Dr. Forgan’s advice on ADD/ ADHD

Backpack Blindness and ADHD

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Backpack blindness happened in my home tonight and if you are not familiar with backpack blindness that’s ok because it’s a new term I just coined. If you have a child with ADHD backpack blindness has probably happened to your child too.

Last night my high school age son responsibly completed his math homework and, I can verify, it was legitimately done because I saw him do it. Next he responsibly put his homework into his backpack. It was between that point and his math class the next day when the paper disappeared.  He went to retrieve it from his backpack to turn it in and the math sheet had vanished. It was then he realized he missed the critical step of placing the paper inside his Algebra folder instead of within the backpack’s general cargo area.

When he returned home and told his mom she decided it was time for a search and rescue event.  Since she often functions as his executive assistant, she helped him retrieve his backpack and pull everything out with the hypothesis that the paper must have slid into a rogue folder.  They both went page by page through each notebook in search of the missing paper.  When it didn’t turn up in a folder he straightforwardly said, “I might be blind and it’s probably in the backpack somewhere.”

At that moment it hit me: backpack blindness. It’s happened here before and a familiar tale I’ve heard from many of my clients that have kids with ADHD.  The good news is there is a cure for backpack blindness and it’s simply frequent backpack and notebook checks.  If your child has ADHD I recommend at least once a week you have a good backpack and notebook organization session. Ideally a teacher at school would require weekly notebook checks but if not, you can do the backpack- notebook check.

If your child is in middle or high school you may have asked yourself, “Do I really still need to do this?” The answer is yes.  You probably know a classic characteristic of ADHD is weak organizational skills.  Thus, as long as your child needs it, you can play the executive organizer role.  What I find is that parents don’t help their child long enough.  Many parents realize they need to help their ADHD child but get to a point where they stop because they think, “Surely I’ve shown her/him enough times that they can do it on their own by now.”  This is where parents’ expectations don’t take into account their child’s ADHD.  Try to keep the mindset that your child with ADHD requires at least double, if not triple, the time you think they should need to learn and internalize a skill so they can apply it independently.

The goal here is not to enable your child or create dependency but to teach him or her to create a personal system.   Developing a personal organization system takes time.  Thus, stay the course and continue to help your child for a long as it takes.  It will get better.   Contact me if I can help you– help your child.

P.S. We never found the missing homework.

3 Ways To Teach Young Children Self-Control

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Due to poor self-control or self-regulation, many young impulsive children (especially boys) get into trouble with teacher or parents.  In the classroom these are behaviors such as calling out, out of seat, touching others, quick to say, “I can’t do it.”, and in other’s personal space.  At home these children are on the move, interrupt, may call siblings names, or even hit.  These behaviors are frustrating to teachers, parents and the child.  After all, what young child wants to continually get in trouble?

Teach Your Child Self Control

The good news is there are three ways you can teach your child to self-control.  First, have consistent rules and expectations at home.  It’s documented that children with poor self-control can self-regulate better within the structure of rules and limits.  Parents that are firm but loving have children with better self-control than permissive parents.

Second, help your child develop a stronger inner voice.  To have self-control your child must use self-talk.  Talk to your child about what she is saying in her mind.  For example, if your child calls their sibling a stupid poopy head. Instead of simply scolding him, ask him questions such as, “What were you thinking before you said that? What could you have said to yourself? What will you tell yourself do next time this happens?”

You can also help your child by ‘thinking aloud’ about how you self-regulate. Many times adults take for granted that children know how we think.  Next time you are faced with an impulsive situation, talk aloud about how you could have reacted impulsively but didn’t because of what you said to yourself.

Third, explicitly teach self-control.  Kids love games and playing ‘Simon Says’ helps children practice self-control.  You can also play the statue game where you time your child to see how long he can stand without moving.  Keep track of this and each time encourage him to beat his last time.

Consider an evaluation if your child’s impulse-control issues are severe.  My evaluation will help you know if this is something your child can control or if it is out of his control.  This insight will help you know how to better discipline your child.

ADHD and Diet: Additives to Avoid

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In a previous post I wrote about how some foods can cause hyperactive behavior and I recommended you check out the resources from Dr. Barnhill.  In today’s post I’m giving you the food additives that influence hyperactive behavior in children.  These food additives don’t cause ADHD but too much can influence your child’s behavior.  According to the Mayo Clinic.com website, parents should try to avoid giving children foods with these additives:

Food additives that may increase hyperactive behavior include:

  • Sodium benzoate
  • FD&C Yellow No. 6 (sunset yellow)
  • D&C Yellow No. 10 (quinoline yellow)
  • FD&C Yellow No. 5 (tartrazine)
  • FD&C Red No.40 (allura red)

In fact, they reported that the British government has requested that food producers remove most artificial dyes and from their food. You can read the entire post here.

If you are concerned that your child with ADHD may have food allergies or sensitivities to additives, what should you do?  First, consult with your MD and discuss your concerns.  Second, begin eliminating these additives from your child’s diet one or two at a time.  Keep a log with the date that you started eliminating the additives.  Keep a daily list of all foods your child eats.  Next to that entry make notes about his or her school and home behavior.

On days when school or home behavior was poor, look at the list and see what he or she ate.  Highlight any areas where you are concerned.  The next time she or he has a bad day compare foods to see if you can identify any patterns.

Some families find it valuable to work with a nutritionist along the way.  This person can help guide, interpret, and advise you as you work to help your child.

In my parent support system for parents of kids with ADHD I have additional food allergy information to help.  Use the contact form if I can help you.

Is his Focusing Problem ADD or a Processing Problem?

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I worked with a 10th grade adolescent because his parents were concerned that his grades were dropping and his attitude to school was poor. He was telling his parents that he had trouble paying attention in class, keeping is mind on the content, and difficulty concentrating when doing his homework. His parents came to me to try and determine if their son had ADD or if he was just being lazy. They wanted information to help them understand if they just needed to push their son harder or if they needed to cut him some slack if he really had ADD. My evaluation helped answer their questions.

First I met with the parents, listened to their concerns, discussed background information, and determined the main questions they wanted answered.  This process gave me insight into their son’s history and helped me understand how to tailor the evaluation to specifically address their concerns.  (Some psychologists use the same tests on every kid no matter what the parents’ concerns are because they get comfortable using certain tests or because they are not very astute. Not every evaluation should be the same tests.)

Their son came in for two, two hour appointments where we went through the testing process. Some tests involved talking whereas others were looking at pictures, completing tasks, and interacting with me or a computer.  During this time I got to know the teen and we discussed fishing, his enjoyment for riding ATVs, and his perceptions about school.  It appeared that we had a solid rapport so I believe the testing was accurate.  As I scored the tests it turned out that his student had some very significant processing problems that were contributing to his feelings of being overwhemled and discouraged about school.  He believed that even though he was trying to be successful in school that his effort did not result in good grades.  Thus, he was quickly becoming unmotivated.  As it turned out, this teen was not at all lazy.

When I met with the parents to review the results the information I shared with them in the written report provided insight and steps for helping their son.  Hearing about their son’s strengths and about his processing problems helped them understand him even better.  They left knowing that they needed to give him greater understanding.  They also needed to help him create a system for success that would work to his strengths.  I provided the parents with some folks that could come along side them and teach the teen how create his system.

Do you have questions about your child?  Use the form above to contact me or call for an appointment.

Preschool Boys with ADHD

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Testing Preschool Boys for ADHD.

Yes, you can test a preschool child for ADHD or other associated disorders.  I worked with a family that had a four year old boy in preschool and they were very concerned about his behavior. The preschool director and teachers were feeling frustrated by this young boy’s energy and movement. He required a lot of teacher attention, time, and redirections and it was close to the point where he was about to be asked to leave the school.  The teachers had tried several different things such as moving his seating close to the teacher, giving him a buddy, using a color system, and limiting sugary snacks.  None of these interventions seemed to help so they recommended the parents see me for an evaluation.

I initially met with the parents to hear their concerns and determine the most important questions they wanted to get answered through the evaluation process.  As we talked they described a lot of characteristics of ADHD in their preschool boy.  At home he was very active and had difficulty sitting through meal time.  He was impulsive in his behavior and jumping on the couch, climbing on furniture, and loved to smash toys.  Even when parents describe their child I never make a judgement until I actually work with the child myself.

When this child came in for testing he had extreme difficulty sitting in the chair to work.  He slid out of the chair and under the table.  He loved to stand up to work and talk.  He could only keep focused for about ten minutes before we had to take a break.  During testing I completed neuropsychological tests of attention and other important tests.  His parents and teacher also completed behavioral rating forms.  After testing I talked to the preschool teacher on the phone.  By the end of the process I had the big picture of this boy’s performance at home, in school, and during testing.  This was a thorough way to test this preschool boy for ADHD.  Testing showed his impulsive behavior was not within his self-control.

When his parents returned to discuss the results I explained everything and we set up an action plan.  They left feeling like there was hope that his behavior could get better and that family life could become less stressful.   Contact me today.