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.

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Neurofeedback

Neurofeedback Can Make the Difference

What Is Neurofeedback?

Neurofeedback is direct training of brain function, by which the brain learns to function more efficiently. Dr. Sortino observes the brain in action from moment to moment, and shows that information back to the person. And also rewards the brain for changing its own activity to more appropriate patterns. This is a gradual learning process. It applies to any aspect of brain function that we can measure.

How Can Neurofeedback Help Your Child?

Neurofeedback is training in self-regulation. Good self-regulation is necessary for optimal brain function. Self-regulation training enhances the function of the central nervous system and thereby improves mental performance, emotional control and physiological stability.

With Neurofeedback we target bioelectrical functioning of the brain, which is actually a more important issue than the “chemical imbalance” that is often talked about. We are concerned with the brain’s internal regulatory networks and we train the brain’s internal regulatory networks and functional deregulation. Simply by detecting the brain going off track through the EEG, we can train the brain toward enhanced stability and improved functioning.

In other respects, Neurofeedback is somewhat like putting the brain on a stair stepper to exercise certain regulatory functions continuously. This is applicable to a wide variety of functional deficits.

Who Can Benefit?

Individuals of any age can benefit from EEG training. Neurofeedback can help a variety of learning issues such as an inability to focus, test anxiety and general weak school performance. For adults, neurofeedback can help maintain good brain function as they age. Peak performers (athletes) also use EEG training to enhance their abilities in sports, business and the arts. 

How Does Neurofeedback Work?

Sensors are attached to the scalp with EEG paste, which then picks up brain waves. It is painless and does not involve the application of any voltage or current to the brain, so it is entirely non-invasive.  

A computer processes the brain waves and extracts certain information from them. Neurofeedback will show you the ebb and flow of your brain waves and the specific information we obtain from them, in the form of a video game. Dr. Sortino will instruct you how to play the video game using only your brain waves. (Everyone can do it.) The specific brain wave frequencies that we reward and the sensor locations on the scalp are unique to each individual.

Medications are not the only way to manage your child’s inappropriate

or maladaptive behaviors.

Neurofeedback therapy is a safe, non-invasive, alternative option for the treatment of attention-deficit hyperactivity disorder (ADHD) in children and adolescents. In November 2012, the American Academy of Pediatrics approved Neurofeedback and Biofeedback as a Level 1 or “best support” treatment option for children suffering from ADHD. Research suggests that Neurofeedback is an equally effective treatment to medication.

Children are typically given three doses of 10 mg Ritalin per day on school days. Neurofeedback training is shown to be a favorable option that provides the same results. For parents who prefer other options aside from medication, Neurofeedback is a non-invasive, safe, effective, and long-lasting treatment option. Typically, the child will participate in 10 to 20 sessions or more depending on severity of symptoms, and each session lasts 45 to 60 minutes.

Neurofeedback and Success!

Over the past twenty years, Nuerofeedback has reached the point of having very high expectations for success in training. When such success is not forthcoming, or if the gains cannot hold, then there is usually a deeper reason for that which needs to be pursued. Nearly everyone should make gains by using neurofeedback that they themselves would judge to be worthwhile. Our brains are made for learning and skill-acquisition.

“As neurofeedack establishes modulated arousal, people tend to become more goal- oriented and less tangential. Impulsive reactions to urgencies and crises give way to concentrated awareness of the truly relevant and important aspects of tasks, events, and people. There is a reduction in compulsive preoccupation and an enhanced integration of verbal and nonverbal messages.”

—R. Mark Steinberg & Dr.Siegfried Othmer ADD – The 20 Hour  Solution

  

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Dr. David Sortino, Ed.M., Ph.D., Director

Dr. David Sortino holds a master’s degree in human development from Harvard University, and a doctorate in clinical psychology. He has spent the last 40 years as a teacher, director (residential and day treatment to SED/LH children and adolescents), resource specialist (K-12 public and private school), as well as graduate child development instructor at several universities. In addition, he has served as a consultant to state and county correctional programs and works directly with individuals and families.

In his private practice, he consults and collaborates with students, parents, teachers, and psychologists to provide support for students Pre-K through college in establishing school success and greater achievement motivation. He is a trained specialist in Neurofeedback as well as in the Fast ForWord Reading Intervention Program. 

Dr. Sortino’s recently published book The Promised Cookie about his teaching experiences with ADHD children is available is available on Amazon.com.

His column “Awakening Every Child’s Genius” is available through several North Bay newspapers, and he writes a blog for the Santa Rosa Press Democrat entitled “Your Child’s Learning Brain.” 

The following are recently posted blog articles:

• Children with Attachment Disorders: Healing the Paper Cut

• A Viable Alternative to Medication For ADHD Children?

•  Learning Potential, Student Fatigue and/or Lack of Sleep

•  The Underachieving Child

•  Kids and Competitive Sports: Too Much Pressure?

• ADHD Children: When 50% Is Really 100%!

•  BPA and Childhood Developmental Disorders

You can reach his blog by clicking here.