Attention Deficit Hyperactivity Disorder is a neurologically based disorder

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Attention Deficit Hyperactivity Disorder is a neurologically based disorder.

Children, teens, and even adults with ADD or ADHD often have problems with paying attention to boring work, such as most schoolwork, although they may do well with exciting or stimulating tasks. Many with ADD ADHD are also impulsive, doing or saying things without first considering the consequences. People with Attention Deficit Disorder are typically easily bored.

About half of those with ADD ADHD are also "hyperactive”, meaning that they have high levels of motor activity. They like to move around a lot. They often move around from one activity to another, without ever finishing things that they start.

ADD ADHD Attention Deficit Hyperactivity Disorder is a brain dysfunction. Yes, it is a matter of poor self-control, but in the neurological sense rather than the "moral" sense. Self-control is a neurological issue. Individuals with ADD ADHD tend to have slower brainwave activity in the front regions of the brain, which is the part of the brain that helps us to decide what to pay attention to in the world around us. Of course, it is not just this simple. There are often several regions in the brain that are impacted, and several neurotransmitters are involved. However, the important thing here for parents and teachers to remember is that a child who truly has Attention Deficit Disorder was born with the problem. It is not just a matter of the child being lazy, bored, or lacking self-control or purpose. There are functional and biochemical differences in their brain.

Functional and Brain State Differences

Have you ever wondered why ADHD children can focus so intently on video games, TV, or things they are interested in, yet cannot focus on their schoolwork? I have. There is a theory called the low arousal theory. The ADHD individual produces excessive levels of Theta or “Slow Brainwave” patterns that act like a fog or filter. High levels of stimulation/physical activity penetrate through the fog activating attention. As a child is engaged in a stimulating activity, like playing a video game, there is enough stimulation present in the activity to penetrate through the slow wave ‘filter’ to activate arousal-directing attention. During a ‘low’ stimulation task like reading, doing homework or chores, there is not as much stimulation coming from the environment. Now there is not enough stimulation present in the activity to penetrate through the slow wave ‘filter’ to activate arousal, so it is almost impossible to direct attention. A low level of stimulation results in boredom. The boredom leads to increased activity. If there is not sufficient stimulation present from the environment, these children seeks out or create stimulation around them. The child may become fidgety, restless, get out of their seat, talk to their neighbor…these activities are designed to increase stimulation to break out of this state of low arousal. His/Her brain is under stimulated- so he/she tries to create more stimulation to wake up! Click here for more brain state

Clients with ADHD are dependent on stimulation from the environment to direct attention – they are unable to self-regulate. If there is not sufficient stimulation present from the environment, these children seeks out or create stimulation around them. The child may become fidgety, restless, get out of their seat, talk to their neighbor…these activities are designed to increase stimulation to break out of this state of low arousal. Neurofeedback can help to actually assist an individual in changing, (controlling) physiological differences found in those suffering from ADD/ADHD.

Everyone experiences this cycle to some degree. Can you recall an experience of eating lunch or dinner, then having to sit in a classroom or attend a meeting? As your metabolism begins to kick in, you get a bit drowsy and begin to daydream. You are beginning to produce more alpha brainwaves. Now as you are forced to sit there, the metabolism kicks in, your eyes become heavy, you are feeling so drowsy it is hard not to fall asleep. You are now producing more theta brainwaves. Because you are so drowsy and drifty, you are not as likely to receive and assimilate this information, as well as when you are in a more alert and wide awake state. You probably want to get up, move around, get a cup of coffee, – and do something to wake up!

This is what happens to the ADHD child. As he sits there in a low stimulation environment, like a classroom, or doing homework or chores, the brain continues to produce slower brainwave activity. As theta increases, he becomes more inattentive and bored and then begins to self-stimulating. As the child becomes more fidgety, he/she gets out his/her seat, bothers a classmate – in an attempt to self-stimulate out of this low aroused state. His/Her brain is under stimulated- so he/she tries to create more stimulation to wake up!

Get Attention programs such as light and sound and therapeutic music help stimulate and maintain proper brain states for the attentionally challenged. The neurofeedback equipment can measure or monitor as to whether or not the techniques work for a particular user.

Neurofeedback is a popular self mastery tool that can help to actually assist an individual in changing, (controlling) physiological differences found in those suffering from ADD/ADHD. For more info on neurofeedback Click here

Plausible Explanation
12/03-Update-New Research has found physical markers in biochemical balance
Some exciting recent research is beginning to uncover the biochemical and genetic changes found in ADHD:

Low Neurotransmitters. According to a fascinating new theory from evolutionary medicine called the "reward deficiency syndrome," due to genetic defects some people do not produce sufficient neurotransmitters, particularly dopamine, in response to pleasure drives for eating, love, and reproduction. As a result they seek dopamine release and sensations of pleasure via junk foods and drugs, such as sugar, alcohol, cocaine, methamphetamine, heroin, nicotine, marijuana, and by compulsive activities, such as gambling, eating, sex, and risk taking behaviors (Comings et al. 2000). Other researchers support this theory, noting low levels of serotonin are linked to ADHD and are associated with increased aggression in humans and other animals (Mitsis et al. 2000). As we'll see below, nutritional and wellness strategies to increase these neurotransmitter levels naturally offer attractive treatment options for ADHD.

Genetic Defects. Following the rewards deficiency syndrome theory and the fact that stimulant medications act primarily by altering levels of dopamine, numerous genetic studies of ADHD have looked at defects in genes that control dopamine receptors. One allele of the dopamine D2 receptor gene is associated with alcoholism, drug abuse, smoking, obesity, compulsive gambling, and several personality traits (Comings et al. 2000). Other researchers support these findings, suggesting that defects in dopamine receptors genes are implicated in ADHD (Sunohara et al. 2000).

The only way to actually increase the level of neurotransmitters in patients suffering from neurotransmitter deficiency disease is by giving them the amino acids, vitamins, and minerals that the body needs to build neurotransmitters. Unlike neurotransmitters these things cross freely into the brain where the body converts them to neurotransmitters and actually increases the over all level of neurotransmitters in the deficient system. It is not possible to correct this by diet alone. The perfect diet for building neurotransmitters would involve eating protein in the amount found in 35 ounces of red meat each day or 18 eggs. 35 ounces of meat has 2,440 calories and would never keep a 140-pound female at 140 pounds. So we look to nutritional supplements for help.

Our neuro-supplement Balance Formula 1 is the perfect supplement to help with this. It doesn't take a genius to tie neurotransmitter balance with the brain state needed for better attention and learning.

Fifty conditions mimic ADHD. (See LINK for more information). Two of the most common disorders that are misdiagnosed as ADHD are Sensory Processing Disorder (Also called Sensory Integration Disorder) and Auditory Processing Deficit. Hyperactivity and inattention can be caused by either condition. If you or your child experience hyperactivity, I would encourage you to use the links from our home page to learn more about them. For treatment options with Incredible Horizons see the Sensory and/or Auditory Builders on the left side of the home page.

Processing disorders are often found at the root of ADD without hyperactivity. Processing disorders are not remedied with medication. Our cognitive training programs have a consistent track record of success in a variety of therapeutic, school and home settings since 1985. Please email us if you want more information regarding their success. These programs will definitely be the wave of the future, considering where the classification of ADD is heading.

ADD and Processing Disorders

Many students that struggle with low grades suffer from slower processing skills. Slow processing and/or cognitive impairment can also be caused by a brain injury, learning disorders, or by the aging process. Cognitive impairments cannot be remedied with medication and often affects more than ones ability to pay attention. Improving neural processing must be a treatment goal in all cases. Our cognitive training programs have a consistent track record of success in a variety of therapeutic, school and home settings since 1985. Please email us if you want more information regarding their success. These programs will definitely be the wave of the future, considering where the classification of ADD is heading.

There is a movement within attentional research to reclassify ADD inattentive (without hyperactivity) as an Executive or Cognitive Dysfunction. It will make it essential for one working in the field with ADD and learning difficulties to fully understand cognitive impairments/processing disorders and how to treat them. Get Attention’s innovative programs/nutritional supplements have been selected with this in mind. There is clear evidence that the general market will be headed in the same direction when the research becomes better known and published for all professionals in the field.

Common Neural Processing & Behavioral Traits of an Attention Deficit Individual

1: Gives up easily on tasks, assignments, and self-interests.

2: Poor reality testing skills, and avoidant of reason or logic.

3: Poorly developed skills of integration, interpolation, and extrapolation.

4: Poor skills of attention and concentration, unable to sustain focus of interest.

5: Difficulties in short term and long term memory acquisition and management.

6: Difficulty in making up their mind, or making choices without undue anxiety.

7: Poor planning abilities, unable to follow through consistently or complete tasks.

8: Difficulty in differentiating between competing, extraneous stimulation.

9: Easily distracted from tasks, conversations, or social interactions.

10: Often over-stimulated and over-sensitized to their surroundings.

11: Poor listening skills, often interrupts others, abruptly changes topic.

12: Overly excitable, reactive and easily perseverating from one situation to another.

13:Inability to manage emotional responses, temper tantrums.

14: Easily frustrated, emotional labile/unstable leading to immediate changeable moods, behavioral inconsistencies.

15: Often hyperactive, fidgety, overwhelmed with feelings of restlessness.

16: Inability to maintain appropriate social conduct, often disruptive in school.

17: Experiences difficulty in following instructions and guidance.

18: Impatient, continuing difficulties in delaying gratification.

19: Overly demanding, may become self-destructive and aggressive.

20: Poor sleep patterns, often not rested, angry or despondent upon rising.

(From our Vaxa website-Attend is the leading nutritional supplement recommended to improve neural processing LINK AVAILABLE HERE)

Bob Seay in 1999 notes many of the cognitive symptoms that are prevalent among children (as well as adolescents and adults), which contribute to the more widespread problems. These include "blinking", "scanning", "multi-tracking", "flooding", "radial thinking" and "hyper-focus".

"Blinking" is the quick loss of focus and then refocuses on a discussion or task. If this occurs during a conversation, or in school, the child will have missed content. They are faced with the task of asking for the person to repeat themselves, or not understanding the person or lesson.

"Scanning" is when the mind does not filter environmental stimuli. The child may be overwhelmed with input from a teacher, the fly in the room, another child talking, and the sound of the chalk. They may be unable to pick out a single item to give their attention to. This can lead to being perceived as not paying attention, to not being interested in a person or subject.

"Multi-tracking" is similar to "scanning", in that multiple stimuli are affecting the child. The difference lies in that the child is able to follow one of the stimuli instead of being overwhelmed, but jumps back and forth between them. This results in disjointed conversation with others, and loss of continuity in work.

"Flooding", can be described as "The porous system of the ADDer instantly absorbed all that is in his environment, in such an intense and pervasive way that it floods the person, causing them to overreact when compared to most people" (Seay, 1999). This results in the person pushing away from a situation that is painful or too stimulating, whether it is perceived as such by others.

"Radial thinking" is where the person with ADHD connects topics laterally rather than in a sequential fashion. They may begin new topics unannounced based on a thought that was generated by a single word in a conversation. When attempting to communicate ideas to others, this makes understanding difficult, and raises frustrations among both the person with ADHD and their listener.

Finally, "hyper-focus" is the reverse of what ADHD is normally perceived as. When a person with ADHD is able to focus on a topic, they may become so immersed in it that they have no time for any other pursuits, sometimes not even sleep. As a result, family and friends, other projects, are all pushed aside in the singular pursuit of one project.

In the following chart, you will find terms that are used by professionals in referring to processing deficits. There are also a description of the manifestation of the disorder and strategies for accommodating these types of students.

UNDERSTANDING PROCESSING DEFICITS

Processing Deficits	Manifestations	Strategies
Auditory Sequencing	Confusion with number sequences lists or lists of directions. Hearing ninety-four instead of forty-nine.	Provide written instructions as reinforcement of oral instruction. Use of visuals with lectures.
Auditory Memory	Difficulty remembering what was heard, difficulty remembering important items from a lecture. Spells poorly.	Provide written instruction to look back on. Do not penalize spelling, just correct. Provide basic outlines of what is being presented.
Visual Sequencing	Problems in using a separate answer sheet. Loses place easily. Problems with reading. Reversing or misreading numbers of letters. Reading words incorrectly. Difficulty with equations.	Read directions aloud. Provide oral instruction. Write on the overhead. Color code things written down. When writing questions on the board, change color every other question.
Visual Memory	Difficulty remembering what was seen. Reading comprehension. Difficulty with math equations. Poor recall of information.	Provide handouts that are clearly written. Provide oral instruction.
Dysgraphia	Inability to form letters correctly-students cannot read their own writing.	Oral tests. Tapes projects.
Visual Motor Integration	Mechanical problems in test taking. Difficulty copying from board or book. Spaces poorly. Poor written work. Unorganized.	Allow use of computer. Tape recorder for lectures. Substitute oral reports. Provide individual written outlines so there are fewer steps to process. In math or science, require answers only for calculations. Use graph paper. Have "note check". Provide note-buddy. Lower standards for acceptable writing.
Auditory Discrimination	Often seems to misunderstand. Trouble telling differences between similar sounds or words-seventeen for seventy. Seems to hear but not to listen.	Written lectures to follow. Talk at a slower pace. Give one task at a time.
Auditory Figure Ground	Trouble hearing sounds over background noises.	Sit student near you.
Visual Figure Ground	Trouble seeing an image within competing background. Picking one line of print from another while reading.	Using an index card or marker when reading- to blot out distraction of other words.
Visual Discrimination	Seeing the difference between two similar objects	Clearly spacing words/problems on a page.
Spatial Orientation	Loses materials. Late to class. Difficulty with oral reading. Unorganized homework. Difficulty judging time.	Provide more time for assignments or shorten them. Encourage silent reading. Provide less reading material and more reading time. Provide help in organization.
Expressive Language	Difficulty expressing themselves. May sound "cynical".	Provide opportunities for written reports. Allow adequate time to respond to questions.
Receptive Language	Appears to be "not listening". Incomplete work.	Have students repeat directions back to you for understanding.
Organization	Incomplete assignments. Unorganized notebook/notes.	Provide course syllabus. Provide calendar with weekly plan, include homework. Provide written detailed explanation for projects. For long term projects - have periodic checks (graded or non-graded). Show by example (ready made notebook).

Auditory Processing difficulties are covered in great detail in links from our home page. Click on the homepage button below.

Visual difficulties and visual programs also have a link from the homepage page. Click on the homepage button below.

These processing issues can lead to attentional difficulties. Incredible Horizons strives to offer cutting edge technologies to provide solutions to improve the life of individuals with attentional difficulties. Many things can be done to help those with ADD ADHD. There are several good interventions, ranging from medication to non-medication treatments. We provide the best of the alternative treatments. They have been heavily researched and have a consistent record of accomplishment in aiding their users in obtaining optimum performance. Click on the Home page button to find out the benefits of our programs.

We offer links to online check lists/tests to see if you need to be evaluated for ADD/ADHD. Please keep in mind that their purpose is to clarify whether or not you need to be further evaluated. You will be leaving our site when using these links and will need to manually return to our site for further information.

We do not necessarily agree with all the information posted on other sites about ADD/ADHD. Some sites are supported by pharmaceutical companies and therefore present biased information about treatments other than medication.

We really want to stress the importance of being evaluated by a neuro-psychiatrist or at least a psychiatrist as opposed to just a medical doctor. If medication is to be part of a treatment plan, it is also best to receive prescription medicine from a professional specifically trained in ADHD. The M.T.A. ADD/ADHD study has years of data showing that clients tend to function better under medication prescribed and monitored by a specialized psychiatrist.

We can also use the IVA CPT test to monitor the effectiveness of medication as well as any treatment option. It is based solely on the performance of the individual rather than subjective forms of related information that are often just one persons opinion.

Most clinicians will spend some time observing the subject, then gather clinical and behavioral data from parents and teachers. These parental and teacher rating scales are used to quantify the severity of the problem and to establish that the symptoms occur in more than one environment. (These rating scales are subject to one's tolerances of certain behaviors, and are entirely one person's opinion.)

All children have ADHD-type problems to some degree, but it is the age inappropriateness, severity and prevalence of these problems, as well as their effect on the child’s functionality, which need to be assessed. The clinician will also consider other possible contributing psychological problems.

To counter the subjectivity of rating scales, many clinicians are using a new type of objective computerized test called a Continuous Performance Test (CPT). This type of test uses the computer to provide non-biased measures of impulsiveness, inattention, focus, mental effort and stamina.

Contrary to what many people believe, a positive response to stimulants does not confirm an ADHD diagnosis. Research in the 1980's found that children with or without ADHD were more attentive and focused after taking stimulants.

If the problem is treated when the child is young, certain other problems may be less likely to develop. These other problems may include Depression, Oppositional Defiant Disorder and Conduct Disorder.

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