EXPANDING .

ACHIEVING MORE WITH ADHD

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ADHD: A parent's point of view

M ike was the kind of little boy who just never slowed down. He climbed

on everything and ran everywhere. He bumped into things and broke them. A friend tried to make me feel better. "That's how boys are," she said. I wanted to believe her.

Then Mike started school. He did OK in kindergarten. But in first grade, the work got harder. And he had to sit still and pay attention. He just couldn't do it.

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He got out of his seat a lot • He didn't raise his hand or wait his turn • He would blurt out answers before the

questions were finished • He often lost his homework

He couldn't pay attention or settle down at home either. He often could not sit still to finish a meal or get ready for bed. "Try to control yourself," I would beg him. "I do try/' he would say. "I try really hard. I just can't."

Finally, I read an article about attention­deficit/hyperactivity disorder (ADHD). I took Mike to our doctor. I found out that his difficulties were caused by ADHD. Having a name for it changed everything. ADHD isn't Mike's fault or my fault. It is a medical condition. And, I learned it can be treated.

We worked together to develop a treatment plan. Mike began to take medicine. What a difference! Now he's able to slow down and think before he acts. We came up with a behavior plan, too. He gets 15 extra minutes of play time when he makes good choices. And he gets time-outs when he does something he shouldn't do. (To learn more about using

Pel"S(lns depicted are hypothetical.

Meet Mik.e and Family

time-outs, see other side.) I also meet with the school staff to make sure he gets the support he needs. Now, he's doing well in school. And last week he got along better with his soccer teammates.

We continue to see the doctor regularly. That's our time to look back and see how far we've come. It's also our time to look forward and see where Mike may be going. Now, I think he can go as far as he wants to.

Checking in on treatment

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Be sure to take medicines and follow behavior plans as directed.

Follow-up visits are important! At first you may need to visit your child's healthcare provider once a month to see how the treatment plan is working. Once your child's symptoms are stable, you may visit every 3 to 6 months. Every child with ADHD has unique needs. Based on those needs, the kind of medicine your child is taking, and the healthcare provider's judgment, you may need to visit more or less often.

Keep notes between visits. Keep track of how things are going at home, at schoot and with others.

Write down any questions you have about the treatment plan. These can include questions about medicines and side effects.

Share your notes and questions with the healthcare provider.

Remember, you, your child, the teacher, and the healthcare provider are a team. Teamwork is the key to treatment success.

Tips for taking charge of ADHD

Chi ldren with ADH 0 of ten have specia l energies and unique talents. Wit h treatment and with your help, your ch ild can use those unique talents to help reach his or her goals.

ADHD can affect your child's life at home and school. Read the tips below for each of these areas. Check off the ones you want to try.

Taking charge at home

D Set a schedule. Children with ADHD do best with stable routines. Se t specific times for daily activities, such as eating, playing, doing chores and homework, and going to bed. Post the schedule where your child can see it.

D Make rules really clear. Your child needs to know exactly what your rules are. He or she also needs to know the rewards for following the rules and what to expect when rules are not followed.

D Help to focus your child first. Before you begin talking, make sure you have your child's attention. Give 1 or 2 short directions at a time. Have your child repeat the directions back to you.

D Learning more about time-out

Tim e-ou t is a way to s top a b ehavior that is not d esired . The adult clearly explains what the unwanted behavior is and tells the child to stop. If the child does not stop, the adult leads the ch ild to a quiet place (with no toys), such as a hallway or corner. The child is expected to be quiet for up to 5 minutes. Set a timer and leave it where the child can see or hear it. When the time is up, the child can go back to the activity that he or she was doing.

-_ I" Taking charge at school

D Team up with th e teach er. Arrange a meeting with your child's teacher as early in the year as possible. Find a way to keep in touch about your child's daily progress. You might want to try a small chart on which your child's teacher can "grade" daily behaviors. Or, if available, use e-mail to touch base daily or weekly.

D Learn the law. Your child may benefit from special services to help meet his or her learning needs. Two federa l laws guarantee your child's right to such services, if they are needed:

• Section 504 of the Vocational Rehabilitation Act

• The Individuals with Disabilities Act (IDEA)

You can learn more by talking with the school's staff. Ask for free booklets at your school's special education or main office. The US Department of Education Web site, www.ed.gov, also has more information.

Resources for learning more*

These books can help you and your child learn more about ADHD symptoms and treatment. They also provide tips for managing ADHD.

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Driven to Distraction, by Edward M. Hallowell and John J. Ratey, Touchstone, 1995

• The Other Me: Poetic Thoughts on ADD for Adults, Kids and Parents, by Wilma R. Fellman, Specialty Press, 1997

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