I think that my son might have ADD

My husband and I have been in marriage counseling for a year now. We're doing really well, but last week our therapist suggested that my husband might have ADD. We did a lot of research and think that he does have ADD. Now, he's waiting for an appointment with the doctor and possibly psychiatrist. Well, I've also said for a long time that our oldest son is a mini version of his father. My husband agrees and we are also taking a close look the possibility that out son could also have ADD (neither seems to fall into ADHD catagory). My questions are to anyone who has been through this process. To medicate or not to medicate? How do you discipline a child with ADD? Any proven methods to help them remember things? How do I cope with this condition? I want to support them both, but it's so hard to not get frustrated when I see them constantly forget or put things off. Are there any good support groups in the Dublin/Pleasanton/Livermore area? Any advice on good reading material for both coping (them) and handling it better (me) is appreciated. Thanks! Trying To Find Help

Resources & Books about ADHD

Our 10 year old son was recently diagnosed with ADHD (inattentive type). We are looking for recommendations for resources, groups, classes, books, playgroups, IEP etc. to educate ourselves so that we can nurture our son and be good advocates. We would be most grateful for any feedback or recommendations. We live in Castro Valley.

I think it is also important to emphasize to your 10 year old that he is not ''dumb'', nor that his brain is dysfunctional, nor that there is anything wrong with him. Your son simply thinks in a way that is different from many other people and such thinking style can be a great strength, but sometimes is also be difficult. The difficult part is a challenge which he is cable of overcoming. Here are some website which show famous people with ADHD ( http://www.adult-child-add-adhd.com/categories/general/famous_people.php OR http://www.adhdrelief.com/famous.html). Hope that helps, good luck. Anon

Active 2nd Grader or ADHD?

My child will be entering second grade this fall and I'm beginning to wonder if she's just active, or if she has ADHD. She's always been on the very active end of the spectrum - jumping up and down when she sees friends or spinning when she hears music she likes, dancing, moving constantly, running. She's never been a kid who can sit and do a puzzle, or color quietly. She's constantly exploring drawers (childproofing was a must), opening bags, dancing, filling containers with dirt and beans and pouring them into smaller containers, stuff like that. Her temperament is kind, and she makes friends easily. We've worked hard not to restrain her natural curiosity, because it's messy (but natural) and there's no malice in it. But she's clumsy, fidgety, and simply can't sit still for long. In restaurants, she's literally rolling on the seat, her arms are like tentacles, she's kicking, and despite our attempts to demand she sit still, she can't. Her last year's teacher did not see any indication of ADHD but did indicate that she ''spaces out'' sometimes. My partner's relative said we should give her time outs for not sitting still in restaurants -- should we? Or can she help it? Is all this movement a result of bad parenting? Where's the line between temperament and disorder? Help! She's Digging in the Backyard

I'm certainly no developmental psychologist, so if you are concerned, you should have your child evaluated. But do know that there are other kids out there with very active temperaments. It's normal, and not necessarily a problem. They may have trouble because the school wants them to sit still, but it doesn't necessarily indicate a need for punishment, therapy or medication.

One thing I've definitely found (just FYI) that has helped with body awareness is that he has taken regular martial arts training for a couple of years now. He's much more able to control fidgeting, and not bump into stuff, than before he started. the puppy's mom

Whether or not she has ADHD, her activity level is not a product of bad parenting, it is just how she is and it will likely be a valuable strength later in life after this awkward stage is over. Its very easy for others to judge when they have not truly experienced it, but its not right for them to do so. I think it is fine to give children with ADHD (or non-ADHD kids) timeouts, in fact I strongly suggest it as it gives them a break from all the stimulus. The various books on ADHD may be helpful on this subject and just about every bookstore has a ton of them. I found Dr. Amen to be helpful - (http://www.amenclinics.com). What is harmful is to call a child with ADHD ''lazy'', ''spazy'', or try to force them to focus when they are already tired or are not interested in the subject. If you do determine she has ADHD, then I would learn about all the accomplished famous people who have had ADHD (and there is many) and ADHD as well as other ''learning differences'' are just a different way of thinking, not a ''disorder''.

If your child seems to be suffering, such as doing poorly in school or feeling bad about themselves, then maybe getting tested for a learning disability by a qualified professional is a good idea. I am sure your school can provide recommendations. Such testing is not cheap and insurance rarely covers it (although I think Kaiser might), but such academic testing will give you a much more thorough and professional opinion on how your child learns best, and if she has an LD, how best to approach it. I am personally very weary of medications for ADHD, so I suggest being cautious if ADHD is the diagnosis, but you can read about the pro and cons of medication if and when a diagnosis of ADHD is confirmed.

Good luck, I am sure your a great mom. Anon

Worried that grandchildren may have ADD

Recently we started suspecting that my grand daughter (and maybe my grand son too) has ADD. The problem is: their father died recently from mental illness and they know he had ADD and depression (among other things). The subject of perhaps them having ADD is really scary for them. Any suggestions about how to approach this? They are both already in therapy for grief counseling. Feel free to email me directly.

ADHD in a 3-year-old?

Hello All, I have a good friend whose son was diagnosed with ADHD, and he's 3. We both find this rather crazy, as most three year olds are well, a little crazy. Although she does say that while in preschool she can see he's different. Here is the issue, the pediatrician.

The doctor said because of the aggression and his flight response he wants to do meds and then come up with a plan. She feels the exact opposite.

Calling all parents of kids with ADHD. Books, websites, tips whatever you got. She does not want to do meds, he is only 3 after all.

My main point is, you want to avoid the scenario where everyone decides to wait-and-see, and in first grade the child is still hitting a lot and ends up being avoided or in trouble at school. We have one good friend with ADHD, whose behavior is mostly fine, and who is on medication (but is much older than your friend's child.) It has been a lot of work for the parents, but their son is doing well. anon

Inattentive ADD in School-aged Kids

I am looking for references for Inattentive ADD. Any good books, resources in our community, etc? Advice on getting public school to work with child? Any success using supplements and diet restrictions to aid child's ability to work with issue (s)? Thanks Juliette

As part of the application process, our daughter was tested (for free!!), and it was confirmed that she did have inattentive ADD. Then we were randomly assigned to a small group with whom we met on a weekly basis. The meetings were facilitated by a CLAS staff member (Ph.D.) who introduced several very specific strategies designed to help children with inattentive ADD. We tried the strategies, came back together and talked about how it was going. We got to know and compare notes with the other parents. We were able to get suggestions from the researchers tailored to our specific circumstances. Last, but not least, the project actively involved our child's teacher, and she got paid for her time! It was an excellent experience for us. We are continuing to use the materials and strategies at home and with this year's teacher.

CLAS is a 4-year study, and they recruit a new group of participants each year. (Last year was the first year.) You can contact the Project Coordinator, Adriana Nevado, about possibly joining this school year. Her number is 510-643-3437. Be aware that families are randomly assigned to one of three groups; one is the control group which receives little to no information or support. B.

Binocular Vision Test & ADD

Has anyone taken their child to UC Berkeley's School of Optometry for a Binocular Vision Test recently? Planning to take my 6yr old daughter there. Her school had a doctor from UC Berkeley who did the eye exam and had mentioned about Binocular Vision. I've taken her to my regular eye doctor, who said she was fine. She?s not doing academically well in school, so trying to see if there's any relation in vision. I took her to the doctor and was diagnosed with ADD, just by the questionnaire completed by the parent and her 1st grade teacher. That?s it? Just by a questionnaire? Does anyone know what other tests there to test her? I?m not sure what direction I should start looking into. I've written an email to her principal to see if the school psychologist can give her a test. My daughter now freaks out when you tell her to do homework and hates school. She use to love preschool & most of Kindergarten. Sylvia

The binocular vision testing is very thorough and somewhat exhaustive at UCB, and they have a pleasant manner. The multiple tests look for any problems with visual perception. My son tolerated the tests well, as UCB works well with kids. Good luck

As for ADD... it is not uncommon for children to be diagnosed using no other measures than a survey. Sometimes if it is done by a school psychologist the child is also observed in class. I've spoken to one who recommends brain scans, though I haven't had a chance to persue how one would get that done. We waited about two years to do anything about our son's diagnosis... it seemed arbitrary at the time, borderline at best. The psychologist who presented the results had no credibility since she couldn't even read the graph to us correctly... So we decided to wait and see. This year it became obvious that the other kids aren't ''just like him''. It was impacting him socially and acadmically and really hurting his self esteem, and since we'd tried addressing evey other issue we decided to start medication... it has made a world of difference already and we aren't even through experimenting wiht dosage to see what is best. Still trying to figure it out

With regard to ADD, just a couple of questionnaires seems like an incomplete diagnosis. That would work as a screening test -- saying that your child needed further evaluation, but not as a complete diagnostic tool. It seems like you might want to consult with a developmental pediatrician, developmental psychologist, and/or the school psychology team at your school (you can get an evaluation through your public school by formally requesting it, and I believe it must occur within 60 days of the request). They usually do a very thorough testing of your child, including IQ tests, academic tests, classroom observations, as well as questionnaires.

In terms of your child hating school, some of it may be a mismatch between how she learns and the teacher. You might want to do some talking to other parents who have spent time in the classroom to see if there's been any friction between your child and this teacher. My child had trouble with the teacher in one particular grade, and it was a total nightmare, for him and me. Since then, however, he has done very well, loved school and the teachers, and all has been well. Karen

ADD or just 7-year-old phase?

My 7-year old son has always been ahead on the learning curve, was an early reader, has great fine motor skills, and good focus. Recently, however, he has been having trouble comprehending instructions at school and at home, and can't seem to focus on any school related tasks (he does fine when playing). He is struggling in school and with homework, and seems to be forgetting even the simple things he has known for years. His teacher is concerned that he has ADD. However, he can focus intensely for long periods when doing legos, drawing, or doing other non-academic activities. I get frustrated helping him, because it seems like no matter what I say to help him he doesn’t grasp it (and being frustrated with him clearly doesn't help him). Should I be concerned or is this just a 7 year old phase? confused and concerned

6-year-old shows signs of ADD - how to help him?

I have a wonderful little boy who just turned 6. Since he was in preschool teachers have been quick to mention they think he has ADD. I've been reluctant to jump to this conclusion because of his age. Boys tend to mature slower and be impulsive. I spent some time volunteering in his Kindgergarten class and quickly noticed that my son was not as ''engaged'' during reading time when the teacher was talking or singing, had a hard time staying focused on his work, and was doing very poorly at socializing. I had some talks with his pediatrician over the symptoms and even though they do not generally diagnose them until they are 8 he is showing signs of ADHD. Here is where I am stuck. He is 6. He is a boy. He is above grade level in math and reading. So, there is not a learning disability, but he is really struggling with his actions (he tends to have poor impulse control), his transitions in the class are very difficult for him, he keeps telling me that ''he was in class and his mind made him think of (insert 50 random things here)'' and that he struggles with concentrating. I was amazed that he was able to communicate that with me. Although, it means that it was on his mind too. I'm careful not to mention things in front of him. I don't like labels, and I don't want him to label himself either. I want to know what I can do to help him, but not overhelp him. I'm not sure if he needs a 504 plan. I'm afraid of him getting labeled and having that carry over and the teachers discriminating against him because of it. Or, him being singled out in some way and not feeling like part of the class. I'm really confused because, having not been through this before I have no idea what to expect, what works, or what else to try. This is where I plead for help. Any advice will be consumed and devoured. I want to be my child's advocate. I love him dearly and want him to succeed in life. It just takes one step at a time. eastbaymom

Anyway, so we took him to see a developmental pediatrician whose advice to us was to hold him back from Kindergarten or have him do it twice, so that he could catch up developmentally to where he is intellectually before he hits 1st grade. We don't want to hold him back or have him repeat K twice, so we're exploring a middle ground - montessori. Montessori schools don't have grade levels per se, and the curriculum is child centered. This means that the teacher will assess my child and provide him with curriula that challenges and interests him. It also means that if he has to do an extra year of school before Kindergarten, it won't be weird for him. He won't be held back while the rest of his friends go off to the next grade.

I wish you well and good job for trying to figure out alternatives to having your child diagnosed with a learning disability - especially since it's possible that he just needs a little more time to catch up socially. anon

By the age of six, you can certainly have him tested. This is really the first and most important step. A professional can sort through the difference between ADHD and just a ''boy.'' In our case, it was very clear cut and almost off the charts. We retested at age 9 with a different person and same results. In our case, medication was and is essential for daily functioning. There is so much to read and so many options. Medication isn't the only option, but it is often a part of an overall solution. My son really didn't know a label until quite recently.

However, we have worked with his teachers very successfully since 1st grade and they have known of the diagnosis. Overall, better for them to know and work with it than not (although I struggle with the same concern of labeling).

If it turns out that he does have it, there is lots of help out there for both of you. They say one out of nine kids may have this. Maybe environmental? In our case, both the dad and grandmother clearly have it, so genetics is at play.

My main advice, get into the subject. Find out what he really has and then you can create your game plan. Good luck! Anonymous

I've been through this with both of my kids -- it's expensive, but well worth it. My son was also 6 when issues arose, we had him evaluated, it was ADHD plus other things. My daughter was also evaluated a couple of years later -- no syndromes, but we got great input from the psychologist on how to parent this particular child.

I would recommend Dr. Carina Grandison (sp?) at Children's Hospital (she evaluated our daughter). anon

After numerous discussions with our pediatrician, we took our son to a developmental pediatrician for evaluation. Honestly, this wasn't terribly helpful and cost a lot. We learned our son has some of the qualities of ADHD and Aspergers kids, but did not receive a firm diagnosis - he's borderline. The pediatrician confirmed our concerns and observations about our son, but didn't add much to our understanding of his behavior or approaches to handling it. Although, she did make us aware that impulsivity is an element of ADHD and can contribute to social difficulties.

We ended up having our son assessed by our public school speech therapist (for language pragmatics/social skills) and occupational therapist. Some of the assessment was observation or in-class and some out of class. The speech therapist worked to minimize the loss of class time. The kids in his class don't seem to view visits with the speech therapist in a negative light. The results of the assessment and IEP were not surprising, but thorough and provided measurable goals. My child was recommended for the gifted and talented program and other services to address his social difficulties. We weren't pressured to accept any services. I am finding that the assessment and IEP are a good place for us to start conversations with my son's teachers. They lend legitimacy to the idea that my child needs support socially and behaviorally. I spoke with a number of teachers about the possibility of stigmatizing my son by putting him into the school evaluation system. They all felt that he would not be harmed or stigmatized by the process and so far, that has been our experience. Overall, I'm happy with the public school process and found our speech therapist to be a good advocate for our child.

We also are planning to have our son attend a private social skills group this year. They do their own assessment of your child. Although we haven't started the weekly classes, I have been thinking that I wish we would have started with this approach. They would have told us if he needs more, less, or different help. And, we would have started working to build social and behavioral skills immediately instead of doing so much evaluation. Good luck. Anonymous

Has anyone heard of inattentive ADD disorder?

I was in my salon the other day and spoke with someone who has a daughter with the same type of problems as my daughter. some were your typical, but some hit right on the mark. She said her daughter was tested and was found to have inattentive ADD disorder. She was givin meds and went from a majority of D's on her report card to A'S. Any input or Recommended physicians who specialize in this hard to detect type of ADD. Ray

Attention Deficit in 4th grade girl

I would like some advice to help my 10 year old daughter who is incredibly bright and talented in the arts and acting and can sing very well despite having had no voice lessons. She does well in school despite not paying attention well at all. I have noticed this problem with her since pre-school but always hoped she would outgrow it. She doesn't pay attention to directions, she doesn't pick up social cues; she loses things; interrupts conversations inappropritaely; does not know how to join a conversation, but will just start talking about a topic of her own interest; will reapeatedly interupt an adult conversation to get them to attend to something she is saying; doesn't like to wait her turn; is a perfectionist to the point that it interferes with her test taking ability and so on. She was tested for ADD in Kindergarten by Kaiser, but I didn't believe the testing was very inclusive. Her school report cards at Elementary school in Berkeley were always the same - her academics were always fine, but with comments from the teachers about her inability to pay attention and her difficulties with her peers. We moved to Martinez where she goes to a fairly conservative public school and again - she really stood out - her intelligence and knowledge are above grade level but her social and emotional functioning are behind. The teacher has to practically stand over her to make sure she is on the right page. I spent a lot of time and money putting her through auditory processing disorder therapy which didn't help much. (A little but not enough that the teachers noticed). Her school did a lot of testing on her that shows an above average I.Q. but placed her at risk for attention disorder, depression and other such things.

I have now come to the conclusion that the child does in fact have an attention deficit disorder and that a lot of her depressive symptoms are caused by her inability to make friends and get along with her peers and her inability to pay attention to instructions and things going on around her. I have been trying to get her into a physician or a clinic that will work with her and do a trial of medication, just to see if it works. She is going to be entering 4th grade which is a big change from 3rd grade. We don't seem to have any control over her behaviour. She ignores what we ask her to do. Reward tactics don't work. Discipline tactics don't work. I am at a loss as to what to do for her. We have tried changing her diet (excluding sugar, refined foods, milk - you name it) counseling, different approaches to discipline, Kumon, fun things, not fun things etc. She is in her own world and is going to slip throught the cracks without some intervention. I really can't afford to send her to a private school as her little sister is developmentally delayed and also requires extra tutoring, etc.

She also does everything that she knows that she is not supposed to do. Watches TV when it is supposed to be off, eats stuff she is not supposed to eat. Gets up at night and plays in her room when she is supposed to be in bed (the child doesn't seem to be able to go to sleep and once she is asleep - cannot wake up). Any advice or help from anyone with a similar situation would be appreciated. My time, my funds and my patience have been worn very very thin at this point.

Call Dr. Brad Berman at (625) 279-3480. He has an office in Walnut Creek. Leave a detailed message. He has a long waiting list, get on it now. The more info you give, the better he will know how challenging this is for you and your daughter. This is more than just ADHD and he tends to respond to the more difficult cases faster. He really likes kids. When I read his recommendations to my son's school I cried. Because he so clearly likes my kid and wants to communicate what a great guy he is to the school. You will need Brad's ongoing support. Things change as your child matures and new issues arise. I TOTALLY sympathize on the not sleeping and then not waking up! It makes your life and theirs sooo hard.

You'll find that since your daughter is very bright, things may bother her MORE because she is aware of more that other kids her age. Being different may bother her and yet modifying her behavior will feel impossible to her. Berman is great at separating the things the kid really needs to take responsibility for (and makes them feel good about it) and the things that they just can't manage. If she needs meds, he'll explain why and what they will offer her in terms of assistance and relief. Believe me, lots of parents know where you're coming from. You are not alone. Get support! Sympathetic mom

Continuing to focus on academics, I pressed her into college, sort of avoiding dealing with drinking, behavior issues, etc. except to try ThunderRoad (an adolescent program for alcohol), therapy, and a bunch of other programs that didn't work. I could tell she felt poorly about herself all the time despite the fact that she is attractive, bright, and talented musically and in dance and sports, with an outgoing personality (just an inappropriate one).

Her senior year I found Dr. Gary Landman (925-253-1041)in Orinda. He was happy to prescribe her drugs. Unfortunately her image was so poor she didn't want to take them, and/or would forget them. She spent one year in college, used the drugs to buy/sell/trade...but rarely to help herself. I will never know if they would have worked or not. She continued drinking, showing off, and getting into trouble from poor decision making, impulsiveness and showing off. Her threapist said she had the social/emotional maturity of a 14-year-old. She dropped out of college the beginning of sophomore year at 19, got pregnant with an acquaintance, and now has an infant. Need I say more?

I admire your persistence and encourage you to keep trying, everything, until something works. I wish I had tried even harder, and started the medications, although I was against them, when she was younger and I still had some control over her. I understand a combination of therapy, anti-depressants, and ADD meds work well. I know there is an outstanding doctor in Vallejo I think who has good success with these children. These children are delightful but require heavy management until a solution is found. And no, my experience is that they don't grow out of it, it only worsens as the stakes get bigger. anon

You're right that 4th grade will be harder for her than K-3, and that she's overdue for a really good evaluation. I think you might need to find a behavioral pediatrician or psychiatrist who deals with a wider range of possibilities though, not just ADD. It is certainly the case that your daughter's depressive symptoms would be a logical side-effect of everything else that's going on. It does also sound to me like she's manipulating you. Some of what you described is normal behavior for any 10 year-old who can get away with it. Also, since she's smart and knows you've tried so many things, she may be feeling like there is something intrinsically ''wrong'' with her.

If you have to go off your medical plan to find the right person, even if it means paying cash out of pocket, I'd do it. I know Brad Berman is highly recommended. We see Gary Landman, because he's an ADD expert and there wasn't ever any real doubt that that's what it was, just if it was.

Where you say your child was found to be ''at risk'' for ADD or other behavioral/learning problem --- I'd say she is more ''at risk'' if she's not properly diagnosed and treated for a condition that is making her life, and yours, miserable. I can't tell you how liberating it is to actually find out what's going on, and that there are ways to make it better. Good luck! Heather

ADHD and IEP?

Is an IEP appropriate for a 7 year old child just diagnoised with AD/HD? Should I request an IEP from the school? We have not yet tried drugs, but I want to get more information before we try them. I wonder if the school/teacher would give him more attention if he has an IEP in place, or if this would lable him. ANy help is really appreciated. Thanks. Mom

He is, however, eligible for services under section 504 of the Rehabilitation Act (which is a Civil Rights act that deals with access). Called a 504 Plan, this plan is a program of instructional services to assists students with special needs (who donÂ’t qualify for special education) in the regular education classroom. The plan should detail strategies for helping you child be more successful in his classroom setting. It may include things like: quiet room for testing, seating close to the teacher or away from distractions, assignment modification, etc. Since anyone can begin the referral process for a 504 Plan, I suggest you make a request in writing to the school district/school asking for a 504 Plan referral. In your request, mention the ADHD diagnosis and include a written record from the physician, neurologist, psychologist or other expert who made the diagnosis. Hopefully, the school will comply and ask you to be a part of the process. At the 504 Plan meting, you would offer your suggestions for what would help your child be more successful. HereÂ’s a link with some more information about 504 Plans. http://www.schwablearning.org/articles.asp?r=777

Medication should ALWAYS be a last resort – something you try when you’ve tried everything else and your child is still not meeting with success. Many teachers and administrators will suggest medication because it’s easier than trying to implement behavior plans and educational plans and doesn’t cost the school district anything. As a special educator, I know how important and therapeutic meds are for some kids. But it’s important to explore all other options.

Finally, I understand your concern about labels. Our culture is very quick to identify someone with a label. Some labels are good, though. Your reaction to your child’s ADHD will have the most impact on how it is perceived. It is important to get your child the help he needs so that he can be a success – that’s the label you want for him. Be honest, open and loving about his ADHD and help him understand how it makes him unique. Begin to teach him now how to advocate for himself. And by all means, don’t let a thing like a label prevent you from getting him what he needs. You’re his voice until he’s able to have one himself. Good luck! shari

''Schools often try to insist on an IEP to put your child in Special Educ. classes, which he probably doesn't need, and where, unless he is extremely slow, he won't learn much. The reason they do this is because they get much additional funding for everyone they put into Special Educ.''

It is true that districts receive money for each special education student, however, the grants for special education donÂ’t begin to approach the costs; districts and general ed parents complain that special education ''encroaches'' (the word makes me cringe) on the general fund.

The Individuals with Disabilities Education Act [IDEA] requires that students be educated in the ''least restrictive environment,'' which is the general ed classroom for the large majority. The school is not likely to place a student in a ''special day class'' unless he or she really belongs there. A kid of average intelligence with ADHD, with or without learning disabilities, would not be placed in SDC without some severe behavioral problems, for example.

''Only students with one (or more) of the 13 disabilities recognized by the Individuals with Disabilities Education Act may receive special education services. So, unless your child has another disability (such as a learning disability, which often occurs concomitantly with ADHD), an IEP is out of the question.''

ADHD is expressly considered a qualifying condition, usually as Other Health Impaired without other problems. It was added to IDEA in 1999 because a lot of IEP teams didn't realize that it could fit the definition of OHI without being named. A couple of people noted that ADHD has to adversely affect the studentÂ’s educational performance (which is more than grades) to be a qualifying condition for special education, and that is exactly true. All the other eligibility categories require the same criterion, that to benefit from school, the condition has to adversely affect the childÂ’s performance *and* the child needs special education to address the problem. OHI students do not have to demonstrate a discrepancy, though students with learning disabilities must, but California does not require a student be two years behind, as someone suggested. Absent needing special education remediation and support, 504 accommodations may cover what the student needs, and either family or school may request evaluation for special ed or 504.

Regarding medication, one person wrote that “Medication should ALWAYS be a last resort - something you try when you've tried everything else and your child is still not meeting with success.”

That’s one opinion. I have seen many, many families grapple with the difficult issue of medication. Another view might say that parents may not want their child to have met failure in everything they’ve tried before trying medication, which after all, is not an irrevocable decision. That’s between the doctor and the family. The school can never demand that a child be medicated, though in my opinion it’s not out of line for a caring teacher to say something like, “Have you thought of consulting your doctor about medication? Other people might say that a teacher should never mention medication because they aren't professionally qualified to diagnose and treat, and that they’d be seen to be doing it for their own ends, in order to have a compliant student.

Sorry this was so long, and I hope it made some things clearer. Dana Lear, DrPH Negotiating the Maze Special Education Advocacy, Research, Support www.negotiatingthemaze.org

7 yo with ADHD & learning disbilities

My son is far behind others in reading, spelling and comprehension as he enters second grade (good oakland public school). We have had various tests done, and while he is quite bright, he displays some processing disabilities and mild adhd behaviors. We are wading through all issues, including IEP, behavior counseling, Ann Martin tutoring, Lindamood Bell, further more specific tests on learning. Can anyone offer advice based on their experience? I am looking for experienced professionals who can help us with behavior training (us and him!) and tutoring at our home. We feel by starting early we can get a handle on this, but we would really benefit from some expert advice. Concerned mom

ADHD and T.V.?

Have any of you ever heard the idea that too much T.V. can be linked to development of AD/HD? I'm particularly wondering if any of you have read anything by T. Berry Brazelton or Matthew Dumont that supports this idea. Also, does anyone know, have any independent, verifiable, double-blind (i.e. scientific method) studies shown any link between AD/HD and T.V.? Colleen