How do you REALLY know your DC has ADHD?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our 8th grade DS was recently diagnosed with LDs + low processing speed (came from a full neuropsych evaluation)

ADHD was not clear; largely because of the self reported information, none of it was high enough to make it seem definite. If anything it would be inattentive. No signs of impulsive behavior.

The psych included ADHD in the report as she thought that it could support accommodations and in case we wanted to medicate. She said to keep an eye on it.

DCs grades are okay; some slip from 7th but think this is more related to LD/ content area / dealing with increased demands in 8th and getting a 504 in place. He is able to stay focused during homework and for the most part turn in assignments and remembers tests and key appointments (e.g. remember to meet me at the dentist today). They still need help with some EF basics and getting a study routine set. Also need help being able to determine time tasks take but these seem to be very related to the slow processing speed.

Whenever I look into I end up feeling like a "bad parent" for not medicating, that somehow they would magically turn into the perfect/better student (truly the only concern). If I knew with 100% certainty that it was ADHD I would but I still have lots of questions. Any suggestions?

My kid's grades slipped significantly once they entered 6th grade because the demands stepped up in school. I met with all his teachers to ask if he has ADHD, because he's had trouble focusing at home, has turned assignments late, and does a lot of other things I would associate with ADHD. Every single one of them told me that he has no trouble focusing at school, and not one of them thinks he has ADHD. In fact, they all told me he just needs to work harder. I trust them because they see kids all day long and know the difference. So even though he seems to lots of ADHD symptoms to me, I trust his teachers when they say he doesn't.

I cannot imagine teachers telling you that your kid does or doesn’t have ADHD - that is a medical dx they aren’t qualified to make. You should be determining that with medical professionals, not teachers.

Teachers actually have some of the best input because they are in the best position to know what is normal or not because they see more kids than parents do.

But they may NOT diagnosis. In sharing their thoughts (without saying "ADHD" - our school was clear on this - I served on the board), the teacher should never allow his unprofessional diagnosis to extend beyond the realm of “a possibility.” Nor should a teacher ever tell a parent, “Your child is ADHD” or “Your child exhibits the signs of being ADHD.” Again, only a trained doctor or psychiatrist can do this, and then only with the input ...

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have a 7th grade boy with an ADHD inattentive diagnosis that he got before 6th. I also wasn’t sure about the diagnosis, but we decided to start medication - Concerta (generic). The difference on the medication is tremendous. He was working really hard to try to concentrate but just couldn’t do it. I immediately saw that things were easier for him. Now, when we forget the medication on a weekend, I can’t believe the difference. He has had no real side effects outside of some small appetite suppression. I would recommend giving the medication a try and see how he does on it. You can always stop it. It isn’t addicting.

A response to stimulants is not diagnostic of ADHD. Stimulants will make most people feel better and more focused.

No, but the real question here isn't "does this word fit?" it's "Would stimulants help?" Stimulants are unlike many other psychiatric meds, in that they work very fast and so it's usually very clear if the result is from stimulants.

Trying is the best way to figure out whether they would help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our 8th grade DS was recently diagnosed with LDs + low processing speed (came from a full neuropsych evaluation)

ADHD was not clear; largely because of the self reported information, none of it was high enough to make it seem definite. If anything it would be inattentive. No signs of impulsive behavior.

The psych included ADHD in the report as she thought that it could support accommodations and in case we wanted to medicate. She said to keep an eye on it.

DCs grades are okay; some slip from 7th but think this is more related to LD/ content area / dealing with increased demands in 8th and getting a 504 in place. He is able to stay focused during homework and for the most part turn in assignments and remembers tests and key appointments (e.g. remember to meet me at the dentist today). They still need help with some EF basics and getting a study routine set. Also need help being able to determine time tasks take but these seem to be very related to the slow processing speed.

Whenever I look into I end up feeling like a "bad parent" for not medicating, that somehow they would magically turn into the perfect/better student (truly the only concern). If I knew with 100% certainty that it was ADHD I would but I still have lots of questions. Any suggestions?

My kid's grades slipped significantly once they entered 6th grade because the demands stepped up in school. I met with all his teachers to ask if he has ADHD, because he's had trouble focusing at home, has turned assignments late, and does a lot of other things I would associate with ADHD. Every single one of them told me that he has no trouble focusing at school, and not one of them thinks he has ADHD. In fact, they all told me he just needs to work harder. I trust them because they see kids all day long and know the difference. So even though he seems to lots of ADHD symptoms to me, I trust his teachers when they say he doesn't.

I cannot imagine teachers telling you that your kid does or doesn’t have ADHD - that is a medical dx they aren’t qualified to make. You should be determining that with medical professionals, not teachers.

Teachers actually have some of the best input because they are in the best position to know what is normal or not because they see more kids than parents do.

But they may NOT diagnosis. In sharing their thoughts (without saying "ADHD" - our school was clear on this - I served on the board), the teacher should never allow his unprofessional diagnosis to extend beyond the realm of “a possibility.” Nor should a teacher ever tell a parent, “Your child is ADHD” or “Your child exhibits the signs of being ADHD.” Again, only a trained doctor or psychiatrist can do this, and then only with the input ...

OP asked directly and they gave her (independently) their view that his focus and attention isn’t different from other kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 7th grade boy with an ADHD inattentive diagnosis that he got before 6th. I also wasn’t sure about the diagnosis, but we decided to start medication - Concerta (generic). The difference on the medication is tremendous. He was working really hard to try to concentrate but just couldn’t do it. I immediately saw that things were easier for him. Now, when we forget the medication on a weekend, I can’t believe the difference. He has had no real side effects outside of some small appetite suppression. I would recommend giving the medication a try and see how he does on it. You can always stop it. It isn’t addicting.

A response to stimulants is not diagnostic of ADHD. Stimulants will make most people feel better and more focused.

No, but the real question here isn't "does this word fit?" it's "Would stimulants help?" Stimulants are unlike many other psychiatric meds, in that they work very fast and so it's usually very clear if the result is from stimulants.

Trying is the best way to figure out whether they would help.

Yay let’s all take meth.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our 8th grade DS was recently diagnosed with LDs + low processing speed (came from a full neuropsych evaluation)

ADHD was not clear; largely because of the self reported information, none of it was high enough to make it seem definite. If anything it would be inattentive. No signs of impulsive behavior.

The psych included ADHD in the report as she thought that it could support accommodations and in case we wanted to medicate. She said to keep an eye on it.

DCs grades are okay; some slip from 7th but think this is more related to LD/ content area / dealing with increased demands in 8th and getting a 504 in place. He is able to stay focused during homework and for the most part turn in assignments and remembers tests and key appointments (e.g. remember to meet me at the dentist today). They still need help with some EF basics and getting a study routine set. Also need help being able to determine time tasks take but these seem to be very related to the slow processing speed.

Whenever I look into I end up feeling like a "bad parent" for not medicating, that somehow they would magically turn into the perfect/better student (truly the only concern). If I knew with 100% certainty that it was ADHD I would but I still have lots of questions. Any suggestions?

My kid's grades slipped significantly once they entered 6th grade because the demands stepped up in school. I met with all his teachers to ask if he has ADHD, because he's had trouble focusing at home, has turned assignments late, and does a lot of other things I would associate with ADHD. Every single one of them told me that he has no trouble focusing at school, and not one of them thinks he has ADHD. In fact, they all told me he just needs to work harder. I trust them because they see kids all day long and know the difference. So even though he seems to lots of ADHD symptoms to me, I trust his teachers when they say he doesn't.

I cannot imagine teachers telling you that your kid does or doesn’t have ADHD - that is a medical dx they aren’t qualified to make. You should be determining that with medical professionals, not teachers.

Teachers actually have some of the best input because they are in the best position to know what is normal or not because they see more kids than parents do.

But they may NOT diagnosis. In sharing their thoughts (without saying "ADHD" - our school was clear on this - I served on the board), the teacher should never allow his unprofessional diagnosis to extend beyond the realm of “a possibility.” Nor should a teacher ever tell a parent, “Your child is ADHD” or “Your child exhibits the signs of being ADHD.” Again, only a trained doctor or psychiatrist can do this, and then only with the input ...

OP asked directly and they gave her (independently) their view that his focus and attention isn’t different from other kids.

My kid definitely has ADHD but the teachers all said they didn't see it. You can't trust schools. The teacher may not see the kid spacing out. Or she may see it but be pressured not to say anything so as not to provided evidence that you could use to get services.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 7th grade boy with an ADHD inattentive diagnosis that he got before 6th. I also wasn’t sure about the diagnosis, but we decided to start medication - Concerta (generic). The difference on the medication is tremendous. He was working really hard to try to concentrate but just couldn’t do it. I immediately saw that things were easier for him. Now, when we forget the medication on a weekend, I can’t believe the difference. He has had no real side effects outside of some small appetite suppression. I would recommend giving the medication a try and see how he does on it. You can always stop it. It isn’t addicting.

A response to stimulants is not diagnostic of ADHD. Stimulants will make most people feel better and more focused.

No, but the real question here isn't "does this word fit?" it's "Would stimulants help?" Stimulants are unlike many other psychiatric meds, in that they work very fast and so it's usually very clear if the result is from stimulants.

Trying is the best way to figure out whether they would help.

Yay let’s all take meth.

go away, not helpful at all

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our 8th grade DS was recently diagnosed with LDs + low processing speed (came from a full neuropsych evaluation)

ADHD was not clear; largely because of the self reported information, none of it was high enough to make it seem definite. If anything it would be inattentive. No signs of impulsive behavior.

The psych included ADHD in the report as she thought that it could support accommodations and in case we wanted to medicate. She said to keep an eye on it.

DCs grades are okay; some slip from 7th but think this is more related to LD/ content area / dealing with increased demands in 8th and getting a 504 in place. He is able to stay focused during homework and for the most part turn in assignments and remembers tests and key appointments (e.g. remember to meet me at the dentist today). They still need help with some EF basics and getting a study routine set. Also need help being able to determine time tasks take but these seem to be very related to the slow processing speed.

Whenever I look into I end up feeling like a "bad parent" for not medicating, that somehow they would magically turn into the perfect/better student (truly the only concern). If I knew with 100% certainty that it was ADHD I would but I still have lots of questions. Any suggestions?

My kid's grades slipped significantly once they entered 6th grade because the demands stepped up in school. I met with all his teachers to ask if he has ADHD, because he's had trouble focusing at home, has turned assignments late, and does a lot of other things I would associate with ADHD. Every single one of them told me that he has no trouble focusing at school, and not one of them thinks he has ADHD. In fact, they all told me he just needs to work harder. I trust them because they see kids all day long and know the difference. So even though he seems to lots of ADHD symptoms to me, I trust his teachers when they say he doesn't.

I cannot imagine teachers telling you that your kid does or doesn’t have ADHD - that is a medical dx they aren’t qualified to make. You should be determining that with medical professionals, not teachers.

Teachers actually have some of the best input because they are in the best position to know what is normal or not because they see more kids than parents do.

But they may NOT diagnosis. In sharing their thoughts (without saying "ADHD" - our school was clear on this - I served on the board), the teacher should never allow his unprofessional diagnosis to extend beyond the realm of “a possibility.” Nor should a teacher ever tell a parent, “Your child is ADHD” or “Your child exhibits the signs of being ADHD.” Again, only a trained doctor or psychiatrist can do this, and then only with the input ...

OP asked directly and they gave her (independently) their view that his focus and attention isn’t different from other kids.

My kid definitely has ADHD but the teachers all said they didn't see it. You can't trust schools. The teacher may not see the kid spacing out. Or she may see it but be pressured not to say anything so as not to provided evidence that you could use to get services.

I view it less as "you can't trust schools" and more as "it's one data point."

Teachers may see a lot of kids and may be aware of some similarities between kids they know to have an ADHD diagnosis. But they also only get a snapshot -- one year, one age, only in the classroom and limited 1:1 time. It's valuable insight, but it's not the whole picture. And some teachers are younger and don't have decades of experience. Some teachers have kids or close relationships with children outside school, others don't. Teachers also bring other baggage into the classroom -- ideas about mental health, childhood behavior, what "normal" means that they formed before getting a teaching degree.

It's less that you can't trust them than it is that they are not done magical oracle about your child. Their observations can be informative, their opinions might not be.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 7th grade boy with an ADHD inattentive diagnosis that he got before 6th. I also wasn’t sure about the diagnosis, but we decided to start medication - Concerta (generic). The difference on the medication is tremendous. He was working really hard to try to concentrate but just couldn’t do it. I immediately saw that things were easier for him. Now, when we forget the medication on a weekend, I can’t believe the difference. He has had no real side effects outside of some small appetite suppression. I would recommend giving the medication a try and see how he does on it. You can always stop it. It isn’t addicting.

A response to stimulants is not diagnostic of ADHD. Stimulants will make most people feel better and more focused.

No, but the real question here isn't "does this word fit?" it's "Would stimulants help?" Stimulants are unlike many other psychiatric meds, in that they work very fast and so it's usually very clear if the result is from stimulants.

Trying is the best way to figure out whether they would help.

Yay let’s all take meth.

go away, not helpful at all

ADHD meds are not meth but I also think the advice "try medication, see if it helps" may not be as useful as we once thought because I agree ADHD meds will help anyone feel more focused but that doesn't mean everyone has ADHD. So the idea to use meds as a diagnostic feels outdated to me, especially with some longitudinal studies showing that the initial benefits of meds don't often translate to improved academic performance long-term.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our 8th grade DS was recently diagnosed with LDs + low processing speed (came from a full neuropsych evaluation)

ADHD was not clear; largely because of the self reported information, none of it was high enough to make it seem definite. If anything it would be inattentive. No signs of impulsive behavior.

The psych included ADHD in the report as she thought that it could support accommodations and in case we wanted to medicate. She said to keep an eye on it.

DCs grades are okay; some slip from 7th but think this is more related to LD/ content area / dealing with increased demands in 8th and getting a 504 in place. He is able to stay focused during homework and for the most part turn in assignments and remembers tests and key appointments (e.g. remember to meet me at the dentist today). They still need help with some EF basics and getting a study routine set. Also need help being able to determine time tasks take but these seem to be very related to the slow processing speed.

Whenever I look into I end up feeling like a "bad parent" for not medicating, that somehow they would magically turn into the perfect/better student (truly the only concern). If I knew with 100% certainty that it was ADHD I would but I still have lots of questions. Any suggestions?

My kid's grades slipped significantly once they entered 6th grade because the demands stepped up in school. I met with all his teachers to ask if he has ADHD, because he's had trouble focusing at home, has turned assignments late, and does a lot of other things I would associate with ADHD. Every single one of them told me that he has no trouble focusing at school, and not one of them thinks he has ADHD. In fact, they all told me he just needs to work harder. I trust them because they see kids all day long and know the difference. So even though he seems to lots of ADHD symptoms to me, I trust his teachers when they say he doesn't.

I cannot imagine teachers telling you that your kid does or doesn’t have ADHD - that is a medical dx they aren’t qualified to make. You should be determining that with medical professionals, not teachers.

Teachers actually have some of the best input because they are in the best position to know what is normal or not because they see more kids than parents do.

But they may NOT diagnosis. In sharing their thoughts (without saying "ADHD" - our school was clear on this - I served on the board), the teacher should never allow his unprofessional diagnosis to extend beyond the realm of “a possibility.” Nor should a teacher ever tell a parent, “Your child is ADHD” or “Your child exhibits the signs of being ADHD.” Again, only a trained doctor or psychiatrist can do this, and then only with the input ...

OP asked directly and they gave her (independently) their view that his focus and attention isn’t different from other kids.

My kid definitely has ADHD but the teachers all said they didn't see it. You can't trust schools. The teacher may not see the kid spacing out. Or she may see it but be pressured not to say anything so as not to provided evidence that you could use to get services.

I view it less as "you can't trust schools" and more as "it's one data point."

Teachers may see a lot of kids and may be aware of some similarities between kids they know to have an ADHD diagnosis. But they also only get a snapshot -- one year, one age, only in the classroom and limited 1:1 time. It's valuable insight, but it's not the whole picture. And some teachers are younger and don't have decades of experience. Some teachers have kids or close relationships with children outside school, others don't. Teachers also bring other baggage into the classroom -- ideas about mental health, childhood behavior, what "normal" means that they formed before getting a teaching degree.

It's less that you can't trust them than it is that they are not done magical oracle about your child. Their observations can be informative, their opinions might not be.

Fair enough but also some schools are not to be trusted.