ADHASA Annual Parents ADHD Conference

The Basics of ADHD

ADHD is currently the most researched childhood condition, yet there is so much misunderstanding about it. Suggestions that their child may be affected by Attention Deficit Disorder or Hyperactivity, or worse the diagnosis of it, often leaves parents traumatised, guilt ridden, and angry that their child should be ‘stigmatised’! On the other hand, parents may be relieved that there is finally an explanation for the difficulties encountered by their child.

Knowing the symptoms of ADHD and understanding how they can combine to affect every facet of the child’s life, can make things so much easier for the child and those that surround him. Teacher and parent awareness that the child is trying to deal with a difficulty, recognising the child’s efforts and supporting rather than condemning him, can improve classroom and family dynamics quite considerably. Supplementation may improve many symptoms, and can also support any therapies the child may be having.

A deficiency of Essential Fatty Acids (EFAs) seems to aggravate neurological and other symptoms of ADHD; supplementation of EFAs as well that the co-nutrient vitamins and minerals (that improve their metabolism), can ameliorate these symptoms. Results are enhanced if substances such as synthetic colourants, synthetic flavourants and anti-oxidant preservatives which inhibit the metabolism of EFAs are removed from the diet.

Wildly fluctuating blood glucose levels could also strongly affect concentration and so it helps to understand the concept of Glycaemic Index (GI), and how to combine foods to serve balanced meals which ensure stable blood glucose levels. Three balanced meals a day, as well as balanced snacks in between, could help towards ‘active concentration’ levels and optimal behaviour for the child.

If a child has allergies or sensitivities, these must also be taken into account. Sugar should be kept to a minimum. In his book, “Optimum Nutrition for the Mind”, Patrick Holford quotes the Massachussetts Institute of Technology’s research project into the sugar eating habits of children. Children who ate the most sugar in a particular community were compared to those that ate the least. Results showed that on average there was a 25 point difference in IQ between the groups, with the children having the lowest sugar intake being the brightest. This does not mean that we have to cut sugar out entirely, but that we keep its use to a minimum. Children never should have sugar on an empty stomach.

Six to nine portions of fruit and vegetables should be eaten daily but this can be a challenge when children refuse to eat any at all. Supplementation may help improve their nutritional status and this often results in children becoming more adventurous in their eating habits.

Healthy eating, improving EFA levels, and stabilizing blood glucose levels can make a tremendous difference to the overall performance of a child with AD/HD however we find that the siblings usually benefit as well. In fact, the whole family benefits from healthier eating habits.

Twenty years ago there was only one supplement for ADHD on the market. Now there are countless preparations available, and more coming in every day. Some offer EFA supplementation, others are herbal compounds, or amino acids, and it can be very difficult to know what to do first. Increasing EFA levels along with a good multivitamin and mineral supplement provides a foundation on which to start.

The Attention Deficit and Hyperactivity Support Group offer a list of foods with brand name products, all of which are unlikely to provoke a reaction in a child with ADD. The “Happy Kids Shop” based in National Office at Delta Park School, provides a range of supplements and helpers are able to assist you with your purchase.

Changing the family’s eating lifestyle is not that easy – however it becomes very well worth it when so much less time is spent cajoling, screaming and shouting at the child. Life becomes easier for everyone and the child is better able to tackle the difficulties that he faces.

Heather Picton

www.heather.picton.nom.za

FACTS ON ATTENTION DEFICIT HYPERACTIVITY DISORDER

FACTS ON ATTENTION DEFICIT HYPERACTIVITY DISORDER

WHAT IS ADD/ADHD?

ADD stands for Attention Deficit Disorder and ADHD for Attention Deficit Hyperactivity Disorder, although internationally ADHD is the referral term that includes both ADD and ADHD. ADHD is a term used to describe a group of children who have many problems in common.

We differentiate between three sub-types namely:

· Predominantly inattentive with little or no sign of impulsivity and hyperactivity
· Predominantly impulsive and hyperactive with little or no attention difficulties
· The combined type - these people are very distractible, hyperactive, and impulsive.

AT WHAT AGE CAN ADHDBE DIAGNOSED?

Diagnosis should only take place from the age of 5 to 7 years although some of the symptoms could be present from birth. It is important that the symptoms, as per the DSMIV, be present for a period of more than six months in all situations. Symptoms usually appear before the age of seven, although diagnosis may only take place much later.

WHAT COULD LOOK LIKE or MANIFEST AS HYPERACTIVITY?

It is very important when considering a diagnosis of ADHD, to rule out other conditions that can look like ADHD.

These could include:

· Allergies, Asthma - Difficulty with breathing can interrupt a child's concentration and cause ADHD-like signs
· Diabetes/Hypoglycaemia - These conditions relate to the quantity of sugar in the blood and can cause changes in concentration and activity levels
· Hearing or Visual problems - The inability to see or hear what is going on in the classroom can lead to behavioural outbursts, incompletion of work and disturbing of classmates and hyperactivity
· Iron Deficiency - Can lead to attention and impulsivity problems
· Lead Intoxication - Lead intoxication can lead to hyperactivity
· Learning problems - If a child is frustrated from learning disabilities, he or she may have ADHD-like behaviour
· Emotional difficulties - This could be due to a divorce, death in the family, an accident that could manifest with hyperactivity symptoms

IT IS THEREFORE CRUCIAL TO MAKE SURE THAT WE DO NOT MERELY TREAT SYMPTOMS BUT THAT WE HEAL AND TREAT THE CORE OF THE PROBLEM

WHAT CAUSES ADD/ADHD?

Unfortunately, the exact cause of ADHDis unknown.

We do know the following:

· It is neurological - meaning that there is a imbalance of certain neurotransmitters;
· It is biochemical - meaning a deficiency in Prostaglandin's E1, E3 (PE1,PE3);
· It is an 80% genetic condition.

HOW MANY CHILDREN IN SOUTH AFRICA HAVE ADD/ADHD?

According to the most recent data, approximately between 8 and 10% of the South African population have ADHD. It could be present from birth (often not recognised) or early childhood and usually persists throughout a person's lifetime. IT IS NOT LIMITED TO CHILDREN ONLY!

CAN YOU OUTGROW ATTENTION DEFICIT HYPERACTIVITY DISORDER?

Although many people with ADHD (around 50%) have a reduction in symptoms during adolescence and adulthood, only a few people no longer have any symptoms. Many still continue to have problems following conversations, forgetting assignments, wedding anniversaries, birthdays, being disorganised, shopping or gambling impulsively, switching jobs often, have relationship problems, or procrastinating. Often more secondary problems like low self-esteem, anxiety and depression start to manifest during adolescence and adulthood.


WHAT ARE THE DIAGNOSTIC CRITERIA FOR DIAGNOSIS?

Some factors that seem to be associated with the occurrence of ADD or ADHD – many are impressionistic and controversial, and much more research is needed to clarify their relevance. They can be interpreted somewhat like pieces of evidence - the more there are, the firmer the diagnosis becomes. Most of these characteristics are associated with a greater than chance likelihood of the syndrome, but no ADHD child has all these indicators, and many occur in non-ADHD children.

Foetal Indicators:

· Apparent hyperactivity in the womb. About one-third of ADHD children are hyperactive while still
unborn. Mother’s report the child kicks and turns and punches or bruises her ribs. This increased activity
is especially pronounced when the expectant mother is sitting or lying down.
· Poor maternal health.
· Mother under 20 years of age.
· First pregnancy.
· Elevated blood pressure during pregnancy.
· Convulsions in the mother during latter stages of pregnancy or during childbirth.
· Maternal alcohol abuse.
· Heavy maternal smoking.
· Drug abuse.

Birth Indicators:

· Extreme prolonged lack of oxygen at birth.
· Labour lasting longer than eighteen hours.
· Birth injuries.
· Congenital problems or physical malformations.
· Foetal alcohol syndrome. This syndrome include low birth weight, small head size, birth defects, withdrawal symptoms, and mental retardation. When the expectant mother consumes a large amount of ethyl alcohol, she can cause foetal damage. The actual amount needed to harm the nervous system and period of pregnancy in which the developing child is most sensitive to this insult are yet unknown.
· Prematurely. Studies of low birth weight babies suggest a relationship between prenatal factors and the syndrome. In one study, prematurely was found to be associated with hyperactivity at age seven. In another study, the ADHD rate was 18 % in low birth weight children and 6.5 % in full birth children.
· Low placental weight.
· Breech presentation.
· Inflammation of the outermost of the two membranes enveloping the unborn child.

Early Infancy Indicators:
· Inadequate sleep.
· Irritability.
· Excessive crying and colic.
· Feeding problems such as difficulty nursing or accepting a formula and differing appetite levels.
· Health problems such as allergies, colds, asthma, upper respiratory infections, and fluid in the ears.
· Poor bonding. The baby is not cuddly and responsive and is restless and difficult to manage during such routine activities as bathing, nappy changing, or feeding.

Late Infancy Indicators:
· Unusual crib behaviour such as foot thumping, excessive rocking, head banging, and climbing out of the crib.
· Rapid or delayed development of physical skills such as crawling, sitting, standing, walking, and running.
· Delayed or rapid development of verbal skills, such as saying the first word prior to ten months or after sixteen months of age.
· Low adaptability to change.
· Sleep difficulties including getting to sleep, staying asleep, obtaining restful sleep, and arising refreshed and pleasant in the morning.

Toddlerhood Indicators:
· Aggressive: pushes, shoves, pinches, kicks, bites and grabs toys and can't play cooperatively for a sustained period.
· Destructive: breaks, throws, and tears apart things, toys, and clothing because of anger, curiosity, or wear-and-tear from high activity level.
· Overactive: acts as if driven by a mainspring that is wound to tightly, resulting in non-stop movements and an inability to sit quietly for more than a few minutes.
· Incorrigible: under responsive to parental correction, seems unconcerned when threatened with punishment, and requiring constant attention, reminding and restraining.
· Reckless: accident prone, careless with common dangers such as traffic, and susceptible to accidental poisoning.

Pre-school Indicators:
· Stomach problems. By the time they are five years old, hyperactive children on the average have had more serious gastrointestinal complains resulting in contact with physicians than their peers.
· Lack of coordination in large or small muscle group activities. The child tends to produce sloppy and messy seatwork at preschool or kindergarten.
· Off task behaviour. These children wander away from their tables at school and do other than what the teacher is instructing the class to do, thus requiring an excessive amount of attention and supervision.
· Over activity. They won't sit still and pay attention, won't sit for story time, are out of their seats too often, talk out of turn, and make inappropriate and disrespectful comments to classmates and the teacher.
· Intrusiveness: Hyperactive children are almost universally unpopular throughout their childhood and adolescence. They bother other children by talking to them, touching them, or intruding on their projects and play, as well as by inappropriately seeking attention, such as by clowning. This trend starts shortly after they learn to walk and begin interacting with other children and becomes a lifelong problem of getting along in groups and a secondary problem of self-esteem.
· Aggressiveness. These children are aggressive toward classmates and can't play cooperatively. They take their classmates toys and hit, kick, and make them cry.
· Distractibility. These children appear to have too short an attention span when compared to other children of the same age.
· Parent-child conflict. Patterns of family disruption, such as nag-yell-spank cycles, become established. The parents perceive the child as a negative influence on the family.

Age 6-13:

It must be remembered that not every child has ALL the symptoms. An ADHD child must manifest with at least six symptoms out of each category in ALL situations. Children without this disorder may also manifest from time to time with some of these symptoms


DIAGNOSTIC CRITERIA AS PER THE DSM IV (Statistical Manual for mental disorders)

ATTENTION DEFICIT DISORDER:

· Often fails to give close attention to details or makes careless mistakes
· Often has difficulty sustaining attention in tasks or activities
· Often does not seem to listen when spoken to directly
· Often does not follow through on instructions
· Often has difficulty organizing tasks and activities
· Often avoids tasks that require sustained attention
· Often loses things necessary for tasks
· Easily distracted by extraneous stimuli
· Is forgetful in daily activities

ATTENTION DEFICIT HYPERACTIVITY DISORDER:

· Often fidgets with hands or feet or squirms in seat
· Often leaves seat in classroom or other situations
· Often runs or climbs excessively in situations where it is inappropriate to do so
· Often has difficulty playing quietly
· Is often "on the go" or often acts as if "driven by a motor"
· Often talks excessively
· Often blurts out answers before questions have been completed
· Often has difficulty awaiting turn
· Often interrupts or intrudes on others
· Often engages in dangerous activities

Teenagers:

Unfortunately, ADHD may not be recognised or treated for years. When it is only diagnosed in an adolescent for the first time the problems are compounded. Not only do they often have learning difficulties but they may be years behind in basic social and learning skills and/or be turned off to learning.

Behavioural problems may have initially been a consequence of the ADHD but now may be more severe than the ADD/ADHD. Depending on the age special education might have to be shifted towards vocational planning. The same treatment approaches, as for younger children, are needed, however, the work is harder. Medication can now be helpful in combination with natural supplementation. Individual therapy along with group and family therapy is often necessary. Ideally, children with ADHD should be identified early. By adolescence they could well be on their way towards overcoming their difficulties. Some may have remaining

learning problems and may continue to need help. The added troubles and sensitivities of adolescence may cause your child to suddenly refuse to have extra classes, remediation, or to take medication. Teenagers do not want to be different, but handled with sensitivity and a sense of humour. Most problems can be overcome.

Adults:

If you have a child who has ADHD, the chances are that either you or your spouse also has the condition. "Hyper actives" tend to be drawn to people who are also dynamic, over-active and often vivacious. So it could be that there are characteristics of ADHD in both sides of your child's family (so no finger-pointing, please!)

Maybe, as you watch your child experiencing certain difficulties, you remember your own childhood, and you wonder ...Perhaps you've had persistent problems that have plagued you throughout your adulthood. It is possible that they are due to the condition of ADD/ADHD. It is used to be though that ADHD was outgrown at adolescence, but now it is generally accepted that it usually continues into adulthood, although it may manifest differently. A check-list of these characteristics is available from our office and if you experience some or most of these traits, then very possibly you are an ADHD adult.

FIND THE TALENTS AND ENCOURAGE THEM!!

CO-MORBID CONDITIONS

CO-MORBID CONDITIONS

The word morbid often makes people think of miserable events or sadness but in this context it means something different. It refers to conditions that occur alongside the ADHD. People are often treated for these conditions without the ADHD being diagnosed and treated as well. ADHD is a genetic condition with a bio-chemical basis. The chemical imbalances in the brain can result in more than one condition.

Zanele works in a computer programming environment. She has at various times in her life been treated for anxiety and depression. She was talking to her supervisor one day about her tendency to procrastinate when her supervisor commented that she acted like a person with ADD. As Zanele researched the condition she realized she had all the symptoms and her school and college performance had also been negatively affected by her difficulty in focusing and concentrating.

The conditions that most commonly co-occur with ADHD are:

• Depression: is characterized by sadness, decreased interest or pleasure in life, lethargy or
agitation, feeling tired all the time, difficulty concentrating or making decisions, feeling guilty or
that life is simply not worth living.
• Anxiety: feeling nervous and tense all the time, or flooded by fear and worry.
• Obsessive-Compulsive Disorder: is diagnosed when people have disturbing thoughts,
impulses or images that re-occur even when they try to think of other things and also have
ritualized, repetitive behaviours (or thoughts) to try and relieve the anxiety caused by the
obsession.
• Substance Abuse or Dependence: occurs when the person has developed a pattern of
tolerance, withdrawal or psychological dependence on a substance. The abuse or dependence
could relate to prescription, over-the-counter or illegal substances.
• Bi-Polar Disorder: occurs when people move from extreme highs to extreme lows in mood. The condition can occur in complex forms.

It is important to remember that some people have only ADHD while other people have more than one condition. These conditions should never be diagnosed without the input of a competent professional person. People may talk about feeling anxious or depressed but the clinical conditions are debilitating and occur over longer periods of time.

Each condition must be treated separately for best results. It is sometimes difficult to clearly identify what is wrong. A person with ADHD may have experienced years of educational failure and be very anxious about their ability to cope with life's demands. The doctor treating the person will try to figure out whether there are two separate conditions or whether the anxiety is a normal consequence of the person's sense of failure.

You may wish to read Your Mental Health by Francis, A. and First, M.B. published by Scribner, New York, 1998


National Office: Delta Park School P O Box 3704
Standard Drive Randburg
Blairgowrie 2125
Randburg
Phone: (011) 888-7655
Fax: 0866047124
E~Mail: info@ADHASA.co.za
Web: www.ADHASA.co.za

10 Steps before “Ritalin”

Dr Hein Badenhorst

There is a definite place for Ritalin and related drugs in the treatment of ADD/ADHD and it has helped many a child through a crisis. However there is a lot more that can be done to help children with ADHD and related problems before commencing the drug route. This presentation gives a broad approach to what can be done before commencing Ritalin (or other related medication). Genetic and environmental factors are considered.

Step 1: Hydration

Most people are chronically dehydrated simply because they don’t drink enough water:

· Chlorinated water should be avoided. Filtered water - using a compacted activated carbon system combined with UV radiation - is the preferred method of treating / filtering tap water.
· Sterile or distilled water should not be taken.
Optimal hydration is essential – increasing the water intake. Avoid sweetened fruit juices, and eliminate colas. Use water from glass or stainless steel containers and avoid plastic bottles.

Step 2: Methylation

The body’s ability to maintain chemical balance depends upon methylation - the ability to add (or subtract) methyl groups to chemical compounds.

Homocysteine levels provide a measure of the body’s methylation process.

· High homocysteine levels can affect the brain contributing to depression, poor concentration, poor memory, sleeping problems, mood swings and anxiety.
· There is a strong genetic component to this defect – especially in the SA
· population.

Treatment requires B-vitamins: Folic acid B3, B6, and B12.

Step 3: Glycation

Stable sugar levels are the key to brain health. Glucose is the most important brain nutrient but excess sugar damages nerve cells. It can cause inflammation in the brain referred to as glycation.
· Around 50% of total macro nutrient intake should be complex, slow releasing, carbohydrates.
· According to research excess white sugar and refined carbohydrates can lead to low IQ, bad behaviour, depression, eating disorders and learning disabilities.

Normalise sugar levels by excluding most breakfast cereals, sweetened fruit juices, colas, fizzy drinks, biscuits and high energy sweets. Eliminate food chemicals and preservatives. More than a 1000 of these compounds have been indicated as active anti-nutrients. Natural is always better.

Step 4: Lipidation

The human brain, on average, consists of 80% water. The dry weight of the brain is

60% fat; and these should be good fats rather than bad fats. Research shows that what you think and what you feel totally depends upon the amount and type of fats eaten on a daily basis.

· Trans fatty acids are the really bad fats for the brain. They are chemically altered fats and become embedded in the cell membranes.
· Hydrogenated fats are bad.
· Cut down drastically on all bad fats.

More important than quantities eaten is maintaining the balance between the different types of good fats.
· Saturated fats are important but should be less than 10% of the total fat intake.
· Omega 3 is a good fat and provides EPA and DHA.

Symptoms of insufficient good fats include:
· Chronic thirst, dry unmanageable hair, brittle soft nails, ear and sinus infections, memory and concentration problems as well as vision problems.

At least have 2 – 3 fatty fishy meals a week.

Step 5: Supplements

Studies show that we are not getting sufficient nutrients from the foods we eat. Organic supplements are best and they come from whole food products.

Supplementation should include:
· Most important: a well balanced multivitamin in the morning.
· B vitamins (including folic acid) taken morning and evening.
· Lecithin E (Lecithin combined with Vit E). Phospholipids improve insulation around brain cells. Can use up to 5g per day.
· Omega 3 - EFA’s. High dosages to be divided into morning and night servings.
· Antioxidant supplementation - not enough antioxidants in fruit and vegetables alone.
· Calcium Magnesium and Vit D – divided dosage morning and evening.

Supplements do not replace healthy eating, they are added to the diet. Supplements are not medication – they are what the body needs to grow and maintain.

Step 6: Allergies

Children are eating up to 5kg artificial additives every year. These can cause reactions in the body and children with ADHD are 7 times more likely to have reactions. 90% of children with ADHD are likely to have food allergies. The most common foods can be tested by using the IGg food sensitivity test profile.

Step 7: High Stress Levels

These are linked to the inability to adapt and cope with situations. Children with ADHD are more likely to be in trouble with parents, teachers and others.

· This causes excessive stress which affects adrenal hormone levels which also affects brain function –especially forgetfulness.

Help these children with:

· psychological support
· exercise
· avoiding intake of sugars, refined carbohydrates
· well structured home environment
· using natural stress relief products eg GABA

Step 8: Sleep Hygiene

Adequate sleep is vitally important for brain health. Not getting enough sleep is another stressor to the body.
Have a good sleep routine:

· Regular bedtimes – going to sleep and waking up at regular hours.
· Have regular hours of sleep
· Keep sugar levels even
· Ensure that your balance of vitamins and minerals contain B6 and zinc
· Take regular exercise
· Use natural sleep agents – eg take Calcium-Magnesium supplements at dinner
· time.

Step 9: Colon Health

A healthy colon – a healthy child – a healthy brain.
There are 10x more bacteria in the large intestine than there are cells in the body. Problems arise when these flora are abnormal. We need the correct colon bacteria as well as adequate water for normal colon function. Leaky gut syndrome can cause food sensitivities. 90% of serotonin is manufactured in the colon. Insufficient serotonin can cause depression and anxiety. Chronic constipation can be auto intoxicating and lead to many problems. Regular bowel movement and a normal gastro-colic reflex is important for long term colon health.

Children need colon training:
· Teach regular bowel habits.
· Need enough water
· Less refined sugars and refined carbohydrates.
· Have enough omega 3 EFAs and supplements
· Regular exercise
· Probiotics – Prebiotics and digestive enzymes.

Step 10: Psychology and Behaviour

ADHD is a stressor and a challenge affecting every area of a child’s life. Be very careful with labelling affected children. Remember they are very special individuals.

· Use behaviour therapy to change certain behaviours by increasing the frequency of acceptable behaviour with rewards and positive feedback.
· Consider your attitude to children with ADHD.
· What is your belief system and what is that of your children.
· What confidence do you have in children with ADHD.

We raise these children with no self belief and no confidence, and forget the exceptional qualities and talents of individuals with ADHD.

Conclusion

When using their creativity and natural drive ADHD people are often more adapted to the modern day lifestyle, often coping better in the work place. Others are starting to see them in different ways which acknowledge their strengths, and new labels are emerging such as “Latent Entrepreneur Personality Type”, acknowledging that ADHD is not a deficit or a disease.

Changing a few things in the life of ADHD kids can prevent the damaging labels, maintain self esteem, and help them to be normal well functioning adults.

Information Courtesy of:

ADHASA – Attention Deficit & Hyperactivity Support Group of Southern Africa


National Office
Delta Park School P O Box 3704 Phone: (011) 888-7655
Standard Drive Randburg Fax: 0866047124
Blairgowrie 2125 E~Mail: info@ADHASA.co.za
Randburg Web: www.ADHASA.co.za
See our website for a branch in your area

A Holistic Approach to ADHD

A Holistic Approach to ADHD – diet, lifestyle, stress, activity.

Several causes of ADHD have been suggested, and healing or management approaches are many. It is increasingly being recognised that there is no single approach that ‘cures’ the condition.

Understanding the causes of ADHD helps in deciding what should be done. It has been suggested that ADHD is caused by the inability brain cells to talk to one another – in turn this is linked to an imbalance of neurotransmitters. There is a neurological dysfunction. Doctors use medication to make these neurotransmitters more available in the synapse.

Healthy Eating Lifestyle

It has been suggested that the body cannot manufacture certain neurotransmitters (or enough of them) in the absence of Essential Fatty Acids. Supplementation of both omega 6 and omega 3 can cause considerable improvement in behaviour, concentration and physical ability. Results are better if we add the vitamins and minerals which help the body effectively metabolise these fatty acids; of course we need to eliminate the non-nutritive foodstuffs than prevent our systems from metabolizing the essential fatty acids.

Fluctuating blood glucose levels can go a long way to undermine a persons functioning – and even more so for the child with ADHD. Stabilising blood glucose levels also reduces sweet and junk food cravings.

Following the above principles is vital when moving towards a healthier eating lifestyle. In addition, the amount of supplements required might be reduced if fruit, vegetables, seeds, protein and other nutrient providing foods are part of the regular diet.

Ensuring that the child has the required friendly intestinal flora goes a long way to prevent tummy aches and pains, and alleviate constipation and diarrhoea.

Glyconutrients have been shown to provide further benefits for many children.

Activity Levels

Play is a very important learning opportunity and should be encouraged. Many children don’t even know how to play – especially if they have poor social interaction skills. They are always being excluded by other children which just makes everything worse.

It is most valuable for parents to take time to play with their children. This could be fairly passive play like board games (which can teach social skills, organisation, counting) or active play with rough and tumble. When children are being active, the tendrils on the dendrites of their brain are growing – making it easier for brain cells to talk to one another. Neural function can be improved which in turn reduces neural dysfunction. Make sure that children have time for play.

Stress Levels

Many people don’t believe it’s possible for a child to be stressed. Unfortunately they couldn’t be more wrong! When a child is stressed, the dendrites shrivel up and increase the space between the cells, which makes it more difficult for messages to cross the synapse. Concentration and functioning in general becomes far more difficult.

Attitude of Parents

This is possibly one of the most important things that a family can do - these children need to know that someone is on their side. As they learn more about the condition and understand the challenges the child faces on a daily basis they are far more able to accept and support their child.

Heather Picton