Celebrating our Neuro-diversities
in the North, South, East and West ...
- If you live in Tyne & Wear, Northumberland, Teeside, or Durham (or anywhere really!), you are very welcome to come along to any of our meetings in Newcastle, Durham, Middlesbrough, Sunderland and South Shields (more to follow).
- It is however really helpful if you email, text or phone us to let us know if you are coming along for the first time.
- Our meetings are friendly and informal. They are open to all adults who have had a diagnosis or are in the process of seeking a diagnosis of AD/HD and partners of adults with AD/HD. We we also welcome partners, relatives, friends, support workers and other professionals with a genuine interest in AD/HD and related conditions.
- The meetings are a great opportunity to share one's personal experiences of living with AD/HD, to discuss the help and information that is available and useful skills that we have developed which help to minimise some of the difficulties that AD/HD and related conditions can present.
- On the other hand, we celebrate the positive aspects of living with AD/HD etc, living outside the proverbrial box.
- Ground-rules regarding the meetings: (a) We are not qualified to diagnose AD/HD or related conditions; (b) Although we often discuss medications in the general sense, we cannot prescribe or provide any medical advice; (c) Although we want everybody to feel that they are in a safe enough environment to be able to share their life experiences, please try to do this in a sensitive manner and take into account that everybody is at a different stage on their journeys of discovery.
- email [email protected]
- website http://aadhd-ne-uk.weebly.com/ including contact form
Click to set custom HTML
2024 Calendar
NEWS - SEE BELOW*
In Brief ...
(1) New Sunderland venue
(2) Additions to divergence's services
(3) Talk ADHD: podcasts on youtube and Spotify
In Brief ...
(1) New Sunderland venue
(2) Additions to divergence's services
(3) Talk ADHD: podcasts on youtube and Spotify
Click to set custom HTML
Click to set custom HTML
Our Regional Support Group Meetings
Why are calendars so weird?! Here's an article about it https://www.atlasobscura.com/articles/calendars-are-weird
The dates for each of the meetings are based on this simple monthly cycle:-
1st Tuesday of each month = Middlesbrough (EXCEPT January 2024)
2nd Thursday = Durham
3rd Tuesday = Middlesbrough
3rd Thursday = South Shields
3rd Wednesday = Sunderland
4th Thursday = Newcastle
So, please keep an eye on the google calendar above, the dates of the meetings below (and the monthly email flyers), to avoid being confused by the way the dates of each month unfold!
Regional Support Group Meeting for MARCH 2024
Middlesbrough: Tuesday 5th MARCH- thanks to Gordon!
Durham:Thursday 14th MARCH- thanks to Ali, Steve, Sam, the legendary Fred et al !
Middlesbrough: Tuesday 19th MARCH- thanks again to Gordon!
Sunderland Wednesday 20th MARCH- thanks to Claire and Wojciech!
South Shields: Thursday 21st MARCH- thanks to Grahame!
Newcastle: Thursday 28th MARCH - thanks to Alisdair and Angela!
Middlesbrough
*** 2 meetings this month ***
TUESDAYS 5th & 19th MARCH 2024
6-8 ish pm
Lingfield Ash Meeting Hall, 78 Lingfield Ash, Coulby Newham
Middlesbrough TS8 OSU
Thanks to Gordon Williams*, we collaborate with Neuro Key in Coulby Newham on the first and third Tuesdays of every month.This gives us a grand opportunity to fully embrace all types of Neurodiverse conditions. Please check out Gordon's latest article on his blog
Auditory Processing Disorder: Being unable to tune out background noise & delayed processing of sounds into words.
https://neurologically-challenged.co.uk/auditory-processing-disorder-being-unable-to-tune-out-background-noise-delayed-processing-of-sounds-into-words/
Live map below, please use the + and - to zoom in and out of the area
Durham
The Waddington Street Centre is situated between the CIU Offices and the United Reformed Church, directly behind the former County Hospital (on North Road) and runs onto Sutton Street which passes under the railway viaduct. It is approximately a five minute walk from Durham Bus Station on North Road, and is also a five minute walk from Durham Railway Station. On-street metered parking is available free after 6pm.
Sunderland
A GREAT NEW VENUE!
Wednesday 20th MARCH 2024
6 to 9 PM
SUNSHINE COOPERATIVE, SUNSHINE CORNER
170-171 High Street West, Sunniside Sunderland SR1 1UP
South Shields
Thursday 21st MARCH 2024
6-9pm
Age Concern Tyneside (ACTS) Dora Dixon House,
29 Beach Road / Corner of Anderson Street, South Shields NE33 2QU
Age Concern is an excellent venue, next to the small roundabout on the intersection of Beach Road and Anderson Street. There are various local car parks. Places nearby are opposite the side of the Town Hall on Beach Road where parking restrictions end at 5pm.
There is also free parking in the back lane between Age Concern and the Voyager pub (access first left, 100 yards past ACTS further down Beach Road, heading East).
29 Beach Road / Corner of Anderson Street, South Shields NE33 2QU
Age Concern is an excellent venue, next to the small roundabout on the intersection of Beach Road and Anderson Street. There are various local car parks. Places nearby are opposite the side of the Town Hall on Beach Road where parking restrictions end at 5pm.
There is also free parking in the back lane between Age Concern and the Voyager pub (access first left, 100 yards past ACTS further down Beach Road, heading East).
Newcastle
Thursday 28th MARCH 2024
6-9 PM
THE RECOVERY COLLEGE:
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recoco_jan_2024-digital.pdf | |
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We are in Newcastle 6 - 9 pm on the 4th THURSDAY of each month (except Dec.) at Recoco* on Floor 4. Please use the intercom on the left hand side near the front door to let us know when you arrive (or phone or text )
Based near to the Tyne Bridge, Recoco provides a peer led, peer-delivered education and mental health support service where people can learn from each other’s insights, skills and lived experience. To find out more about their remarkable courses etc:
www.recoverycoco.com/about
Based near to the Tyne Bridge, Recoco provides a peer led, peer-delivered education and mental health support service where people can learn from each other’s insights, skills and lived experience. To find out more about their remarkable courses etc:
www.recoverycoco.com/about
Our article that was published in the Recocco Autumn 2022 prospectus
* NEWS
(1) SUNDERLAND
As noted above. we have a new venue for the Sunderland group:-
Sunshine Cooperative, Sunshine Corner, 17-171 High Street West, Sunniside, Sunderland SR1 1UP. More information about some of the excellent work of the Sunshine Cooperative to follow on the website and in next month’s newsletter. In the meantime, please check out their sustainable and friendly community shop, events and workshops www.sunshinecooperative.co.uk
Many thanks to Steve at our previous venue for all the support you have given us in the past.
(2) Exciting additions to the services provided by divergence
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(3) The new TALK ADHD podcast.
Playlist https://www.youtube.com/@TALKADHD/videos
Lateet podcast as of the time of writing What does a good ADHD assessment look like?
https://youtu.be/htQtweKWzGA?si=YSPguwtDKzG-471q
See below for the content and and the timestamps for this video**.
DETAILS: TALKADHD is a podcast about ADHD and all things connected. Hosted by Matt Gupwell, owner of https://thinkneurodiversity.com
Matt is a Neurodiversity professional keynote speaker, Consultant and an ADHD Mentor to others looking for support in navigating their own ADHD. He has combined subtype, severely-disabling ADHD and Autism, as well as Dyslexia, GAD. He has also overcome suicidal ideation and is in long term recovery from multiple addictions.
Although separate to the divergence clinic, the podcast is being put together in partnership with divergenceuk.org/ and co-hosted by Andrew Jay. Senior ADHD Nurse practitioner, and co-owner of the Divergence clinic. He's a world respected ADHD expert and professional and regular teaches other clinical professionals what they need to know about ADHD and other coexisting conditions. He also has combined subtype ADHD so lives the condition as well as educating and supporting thousands of others.
As they put it in the rest of the information they provide about TALK ADHD, their “aim is to be evidence led, providing links, references and resources for our viewers and listeners to continue their own research after each episode.
There will be “No celebrity guests, no opinions or lived experience that can't be supported by facts, research or evidence. When we do have guests they are subject matter experts, clinical professionals or lived experience neurodivergent professionals. Their guests have already included Melissa Orlov (world recognised adhd & relationship author that worked with Ned Hallowell of adhd 2.0 fame).
Their podcast “… isn't about glamourising adhd, making fun of adhd or blaming others for how hard living with adhd is. It's a research-backed, evidence-based, fact-driven series that provides the science and research facts and evidence that anyone can use to help them better understand adhd.
The podcast comes out weekly on Thursdays. on the usual podcast platforms, including YouTube. TALK ADHD can also be found on Spotify:- https://open.spotify.com/show/4SY9dU1wSJ7CKnuDfMcW6J
They also have a linked WhatsApp community which has a national reach plus various subgroups covering different themes.
https://chat.whatsapp.com/JR8R8jTl5zY0jr8MzXjIE7
The latest TALK ADHD PODCAST covers an extremely important topic: What does a good ADHD assessment look like?
What does a good ADHD assessment look like?
** DESCRIPTION
This podcast episode discusses what a good assessment for ADHD looks like and how to determine the quality of an assessment report. The conversation explores the diagnostic criteria for ADHD and the importance of a conversation-based assessment rather than a tick-box exercise.
The episode also addresses the challenges of history taking, the complexity of assessing childhood symptoms, and the high rates of comorbidity with other conditions. The role of scaffolding and support in hiding symptoms is discussed, as well as the impact of symptoms on functioning. This part of the conversation explores the concepts of impairment and functioning in relation to ADHD diagnosis. It discusses the severity of symptoms and their impact on daily life. The importance of detailed assessment reports and the need for comprehensive information gathering is emphasized. The conversation also delves into the misunderstandings surrounding shared care agreements and the importance of ongoing support and guidance after diagnosis.
The chapter concludes with key points to consider in the assessment process and after receiving a diagnosis of ADHD. In this episode, Matt and Andrew discuss the emotional impact of going through the ADHD assessment process and receiving a diagnosis. They explore the uncovering of suppressed emotions and the after-effects of the diagnosis. The conversation delves into the challenges of accepting a disability and reevaluating one's past experiences. They emphasize the importance of finding a supportive community and the pervasive nature of ADHD in one's life.
The episode concludes with a reminder that it's okay for ADHD to be difficult and a call to join the ADHD community. Takeaways A good assessment for ADHD involves a conversation-based approach that explores the individual's experiences and symptoms in various settings. Assessments should consider the impact of symptoms on functioning and the presence of coexisting conditions. History taking should be comprehensive and include information about childhood experiences and the individual's mental and physical health.
The quality of an assessment report can be determined by the depth of exploration of symptoms and the relationships between different diagnoses. Scaffolding and support from parents or caregivers should be considered in the assessment process, as they may hide symptoms and impairments.
TIMESTAMPS
00:00 Introduction and Community Announcement
01:30 What Does a Good Assessment Look Like?
05:27 Response to Panorama Documentary
09:30 Understanding the Diagnostic Criteria
13:01 The Importance of a Conversation-Based Assessment
24:41 The Complexity of History Taking
32:45 The Challenges of Comprehensive Assessments 40:31Assessing Symptoms in Multiple Settings 45:11 The Role of Scaffolding and Support
50:19 ADHD as a Spectrum
56:22 Misunderstandings about Shared Care
58:02 The Journey After Diagnosis
01:02:14 The Emotional Impact of Diagnosis
01:05:14 The Value of a Comprehensive Assessment Report
01:13:43 The Need for Guidance After Diagnosis 01:32:00 The Impact of Diagnosis 01:34:18 Identity and Disability 01:35:17 Finding Your Tribe
01:38:02 Wrap-up and Community
UKAAN Document: https://bjgp.org/content/73/735/473
TALKADHD Whatsapp community: https://chat.whatsapp.com/JR8R8jTl5zY..
What on Earth is AD/HD then? ...
If you have ever found it difficult to explain to someone else what AD/HD actually is, or wondered if AD/HD was relevant to you, this animated video from Jessica McCabe might be just what you need! |
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Personal Stories & Interviews
As a prelude to the blogs that we will be adding in future, which will feature the thoughts and experiences of our friends and allies, here are some observations from Gordon from the south of the region and Bill from the north.
As a prelude to the blogs that we will be adding in future, which will feature the thoughts and experiences of our friends and allies, here are some observations from Gordon from the south of the region and Bill from the north.
Gordon Williams
Gordon is one of the most inspiring characters one could ever meet. Here is an article about Gordon which was featured in the local Teeside newspaper
https://www.gazettelive.co.uk/news/teesside-Tourette’s is now spending his time lecturing to university students - and it all came about by accident.
”A man who struggled to find work due to Tourette’s is now spending his time lecturing to university students - and it all came about by accident. Gordon Williams, who also has ADHD and OCD, has spent long periods out of work and even had brushes with the law, but now the 45-year-old’s life is finally on the up. Gordon can now be found lecturing students at Teesside and Durham universities about his conditions, and has found new ways to live with them, including photography .. he says that he ended up lecturing completely by accident”.
Gordon later refers to his street photography, which is shown in a video montage on the same page
“I do street photography and I’m trying to get an exhibition together for my photographs. I use photography as therapy. My condition is very environmental and it can flare in different situations".
Radio Interview with Gordon
You can also hear more about Gordon in this recent interview that he did with Radio Tees >>>>>>>>>>> |
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Bill
Bill contacted the Richie Allen phone on 28/3/18, in response to Richie's forthright comments about AD/HD during the first segment. Here are the links to them both. It was good to see that Richie provided a right of reply in a very courteous and friendly manner.
Bill contacted the Richie Allen phone on 28/3/18, in response to Richie's forthright comments about AD/HD during the first segment. Here are the links to them both. It was good to see that Richie provided a right of reply in a very courteous and friendly manner.
Richie Allen's Monologue, including his perception of AD/HD
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Bill's (now renamed Bob!) responds to Richie Allen's monologue on the listener's phone in
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NTW NHS Foundation Trust Adult ADHD Service HQ address and Patient Information Leaflet
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We've not forgotten the south of the region's AD/HD service (based in Stockton) that serves people who live in the Tees, Esk and Wear Valleys NHS Foundation Trust area. Update due soon
Understanding the needs and experiences of parents whose children are on the Attention Deficit Hyperactivity Disorder (ADHD) diagnostic journey: A longitudinal study.
rinciple researcher is Tom Nicholson (BA (Hons), RMN, Bsc) and Graduate Tutor in Mental Health Nursing (Department of Nursing, Midwifery and Health, Newcastle University) a valued colleague who has been a great asset to the support groups in recent months. Tom’s Ph.D. research project aims to better understand parental needs and experiences throughout the ADHD journey, this includes referral, waiting time, assessment, diagnosis, treatment and discharge from NHS services.
Eligibility criteria regarding people who would like to participate in this research study
If you, a client, family member, or a friend can answer yes to either of these two questions, please contact Tom (contact information below)
1) Are you a parent of a child who has recently been referred for assessment for ADHD (Attention Deficit Hyperactivity Disorder)?
Or
2) Are you the parent of a child who has recently (within the last 6 months) been diagnosed with ADHD?
Tom’s research will be particularly useful in that it is genuinely interested in giving parents the ability to voice their stories regarding their experiences, and how these stories may change at pivotal moments across the diagnostic process. The research will also connect with key supporting individuals within the parent's life to help develop an understanding of how parents of children on the ADHD journey make sense of their situation, and what influences that 'sense-making' process. The research will collect data through 3 interviews with parents over a period of two years.
For a full participant information sheets and information, please contact Tom Nicholson [email protected] or 0191 215 6267
If it is applicable to you, please support Tom’s research, he has a genuine interest in ADHD.
Tom asked me to thank everybody who has already contacted him about his research. There is still ‘room’ for more participants, so please contact him if the details below apply. His research will be based on getting responses from people living across the region.
Stereotype: New Facts About ADHD
By Thomas Brown, Ph.D.
Published on ADDitudeMag.com - Copyright © 1998 - 2016 New Hope Media LLC. All rights reserved.
ADHD 2.0!
Findings from neuroscience, brain imaging, and clinical research have dramatically changed the old understanding of ADHD as essentially a behavior disorder. Experts now see ADHD as a developmental impairment of the brain's self-management system, its executive functions. There are many other myths about ADHD, as you will see. So update your thinking about the condition with the facts.
New vs. Old Models: The new model of ADHD differs in many ways from the earlier model of this disorder as a cluster of behavior problems in young children. The new model is a paradigm shift for understanding ADHD. It applies to children and adolescents and adults. It focuses on a wide range of self-management functions linked to complex brain operations, and these are not limited to readily observable behaviors. But there is substantial overlap between the old and new ADHD models.
On-and-Off Focus: Clinical data indicate that executive function impairments are situationally-variable; each person with ADHD tends to have some specific activities or situations in which she has no difficulty in using executive functions that are significantly impaired for her in most other situations. Typically, these are activities in which the ADDer has a strong personal interest or about which he believes something unpleasant will follow quickly if he does not do the task right now.
Signs in Childhood: Recent research has shown that many with ADHD function well during childhood and do not manifest any significant symptoms until adolescence or later, when greater challenges to executive function are encountered. Over the past decade research has shown that impairing symptoms of ADHD often persist well into adulthood. However, studies have also shown that some individuals with ADHD during childhood experience significant reductions in their impairments as they grow older.
High IQ and ADHD: Intelligence as measured by IQ tests has virtually no systematic relationship to the executive function impairments described in the new model of ADHD. Studies have shown that even extremely high-IQ children and adults can suffer impairments of ADHD. This causes them problems in deploying their strong cognitive skills consistently and effectively in many life situations.
Emotional Connection: Recent research has shown the important role of emotions in ADHD. Some research has focused solely on the problems in regulating emotions without sufficient inhibition. Research has also shown that a chronic deficit in emotions that comprise motivation is an impairment for most individuals. This makes it hard for them to arouse and sustain motivation for activities that don't give immediate and continuing reinforcement.
Mapping Deficits: Executive functions are complex and involve not only the prefrontal cortex, but many other components of the brain. Individuals with ADHD have been shown to differ in the rate of maturation of specific areas of the cortex, in the thickness of the cortical tissue, in characteristics of the parietal and cerebellar regions, as well as in the basal ganglia, and in the white matter tracts that connect and provide critically important communication between various regions of the brain.
Chemical Imbalance: Impairments of ADHD are not due to a global excess or lack of a specific chemical within or around the brain. The primary problem is related to chemicals manufactured, released, and reloaded at the level of synapses, the junctions between certain networks of neurons that manage the brain's management system. Persons with ADHD tend not to release enough of these essential chemicals, or to release and reload them too quickly. ADHD medication helps to improve this process.
The ADHD Gene: No single gene or genes have been identified as a cause of the impairments known as ADHD. Recent research has identified two different groupings that together are associated with, though not definitively causal of, ADHD. At this point, the complexity of the disorder is likely to be associated with multiple genes, each of which, in itself, has only a small effect upon development of ADHD.
ADHD and ODD: The incidence of oppositional defiant disorder (ODD) in children with ADHD ranges from 40 to 70%. The higher rates are usually for persons with the combined type of ADHD. ODD is characterized by chronic problems with negativistic, disobedient, defiant and/or hostile behavior toward authority figures. Typically, ODD is apparent at about 12 years of age and persists for about six years and then gradually remits. More than 70% of kids diagnosed with ODD never develop Conduct Disorder.
ADHD and Autism: Research has demonstrated that many individuals with ADHD have significant traits related to Autistic Spectrum Disorders, and that many persons diagnosed with disorders on the Autistic Spectrum also meet criteria for ADHD. Studies have also shown that ADHD medications can be helpful in alleviating ADHD impairments in individuals on the Autistic Spectrum. ADHD medications can also help those on the Autistic Spectrum with ADHD to improve on some of their impairments.
Meds and Brain Changes: Studies and clinical trials have shown that ADHD medications give the following benefits to some children and adults:
Meds for Different Ages: Fine-tuning the dose and timing of stimulants is important because the most effective dose depends on how sensitive the patient's body is to that specific medication. Usually doctors start with a very low dose and gradually increase it until an effective dose is found, significant adverse effects occur, or the maximum recommended dose is reached. Some adolescents and adults need smaller doses than those taken by children; some young children need larger doses than most of their peers.
Preschoolers and Meds: Research has shown that a majority of children aged 3 to 5 1/2 years with moderate to severe ADHD had significant improvement in symptoms when treated with stimulants. Side effects are slightly more common than is usually seen in older children, but still minimal. In 2012, the AAP recommended that children aged four to five with significant ADHD impairments should be treated with behavior therapy. If not effective after nine months, stimulant medication is recommended.
Impulsive Forever? Many with ADHD never manifest excessive levels of hyperactivity or impulsivity in childhood or beyond. Among those who are more "hyper" and impulsive in childhood, a substantial percentage outgrow the symptoms by middle childhood or early adolescence. But impairments in focusing and sustaining attention, organizing tasks, managing emotions, and using working memory may persist and become problematic, as the person enters adolescence and adulthood.
ADHD Is Different: ADHD differs from many other disorders in that it cross-cuts other disorders. The executive function impairments that constitute ADHD underlie other disorders as well. Many learning and psychiatric disorders could be compared to problems with a specific computer software package that, when not working well, interferes with a few functions. ADHD might be compared to a problem in the computer's operating system that is likely to interfere with the operation of many different programs.
Findings from neuroscience, brain imaging, and clinical research have dramatically changed the old understanding of ADHD as essentially a behavior disorder. Experts now see ADHD as a developmental impairment of the brain's self-management system, its executive functions. There are many other myths about ADHD, as you will see. So update your thinking about the condition with the facts.
New vs. Old Models: The new model of ADHD differs in many ways from the earlier model of this disorder as a cluster of behavior problems in young children. The new model is a paradigm shift for understanding ADHD. It applies to children and adolescents and adults. It focuses on a wide range of self-management functions linked to complex brain operations, and these are not limited to readily observable behaviors. But there is substantial overlap between the old and new ADHD models.
On-and-Off Focus: Clinical data indicate that executive function impairments are situationally-variable; each person with ADHD tends to have some specific activities or situations in which she has no difficulty in using executive functions that are significantly impaired for her in most other situations. Typically, these are activities in which the ADDer has a strong personal interest or about which he believes something unpleasant will follow quickly if he does not do the task right now.
Signs in Childhood: Recent research has shown that many with ADHD function well during childhood and do not manifest any significant symptoms until adolescence or later, when greater challenges to executive function are encountered. Over the past decade research has shown that impairing symptoms of ADHD often persist well into adulthood. However, studies have also shown that some individuals with ADHD during childhood experience significant reductions in their impairments as they grow older.
High IQ and ADHD: Intelligence as measured by IQ tests has virtually no systematic relationship to the executive function impairments described in the new model of ADHD. Studies have shown that even extremely high-IQ children and adults can suffer impairments of ADHD. This causes them problems in deploying their strong cognitive skills consistently and effectively in many life situations.
Emotional Connection: Recent research has shown the important role of emotions in ADHD. Some research has focused solely on the problems in regulating emotions without sufficient inhibition. Research has also shown that a chronic deficit in emotions that comprise motivation is an impairment for most individuals. This makes it hard for them to arouse and sustain motivation for activities that don't give immediate and continuing reinforcement.
Mapping Deficits: Executive functions are complex and involve not only the prefrontal cortex, but many other components of the brain. Individuals with ADHD have been shown to differ in the rate of maturation of specific areas of the cortex, in the thickness of the cortical tissue, in characteristics of the parietal and cerebellar regions, as well as in the basal ganglia, and in the white matter tracts that connect and provide critically important communication between various regions of the brain.
Chemical Imbalance: Impairments of ADHD are not due to a global excess or lack of a specific chemical within or around the brain. The primary problem is related to chemicals manufactured, released, and reloaded at the level of synapses, the junctions between certain networks of neurons that manage the brain's management system. Persons with ADHD tend not to release enough of these essential chemicals, or to release and reload them too quickly. ADHD medication helps to improve this process.
The ADHD Gene: No single gene or genes have been identified as a cause of the impairments known as ADHD. Recent research has identified two different groupings that together are associated with, though not definitively causal of, ADHD. At this point, the complexity of the disorder is likely to be associated with multiple genes, each of which, in itself, has only a small effect upon development of ADHD.
ADHD and ODD: The incidence of oppositional defiant disorder (ODD) in children with ADHD ranges from 40 to 70%. The higher rates are usually for persons with the combined type of ADHD. ODD is characterized by chronic problems with negativistic, disobedient, defiant and/or hostile behavior toward authority figures. Typically, ODD is apparent at about 12 years of age and persists for about six years and then gradually remits. More than 70% of kids diagnosed with ODD never develop Conduct Disorder.
ADHD and Autism: Research has demonstrated that many individuals with ADHD have significant traits related to Autistic Spectrum Disorders, and that many persons diagnosed with disorders on the Autistic Spectrum also meet criteria for ADHD. Studies have also shown that ADHD medications can be helpful in alleviating ADHD impairments in individuals on the Autistic Spectrum. ADHD medications can also help those on the Autistic Spectrum with ADHD to improve on some of their impairments.
Meds and Brain Changes: Studies and clinical trials have shown that ADHD medications give the following benefits to some children and adults:
- improve working memory, classroom behavior, the motivation to execute tasks, and to persist in solving problems
- minimize boredom, distractibility when doing tasks, and emotional outbursts
- increase test performance, rates of graduation, and other achievements that can have lasting effects
- normalize structural abnormalities in specific brain regions
Meds for Different Ages: Fine-tuning the dose and timing of stimulants is important because the most effective dose depends on how sensitive the patient's body is to that specific medication. Usually doctors start with a very low dose and gradually increase it until an effective dose is found, significant adverse effects occur, or the maximum recommended dose is reached. Some adolescents and adults need smaller doses than those taken by children; some young children need larger doses than most of their peers.
Preschoolers and Meds: Research has shown that a majority of children aged 3 to 5 1/2 years with moderate to severe ADHD had significant improvement in symptoms when treated with stimulants. Side effects are slightly more common than is usually seen in older children, but still minimal. In 2012, the AAP recommended that children aged four to five with significant ADHD impairments should be treated with behavior therapy. If not effective after nine months, stimulant medication is recommended.
Impulsive Forever? Many with ADHD never manifest excessive levels of hyperactivity or impulsivity in childhood or beyond. Among those who are more "hyper" and impulsive in childhood, a substantial percentage outgrow the symptoms by middle childhood or early adolescence. But impairments in focusing and sustaining attention, organizing tasks, managing emotions, and using working memory may persist and become problematic, as the person enters adolescence and adulthood.
ADHD Is Different: ADHD differs from many other disorders in that it cross-cuts other disorders. The executive function impairments that constitute ADHD underlie other disorders as well. Many learning and psychiatric disorders could be compared to problems with a specific computer software package that, when not working well, interferes with a few functions. ADHD might be compared to a problem in the computer's operating system that is likely to interfere with the operation of many different programs.
Maudsley Learning Online
Thanks to Alison for finding this little gem ...
www.maudsleylearning.com/maudsley-learning-online
"Maudsley Learning Online is a social learning platform where everyone is welcome to learn more about mental health and wellbeing. It acts as a repository of world class information and features topic based communities with optional eLearning modules"
Once you subscribe, you can find useful groups including Adult AD/HD.
www.maudsleylearning.com/maudsley-learning-online
"Maudsley Learning Online is a social learning platform where everyone is welcome to learn more about mental health and wellbeing. It acts as a repository of world class information and features topic based communities with optional eLearning modules"
Once you subscribe, you can find useful groups including Adult AD/HD.
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EFDD: a recent ADDitude webinar was helpful in terms of gaining a clearer understanding of the Executive Functions, the key component of AD/HD. Furthermore, Barkley powerfully argues that Executive Function Deficit Disorder could eventually become a more realistic term to use rather than AD/HD.
How ADHD Affects Executive Function in Adults and Kids Identifying and treating executive function disorder in adults and children with ADHD
"Is your forgetfulness, inability to plan, and impulsivity a symptom of ADHD, or could it be an executive function disorder?"
In this audio and slide presentation, hosted by Russell A. Barkley, Ph.D., learn how ADHD can wreak havoc on your executive functions, and what you can do about it. Barkley discusses:_
How ADHD Affects Executive Function in Adults and Kids Identifying and treating executive function disorder in adults and children with ADHD
"Is your forgetfulness, inability to plan, and impulsivity a symptom of ADHD, or could it be an executive function disorder?"
In this audio and slide presentation, hosted by Russell A. Barkley, Ph.D., learn how ADHD can wreak havoc on your executive functions, and what you can do about it. Barkley discusses:_
- How to identify executive function deficit disorder in adults and children with ADHD
- The seven major types of executive function and how they control behavior
- Treatment strategies for managing executive function deficits."
Source:
#85 ref http://www.additudemag.com/RCLP/sub/11114.html
The Slides from the webinar:
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The Audio of the webinar:
NB: This is from a podcast site that does not require you to use itunes or force you to subscribe to anything (unless you choose to). This webinar page also features other ADDitude broadcasts. http://podbay.fm/show/668174671 Podbay also has an Android app https://play.google.com/store/apps/details?id=com.fountainla.podbay Please also our audio page for further fascinating AD/HD podcasts .... |