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 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 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 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 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 wrote:If stimulants work it is adhd

Not true. DH has ADHD. Both kids do. All three tried stimulants. All three felt they functioned better without.

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.

There is so much wrong with this. Please go get your kid evaluated, there is so much damage done to kids with ADHD by telling them they just need to work harder.

Well they do actually have to work harder. And if PP hasn’t tried putting more structures into place and oversight she hasn’t even made much of an effort to see if he can step up.

Anonymous wrote:If stimulants work it is adhd

Not true. DH has ADHD. Both kids do. All three tried stimulants. All three felt they functioned better without.

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.

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.

There is so much wrong with this. Please go get your kid evaluated, there is so much damage done to kids with ADHD by telling them they just need to work harder.

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.

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.

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?

None of us can answer this for you because we do not know your kid and we have not seen the evaluation. And I see the responses have already brought out the "ADHD is waaaay overdiagnosed so your kid doesn't have it" crowd. Since you have lingering concerns after the neuropsych eval, go back and talk to the evaluator again and ask her. Or get a second opinion.

Specific Learning Disabilities (SLD) often present with similar behaviors in school and home, and differentiating between SLD and ADHD for some kids is hard. This is why evaluations and clinical assessments, and recommendations are so important. You have got that, which is great!!

I would say to stay the course. Do they have an IEP or 504 plan for accommodations? One of my biggest recommendations would be to ensure that your child attends all of their IEP/504 plan meetings and understands their disability, understands what their accommodations/modifications are, and how to advocate for themselves if they feel like they are ineffective and need more support.

A LOT of kids need extra support developing those self-advocacy skills and you could explore adding that as a goal with their IEP or you could also explore some individual counseling focused on supporting that (sometimes you can do this in school or you might need to do it in the community).

I am a mother to two kids who are neurodivergent. One is autistic, has ADHD, and is mildly gifted, and my younger child has ADHD, and we are undergoing a sped eval to explore OHI and/or SLD due to reading challenges. It was very clear with my younger child that he had ADHD due to hyperactivity and difficulty focusing on non-preferred tasks, even tasks that he still mostly enjoyed but required more mental energy. It was not as clear with my older child, but with the appropriate testing, it became extremely clear. Both of my kids are medicated, but they struggle significantly without it.

And adding to my super long post. Both of my teens are self medicating with large amounts of caffeine daily.