Attention Deficit Disorder

Attention Deficit Disorder is a collection of traits that reflect a child’s inborn, neurologically based temperament.  These traits include things like selective attention, distractibility, impulsivity and sometimes hyperactivity, as well as more positive traits like spontaneity and creativity. 

Attention Deficit Disorder does not reflect intelligence.  Many children with ADD are very intelligent.  ADD does, however, make it more difficult for a child to succeed in school.  Appropriate assessment and treatment can help these children to focus their attention so that they do better in school. 

Many parents believe, or are told by others, that their child has ADD.  We are offering a brief, focused assessment that will help determine whether a child has Attention Deficit Disorder.  The assessment consists of: 

·       A background interview with the parents and child 

·       The Conners Continuous Performance Test:  In this test the child must remain focused on a computer task that lasts about 15 minutes.  At the end of the test, the child’s performance is compared to that of children with and without ADD. 

·       Neurofeedback Assessment:  Research has shown that people with ADD produce more low-frequency brainwaves and have a harder time shifting into high frequencies when they are presented with a task.  This assessment measures the strength of different types of brainwaves. 

When the assessment is complete, we will provide a written report and also meet with the parents to explain the results.  At that time, if it is appropriate, you may decide to use neurofeedback therapy to help your child learn to control and focus his attention.  In this treatment, children learn how to sustain attention by using computer games that reward them for producing the higher frequency brainwaves. 

For further information on neurofeedback and attention deficit disorder, please see:

http://www.newideas.net/p0000429.htm

 http://www.neurofeedback.org/articles.htm

 www.theaddcentre.com

Jim Robbins:  “A Symphony in the Brain”, Grove Press, 2000

The Road to Resilience

The American Psychological Association / The Discovery Health Channel

What is resilience?  Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress - such as family and relationship problems, serious health problems, or workplace and financial stressors.  It means "bouncing back" from difficult experiences.

Research has shown that resilience is ordinary, not extraordinary.  People commonly demonstrate resilience.  One example is the response of many Americans to the September 11, 2001, terrorist attacks and individuals' efforts to rebuild their lives.

Being resilient does not mean that a person doesn't experience difficulty or distress.  Emotional pain and sadness are common in people who have suffered major adversity or trauma in their lives.  In fact, the road to resilience is likely to involve considerable emotional distress.

Resilience is not a trait that people either have or do not have.  It involves behaviors, thought, and actions that can be learned and developed in anyone.

10 ways to build resilience

Make connections.  Good relationships with close family members, friends, or others are important.  Accepting help and support from those who care about you and will listen to you strengthens resilience.  Some people find that being active in civic groups, faith-based organizations, or other local groups, provides social support and can help with reclaiming hope.  Assisting others in their time of need also can benefit the helper.

Avoid seeing crises as insurmountable problems.  You can't change the fact that highly stressful events happen, but you can change how you interpret and respond to these events.  Try looking beyond the present to how future circumstances may be a little better.  Note any subtle ways in which you might already feel somewhat better as you deal with difficult situations.

Accept that change is part of living.  Certain goals may no longer be attainable as a result of adverse situations.  Accepting circumstance that cannot be changed can help you focus on circumstances that you can alter.

Move toward your goals.  Develop some realistic goals.  Do something regularly, even if it seems like a small accomplishment, that enables you to move toward your goals.  Instead of focusing on tasks that seem unachievable, as yourself, "What's one thing I know I can accomplish today that helps me move in the direction I want to go?"

Take decision actions.  Act on adverse situations as much as you can.  Take decisive actions, rather than detaching completely from problems and stresses and wishing they would just go away.

Look for opportunities for self-discovery.  People often learn something about themselves and may fin that they have grown in some respect as a result of their struggle with loss.  Many people who have experienced tragedies and hardship have reported better relationships, greater sense of personal strength even while feeling vulnerable, increased sense of self-worth, a more developed spirituality, and heightened appreciation for life.

Nurture a positive view of yourself.  Developing confidence in your ability to solve problems and trusting your instincts helps build resilience.

Keep things in perspective.  Even when facing very painful events, try to consider the stressful situation in a broader context and keep a long-term perspective.   Avoid blowing the event out of proportion.

Maintain a hopeful outlook.  An optimistic outlook enables you to expect that good things will happen in your life.  Try visualizing what you want, rather than worrying about what you fear.

Take care of yourself.  Pay attention to your own needs and feelings.  Engage in activities that you enjoy and find relaxing.  Exercise regularly.  Taking care of yourself helps to keep your mind and body primed to deal with situations that require resilience.

Additional ways of strengthening resilience may be helpful.  For example, some people write about their deepest thoughts and feelings related to trauma or other stressful events in their life.  Meditation and spiritual practices help some people build connections and restore hope.  The key is to identify ways that are likely to work well for you as part of your personal strategy for fostering resilience.

Gaming To Train The Brain, Lara Bradley, The Sudbury Star, September 9, 2005

Video games in which your mind functions like a joy stick controlling the action the action may sound futuristic, but technology using neurofeedback is already here.

Thought therapy instead of drug therapy is a new alternative for treating a diroder affecting more than 200, 000 Canadian children - attention deficit hyperactivity disorder (ADHD).

Wednesday is National Attention Deficit/Hyperactivity Disorder Awareness Day and the treatment of the disorder is a growing concern for Canadian families.

Often, the treatment offered is medication.  In Sudbury, Dr. Edward Bassis, a psychologist, has been using neurofeedback therapy for about five years to treat everything from children with attention deficit disorders to adults with obsessive compulsive and anxiety disorders.

The philosophy behind the training is the brain can be taught, by using computer programs that reward the user, how to speed up or slow down its waves.

"Kids love it", Bassis said.  "When they hear they're going to play a video game with their brains they can't wait to come in and try it.  The problem is their brothers and sisters also want to play the video game with their minds.... It's an incredible thing really".

While the brainwave training does work well in some cases, Bassis cautions it is not a magic bullet to treat the disorder.  "Most kids benefit some.  Within that some, some kids respond terrifically, but with others it has minimal effect," Bassis said.

He doesn't employ the technique solely to treat children.  He also uses a behaviour modification program with most kids.

A variety of factors play a role in treating ADHD in children.  Anxiety and depression may need to be addressed, as well as the child's situation at home and in school, where some adjust programming for the student.

If all these factors come together and are addressed in addition to the neurofeedback, then the child can make significant improvement, Bassis said.  If some elements are missing, then it doesn't go as well, he added.

Before seeking out treatment, families should make sure their child has ADHD.  According to a study published in the journal Psychiatric Services, the numbers of ADHD cases almost quadrupled in the 1990s.

 Why?  Some researchers believe ADHD is often diagnosed falsely, while others say it reflects a real increase because professionals are getting better at identifying it.  Bassis falls in the first camp.  "A lot of other things are being called ADHD and ADD (attention deficit disorder)," he said. 

Learning disabilities, high or low IQ and memory problems are a few of the signs that often get people labelled as having ADHD. 

Bassis said he had in his office this week who had been labelled with the disorder because he wasn't paying attention in class.  However, after administering tests for learning disabilities, as well as cognitive assessments, it turned out he was in the top one percentile for IQ and just wasn't being challenged at school.

Bassis said part of the problem is the questionnaire used to diagnose ADHD, which is filled out by teachers and parents.  It's highly subjective and situational - three people can produce vastly different profiles of the same child, he said.

People who do have the disorder often can't switch from slow brain waves - the kind you use for day dreaming - to the faster ones needed to concentrate.

Bassis' neurofeedback machine rewards the brain when it produces certain beta waves.

For instance, when the brain produces the targeted waves, butterflies will appear on the screen or a dart will go through swatches of colour to a dart board.

It usually takes between 20 to 40 sessions on the machine to train the brain to produce beta waves.  However, after about five or six sessions, there is some indication as to whether the treatment will be effective. 

The training is not about trying to take away certain brain waves, but rather "putting the child or adult in control so they're able to switch between mental activities."  he said.

Identifying and Treating ADHD

-  Some of the most common symptoms of attention deficit hyperactivity disorder include distractibility, impulsiveness, restlessness and fidgeting, all of which can seriously interfere with the ability to function in society.

-  Medication to manage the disorder is helpful in 60 to 70 per cent of patients.  However, side effects, lack of compliance and the fact stimulant medications cannot be given late in the day limit the benefits largely to school hours.  While stimulants can improve behaviour and attention, less of an effect has been noted on academic and social performance.

-  Neurotherapy for ADHD offers an effective alternative for patients whose treatment is limited by side effects, poor medication response and in cases where the patient and/or their parents refuse to consider medications.

-  Neurofeedback is biofeedback to the brain - a form of conditioning that rewards the brain for activity at desired frequencies while discouraging activity at other frequencies.

-  What are brain waves?  The brain is bioelectric.  It is able to organize its activity by constantly creating electrical waves.  When we sleep, it produces large-amplitude, slow brain waves called delta waves.  Theta waves occur in the moment before sleep.  Alpha waves are usually associated with a relaxed, meditative state of "open focus".  When a person concentrates at at task, the brain produces faster beta brain waves.