Summertime.  A time to be carefree;  a free spirit; a new world explorer.  Or maybe not.

Our son loves to be home.  Given his choice, he would stay home pretty much most of the time — in his pajamas with his hair all messy and toys all around him.  He doesn’t, of course.  He is usually pretty busy between school, sports, OT and so forth.  However, we have had a two week break between the end of school and before summer camp starts.  Getting him out of the house with the babysitter has been a real challenge.

Don’t get me wrong.  In general, the babysitter situation, as I wrote in my last post, is working out well.  We hired a 17 year old boy and our son loves playing soccer, basketball and XBOX with him.  This is good.  However, he does not want to leave the house to go to the playground, or to the batting cages or to the YMCA pool.  I attribute this to his being uncomfortable with anything new which I think is part of his cognitive rigidity aspect of ADHD.  It is difficult for our son to face new situations and changes.

My approach to this has been twofold.  First, try to get a good friend to do the activity with him.  The idea being that a good friend provides our son with the comfortable framework that he needs.  Secondly, I strongly encourage him to try the activity (encourage might be a bit euphemistic) and tell him that if he does like not the activity then, after he tries it, he can come home.  Usually he then goes and has a great time!!

We go through this for every new activity.  It is frustrating, it is annoying and it makes me sad that it is often so difficult for him.  I remember my summer days of free flowing play and exploration and wish that things could be easier for our son.

I often question myself on whether he is just being a homebody or is it a form of anxiety/cognitive rigidity?    My mother’s instinct tells me that it is his anxiety.  And so we soldier on trying to think of new ways to make him comfortable enough to try new activities, situations and sports.  It is a daily battle that I wish was not a battle for him at all.

Do you face a similar situation?  How do you handle it?  Any ideas for me and for others would be greatly appreciated!!

Until next time …. Take care!!

Karen

One of the challenges associated with ADHD and ADD is “executive functioning”. I have talked about this before. This like so many other things is a confusing element to ADHD but one that I feel is really important to be aware of and necessary to understand the challenges of your child holistically. In fact, many experts in the field of ADHD/ADD are starting to suggest that ADHD be re-conceptualized as an “executive disorder” and deemphasize the focus on hyperactivity and attention. Problems with executive functioning are not limited, however, to only those with ADHD or ADD. Executive dysfunction sometimes is the only problem and sometimes is part of a larger problem.

The easiest way to think of executive functioning is that it is the administrative or managerial part of the human brain. Executive functioning has to do with organization, planning, self-control, and time management, for instance. Like anything else, any individual with executive functioning issues will have areas of strength and areas of weakness within the broad spectrum of executive functioning.
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This post can be found at the Can Mom Be Calm Blog:

http://canmombecalm.blogspot.com/2009/10/kill-homework-monster.html

Before I was married, I didn’t believe I would be nothing other than a No-Shit Mom.

Okay, this is the second time I used an inappropriate word on my blog and so I apologize if anyone is offended but some words just say it all.

My kid was going to study, I told myself up until he was born. He would not be spoiled. And he would be able to speak at least three languages, one of them being Mandarin Chinese. (By the way, I am not Chinese American)

Even when you have typical children, I’m sure parents laugh at themselves when they compare their pre-baby goals to their actual goals after birth. Gosh, now my goals are not even anywhere close to him being multilingual! My goals are more like: Logan will stay in his seat for five minutes without being told to do so. Logan will make one non-school friend by the end of 2009. Of course, now I must share my personal goal which of course is: Jenn will no longer need anti-anxiety medication after 2010 and/or lose 20 pounds.

Anyway, this year Logan is in Big School and with that I am dragged into the world of Homework Hell. Ohmigosh, this No-Shit Mom is no match for the ADHD Homework Monster. The Homework Monster has daily ways to annoy you so much that in twenty minutes, you don’t care if your child wrote the letter “b” or “d.” Just get it done and go to sleep! Argh!

THE REST OF THE POST CAN BE READ AT: http://canmombecalm.blogspot.com/2009/10/kill-homework-monster.html

http://thepealfamily.blogspot.com

Becky
I am… wife to a wonderful husband, mother to 2 awesome boys, daughter to fabulous parents, sister to 2 phenomenal women, friend to many… and a child of God.

Sample Blog Entry:

This Blog Post Can Be Found at : http://thepealfamily.blogspot.com/2009/09/easy-essays.html

Friday, September 11, 2009
Easy Essays
I stumbled upon this site this week and it has been a huge help to my older son who is not formally diagnosed but has mild ADHD symptoms. He really struggles with planning his thoughts and getting started on writing. He is in 5th grade this year and they are doing weekly essays – yeah more work for mom! I had a discussion with him yesterday about needing to do his essay before soccer practice and he complained that it would take too long and there was no way he could get it done before soccer… but when I got home, the essay was completed thanks to this wonderful FREE site! He said he did it in less than 30 minutes and it was the first time the essay actually flowed properly. Three cheers for The Easy Essay website!

www.theeasyessay.com

Wow, the response to last week’s post, What I Would Want a Mother of a Typical Needs Child to Know” (http://www.lipstickwisdom.com/2009/09/15/what-would-i-want-a-mother-of-a-typical-needs-child-to-know/), has been tremendous. I have seemingly been able to verbalize in my post what many mothers of special needs children feel in their daily life. Frustration with a lack of understanding and consideration is a common feeling among those of us with special needs children.

What, in my opinion, are the two most often cited sources of frustration and lack of understanding? I feel they are extended family and the school system. So I have been asking myself for days – how can I help to educate those who don’t know and don’t understand?
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Homework can be a frustrating time for any parent. This is especially true if your child has ADHD or learning disabilities. Here I share some times I have gained from first hand experience that make homework time a lot easier and enjoyable. Good luck!!

For many of us parents, homework time can be a very frustrating part of the day. This is especially true for those of us who have children with ADHD or learning disabilities. How can you work with your child to make homework time easier? I call it the 3 R’s — Routine, Reward and Relax!!

First, if you can, meet with your child’s teachers with you child at the start of the school year. Present a united front and lay out expectations for the year and explicitly offer advice and options if the child is having trouble with the material (age appropriately). Set up a system to regularly communicate with the teachers. We use a communication notebook that goes back and forth to school every day.

2. Make homework a daily routine – at the same time and the same place. Make sure the environment is comfortable and appropriate and aids concentration and productivity. We use our kitchen table and make sure that we have all the materials on hand that we will need. We also make sure that no one else is in the room!

3. Set up a short term reward system. Points, poker chips, pretend money, stickers or something immediate for that day such as TV time or game time are all a good basis for a reward system. Children with ADHD are highly motivated by short term rewards which could be daily or weekly. Develop a system that works best for you and your child.

I have found with my son that the more visual the reward system, the better it works. Post it somewhere on your refrigerator or anywhere where it is in plain view. It reminds your child of what they are working towards.

4. Break down the homework into smaller tasks with breaks in between. Plan with your child what is to be done and when break are to be taken. Plan together what the activities will be during the short, timed breaks. Even within subjects, break down the homework into smaller, more manageable pieces. For instance, for math homework, only show one column of problems at a time.

5. When and if you child reaches a frustration point, take a break but make the break explicit. “You seem like you are getting frustrated. Let’s go take a break for 5 minutes and then come back to the work refreshed.

6. When homework is finished, have your child organize it and put it away in their back pack so it is ready to go for the next day.

7. This is a good time, too, to plan for the next day. Lunch, snacks and outfits are all next-day tasks that can be taken care of so that the morning routine is easier.

8. As your child gets older and more independent, transition from homework helper to homework coach. A homework coach helps with planning for homework and projects, discussing what needs to be done and offering guidance on breaking the tasks down, and offering encouragement.

So remember, it is Routine, Reward and Relax!! I hope your nights of homework go smoothly. Until next time …. take care.

Karen

Evaluations. Academic Tests. The Wechsler Preschool and Primary Scale of Intelligence-III. Cognitive Testing (WPPSI-III). The Peabody Picture Vocabulary Test. The Bruininks-Oseretsky Test of Motor Proficiency. And the list goes on …
 
Have you ever read an evaluation report sharing the results of such tests? What is desperately needed is evaluation results that are written in PLAIN ENGLISH. “Plain English” is a generic term for communication styles that emphasize clarity, brevity and the avoidance of technical language.
 
Academic evaluators should be required to report their results in Plain English. I have been through two rounds of full evaluations of my son. While I basically grasped the learning issues that my son has – I have never fully understood the results of these tests. Why? For some reason, the evaluators keep the language in the report in their academic context and do not report the results in plain English. I understand that verbal memory is the retention of the spoken word and a relative percentage score associated with that. I do not understand a scaled score of “4” on digit span!!
 
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Managing ADHD in the classroom requires a tight collaboration between the family, the teacher and the school administrators. Many people, including teachers, are not well educated about ADHD and some still have the prejudice that the child is lazy or a discipline problem. The fact is ADHD is a neurological disorder that can make every day tasks that are second nature to those without ADHD/ADD seem like an insurmountable task for those with ADHD.
 
The standard definition of ADHD includes three subtypes:

1. Predominantly hyperactive-impulsive
2. Predominantly inattentive
3. Combined hyperactive-impulsive and inattentive

The most prominent features of ADHD include:

1. An inability to control behavior or impulses.
2. An inability to delay gratification.
3. Excessive physical activity that is unrelated to the activity at hand.
4. Poor ability to sustain attention or to persist with tasks.
 
Each individual with ADHD is different with their own set of strengths and challenges. However, in addition to the hyperactivity or the inattentiveness, the ADHD child often has challenges in a group of skills called executive functions. According to Wikipedia, executive functions is a “concept used by psychologists and neuroscientists to describe a loosely defined collection of brain processes which are responsible for planning, cognitive flexibility, abstract thinking, rule acquisition, initiating appropriate actions and inhibiting inappropriate actions, and selecting relevant sensory information”.
 
Often with the ADHD child, the impairment is more than them being hyperactive or inattentive. Other possible ramifications or symptoms of the child with ADHD include challenges, limitations or problems with:

1. Organization

3. Memory recall of facts or concepts learned.
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