THERE IS HELP!

Neurofeedback 

for ADHD

Autistic Spectrum Disorder

Anxiety Disorders

 Attachment Disorders (RAD)

 Improved Athletic Performance 

 Learning Disorders

IMPACT: Immediate Post-Concussion 
Assessment and Cognitive Testing

Developed by clinical experts who pioneered the field, this is the most-widely used and most scientifically validated computerized concussion evaluation system.   ImPACT provides trained clinicians with neurocognitive assessment tools and services that have been medically accepted as state-of-the-art best practices -- as part of determining safe return to play decisions.

Medication and ADHD Children

           One of the most difficult decisions parents of ADHD children will need to make will concern use of medication for their children. If parents choose to medicate will they see improvement in their child’s focusing abilities, school behavior, sleep etc.? Or, will it mean increased irritability, poor diet, stunted growth, and worse -- the possibility of future stimulant addiction?
           ISMP (Institute of Safe Medication Practices) identified 15 drugs that accounted for 41% of serious adverse events in children reported to the USA Food and Drug Administration between 2008 – 2012. One study identified 45,610 adverse drug effects reported in children under18 year of age. Of these, 64% (29,298) indicated serous injury. Reports in children grew in time from 6,320 in 2008 to 11,401 in 2012 increasing the same rate as for adult patients (ISMP – 2014).
           The list included medications commonly prescribed for ADHD, methylphenidate (Concerti, Ritalin) and atomoxetine, Strattera. Notable negative effects showed suicidal behavior, aggression and hallucinations or other manifestations of psychosis. Cardiac arrest was associated with methylphenidate, and weight loss or arrested growth was also reported for all three drugs (ISMP – 2014). *(Note: Not listed but equally dangerous is the medication, Adderall, which can cause sudden cardiac death).
           As pernicious as the side effects are that the ISMP report reveals, there is another side note to this tragedy and that includes the medical profession and/or the pharmaceutical industry. For example the rise of A.D.H.D. diagnoses and prescriptions for stimulants over the years coincided with a remarkably successful two-decade campaign by pharmaceutical companies to publicize the syndrome and promote the pills to doctors, educators and parents. With the children’s market booming, the industry is now employing similar marketing techniques as it focuses on adult A.D.H.D., which could become even more profitable. Sales of prescription stimulants have more than quintupled from 2 billion dollars in 2002 to 8 billion dollars in 2014 (IMF Health – 2014).
           One report from prescription provider Express Scripts, finds a large overall increase in the number of Americans treated for attention deficit hyperactivity disorder: a 36 percent rise in just five years. More than 4.8 million people covered by private health insurance have filled at least one prescription for ADHD (Health, 2014).
           Although there have been some positive changes for some ADHD children, overall, the trait is over diagnosed. For example, medication has proved to lower severe impulsiveness, allowing for an underlying drive and intelligence to emerge. However, according to some longtime advocates, “ the zeal to find and treat every A.D.H.D. child has led to too many people with scant symptoms receiving the diagnosis and medication.” The disorder is now the second most frequent long-term diagnosis made in children, narrowly trailing asthma. (New York Times analysis of C.D.C. data).
           In addition, accelerating this growth has been drug company marketing: comparing classic A.D.H.D. to include relatively normal behavior like “carelessness and impatience,” which often leads to overstating the pills’ benefits. Further there as been overstatement with television advertising and magazines like People and Good Housekeeping by describing normal childhood forgetfulness and even poor grades as reason for medication (Schwarz, 2013).

The ADHD Child: When 50% is Really 100%!

           One of the greatest school challenges parents of an ADD/ADHD child will face is how to determine what support is best for their child. The many alternatives or gray areas that parents must face can become a frustrating experience for school, parent and child alike. For example, there can be the different school programs or support to facilitate greater academic and behavioral success. That is, a percentage of ADHD children often have average to above average academic skills, which entitles them to a 504 or regular education accommodations with testing, homework preparation etc.
           Conversely, if ADHD children have a defined learning handicap (reading, written language, math etc.) they are entitled to special education or an IEP (individual educational program), which allows for smaller specialized classes in English, math, study skills etc. The special education identification can eliminate and provide a more flexible academic program as well as behavior accommodations for greater focusing and school achievement.
           Here in lies the dilemma for some parents. That is, if we allow for a 504, are we placing the ADHD child with a known neurological disability into a classroom that requires study skills based on regular education curriculums and schedules, which is often antithetical to the child’s focusing, organization and behavior skills? Also, if the child is given a 504, will regular teachers support accommodations, such as extra time allotted for tests, homework and even permit the child to have periodic breaks (high school block schedules consist of 80 minute class periods). Finally, if the ADHD child has a learning disability, do we allow him to be placed in special education class, which attaches a stigma and a challenge to his self-esteem?
           Support from the many specialists can also become a challenge, especially when ADHD children and parents who are putting forth 100 percent energy, but the child is only producing at a 50 % success rate. In other words, when a parent is faced with countless setbacks they will look for additional support in the form of private therapists, nutrionist, MD’s etc. that can often overwhelm the child and parent?
           Out of desperation, some parents will turn to medication, which often comes in the form of stimulants. Unfortunately, for some children medication is a short-term fix that can lead to a future addiction for hard-core drugs?
           Finally, the parent may turn to neurofeedback, also called EEG biofeedback. A program that helps the child learns how to self-regulate brain activity which for ADHD children is critical for school and life’s success  (neurofeedback has been supported by the American Association of pediatrics as having Level 1 efficacy (top ranking) in application for ADHD).
           Again, ADHD children have a defined neurological disorder or when the child’s neurons or the brain’s transmission of information is inconsistent. Either too fast with ADHD or too slow with ADD. The end result is stopping and/or speeding up which affects the ADHD child’s working memory or focusing ability as well as the executive areas of the brain.
           Whatever path the parent chooses: the school program and test and homework accommodations; a special education class that offers flexibility and specialization in core subjects; the private therapist who prescribes a behavior contract and works with the parent on how to set boundaries; the nutritionist who will advise the parents on sugar and/or food intake; the MD who could prescribe medication and finally a specialist in Neurofeedback who will recommend a program to teach children how to self-regular the brain neurotransmitters. The key for the parent is to recognize that you and your child could be giving 100% but only seeing 50%. The key is to look for those small beads of success because 50% can often be 100%. Just ask the ADHD/ADD child.

To Read More.

Fast ForWord

For Struggling Readers

Dr. Sortino can also help your child through the Fast ForWord Reading Intervention Program, created by Scientific Learning Corporation, which addresses reading struggles by preparing student brains for reading and learning success. The software develops the processing assistance that is required of any student to read, listen, think, and participate successfully in the classroom.

The Fast ForWord LANGUAGE Series products build foundational elementary school reading and language skills to help students learn successfully in the general classroom. Fast ForWord can help children meet the challenging state academic standards and improve state test scores. Fast ForWord also provides extra academic support and learning opportunities in reading and language for struggling students, including at-risk students, ELL students, and special education students.

Helps Middle and High School Readers

Close the Achievement Gap!

The Fast ForWord LITERACY Series helps struggling preteen and teenage readers build their confidence – and improve state assessment scores. The series features age-appropriate exercises, characters and artwork designed to appeal to secondary school students and adults. It builds foundational middle and high school reading and language skills to help districts move struggling students – including at-risk students, ELL students, and special education students – to become successful learners in the general classroom. 

Reading Assistant

Using speech recognition technology, Scientific Learning’s Reading Assistant software provides one-on-one guided oral reading support, acting as a patient, non-judgmental listener to struggling readers. Monitoring for signs of difficulty, the program intervenes with assistance when the child is challenged by a word. Extensive reporting features enable educators to monitor their students’ progress with Scientific Learning products. Educators whose students are using Reading Assistant software may also play back recordings of student’s individual readings at a later time.

Meet Matthew...

dismissed from Special Ed

His parents were worried. Their young son was diagnosed with ADHD, struggled to read, and hated school But after one year on Fast ForWord, he made four years’ worth of growth. His whole life changed. “It’s so cool. My teachers stopped talking so fast and I?can hear them.”

Fast ForWord is a radically different intervention software. Developed in a university lab specifically for children with learning issues, Fast ForWord addresses the core cause of your students’ learning difficulties by targeting foundational phonics, language, memory, attention, processing and sequencing skills. It is one of the most powerful and unique reading interventions ever created. 

To Read More.