^^^ This was posted earlier in the thread. It has several suggestions. There is also CBT.

[Anonymous]

Anonymous wrote:

Anonymous wrote:.

I don't know if OP's child has a severe or mild case of ADHD. Assuming it is mild-moderate and there is a glimmer of possibility it could be managed by accommodations there is no consistency in how it is addressed in the school. One PP mentioned that in 2nd grade they had tried 10 different accommodations without a formal 504. After two years and two meetings with guidance counselor and teacher plus EMT and an outside diagnosis, we were just starting to try some of the things PP listed. We were doing research and trying to suggest accommodations to them but it seemed to me it would be more efficient if there was a checklist standard for ADHD/symptoms of ADHD that the teacher can work with the parent on which accommodations to try and feedback and what has been done. If 5-10% of kids are being diagnosed we can't be the first nor the last so why does it feel like we are a pioneer going into these meetings?

PP, from what I'm seeing now that my kids are getting older, many of the things that were done in 504 plans are now being done as best practices and you don't need anything special. They are just offered and implemented when appropriate and necessary. When we had my son's EMT and then IEP meetings earlier this year, I was surprised that so many of the concerns I raised were already being accommodated.

[Anonymous]

We tried every possible therapy (individual and group), social skill, etc for DS. Nothing helped. It was obvious that he was very, very bright, but could not attend. His behavior was causing social isolation. We made the decision to put him on meds 6 years ago. He is now #1 in his class (high school) and the meds have not stopped working. The only time we have had to increase the meds were after a very significant growth spurt both in height and weight. He is very attuned to when he needs to take his meds and when he can go without depending upon the level of focus and social interaction he needs to maintain. He is cognizant of the positive social impact of the medication and has no desire to stop taking them for any length of time--the time before meds was a living hell for him. For all who say they do not work, the benefits dissipate, etc., DS is living testament to the life-changing effects of treating a disorder that would otherwise have negatively and most likely permanently effected his ability to be successful in school and with his peers. Meds are not right for every child/family, but for those of us who made the long and difficult journey through therapy after therapy and still saw our children struggle unnecessarily, medication can be a god-send.