According to The Center for Disease Control estimates, approximately 4.5 million children 5-17 years of age have ever been diagnosed with ADHD as of 2006.

The National Institute of Mental Health estimates that approximately 2 million children are currently diagnosed with ADHD.

These estimates translate into 7-8% of school aged children having the diagnosis of ADHD. If you thought these numbers seem a bit higher than those for other mental illnesses like, say, Obsessive Compulsive disorder, you’re right. ADHD is among the more prevalent diagnosed disorders, especially among those seen in children.

The diagnosis of ADHD has seen its share of controversies. Some argue it’s a sham disorder. Some say it’s a result of overparenting. Etcetera. Etcetera.

Among the controversies, is age. How young can ADHD be detected? At what age can it be diagnosed?

The majority of young children are active, perhaps even hyperactive. They explore everything that’s around them, and they love experiencing the way their bodies feel when moving, jumping, running, and so on.

As they mature, those naturally elevated activity levels start waning, giving way to well-behaved and obedient young men and women. Or, at least, that’s the hope. One way or another, the terrible twos usually last one or two years hence.

Therefore, the diagnosis of ADHD has traditionally been reserved for children 5 years or older. Some diagnosticians don’t diagnose before the age of 6 or 7. Other measures are also taken to avoid misdiagnosing children as having ADHD. For example, one of the diagnostic criteria is that the child in question must exhibit the symptoms in more than one environment – to make sure the symptoms are not caused by a specific environmental stressor.

Yet, with all these precautions in place, ADHD is still being grossly over-diagnosed.

According to a recent study conducted by Michigan State University’s economics professor Todd Elder, nearly 1 million children in the United States are potentially misdiagnosed with ADHD simply because they are the youngest – and most immature – in their kindergarten class.

Elder studied some 12,000 young children. He found that the youngest kindergarteners were 60 percent more likely to be diagnosed with ADHD than the oldest children in the same grade. Similarly, when that group of classmates reached the fifth and eighth grades, the youngest were more than twice as likely to be prescribed stimulants for ADHD.

Overall, the study found that about 20 percent – or 900,000 – of the 4.5 million children currently identified as having ADHD likely have been misdiagnosed.

ADHD can and should only be diagnosed by a physician, preferably one with special training in developmental pediatrics. However, very often parents are driven to look for a diagnosis because of teachers’ reports. According to this study children who are younger than their peers and, subsequently, less mature in all areas of development, are being held to the same standards as their older and more mature peers.

While emotional, behavioral, and intellectual immaturity may mimic the symptoms seen in ADHD, gross misdiagnosis on this scale – if this study’s results are sound – should create an outcry.

Age and developmental norms are taken into consideration during every evaluation of any child. ADHD is unique in that it considers a child’s attention span, impulse control and activity level, all areas that most younger children have difficulty with, particularly when compared to children who are older than they are. As this study suggests, caution must be taken by teachers when considering whether to alert parents about their child, by parents when taking their child for an evaluation, and by diagnosticians administering evaluations.

Determining a child’s age compared to those of his peers and classmates is a rather simple thing to do. And it is a crucial thing to do before jumping to any conclusions.

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Fun comes in many flavors. Regardless which one you like, it is important to include fun in your daily life.

However, I didn’t always appreciate that which I just wrote.

While in graduate school, I once spoke to a mentor of mine who asked me, “What do you do for fun?”

I looked at him wide eyed, and I detailed my grueling schedule to him. He was unimpressed with my case that I was overworked to the point of not even being able to think of fun. He made it clear to me: “Everyone must have fun in their lives in order to be happy.”

At the time, I didn’t heed his advice. I believed, mistakenly, I couldn’t.

Once I started working with children, the important role fun plays in our lives began to become clear to me. There is something very special about observing children getting lost in the moment with what they are engaged. Being carefree is at times a blessing. It allows you to be present instead of distracted.

Ever wondered why time flies when you’re having fun? It’s because you become so absorbed and immersed in what you’re doing that you forget to look at your watch. You think only of the present without comparing it to the future or the past.

Children are great at having fun and being present while at it. Adults, not so much. We are rather concerned with many other things while playing. We have adult stuff on our minds. This difference between adults and children may create a barrier which impedes a healthy relationship between us and children. It also gets in the way of the magic that happens when children have fun.

Reader Maggie Macaulay from Whole Hearted Parenting eloquently summed it up in a comment on a recent post:

As parents, our first and primary job is to keep our children safe.  When our own fears spill into the mix, we may limit our children from experiences that may teach important lessons and from which they may grow.  Parents can ask themselves, “What is my motivation to say ‘no’?’  If it has more to do with a limiting belief that you have then with your child’s safety, consider the positive things that could come about if you say, “yes”.

I recently discovered a limiting belief that I have — “When having fun, I have to be careful or someone will get hurt.”

I can see where that limiting belief had not only influenced my involvement in activities and my full enjoyment of activities but also some decisions I made around my daughter’s activities.   I shifted that belief to “having fun is carefree.”  I certainly will not put my daughter in an unsafe situation, AND I am more open to her participating in fun, carefree activities (and me, too!).

For adults, being carefree and having fun doesn’t come as easily as it does for children. We are conditioned to be responsible and all grown up. Children play. Big people work. Or so we believe. Yet, my mentor was right: We do need fun in our lives to be happy. Fun allows us to be present. It makes us temporarily forget about the past and the future.

Most importantly, it lets us connect to our children in a way otherwise not possible.

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Coming off several years of schooling, I have been going through a phase of transition in various areas. I am no longer being graded on everything I do, and it feels interesting.

I always felt that being in school provided me with a sense of safety. You attend, read the syllabi, figure out what is wanted by your professors, work hard and execute, and get a grade.

The problem, however, is that safety borne by being graded doesn’t take you very far. It gets you through school. It may help get you into prestigious institutions. However, once you’re out in the real world, it’s discontinuation shows you how dependent you’ve become on the grade.

Since you’ve been programmed to follow the outline as closely as possible, you’re likely to shy away from innovation and creativity. You’re likely to defend and preserve the status quo, becoming just another singular piece of the vast puzzle following the proverbial outline. You become conditioned to not stand out. You are afraid to shine, scared to draw any attention to what you do.

You fear not getting that A.

Needless to say, children go through the same process. They are conditioned to go for the A. Understanding what is being covered, appreciating the content, and building on it, is overshadowed by the need to satisfy the graders and their red pens.

The school is not the only place children worship the A. The A represents how one child compares against another child. It doesn’t speak to an individual child’s abilities, strengths, or weaknesses. Therefore, any other place that gauges a child in comparison to others – for example, a child compared to siblings – encourages the child to work toward comparing well but not toward performing and being great.

What if you would give your child an A before even beginning? Is it possible to set them free from living their day to day life striving for an A and fearing a B or a C? Can all this energy be spent on letting each child be as great as they, individually, can be – without lame grade comparisons?

Benjamin Zander is the conductor of the Boston Philharmonic Orchestra. He is also a professor at the New England Conservatory of Music. He starts every year with 30 fresh students. The first thing he tells his new students is that he is giving them all, right then and there, an A. The class he teaches does not subsequently turn into a free-for-all circus. Rather, with his guidance and the students’ commitments, the students shine.

One by one, they learn to let go of the need to compare themselves to others, they begin developing organic individualistic talent, and they work toward goals more meaningful than a shiny capital letter next to their names. In fact, Mr. Zander’s class has a much lower rate of absences, and the students report feeling less anxious to be attending his classes.

Of course, grades are here, it seems, to stay. I wouldn’t want to be seen by doctors who didn’t pass their licensing board exams. The point Mr. Zander teaches us, however, is that in some areas we should be willing to let go of the notion that there is only one right way of doing something. Our way. We should be willing to  give a child an A from the get go, allow them to not follow an outline once in a while, and be creative.

If there are many roads to Rome, should children be encouraged to take some of the less traveled ones?

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Disclaimer: This photo is for illustrative purposes only. No politics. No product placement. Promise.

A relative of mine recently remarked that he’d like to see news outlets dedicated to reporting only positive news. There are, of course, several blogs and websites run by individuals that post only positive stories, but, truth be told, they don’t pack the punch.

We do live in some tough times, but why isn’t there more interest to bring positive news to the masses? In fact, can you even imagine a positive or happiness-inducing story making the front page or the top-of-the-hour news? Unlikely.

It turns out that we are programmed to receive negative messages from the day we are born. Unfortunately.

According to Shad Helmstetter, during the first eighteen years of our lives, if we grew up in fairly average, reasonably positive homes, we were told, “No!,” or what we could not do more than 148,000 times. If you were a little more fortunate, you may have been told, “No!” only 100,000 times or 50,000 times. However many, it was considerably more negative programming than any of us needs.

Meanwhile, during the same period, the first eighteen years of our lives, how many times do you suppose we were told what we can do or what we can accomplish in life? A mere average of 3,000 times.

The ratio? For every time we were encouraged to try something or  that we were told we could succeed, we were given fifty messages that we could not or should not do something or that we would fail.

Yes, 50 negatives for every 1 positive.

There’s a fine line between setting limits for and being overprotective of our children. The line is arbitrary, and it is one that is different for everyone. The limits should be reserved for when a situation is dangerous or may result in harm. Protecting children from failure, however, might not be beneficial for them.

Rather than preventing them from taking a risk, encourage them to try and do their best, and work with them on how to deal with unfavorable outcomes.

While we wait for the news coverage to become more positive and rosy, we can at least send some positive messages to the children we raise and treat.

Do try this at home.

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Consumer Reports has recently made some news by rattling the big giant, Apple. They are known for being objective reviewers of all kinds of products. They rate them and either recommend them or not. They also have a division which reviews health related products and services etc.

Recently, they surveyed parents of 934 children who were diagnosed with ADHD to get their views about the symptoms they noticed, the diagnostic process they went through, helpful treatments, and the advice they would give other parents.

It is interesting to read the results and how they break them down. It gives us a glimpse – a snapshot - into the lives of those affected by this disorder. ADHD is a disorder surrounded with some level of stigma (also addressed in the survey), which often prevents people from letting the public gain insight about it.

Here are some of the noteworthy findings:

♦ 67 percent found drug therapy to be the most effective treatment, followed by switching to a more accommodating school (45 percent), giving one instruction at a time (39 percent), working with a private tutor or learning specialist (37 percent) and providing structure by maintaining a schedule of activities helped 35 percent.

♦ 84 percent of those in the survey tried medication at some point, and more than half of the children tried two or more medications in the past three years.

♦ Medications, parents say, are most helpful with improving academic performance and behavior at school (35 percent described it as very effective). They are not as useful in mitigating behavior at home (26 percent), improving social relationships (19 percent, or self esteem (18 percent).

♦ Even while agreeing it worked, parents are not thrilled to be relying on drug treatment. Only 52 percent “agreed strongly” that “if they had to do it over again, they would have their kids take medications,” and 44 percent said they wished there was another way to help their child.

♦ The two main reasons parents went for help was because they felt their child needed academic help or because a teacher/principle suggested they get tested and intervention.

♦ Interestingly, the most common symptoms leading parents to get the child tested were not related to negative behaviors or hyperactivity. Rather, they were related to the children being easily distracted, having difficulty focusing and paying attention, and losing interest quickly. Note, that a large percentage of children were referred for help due to hyperactivity and impulsivity, though.

♦ Most children were diagnosed by their primary care physician; far fewer were diagnosed by specialists such as child psychiatrists.

♦ A significant percentage (25%) of children were diagnosed based solely on interviews without going through formal diagnostic testing.

♦ In less than half of all cases were the children’s teachers interviewed before making a diagnosis. Likewise, in very few cases did the physician include a classroom observation as part of the diagnostic process.

♦ Finally, for some good news, the survey found the stigma associated with ADHD to be largely gone. Only 22% of parents reported not sharing their child’s diagnosis with teachers and friends because of the stigma associated with this diagnosis.

The results of this survey are a mixed bag. There are some points to be concerned about. Teachers should have a more active say and be more actively involved in the diagnostic process, especially since most children get referred because of academic problems.

And there are some points to celebrate. The fact that the stigma associated with  ADHD is at an all time low speaks to how accepting and accommodating we have become toward children with differences. It also underlines the great work teachers are doing in working with these children’s unique needs.

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Diagnosing Autism – by Listening?

by Mendel on July 20, 2010

in Autism

One of the prime characteristics of autism is speech delays. Many children who are on the autism spectrum are non-verbal; they essentially do not communicate with words.

It might not come as a surprise then that scientists have just concluded a study in which they claim to be able to diagnose autism in young children with 86% accuracy by listening to their babbling.

This from the BBC:

The US scientists analysed nearly 1,500 day-long vocal soundtracks from battery-powered recorders attached to the clothing of 232 children aged between 10 months and 4 years.

In total more than three million individual child utterances were used in the research, the study notes.

The study focused on 12 specific sound parameters associated with vocal development.The most important were those involving “syllabification” – the ability of children to produce well-formed syllables with rapid movements of the jaw and tongue.

Experts believe these sounds form the foundation of words.

In autistic children up to four years old, there was a mismatch between the expected parameter values and age.

As the article points out, these findings may have important ramifications in the screening process of young children. Much of the diagnostic process these days relies on caregivers filling out questionnaires. These surveys rely heavily on subjective reports, which, at times, are not error-free. Having an objective measure that is 86% accurate as part of the screening and evaluation process is something to be excited about.

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Picky Eaters: To Worry or Not to Worry?

July 19, 2010

Children being picky eaters is a rather common complaint from parents and teachers of children who are on the autism spectrum. Some children refuse to eat certain textures, some avoid certain colors, and others certain categories of food. This pickiness may result in frustration and conflict between caregiver and child. It sometimes also leads to [...]

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Embrace these 14 Characteristics and Become a Linchpin Therapist

July 12, 2010

The linchpin is the therapist who decides to take the risk and do something different. The linchpins are those practitioners we all know who are indispensable. Those who countless families rely on for steady help and support in trying times. Those who contribute freely and enthusiastically to the people they serve and to their colleagues, [...]

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Are You a Linchpin Therapist?

July 4, 2010

Read on for the relevance of this photograph. Much inspiration comes via learning from other educators, therapists, and parents, from reading their books and blogs to attending or watching their lectures. But there is a lot of inspirational information out there from people in various other fields that are applicable to anyone including those involved [...]

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Have You Stopped to Smell Your Roses Today?

July 2, 2010

Yesterday, I came across the following poem. I didn’t find it in a book about raising children or about therapeutic approaches for children. I found it quoted in a book about personal finances. Go figure. Inspiration just creeps up on you like that. As a therapist, it is often easy to get caught up in [...]

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