ADD & ADHD

by:Nirvana Zarabi-Smith, Doctor of Natural Medicine

ADD (Attention Deficit Disorder) is a group of symptoms that affects concentration and a person's ability to focus. It can also cause mood swings, impulsiveness, and behavioral and other social problems. Children with these problems have difficulty in completing their schoolwork and are often in trouble with parents and teachers. There are many different causes and explanations for the symptoms of ADD including diet, allergies, food intolerances, anxiety, low muscle tone, anxiety, depression, family problems, poor discipline and even some forms of illness.

ADHD (Attention Deficit Hyperactivity Disorder) Imagine living in a fast-moving kaleidoscope, where sounds, images, and thoughts are constantly shifting. Feeling easily bored, yet helpless to keep your mind on tasks you need to complete. Distracted by unimportant sights and sounds, your mind drives you from one thought or activity to the next. Perhaps you are so wrapped up in a collage of thoughts and images that you don't notice when someone speaks to you. They may be unable to sit still, plan ahead, finish tasks, or be fully aware of what's going on around them.

The above is the broad definition of ADD/ADHD. True ADD/ADHD is defined as having an irregular mental tempo (i.e. the tempo at which the client thinks or performs is erratic and irregular). There are bursts of thought with pauses or gaps during which distractions can slip in. A simple, but not all encompassing test you can do at home is to place a sheet with the alphabet written out on it in front of your family member. Ask them to point to each letter, from Z to A and say the letters out loud. While they are reciting the letters in reverse order, record a series of hash marks in a line on a page, with the spaces between the hash marks denoting the interval between the family members saying the letters.

If the tempo with which they recite the letters to you is regular (Z… Y… X… W… V… U… T… S… R… Q… etc.), then it is unlikely that they have true ADD. They probably have a problem with one or more other cognitive processes.

If the tempo is irregular, such as Z….. Y. .X .W…. V…. U….. T… S.. R. Q… etc., then they either don’t really know their alphabet (such as the case of a child in kindergarten or first grade), or they may have True ADD/ADHD, which is usually in conjunction with other cognitive problems.

ADD and ADHD have been broadly defined as any condition in which the degree to which a patient has trouble paying attention is greater than what is considered to be "normal". The American Psychiatric Association (APA) has created a list of symptoms by which they suggest diagnosing the condition. Being symptoms, naturally, there is a fair amount of subjectivity as to the severity in displaying a symptom versus the intolerance or standards of the person (parent or teacher) who is exposed to the symptom.

Generally, if a pre-teen child has 6 or more of the symptoms, then they are considered to be ADD. If a teen has 5 or more of the symptoms, they are considered to be ADD. If an adult has 4 or more of the symptoms, they are considered to be ADD.

Unfortunately, these broadly defined symptoms have resulted in many misdiagnoses as the root cause(s) of the symptoms is rarely investigated.

According to the current DSM IV, The criterion for diagnosing ADD is:

INATTENTION (need 6 of 9)

1. Often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities.

2. Often has difficulty sustaining attention in tasks or play activities.

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

4. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (no if oppositional behavior or doesn’t understand instructions).

5. Often has difficulty organizing tasks and activities.

6. Often avoids, dislikes, or is reluctant to engage in tasks or activities that require sustained mental effort (such as schoolwork or homework).

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

8. Often easily distracted by extraneous stimuli.

9. Often forgetful in daily activities.

According to the current DSM IV, The criterion for diagnosing ADD is:

HYPERACTIVITY-IMPULSIVITY (need 6 of 9)

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

2. Often leaves seat in classroom or in other situations in which remaining seated is expected.

3. Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness).

4. Often has difficulty playing or engaging in leisure activities quietly.

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

6. Often talks excessively.

7. Often blurts out answers before questions have been completed.

8. Often has difficulty waiting turn.

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

According to the National Institute of Health, between 3% and 5% of the population in this country are affected by ADD/ADHD. The major symptoms of the disorder are distractibility, forgetfulness, inability to concentrate, poor attention span and impulsiveness. ADD/ADHD is labeled as a neurological disorder.

ADD and ADHD can both be difficult and cause distractibility, forgetfulness, disorganization, difficulty following rapid conversations, and low self esteem. Both can cause difficulty in completing schoolwork and assignments in a timely manner. Either can affect an individual’s ability to keep track of their belongings or to keep track of time. ADD, however, is without hyperactivity. A person can be withdrawn, shy and quiet.

There are many alternative and natural treatment options for these conditions. ADD/ADHD can be treated in a number of ways such as, behavior modification programs, counseling, diet, allergy therapy, parasite and heavy metal cleanses, EEG Brain Wave balancing, herbal and nutritional supplements just to name a few.

Originally, it was thought that this was more common in boys; however, recent research is showing that ADD might be just as common in girls. Girls, many times, will be diagnosed with ADD, rather than ADHD. Without the hyperactivity, ADD can be more difficult to diagnose and therefore can go unnoticed for longer periods of time.

Many adults also suffer from ADD/ADHD. It was once believed that ADHD was something that you outgrew after puberty. It is now known, that although the hyperactivity may diminish somewhat during puberty, ADD is not outgrown. Many parents, when going through the diagnostic process with their child, are learning that they too have ADD. The same characteristics of distractibility, poor attention span, trouble concentrating, forgetfulness are present in adults, although during their life they may have learning coping mechanisms that help to mask the symptoms.

At times, there are other conditions, which are also commonly seen with ADD/ADHD. When two or more conditions are present, it is called Co-Morbid conditions. The most common conditions that many times are present in an individual with ADD/ADHD are Depression, Oppositional Defiance Disorder, Bi-Polar, Obsessive Compulsive Disorder, Tourettes Syndrome, Dyslexia, Other Learning Disabilities, and Substance Abuse.

EEG Therapy: Research has shown that ADHD has a neurological basis. Brain scans have shown a functioning in the frontal lobe in individuals with ADD/ADHD to have less activity. When completing a task that includes mental effort, individuals without ADHD have an increase in "fast-brainwave" activity. Those with ADHD, have a decrease in "fast brainwave" activity.

Stimulant medication helps approximately 80% of individuals with ADD/ADHD on a temporary basis. These medications are short lived, and once the medication has worn off, the effects of the medication disappear.

Advocates of EEG Neurotherapy believe that it is possible to retrain the brain processes of individuals, creating a long term, non-drug solution to ADD/ADHD. According to some research, this treatment is also effective in approximately 80% of individuals.

EEG Therapy displays the brain wave activity to individuals on a computer screen, allowing individuals to teach themselves to produce the "right" brainwave patterns to complete an activity requiring sustained mental effort. It is based on the theory that once an individual understands the brain activity and learns to manipulate their brain waves; they will be able to continue to do so, long after the therapy has ended. Some studies have followed EEG Therapy patients for 10 years, and have shown increased performance even after that period of time.

Dietary Guidelines: Before trying any other treatments begin by eliminating refined sugar and food additives from your child's diet. Read labels carefully, and eliminate processed foods that contain artificial colors, flavors, sweeteners, and preservatives, commonly listed as benzoates, nitrates, and sulfites. Common food additives also include calcium silicate, BHT, BHA, benzoyl peroxide, emulsifiers, thickeners, stabilizers, vegetable gums, and food starch.

Salicylates are often implicated in hyperactivity. These are a bit trickier to eliminate from the diet; they occur naturally in addition to being used as additives. A number of popular fruits and vegetables contain salicylates, including almonds, apples, apricots, bananas, blueberries, cherries, grapes, grapefruits, lemons, melons, nectarines, oranges, peaches, plums, prunes, raisins, raspberries, cucumbers, peas, green peppers, hot peppers, pickles, and tomatoes.

A study cited in the journal Pediatrics reported that more than 50 percent of hyperactive children showed fewer behavior problems and had less trouble sleeping when put on a restricted diet. The diet that helped was free of all artificial and chemical food additives, chocolate, monosodium glutamate (MSG), preservatives, and caffeine.

Nutritional Supplements: A liquid calcium and magnesium supplement is calming to the nervous system. After you have eliminated preservatives and sugar from your child's diet, give him this supplement. Children from five to seven years old should take 1 teaspoon, once daily. Children seven to ten years old should take 1 teaspoon, twice daily. Children ten years and older should take 1 tablespoon, once or twice daily. Follow this regimen for two months, and then decrease the dose to five days a week for three months. Then stop giving the supplement altogether.

Choline appears to improve memory and attention span in some children. If your child is fourteen years of age or older, try giving him 500 milligrams a day for one month.

A liquid vitamin-B complex supplement is very important for hyperactive children. It helps to relax a stressed nervous system and improve mental functioning and concentration. Follow the dosage directions on the product label and give the recommended dose for two months. Then decrease the dosage to five days a week for three months. Thereafter, stop giving the supplement altogether.

Herbal Treatment: Chamomile tea is a noted relaxant. Give your child one dose at bedtime, as needed.

Minor bupleurum is a Chinese herbal formula that works to relax the nervous system and can help relieve stress. Give your child one dose daily for one month, followed by wild oat for one month.

Note: Minor bupleurum should not be given to a child who has a fever or any other sign of an acute infection.

Skullcap is a relaxant and calms the mind. Give your child one dose, three times a week, for three months.

Note: This herb should not be given to a child less than six years old.

Wild oat calms the nervous system. Give your child one dose daily for one month.

Certain botanical scents may calm a hyperactive child. Mix 1 drop each of rosemary, sage, lavender, and chamomile oil in 1/8 cup of olive oil, and use this aromatic oil to rub your child's feet and spine at bedtime. Native Americans traditionally use rosemary and sage to relax the mind.

Homeopathy: It is best to see a homeopathic physician to determine a constitutional remedy for a hyperactive child.

General Recommendations: Eliminate preservatives and sugar from your child's diet. This is the first and most important thing you can do for a hyperactive child. For further improvement, follow all of the recommendations under Dietary Guidelines.

Give your child a liquid calcium and magnesium supplement.

Give your child the Chinese herb minor bupleurum.

Select a symptom-specific homeopathic remedy. If you are not satisfied with the results, work with a homeopathic physician to find a constitutional remedy.

Seek counseling and try behavior modification. These disciplines help a child understand the problem he is wrestling with, how to set goals and standards, and how to recognize and evaluate his behavior. They can be immensely helpful. Such programs teach internal controls that can tee used in various situations. Your child will learn to provide rewards for accomplishments, and how to learn from his mistakes. Work with your doctor or counsel or in developing behavior modification programs. It is important that the program be clear, easily understood, and easily executed by all who are involved in it-the child as well as the adults. It is essential that these interventions be undertaken with care and compassion, in a calm and loving environment. The child should be a willing participant. Make certain you both understand that these programs are meant to help, not punish.

Develop a stable routine at home. To lessen the amount of confusion and day-to-day stimuli, set specific mealtimes and bedtimes.

Try assigning a small, quickly finished task, and gently insist that it be completed. Then make sure to thank and praise your child when the job is done.

Engage the child in projects he enjoys to help him learn to focus attention. Learning to focus will alter his response to the world, little by little. Always remember that, in addition to having a nervous system imbalance that makes sitting still a torture, a bright hyperactive child becomes bored easily. Work with your child to help him actually finish a project. Finishing a project will provide a sense of competence and increased self-esteem. Mastery and completion of a task call for praise.

Seek counseling for yourself and your partner. To help decrease feelings of frustration and isolation, parents of a hyperactive child need information and support. Reach out; it's available. You'll learn how to be with and support your child, and how to feel calm and connected even when the situation seems out of control. You'll also learn that it is important for parents to take some time off without feeling stress or guilt for leaving a "difficult" child with competent others.

It is impossible to overemphasize how necessary it is for parents to take time out from the situation. Take an afternoon or evening or weekend off. Get a babysitter. Call your parents or a friend. If you won't do it for your own sake, do it for your child. You will likely come back refreshed and more calm and loving.

Prevention: During pregnancy, keep exposure to environmental lead to a minimum and eliminate alcohol during pregnancy. Both have been correlated with hyperactivity.

Keep your child from being exposed to lead. The most common sources of lead exposure are lead-based paint, drinking water, and improperly glazed pottery.