Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

See this is why ADHD diagnoses are suspect and people believe that parents buy a diagnosis to get things their kid might not otherwise be entitled to receive.

Not blaming OP. But her provider is part of the bigger problem of over diagnosis and cheating.

Op here—totally agree! My “bad parent” feeling is largely in almost any discussion of ADHD the general feeling is “parents who don’t medicate are neglecting a need” it’s frustrating b/c on so many cases of ADHD it’s so hard to know for sure, all it would take is a different of teachers, a parents perception for a negative diagnosis to be a positive. It’s such a big deal (especially with medication) but in many cases it seems like a subjective guessing game.

For our son, I pretty much was fairly sure about LDs (dysgraphia and dyscalculia) and also assumed adhd would be added too.

I remember doing the dumb checklist and feeling like if I were an impatient person or inexperienced with children I would check that the child was deficient in all the things. Really wish that there was a brain scan test for this or something similarly objective. The studies show differences that can be observed by brain scan but it’s not approved as a diagnostic tool for whatever reason.

This is why a good clinician gets multiple sources of input. Parents, multiple teachers. And then spends time observing the child as well.

ADHD actually is not a “brain disease.” It is a comparative behavioral disorder. So it can only really be diagnosed by learning about the child’s behavior, and asssessing that behavior relative to age-based norms.

It would be interesting if there could be a structured interview/behavioral observation tool for ADHD like the ADOS for autism. The fact that it doesn’t exist suggests to me that the concept of ADHD is way too heterogeneous and broad.

Anonymous wrote:I think you consider medication when functioning in one of the 3 major areas is becoming a challenge
1- academic - is at risk of academic failure
2 - social - can't make or keep friends
3- mental health - wellbeing is being affected by it.

Response to medication in terms of being able to concentrate doesn't mean anything. It is a controlled substance because it is a psychostimulant and a drug of choice for many who use and abuse it for its effectiveness in helping anyone feel more mentally alert and better able to concentrate. Where you see a response related to ADHD is more in terms of overall life and executive functioning - planning, organizing, emotional regulation, impulsivity etc.

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.

This is absolutely crazy advice. The op has not listed any evidence that their kid has adhd. A diagnosis came back without adhd. But you’re suggesting medication?

That’s why teachers eye roll when kids with real issues request accommodations. Because eighty percent of the kids they have to accommodate have made up issues.

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.

This is absolutely crazy advice. The op has not listed any evidence that their kid has adhd. A diagnosis came back without adhd. But you’re suggesting medication?

That’s why teachers eye roll when kids with real issues request accommodations. Because eighty percent of the kids they have to accommodate have made up issues.

DP. The diagnosis came back saying the evaluator couldn't tell, and that there are other , possibly conflating, issues. That's not the same as a finding of no adhd.

Add to that, OP says he has no issues because as an 8th grader, he can remember that he has a doctor's appointment.

Usually, I think people rush to over diagnose when it comes to school on these boards. OP, however, might be the exception and have such low standards that she's not aware of all the ways he's being impacted.

My kid is different. He's the obvious and extreme case. Anyone and everyone can tell he has ADHD. Even so, I had no idea until he was on the right dose of medication, that he couldn't focus long enough to sustain conversations with friends. His inability to focus had effectively left him with no ability to socialize, and I had missed this. I thought he was immature for his age and nothing more.

In this specific context, where a kid has a borderline diagnosis, conflating issues, and a parent who has lower than age appropriate standards- it may not be inappropriate to go with a try and see approach.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

See this is why ADHD diagnoses are suspect and people believe that parents buy a diagnosis to get things their kid might not otherwise be entitled to receive.

Not blaming OP. But her provider is part of the bigger problem of over diagnosis and cheating.

Op here—totally agree! My “bad parent” feeling is largely in almost any discussion of ADHD the general feeling is “parents who don’t medicate are neglecting a need” it’s frustrating b/c on so many cases of ADHD it’s so hard to know for sure, all it would take is a different of teachers, a parents perception for a negative diagnosis to be a positive. It’s such a big deal (especially with medication) but in many cases it seems like a subjective guessing game.

For our son, I pretty much was fairly sure about LDs (dysgraphia and dyscalculia) and also assumed adhd would be added too.

I remember doing the dumb checklist and feeling like if I were an impatient person or inexperienced with children I would check that the child was deficient in all the things. Really wish that there was a brain scan test for this or something similarly objective. The studies show differences that can be observed by brain scan but it’s not approved as a diagnostic tool for whatever reason.

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.

This is absolutely crazy advice. The op has not listed any evidence that their kid has adhd. A diagnosis came back without adhd. But you’re suggesting medication?

That’s why teachers eye roll when kids with real issues request accommodations. Because eighty percent of the kids they have to accommodate have made up issues.

DP. The diagnosis came back saying the evaluator couldn't tell, and that there are other , possibly conflating, issues. That's not the same as a finding of no adhd.

Add to that, OP says he has no issues because as an 8th grader, he can remember that he has a doctor's appointment.

Usually, I think people rush to over diagnose when it comes to school on these boards. OP, however, might be the exception and have such low standards that she's not aware of all the ways he's being impacted.

My kid is different. He's the obvious and extreme case. Anyone and everyone can tell he has ADHD. Even so, I had no idea until he was on the right dose of medication, that he couldn't focus long enough to sustain conversations with friends. His inability to focus had effectively left him with no ability to socialize, and I had missed this. I thought he was immature for his age and nothing more.

In this specific context, where a kid has a borderline diagnosis, conflating issues, and a parent who has lower than age appropriate standards- it may not be inappropriate to go with a try and see approach.

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.

This is absolutely crazy advice. The op has not listed any evidence that their kid has adhd. A diagnosis came back without adhd. But you’re suggesting medication?

That’s why teachers eye roll when kids with real issues request accommodations. Because eighty percent of the kids they have to accommodate have made up issues.

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.

Anonymous wrote:

Anonymous wrote:

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.

See this is why ADHD diagnoses are suspect and people believe that parents buy a diagnosis to get things their kid might not otherwise be entitled to receive.

Not blaming OP. But her provider is part of the bigger problem of over diagnosis and cheating.

Op here—totally agree! My “bad parent” feeling is largely in almost any discussion of ADHD the general feeling is “parents who don’t medicate are neglecting a need” it’s frustrating b/c on so many cases of ADHD it’s so hard to know for sure, all it would take is a different of teachers, a parents perception for a negative diagnosis to be a positive. It’s such a big deal (especially with medication) but in many cases it seems like a subjective guessing game.

For our son, I pretty much was fairly sure about LDs (dysgraphia and dyscalculia) and also assumed adhd would be added too.

Anonymous wrote:

Anonymous wrote:

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.

See this is why ADHD diagnoses are suspect and people believe that parents buy a diagnosis to get things their kid might not otherwise be entitled to receive.

Not blaming OP. But her provider is part of the bigger problem of over diagnosis and cheating.

Op here—totally agree! My “bad parent” feeling is largely in almost any discussion of ADHD the general feeling is “parents who don’t medicate are neglecting a need” it’s frustrating b/c on so many cases of ADHD it’s so hard to know for sure, all it would take is a different of teachers, a parents perception for a negative diagnosis to be a positive. It’s such a big deal (especially with medication) but in many cases it seems like a subjective guessing game.

For our son, I pretty much was fairly sure about LDs (dysgraphia and dyscalculia) and also assumed adhd would be added too.