Everyday Health: Why are there so many theories about the causes of ADHD? What are the most common?
Patricia O. Quinn, MD
Developmental pediatrician; director, National Center for Girls and Women With ADHD, Washington, D.C.
ADHD is a brain-based condition and the result of problems with the transmitters that help relay messages in certain areas of the brain. But there may be several reasons that these brain areas are not functioning properly. ADHD tends to run in families, and several genetic variations have been found in different people. However, there does not seem to be one gene that is affected in all people with ADHD. We also know that an insult to the brain, either during development or later in life, can result in symptoms of ADHD. Many things can insult the brain, including infections (meningitis, encephalitis), toxins (low levels of lead or pesticides), poor nutrition (anemia, malnutrition); and problems during pregnancy (bleeding or maternal smoking) or after birth (prematurity).

ADHD is indeed a brain-based condition. Neurotransmitter deficiencies (serotonin associated with OCD and dopamine associated with ADHD) for example are identifiable characters of conditions such as ADHD and OCD. It is a developmental problem, even if there is a predisposition (genetic link) to it. Instead we need to look at rectifying the status of the neurotransmitters. Conventional approaches are to administer Vitamin 6B/tryptophan to help with serotonin production for example.
The flaw in this strategy is that neurotransmitters are fired across nerve junctions at the synapse. We know that spectrum disorders are a result of a deficiency of nerves that relay sensory information to the brain; input nerves. It is usually the output nerves that are normally considered (reading and so on) whereas if we look at the reasons why someone can’t read (maybe the nerves and muscles controlling the vertical, horizontal or diagonal movements of the eyes are not working properly) then we get to the real problem. Nerve pathways. So instead of giving just neurotransmitters we need to create more nerve pathways so that the neurotransmitters can self regulate (which is what happens naturally when the person has an adequate diet for this to happen).
Causation, such as brain insults discussed below, may help us limit or prevent these problems in other children, but once the child has a problem, we need to deal with that and sort it out. We now know the brain is plastic, nerve growth factors enable us to grow new nerves, and so these problems are repairable. Many programmes have been used successfully to help children. Here are a few programmes designed for use in schools: INPP (UK); Barbara Pheloung and Teaching Connection, (Australia); SMART program from the New Vision School in Minnesota; Handle Institute Brain Gym Carla Hannaford US); Gill Cowell (New Zealand.); MOTO program of Daniela Arnold in Austria; and that of Svea Gold in Oregon, and also mine.

All can be reached on the Internet and have statistical proof. They are based on the awareness that while each child is different and has different blocks in the neurological development, the ideal development is always the same and can be recapitulated in the normal order to repair any earlier damage.
ADHD is only a label, if we look at the whole child we can see what is causing the symptoms.

Potential brain insults might include: the mother having a virus during pregnancy; birth trauma; fevers; toxins; or other situations that cause a break to the normal flow of development. Such breaks result in a lack of ability to progress forward because brain development is hierarchical.

Lawrence Diller, MD (docdiller.com)
Behavioral and developmental pediatrician and clinical therapist, Walnut Creek, Calif.; assistant clinical professor, University of California, San Francisco; author of The Last Normal Child, Running on Ritalin, and Should I Medicate My Child? (will be published in May 2011)
There are no biological tests or markers for ADHD. Because there are neither medical nor definitive psychometric tests, the causes of ADHD are open to varying interpretation. The ADHD diagnosis is a potential political football when it comes to etiology [causes]. The most widely held belief is that ADHD is genetic and biochemical — a disorder of the brain. However, that doesn’t mean that environment doesn’t play a role with regard to the expression and/or management of the problem behaviors of ADHD.

People are individuals, and the sensory distortions that result from breaks to the person’s development will be on a spectrum of mild to severe. If we examine what the sensory input nerves are doing then we can understand the symptoms and can begin to apply our knowledge help the child.

Erin N. King (schoolpsychologistfiles.com)
Nationally certified school psychologist, Virginia

Any disorder that does not have a known cause is open to a number of theories. People naturally want to know why, or want to feel as if it can be prevented in the future. Heredity is the most commonly accepted cause.

Eric Beam, PhD (Ask Dr. Eric)
Supervisor for school psychologists and speech language pathologists, Los Angeles County School District; Board of directors, California Association of School Psychologists
We’ve come a long way, but we still have a lot to learn. There are a lot of unconnected dots. This allows for a lot of theories to exist, and a lot of theoretical purists to act more like cultists than scientists. However, in time, the more that we learn and understand about ADHD collectively, the more the theories start to converge and overlap.

Barry Lessin, MEd [barrylessin.com]
Licensed psychologist and certified addictions counselor, Fort Washington, Pa.
Common theories of causation revolve around genetic (heritability), neurological (specific brain dysfunction — for example, of the frontal lobe), environmental (prenatal issues, diet, and so forth), and social factors. Also, because of the business aspect in the health care industry, competing interests exist among various disciplines/business sectors that provide treatment for ADHD and have a vested interest in their products and approaches.

Everyday Health: Why are so many more children being diagnosed with ADHD now than in the past?
Steven Richfield, PsyD (parentcoachcards.com)
Child psychologist, Plymouth Meeting, Pa.; author of The Parent Coach: A New Approach to Parenting in Today’s Society
There is far greater awareness now of the signs and symptoms of ADHD because of in-service training for teachers and more enlightened parents. The emotional, educational, and social costs of undiagnosed ADHD are perhaps the biggest reasons that so many more kids are referred for evaluation. The lack of identification [of an ADHD diagnosis], proper educational planning, and treatment can be devastating for a child’s future.

Agree with most if this. Our prisons are full of spectrum children. How wrong is that that a culture/society uses prison as a place to put brain damaged individuals?

Jacquelyn F. Gamino, PhD (brainhealth.utdallas.edu)
Research scientist, Center for BrainHealth, University of Texas, Dallas
The measures we currently have to diagnose ADHD are more sensitive than they used to be. Think about common ailments such as heart disease. Current medical practices make it much easier to detect and treat; the same is true of ADHD. We also know more about ADHD than before, so we can understand and recognize some of the symptoms more readily.
Understanding a condition, including its aetiology and recognising symptoms is a good step to finding effective and long lasting treatment.
F. Allen Walker, MD (louisvilleadhd.com)
Board-certified psychiatrist, Louisville, Ky.
Many schools and teachers are not able to keep up with the different learning styles of students. Learning through imagination and creative curiosity (which I find inherent in kids with ADHD) is disappearing in many schools. At home, kids are allowed to spend too much time in sedentary activities and engaged in “screen time” (whether televisions, computers, or video games); in addition, many parents do not understand the importance of maintaining consistent boundaries. I feel everyone experiences symptoms of ADHD to varying degrees at some point during his or her life, and the current fast-paced culture seems to propagate the ADHD phenomenon.

We must separate the people with the condition, about whom we are talking, from those children in this demographic. There is a difference between the idea that everyone may have ADHD symptoms at some point in their lives and the very real crises that parents go through daily trying to help their brain affected child, it assumes bad parenting and poor role modelling are factors. Of course they may be a factor for some people but not for others.

L. Eugene Arnold, MD, MEd (psychmed.osu.edu)
Child & adolescent psychiatrist; professor emeritus of psychiatry, Ohio State University, Columbus
The main reasons are that the disorder is better recognized and that modern stress and the lack of structured discipline bring out the symptoms. But more cases of ADHD may result from things like environmental pollutants, a decrease in nutritional balance (because of food processing, fast foods, and additives), a lack of exercise, and the epigenetic consequences of early developmental experiences and exposures. Also, improved obstetrical care is saving more vulnerable birth-traumatized babies who in the past would have died. The downside of better recognition is the possible misdiagnosis of some who have other problems.

Food is definitely a maintaining cause for some children, the brain needs essential fats for example and a deficiency of these will impair a child’s ability to concentrate. Damage to the brain during early life is the reason why the sensory distortions of spectrum disorders occur.
Food and the environment are potentially exacerbating factors but the underlying cause is a brain problem.

Everyday Health: How do you explain the value of treatment to resistant parents? For example, a parent might say, “I survived my childhood with ADHD — and I was never diagnosed or treated. Why does my child need ADHD treatment?”
Patricia O. Quinn, MD (addvance.com): When most people with true ADHD reflect on their childhood and adult years, they can appreciate the pain and suffering or lost opportunities in their lives. Most parents want what is best for their child, especially if their child is at a disadvantage or not able to live up to his or her potential because of a short attention span, distractibility, or disorganization. We have a fast-paced learning environment, and if a child is not paying attention, he or she misses out on a lot of skills (both academic and social). I always remind parents that they will never know how well their child can do (and how much easier life will be) until they undergo a trial period with an approved ADHD treatment.
Lawrence Diller, MD (docdiller.com): No parents I’ve ever met were initially enthusiastic with the notion of their children taking a psychiatric medication. Most parents are more open to considering a medication intervention after trying interventions other than drugs — like behavioral modification plans and educational interventions (effective parent/teacher strategies). Parents must consider the choice between using an effective, relatively safe medical intervention and an increasingly restrictive, potentially stigmatizing life for their child.

It is not an either or scenario. It is not a case of drugs or stigma. There are other choices. Such as a neurodevelopmental programme.

Eric Beam, PhD (Ask Dr. Eric): My personality is very bottom-line oriented, so I do better with these parents than the more touchy-feely practitioners. I don’t push for ADHD treatment; I push for results and for a plan that is calculated to improve outcomes. If parents ask me about medication, I will not share many opinions or answer many direct questions. However, I may help facilitate their ability to construct a set of questions to ask the appropriate medical practitioner. In the end, it’s not my decision.
What is he saying?
Barry Lessin, MEd (barrylessin.com): Once I educate parents by giving balanced, quality information about what we now know — and don’t know — about ADHD and its successful treatment, the more willing they are to embrace treatment options. I work with the family to identify the child’s existing strengths and resources and to develop some behavioral strategies, built on these strengths, for them to use to improve the child’s condition. When parents are given hope and offered effective strategies for dealing with ADHD, they are usually more willing to enter into treatment.

Everyday Health: What role does a child’s school play in helping him or her with ADHD?
Lawrence Diller, MD (docdiller.com): Coordination among a child’s family, doctor, and school is critical in any treatment plan. All potential ADHD children should have a minimum screening for learning or processing problems. Sometimes simply addressing these issues with small-group instruction can sufficiently highlightthe problem behaviors. Similarly, placement in the front of the class and behavior modification interventions — like a daily report card that rewards a child for getting to, sticking with, and completing a task — can reduce the need for medication or lower the necessary daily dose. Finally, feedback from the teacher is critical in determining the most effective daily dosage when using a medication intervention.

These strategies are all very well, and important.

Eric Beam, PhD (Ask Dr. Eric): The school’s role is to teach well. First and foremost, students with ADHD need excellent teachers. They need to be engaged in learning, door-to-door and bell-to-bell. They need a structured external environment that offers the right combination of support and challenge. They need to be engaged through a variety of methods and modalities. In addition, students with ADHD often need to receive explicit instruction in certain skills that students are usually just expected to “pick up” along the way — social skills, study skills, time management and organization, and so on. Energy and concentration are precious commodities, and children only have so much that they can deliver in a given day. We need to be wise and strategic because concentration is even more limited when dealing with ADHD.
Excellent
Barry Lessin, MEd (barrylessin.com): Effective treatment for ADHD is more likely when we take a comprehensive approach. A child’s academic world can be very different from the home environment. Success in school, then, is often contingent on coordinating treatment approaches and working with the school directly to develop an appropriate educational program for the child. The likelihood that a child will improve is greater when the school, family, and therapist are on the same page.

Agree.

Patricia O. Quinn, MD (addvance.com): Schools and teachers play a critical role in both diagnosis and treatment. The first symptoms of ADHD usually appear or cause difficulty in the school environment. Teachers need to be knowledgeable about ADHD and aware of how symptoms show up in the school setting. They also need to be willing to refer a child for appropriate evaluation. Schools can help a child with ADHD by making the classroom feel safe; teaching organization, planning, and memory skills; and assisting the child in developing social skills. Teachers should avoid public shaming or criticism for not doing work, talking too much, or not turning in homework. Instead, they should design programs to help children with ADHD develop these skills.

Good.

Frank Barnhill, MD (drhuggiebear.com)
Board-certified family physician, Gaffney, S.C.

Teachers and the entire school experience must be supportive of the changes needed for effective therapy, whether drug therapy or behavioral therapy, in order for it to help the child reach his or her potential.
Everyday Health: Which nondrug strategies work best for children with ADHD?
Will Meek, PhD (willmeekphd.com)
Counseling psychologist; staff psychologist and director of Counseling Services at Washington State University, Vancouver; adjunct professor, Portland State University, Portland, Ore.
There are two essential components to successful nondrug treatment of ADHD. The first is self-regulation, which focuses on tolerance and the healthy expression of emotions, as well as impulse control. Mindfulness and exercise programs are two areas of note for building these skills. The second is the development of compensatory strategies for the way the ADHD brain works.

A neurodevelopment programme may also be considered.

Stephanie Sarkis, PhD (stephaniesarkis.com)
Counselor, coach, Boca Raton, Fla.; author of Your Money: A Guide to Personal Finance for Adults With Attention Deficit Disorder (2009) and Adult ADHD: A Guide for the Newly Diagnosed (May 2011)
Counseling is an effective strategy, although studies show that medication and counseling are more effective together than either treatment alone.

A neurodevelopment programme may also be considered.

Rory Stern, PsyD (thetruthbehindadhd.com)
Child and parenting coach, North Andover, Mass.
Nondrug strategies, or alternative treatments, are quite appealing in the world of ADD/ADHD treatment. But not all of the alternative/nondrug strategies are as sexy as they sound. Many of these alternative treatments require a lot more effort, persistence, dedication, commitment, devotion, and accountability than a prescription pill. That said, I am a huge supporter of implementing nondrug strategies, and I believe these are critical components of effective treatment (even necessary, particularly when medications are being used). The best nondrug strategies for children start with a strong foundation from the parents and family. I always encourage parents to see ADD and ADHD as a difference in brain wiring and not as a disorder or illness. With this approach in mind, we can then build on some of the more active nondrug strategies, including social skills training, study skills training, test-taking strategies, relationship strategies, working-memory training, positive sleep routine, and healthy diet and exercise routine.

A neurodevelopment programme may also be considered.

Lara Honos-Webb, PhD (visionarysoul.com)
Clinical psychologist, Walnut Creek, Calif.; author of The Gift of Adult ADD and Listening to Depression: How Understanding Your Pain Can Heal Your Life
One of the best strategies for a child with ADHD is to focus on the gifts the child already has. When you help children define themselves by their strengths rather than their weaknesses, they can gain confidence and the motivation for patching up the weaknesses of distraction and impulsiveness. Parents can often make small changes that will create big improvements in their child. A simple example is for parents to build emotional intelligence in their child by helping the child label and then let go of intense emotions. So, for example, if a child is picking on a sibling, a parent can say, “It’s okay to be mad at your sister, but it’s not okay to tease.” In this way the child learns to label and handle emotions rather than act them out impulsively.

This approach sounds very positive, though it might have limitations with ADHD children. A child in the middle of a tantrum who is having that tantrum because of poorly controlled blood sugar (which is sometimes an issue), essential fat deficiencies, a poor diet, uncomfortable sensory distortions due to a brain problem will not always be receptive to this.

Rhonda Pawlan, MS (coachmerhonda.com)
ADHD and life coach, Northbrook, Ill.
Because every child is unique, different strategies work better for different children. In general, though, some things that work well include routines (morning, bedtime, homework) and structure to help keep a child on task. The use of timers to remind the child to pay attention is also helpful, as are brightly decorated whiteboards to list tasks.

None of these strategies worked with my child, and a white board would have been a disaster (he had Irlen syndrome and could not look at white without getting a headache). My son had an attention span of less than a second, so there was zero ability to concentrate or focus, but in fact his real issues were Irlen syndrome, lack of three dimensional vision and no ability to track whatsoever. What did work was a neurodevelopmental programme to repeat the developmental stages and re-grow the required nerve pathways.

Linda Aber (lindaaber.com)
Certified Theraplay group specialist; certified family life educator; owner, Tac Tics Resource Services, Montreal, Quebec
Whether parents choose to use medication or not, the following practices benefit all children:
• Connection: The messages sent by parents need to encourage, support, and guide children as they traverse their developmental years. There is no stronger indicator of a child’s success than a parent who believes in him or her.
• Diet: It is very important to provide children with a diet of whole foods — avoiding junk food, sugar, additives, and dyes. A recent study in the medical journal The Lancet showed that additives can increase hyperactivity, so check labels on the foods you purchase. Many physicians recommend giving a daily fatty-acid supplement in the form of fish oil.
• Sleep: Studies reveal that many children with ADHD do not get enough sleep — this diminishes mental performance at school, creating behavioral problems in class.
• Exercise: Parents and teachers must never deny children participation in sports nor keep them in during recess. Many physicians agree that daily exercise continues to be a cornerstone of ADHD treatment.
• Structure: Establishing consistent rules and schedules both at home and at school helps children manage their daily tasks and activities and lowers their level of anxiety.

Yes, all good.

Jodi Sleeper-Triplett (jstcoach.com)
ADHD coach, Herndon, Va.; author of Empowering Youth With ADHD
The success rate of any strategy varies by factors such as age, commitment to the process, and level of hyperactivity or distractibility, and coexisting problems like learning disabilities, anxiety, depression, and OCD.
• ADHD coaching can address many of the challenges faced by young people with ADHD and may focus on supporting the young person in areas such as improving time management and organizational skills and establishing routines and good habits.
• Younger children who are not quite ready (emotionally or cognitively) for coaching can benefit from behavior therapy, also known as behavior modification. This therapy addresses specific problem behaviors at home, at school, and in social situations by structuring time, setting reasonable and clear limits, establishing predictability and routines, and increasing positive attention.
• Neurofeedback, a type of biofeedback, uses brain exercises to train the brain to reduce impulsivity and increase focus and attentiveness. The treatment is painless and has been shown in some studies to have lasting effects.
• Exercise increases energy and circulation and improves mood, enhancing the ability of children and adults with ADHD to focus. Deep breathing is a valuable tool in conjunction with exercise or as a stand-alone practice throughout the day. Children who stop to stretch and take a few deep breaths before transitioning to a new activity or task report a better sense of focus and well-being.

Good.

Everyday Health: Can too little discipline or lax parenting cause ADHD? Why or why not?
Will Meek, PhD (willmeekphd.com): Part of what makes the picture of ADHD so confusing is that we still do not have an agreed-upon idea of what it is, or enough research to understand what causes it. Most people agree that there is some biological component that may express itself regardless of environment, while others propose that it is a vulnerability that surfaces based on things such as too much TV or permissive parenting. My personal view is that ADHD does have a strong genetic component and that lax parenting either exacerbates ADHD or causes behavior that looks similar to ADHD.

We need to look at the science: this is a neurodevelopment problem.

Stephanie Sarkis, PhD (stephaniesarkis.com): ADHD is a genetic and biological disorder. More than 10 genes have been identified as being linked to ADHD. There is nothing a parent can do to cause ADHD. Children with ADHD benefit from structure and positive reinforcement, so pay attention to what your child is doing well.

People think if something is genetic then nothing can be done. But the brain is plastic, nerves can grow and the sensory distortions can abate.

Rory Stern, PsyD (thetruthbehindadhd.com): Bad parenting, lack of discipline, and lax parenting cannot and do not cause ADD/ADHD. However, that does not mean such parenting styles do not contribute to the severity of the ADD or ADHD that appears in the child. That said, many people believe that children with ADD or ADHD need more discipline. This is simply not accurate. Rather, children with ADD or ADHD need a specific style of discipline that works with them and their biological differences rather than against them. Too many people want the child to change in ways that are not chemically, biologically, or neurologically possible. It’s the old forcing-a-square-peg-in-a round-hole debate. On the contrary, these children can be quite successful, but mentors and parents need to fully understand what they are up against.
Rhonda Pawlan, MS (coachmerhonda.com): Parenting does not cause ADHD. This is a neurobiological disorder, often inherited from a parent. However, parents who learn how to use effective strategies can help their child with ADHD fare better in the world.
Linda Aber (lindaaber.com): Symptoms of ADHD like distractibility, hyperactivity, impulsivity, inattention, disorganization, and forgetfulness are not the result of lax parenting. ADHD is a neurological, biochemical brain condition, a heritable trait that is influenced by genetics. The same genes also promote positive qualities, such as creativity, sensitivity, high energy, imagination, and persistence, as well as thinking that can be characterized as being “out of the box.” These strengths are the hidden gems that parents need to point out daily and celebrate with their children.

Yes but we also need to fix the problem with a neurodevelopmental programme.

Jodi Sleeper-Triplett (jstcoach.com): Children and teens with ADHD benefit from added structure and daily routines, which can be difficult for some parents to implement. But lack of structure and discipline or lax parenting does not cause ADHD. Studies have shown that parenting style has no correlation with ADHD. There is some evidence, however, that having an ADHD child affects the quality of parental care. In one study, the quality of parenting improved after the child was treated with stimulant medication, which reflects the not surprising conclusion that raising an ADHD child is a challenge.

Indeed it is. I have a father who is ADHD. That’s been a challenge too.

Everyday Health: Does watching too much television or playing video games cause ADHD symptoms?
Stephanie Sarkis (stephaniesarkis.com): ADHD is a genetic and biological disorder and is really an issue with motivation, not attention. Symptoms of ADHD can include inattention and hyperfocusing. That is why a child seems to be “inside” the TV or video game. When you need your child’s attention, instead of asking him or her repeatedly to turn off the TV, just go over and shut it off.

Robert F. De Maria, DC, NHD (druglessdoctor.com)
Author of Dr. Bob’s Series, including Guide to Stop ADHD in 18 Days
A study from the American Academy of Pediatrics shows that toddlers who watch videos may develop ADHD later in life. Children need to be outside playing, and not always in organized sports, but learning social skills with a pick-up game of kick ball or baseball or going fishing or riding a bike. Activity promotes life. Inactivity sabotages and stagnates optimal function of all cells in the body.

Yes, because the brain learns through movement. TV fixes the gaze on one focal length. Not good.

Lara Honos-Webb, PhD (visionarysoul.com): Research has shown a correlation between the amount of time spent watching TV and a diagnosis of ADHD. It is unlikely that TV watching causes ADHD, but it does cause many problems, including passivity, negative cognitive affects, and decreased sensitivity to violence. Parents should limit TV for these reasons. The correlation may reflect the fact that because ADHD kids are more difficult to manage, parents let them watch more TV or play more video games.

Rhonda Pawlan, MS (coachmerhonda.com): Absolutely not! Perhaps some people think there’s a connection because when a child with ADHD is watching TV or playing video games, he or she will hyperfocus and have difficulty stopping to do more important things, such as homework.
Linda Aber (lindaaber.com): Neither of these causes ADHD, yet it’s imperative that a child not become a couch potato or video potato. A lack of exercise is bad for the brain, and self-isolation causes social discord. Parents need to set strict time limits for computer and TV use. Children acquire skills such as reciprocity, turn taking, empathy, compromising, and negotiating from peer socialization. They need to acquire a “we” rather than a “me” mentality.
Everyday Health: What role does diet play in ADHD behavior?
Will Meek, PhD (willmeekphd.com): We do not know exactly how this works yet. However, it doesn’t take a psychologist to point out that food with low nutritional value and high sugar content can alter mood and attention. It certainly never hurts to be eating a well-balanced, healthy diet, rich in vegetables and lean meats.

See my nutrition module.

Robert F. De Maria, DC, NHD (druglessdoctor.com): The body is dependent on whole-food nutrients and proper oils and fats. When improper foods are eaten — like trans fats, for example — the brain cannot send signals to the rest of the body effectively. This affects mood, behavior, and physical health. Eating poor-quality food is like putting low-octane gas in a car that needs premium.

Rory Stern, PsyD (thetruthbehindadhd.com): There’s not enough evidence that pesticides, preservatives, or other additives cause the condition; yet diet is an important factor in ADD/ADHD behavior. Sugar provides a very quick burst of energy and often leads to a crash soon after. For children with ADHD, this can be devastating, given the already complex variables and differences in the manner in which their brains operate and function with tasks of daily living. Because of this, a healthy diet can provide an excellent “alternative” or nondrug approach to managing ADHD symptoms. This is why we often suggest that a child start the day with protein (good sugars) instead of candy and junk food (bad sugars) to provide fuel to the brain and body.
Causation is damage to the brain by many potential factors, diet is only part of the solution.

Lara Honos-Webb, PhD (visionarysoul.com): While no research has found that a bad diet causes ADHD, a child who does not eat healthy food will have difficulty concentrating and staying in control of his or her behavior. Obvious problems are not eating breakfast, eating too much sugar or caffeine or too little protein, and other nutritional deficiencies.

Linda Aber (lindaaber.com): Some studies have found that behavior improved when food coloring and common allergens like corn, milk, eggs, wheat, soy, oranges, and peanuts were removed from the diet. It is wise to resist the intake of sugar from candy, soft drinks and fruit drinks, and frozen desserts — such foods may also contain preservatives and dyes. A diet of whole foods — along with fruits, vegetables, and omega- 3 fatty acids, found in salmon, trout, sardines, and fish oil capsules — plays a role in cognition and behavior.
The work of the HACSG over the last thirty odd years is a good place to start for this kind of info.
Jodi Sleeper-Triplett (jstcoach.com): A healthy diet rich in protein, complex carbohydrates, and omega-3 fatty acids helps children and adults with ADHD increase focus and sustain attention. It’s been reported that a high-protein breakfast helps ADHD medication work more effectively throughout the day, which is very helpful for school-age children. Too much sugar and caffeine, and too many food additives or artificial ingredients, will zap energy and decrease a child’s ability to focus and perform effectively. Many children and teens experience a decreased appetite because of stimulant medication, so breakfast is essential. In addition, packing small, tasty, high-protein snacks instead of a full lunch will help with children’s focus throughout the day and keep them healthy.

Protein every two hours keeps the blood sugar balanced whatever the drug status.

My overview comment is coming from the perspective of a person who grew up with an ADHD parent, who is themselves on the spectrum, and who has a son on the spectrum.
It is great progress that ADHD is now being recognised as being a brain issue. Now we know the brain is plastic, it can best be helped by programs that address the problem in the brain and exercise programs that replicate normal development have been accepted. This is what we did with our son and I have since done with dozens of children with spectrum disorders ranging from dyslexia, dyspraxia, dyscalculia, ADHD, Asperger’s, autism, mutism and so on.

Here is a link to the original article: http://<a href="http://www.everydayhealth.com/adhd/expert-answers-on-adhd.aspx “>www.everydayhealth.com/adhd/expert-answers-on-adhd.aspx

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Compare human babies: put to sleep on their backs, in a car seat, face up under an ‘exercise bar’, they spend much less time on their backs. Some of these children suffer as a result by not getting the amount of facedown movement they require. Then they don’t crawl, then they are dyslexic at school. So human babies miss opportunities to develop the proper nerve pathways by being in the wrong position.

Now, it will be obvious to you that learning difficulties are multifactorial; fevers during early life can cause breaks in the brain wiring, as can viruses the mother has while she is pregnant. Then there are hereditary tendencies.And so on.

So what can be done? Our brains learn by movement. Did you learn to drive by sitting at a desk being taught? Or learn dance from a book? No, you did it by doing. And if you have a learning issue then it can be helped by doing certain movements that a baby or infant would have done. Dyslexia is a sensory issue. Not an IQ one. The senses control our ability to read. Our vision and balance has to be working properly for us to scan a word, or a page. That’s how my programme works. It corrects problems in the senses.

When my son was diagnosed with dyslexia, my father told me that he was stuck with it, because that is what he had been taught. He is a dyslexia teacher and that is what they taught him, so many people believe that. I didn’t believe that. I wanted to understand what was going on for my son, then to find a way to help him.

When I discovered that dyslexia was a sensory issue, not a mystery, I knew I was on the right path to finding answers.

Sensory you ask? Yes. To be able to read you have to able to keep your head still and move your eyes to follow a moving object. This is called tracking. That is why children with dyslexia often can’t catch: they can’t follow the ball with their eyes.

Many dyslexic and dyspraxic children can’t ride a bike because their balance isn’t developed properly.

These are eyes and ears things (as well as cerebellum and other parts of the brain such as the pons): sensory.

Correcting the senses diminishes the problems encountered by these children. They are no longer dyslexic.

Movements that replicate the developmental stages, are repeated: knowledgeable intervention.

I show you how to do it. There is no equipment needed for most of the programme, it’s on the floor. I bought my spinning chair for £8 in a junk shop. It’s not expensive to do this programme but it is effective. And improvements happen fast.

Most people think dyslexia is a certain thing, and so think it can’t really be helped. Or that ADHD is mostly a diet problem and poorly disciplined children.

But supposing you found out that it was caused by a problem with the nerves, that it was a sensory problem, AND THAT THIS COULD BE HELPED, and that this method had been used for decades?

That concept opens up all sorts of possibilities.

When my son was diagnosed with dyslexia, we had spent a fortune on Educational Psychologists, and Paediatricians. And though we had diagnoses, they could not offer us any treatment.

I was shocked. It seemed like the end of the road. So I started investigating and discovered that help did exist, because it was known that problems with the nerves was the reason.

My beliefs about what these conditions were, was challenged by this concept. My father who is a dyslexia teacher, among other things said ‘Sue, you have to learn to live with dyslexia, there is no cure’.

Our brains make new nerve pathways all the time, every time we learn something new. Or else how would we learn to drive, or play the piano, or learn dance steps?

That made sense to me. And the reason why there were problems with the nerves in people with say, dyslexia, was because they had either been damaged during development, or they had not formed properly. But because we can grow new nerves, it is possible to help these problems if you do it properly.

I started my son on a series of exercises to grow new nerves in the right places in his brain. Within days there was a huge improvement in his confidence. This was because he had now learnt to hold his head still and follow a moving object. This is called tracking. He couldn’t do before, because the nerves and muscles around his eyes were not working properly.

That same week we started the exercises, he learnt to swim, and he was much happier. Improvements kept occurring, people began noticing. I started getting phone calls over the next few months from people who heard about what I did for my son. They wanted it too. So I began helping other families.

So what evidence is there that this is true? There is a lot. Highlights include: the discovery of Nerve Growth Factors by Rita Levi Montalcini and her subsequent Nobel Prize; the work by Pfaff at the Salk Institute whereby he has been adding nerve growth factors to severed rat spinal cords and has found a 30% regain of movement; the work of Eric Kandel; Susan Barry, a neuroscientist who gained 3D vision in her fifties after discovering it was possible to correct her cross eyes. The work of Sally Goddard and Peter Blythe is also amazing.

Three years later, I have people coming from long distances to see me. And the children improve dramatically.

Furthermore, my father is now a firm believer in what this programme can do. It has challenged his beliefs, and changed his mind about how to treat.

Now there is even more reason to avoid medication, and rebuild damaged pathways. A lifelong, drug free method that really does help.
The parents who have brought their children to see me, have their own stories to tell in the testimonials.

So to précis: our beliefs about what something is, determines our treatment of it. But if we discover that our belief is not right, then it opens up possibilities for different treatments.
In this case, of learning difficulties, it turns out it is a nerve problem, so if we correct the nerves, then the problems are greatly helped.

Results noticed by us below:

1) Our son can now write much neater, even the school have commented on his progress.
2) He can now manage his daily tasks alone at school without being reminded by his teachers.
3) He is moving up in Maths with better grades due to higher concentration levels.
4) He has learnt to ride his bike without stabilisers. His balance is near perfect and he rarely falls off!!!
5) He has also moved up a level in his swimming class due to having much more flexibility & control with his arms and legs.
6) He is also showing much more interest in other sporting activities due to now having the confidence to join in, as before he was always lagging being the other children.

Our son has always been outgoing with Adults but has sometimes struggled to communicate closely with other children. This has now passed and he is in full swing with the other children and has many friends.

Sue has a wealth of knowledge and is a very special person that we are glad to have met. We are very grateful to be part of this remarkable programme that has helped transform our son.

Regards
Mr & Mrs Rayner