I Couldn’t Believe It

I was shocked!  I was talking with my daughter’s teacher this morning and I heard something I didn’t think I would ever hear.  We were discussing my daughter and her strengths and weaknesses (she has trouble taking tests, but is still staying on the A/B honor roll) and ADHD came up.  Now, although my daughters have both been diagnosed, the youngest is still in the process of getting all the paperwork done to start a 504 plan, so the teacher had no idea.

I thought this year I would give it a few weeks before mentioning it to the teacher, let her get a chance to get to know my daughter without any preconceived notions.  So, in our conversation today do you know what she told me?  That my daughter is a great kid (I knew that though), that she ALWAYS finishes her seat work and she rearely, if ever, has to remind her to get back on task.

I was astounded.  In fact, four hours later I still am!  I have NEVER been told this before, about either of my girls, but especially not my youngest.  Thank goodness for all the things I have figured out to institute to make this even possible.

Anyway, I just had to share.   Who woulda thunk it!?!

Housekeeping Stuff

So I got to thinking about it and wondered how many people really know how a diagnosis of ADHD is typically reached.  Well, here I will attach the diagnostic criteria from the DSM-IV:

DSM-IV Criteria for ADHD
I. Either A or B:

1. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:

Inattention

1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

2. Often has trouble keeping attention on tasks or play activities.

3. Often does not seem to listen when spoken to directly.

4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

5. Often has trouble organizing activities.

6. Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).

7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).

8. Is often easily distracted.

9. Is often forgetful in daily activities.

1. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:

Hyperactivity

1. Often fidgets with hands or feet or squirms in seat.

2. Often gets up from seat when remaining in seat is expected.

3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).

4. Often has trouble playing or enjoying leisure activities quietly.

5. Is often “on the go” or often acts as if “driven by a motor”.

6. Often talks excessively.

Impulsivity

1. Often blurts out answers before questions have been finished.

2. Often has trouble waiting one’s turn.

3. Often interrupts or intrudes on others (e.g., butts into conversations or games).

1. Some symptoms that cause impairment were present before age 7 years.

2. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).

3. There must be clear evidence of significant impairment in social, school, or work functioning.

4. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

Based on these criteria, three types of ADHD are identified:

1. ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months

2. ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months 

3. ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

 

 I don’t know about you, but I would be relieved to be dealing with only 6 of these traits on most days!

Hope this is helpful.  Let me know!

Stay Strong

~Tracy

Dealing with schools!

Well, I have gotten a lot of emails this week about how to help our kids do well in school.  So, in honor of everyone who has written asking that question or a related one I thought I would answer that one.

Our kids are doing the best they can in school.  Though they may be misunderstood, they are not TRYING to misbehave, act out, or forget their schoolwork.  What they ARE trying to do is get along the best they know how.  You see, our school system is outdated.  It does not take into account the fact that our kids are all individuals, with individual needs, strengths and weaknesses.

While some kids do very well with rote memorization, extended lectures and laborious homework, others do not.  What is most unfortunate is that our schools typically teach to the former group.  Why?  It is easier.

Now, our educators, on an individual level, are amazing human beings who have devoted their lives to teaching our children, and not getting paid very well in the process.  Again, unfortunately they are part of a system, a system that does not change rapidly or even steadily.

Our school system tends to change slowly and in phases.  They may make some overall changes in the way they do things, but then they won’t make any additional changes for quite a while.  I understand that this is for a number of reasons, many political and structural.  I get that they have to teach to the masses, not the individual.  And I certainly know that all of these problems are not due to any one individual alone, they are the result of YEARS of poor choices and putting our heads in the sand.

However, I don’t care!  I just want my child to receive the best education she can!  So, how do I accomplish that?  Communication and diligence.

Communicate:     with everyone; teachers, administrators, doctors, your kids, anyone that has contact and influence over your children.  Explain your children’s challenges, but also emphasize that they do not need to be treated “special.”  This does not need to be a big deal, but it does need to be addressed appropriately.

Diligence:     With schoolwork, your kids and the schools.  Stay on top of them.  Make sure they do the things they say they will do.  You have a right to not only hold your children accountable for their choices, but the schools and doctors as well!

 ~Tracy

For more tips and information visit http://www.TheADDEdge.com.

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