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2012年10月4日 星期四

ADHD Diagnosis: Are Preschool Kids Too Young?


It's normal for very young children to talk uncontrollably, have difficulty sitting still at the dinner table, and avoid tasks that require sustained mental effort. After all, many desired behaviors are more developmentally appropriate for elementary-aged children than for pre-schoolers. Are preschool kids too young for an ADHD diagnosis, especially when it is normal for them to be impulsive, hyperactive, and inattentive?

The medical diagnosis of ADHD is given to a child if he or she meets 12 out of 18 diagnostic criteria in two different settings for at least six months. These criteria include behaviors like "does not follow through on instructions," "runs as though driven by a motor," and "often fidgets with hands or feet or squirms in seat." Telling as these behaviors might be, these symptoms of ADHD do not necessarily point to an attention disorder. ADHD symptoms can be red flags for unrelated conditions such as inner ear dysfunctions, learning disorders, or sensory integration disorder. Detecting ADHD in pre-school aged children is even harder because the diagnostic criteria point to behaviors appropriate to their age.

Some experts claim to have determined two behavioral patterns that predict an ADHD diagnosis in late childhood. The first is preschool expulsion due to refusal to join in school activities, aggressive behavior, and the inability to respect classmates' boundaries or personal property. The second is peer rejection, when the child is avoided by other kids. Although ADHD might not necessarily be responsible for these problems, it's best to take your child to a doctor to find out the real cause behind these extreme cases.

But what should you do if your child is diagnosed with ADHD? Try getting a second opinion from a holistic doctor trained in functional medicine. Some psychiatrists make hasty ADHD diagnoses after checking symptoms off a list, but a holistic doctor will put your child through various tests to determine the presence of ADHD and what may have caused it. Meanwhile, making some environmental changes might reduce some of the symptoms. If your child goes to a large preschool, trying moving him or her into a smaller preschool with fewer kids, a strong routine, and less extraneous stimulation. A preschool with a small student-to-teacher ratio will make it easier for your child to socialize and receive the extra attention needed.

Behavior therapy is also very effective for very young children. A large study called the Preschool ADHD Treatment Study just discovered that behavior modification can reduce ADHD symptoms in preschool children, even if they experience severe ones. If your child does not respond to behavior modification, a diet change might be in order. Many cases of ADHD are due to food substances like artificial additives, gluten (from wheat), casein (from milk), and other intolerances. Specialized tests from a holistic doctor can determine if food intolerance is behind hyperactive and inattentive symptoms.

ADHD diagnoses are very useful for identifying problems that can interfere with your child's development, but just remember that there are ways to treat hyperactivity and inattention without subjecting your child to stimulant medications.




Dr. Yannick Pauli is an expert on natural approaches to ADHD and the author of the popular self-help home-program The Unritalin Solution. He is Director of the Centre Neurofit in Lausanne, Switzerland and has a passion taking care of children with ADHD. Click on the link for more great information about what is adhd.





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2012年3月23日 星期五

ADHD Diagnosis: Are Preschool Kids Too Young?


It's normal for very young children to talk uncontrollably, have difficulty sitting still at the dinner table, and avoid tasks that require sustained mental effort. After all, many desired behaviors are more developmentally appropriate for elementary-aged children than for pre-schoolers. Are preschool kids too young for an ADHD diagnosis, especially when it is normal for them to be impulsive, hyperactive, and inattentive?

The medical diagnosis of ADHD is given to a child if he or she meets 12 out of 18 diagnostic criteria in two different settings for at least six months. These criteria include behaviors like "does not follow through on instructions," "runs as though driven by a motor," and "often fidgets with hands or feet or squirms in seat." Telling as these behaviors might be, these symptoms of ADHD do not necessarily point to an attention disorder. ADHD symptoms can be red flags for unrelated conditions such as inner ear dysfunctions, learning disorders, or sensory integration disorder. Detecting ADHD in pre-school aged children is even harder because the diagnostic criteria point to behaviors appropriate to their age.

Some experts claim to have determined two behavioral patterns that predict an ADHD diagnosis in late childhood. The first is preschool expulsion due to refusal to join in school activities, aggressive behavior, and the inability to respect classmates' boundaries or personal property. The second is peer rejection, when the child is avoided by other kids. Although ADHD might not necessarily be responsible for these problems, it's best to take your child to a doctor to find out the real cause behind these extreme cases.

But what should you do if your child is diagnosed with ADHD? Try getting a second opinion from a holistic doctor trained in functional medicine. Some psychiatrists make hasty ADHD diagnoses after checking symptoms off a list, but a holistic doctor will put your child through various tests to determine the presence of ADHD and what may have caused it. Meanwhile, making some environmental changes might reduce some of the symptoms. If your child goes to a large preschool, trying moving him or her into a smaller preschool with fewer kids, a strong routine, and less extraneous stimulation. A preschool with a small student-to-teacher ratio will make it easier for your child to socialize and receive the extra attention needed.

Behavior therapy is also very effective for very young children. A large study called the Preschool ADHD Treatment Study just discovered that behavior modification can reduce ADHD symptoms in preschool children, even if they experience severe ones. If your child does not respond to behavior modification, a diet change might be in order. Many cases of ADHD are due to food substances like artificial additives, gluten (from wheat), casein (from milk), and other intolerances. Specialized tests from a holistic doctor can determine if food intolerance is behind hyperactive and inattentive symptoms.

ADHD diagnoses are very useful for identifying problems that can interfere with your child's development, but just remember that there are ways to treat hyperactivity and inattention without subjecting your child to stimulant medications.




Dr. Yannick Pauli is an expert on natural approaches to ADHD and the author of the popular self-help home-program The Unritalin Solution. He is Director of the Centre Neurofit in Lausanne, Switzerland and has a passion taking care of children with ADHD. Click on the link for more great information about what is adhd.





This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

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2012年1月27日 星期五

Speech Therapy Concerns - Do's and Don'ts for Preschool Teachers


It seems there are more and more children in speech therapy before kindergarten each year. Parents are hyper-sensitive to how their children speak and how "well" they compare in speech issues as other children they know of the same age.

As teachers, we need to remind them that, as with other areas of development, each child progresses in their speech and language at different rates. It is very common to say "Otay" instead of "Okay" or "tefelone" instead of "telephone" in the preschool years. Many three year old children will say "Him goed to beach". It may progress to "Him go to beach" or "He goed to the beach." Correct use of pronouns (personal and proper) as well as verb tenses are part of their preschool speech and language growth and development. It is when a pattern of usage that it out of the developmental norm can be seen in their speech or language that a red flag goes should be raised by teachers.

As teachers, we are called on by parents to answer some questions that are not easily answered. When asked if we think their child has a speech problem or a language problem, we need to be very careful about how we answer. If we answer yes, we have just labeled that child and the parent assumes we are correct because we are, after all, the expert when it comes to children.

Now, don't lose it over my next statement, it is blunt but true: we need to remember that we are NOT the experts in speech and language (unless, of course, you have your degree in speech and language pathology!). We should NOT be telling parents that we feel their child has a speech problem or a language problem. Once we say that to a parent their child has been "diagnosed by an expert".

A speech problem refers to a problem with the production of sounds. A language disorder refers to having difficulty either understanding or putting words together to communicate thoughts or ideas.

The child's issue, many times, is not simply a speech or language disorder. A child may have one of many number of other things going on that are affecting them and the issues you see in their speech and language may actually be a symptom of this other issue.

A child with speech issues may have a hearing or inner ear problem that has not been detected yet. The child with language issues may have sensory/sensory integration issues or they may simply speak a different language at home and their "problem" is learning of a new language.

As preschool teachers, we have training and experience that lets us know when children do not appear to be developing within the typical stages. Our role is to know what the developmental norms are for speech and language acquisition (as well as other areas of growth and development ) for the ages of children that we care for.

The best and most appropriate steps we can take to be sure that we handle developmental concerns in a professional manner and within limits of are training are:

1. Stay current in growth and development training.

Contact a local speech/language pathologist to set up a basic training on what to look for as far as developmental norms and red flags.

2. Observe and record.....OFTEN!

Part of our day should be spent recording observations of children in our programs. If you or a parent are concerned about a child's speech or language development, record conversations. Write down EXACTLY what the child says. Do this over a period of time and then review your results. Are there common patterns (for example of sound replacements- the child replaces the "ch" sound with a "t" sound).

Once you have reviewed your observations, look at the developmental expectations of that age. Is what you are observing common for this age group?

3. When in doubt-ask an expert in the field. We are experts in typical child growth and development. Once you have determined that a speech or language pattern with a child seems to be outside the norm, ask an expert for their opinion on whether or not to refer this family for a professional evaluation.

4. When speaking with parents about concerns regarding their child's development, do not present yourself as an expert in that field (again, we are not speech therapist, occupational therapists, etc.).

Let the parents know that based on your training and experience, you feel it would be a good idea for them to get an opinion from their child's doctor or a specialist with regard to ________(fill in the blank: speech, motor control, etc.).

Remind parents that all children grow and develop at different rates and there can be a six to eight month window for each age group. Qualify your concern by letting them know what you, as a trained professional in child growth and development, would expect to see children of this age doing with regard to your area of concern. Offer them a written summary of your observations. (Not a copy of your observation reports from each day, but a typed summary "replaces "ch" sound with "t" sound consistently").




Cheryl Hatch has been working with preschool children and their families since 1995. She has over 16 years experience teaching and directing in preschool programs. For preschool themed activities and ideas, articles and information to help you in your preschool classroom or with your preschool children, you can visit her website at http://www.preschool-plan-it.com





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