Orange County ADHD Expert

“Dear Doctor…”: Answers Regarding High Intelligence & Poor Academic Performance

Mon, 18 Apr 2016 23:57:00 GMT

“Both our son and our daughter are very intelligent. Yet, somehow, they struggle in school. It has been suggested that they may have ADHD. How can that be?”

People who are close to individuals with ADHD will not find this question surprising at all. However, people who interact with these individuals, but don’t actually know them (often teachers and coaches) will usually doubt this statement. The fact that this second group frequently sees these individuals as not particularly intelligent and/or difficult to get along with, makes all the difference for those with ADHD.

Most people and institutions, understandably, equate performance with intelligence, and behavior with a person’s true character. However, the difficulties caused by ADHD in attention span, organization, and/or behavior (impulsivity/hyperactivity), often mask an individual’s true abilities and nature. Therefore, people who are formative in the development of an individual’s potential (teachers, coaches, supervisors, etc.) tend to misread the actual capacity and character of the person, and this usually has detrimental effects on the treatment, opportunities afforded, and self-image of that person, which tends to gather “steam” as life progresses.

Children with ADD seem to hear everything that goes on around them, even though they’re not paying attention to it. They may exhibit intricate play-imagination, be great at video or computer games, have an excellent memory, or are adept in design or artistic skills. These are all signs of high intelligence, and if you’ve ever wondered about this, your instincts were right.

ADHD is characterized by an inability to pay attention, and thus attention is widely spread out and stimulated by many different things. This high degree of stimulation is the very thing that creates intelligence in infants. While this difficulty in paying attention is not desirable as a person grows older and needs to focus and control themselves, it does usually make that individual very intelligent.

Therefore, what you have is a very intelligent individual who is unable to express it, resulting in poor performance (grades) and/or behavior. This causes two problems: a child who is wasting his or her potential and, most importantly in my opinion, a hurting child (appearances often points to the contrary) with an inaccurately low self-image (self-esteem), who is likely to turn away from those activities which cause them to feel bad (learning and/or getting along with others!)

Can we stop this from happening? The answer is more often than not (85-90%) yes, with the proper intervention. Does it matter when this intervention is done? Yes, the sooner the disorder is corrected, the less damage there is to self-esteem, and the less skills and knowledge need to be re-learned. Do we need drugs to do this? No, in most cases the brain is capable of correcting the misalignment with a treatment called neurofeedback. This is a non-drug, pain-free procedure in which the individual re-trains the attention mechanisms of the brain, alleviating the condition. Once treatment is completed, no further sessions are necessary.

Should ADHD Symptoms Be Corrected?

Wed, 03 Feb 2016 01:07:00 GMT

“My child is having significant problems in school and may be exhibiting signs of ADHD, but we’re not sure. My husband struggled in school, and he says it’s normal. Should we have her tested?”

Parents of children suspected of having ADHD (inattentive, hyperactive-impulsive, or combined forms) often deny even the possibility of testing, let alone treating the disorder. This denial is often understandable, and may in some ways be somewhat protective and well-intentioned. However, it may make matters worse– it prevents finding out the truth, and if the problem is there, allows it to grow and worsen.

A number of reasons for this denial may exist. One is an extension of a simple childhood fantasy: “If I don’t admit to it, it’s not really there.”

A further cause of denial is the “self-protective” one. Some parents (often fathers) see any problems in their children as a reflection of themselves; therefore, something wrong in them or something they did wrong as parents. When dealing with ADHD children, this specifically is not the case. However, the urge to self-protect, even misdirected, is a powerful one.

ADHD is often hereditary. This means that the parent could have ADHD too. When comparing their children to themselves, parents may not see any problem… even if others clearly do.

Also, the perceived solution to the problem may be seen as so unwanted the parents will exclude the possibility of the problem entirely. Unfortunately, that approach doesn’t help. For ADHD, the unwanted solution (often seen as unavoidable) is usually medication. This concern is valid. These drugs often have serious physiological and psychological side effects, and must be taken for life.

However, this is not the only solution!

As scary as the possibility may be, the most protective thing a parent can do is to see if ADHD is there, and if so, treat it. We said that denial, although understandable, might actually make the problem worse. How? First, academic progress builds on previous progress; the longer the testing and treatment (if necessary) is delayed, the increasingly harder school will get. Second, children act out of their forming self-image. If their experiences teach them that they’re “not smart” (actually people with ADHD tend to have higher than average intelligence) or are “trouble makers,” they will increasingly see themselves as such, and act accordingly. Finally, practicing denial teaches our children to deny problems, and that can create a sense of hopelessness and despair toxic to growth, achievement, and success in life.

We mentioned that medication is not the only effective treatment for ADHD. There is a treatment that corrects the problem for life, as well as adding a sense of self-determination and success for the child. This method of treatment is Neurofeedback: an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Two Types of Impulse Control Problems

Thu, 07 Jan 2016 01:12:00 GMT

As a psychologist specializing in treating ADHD with Neurofeedback [EEG-Biofeedback] for over 20 years, I’ve heard many questions regarding using Neurofeedback to treat this disorder. Here is one of the most frequent and important ones:

“My son is having significant behavior problems at school and home. His teacher is calling me, he’s making bad decisions, and he doesn’t think before he says or does things. I don’t know what to do.”

What may be the problem is Hyperactive-Impulsive ADHD. While most people have a pretty clear understanding of inattention and hyperactivity, the terms “impulsive” or “impulsivity” can be somewhat confusing.

In regard to ADHD, there are two forms of impulsivity: Behavioral Impulsivity and Cognitive Impulsivity.

Behavioral Impulsivity–Actions : People with symptoms of behavioral impulsivity do not stop and think before they act. No matter how many times they are told to “think first”, they are unable to; and in most cases, can not exercise this type of forethought or judgement. They usually are not able to learn from past mistakes. They act on first impulse. This can be quite exasperating to parents, teachers, and other caregivers (which may add to the problem).

These ADHD children often:

They can start a friendship or relationship, but it often fails as they blurt out the wrong thing at the wrong time. This can also lead to isolation, as others don’t “get” them, which in turn inhibits the learning of other important social skills.

Cognitive Impulsivity– Thinking and Choices : People with symptoms of cognitive impulsivity do a lot of guesswork. Often, these individuals will make multiple guesses in a short period of time. If you give them multiple choices to a question orally, they will guess for the right answer very quickly, until you step in and say, “That’s it,” when they guess right. This pattern only reinforces guessing.

These individuals have a very limited problem-solving strategy. They will usually just let trial and error carry them through. This not only tends to have a negative effect on how others perceive them, it also interferes with their ability to learn new material, and further develop more effective problem-solving strategies. If this disorder is not corrected, no amount of direction, encouragement, or discipline will change this inability.

Fortunately, both these problems, as well as other sub-types of ADHD, can usually be corrected without medication. Neurofeedback is a highly effective, drug-free, painless procedure with no side effects in which the individual learns to retrain the impulsive, hyperactive, and/or attention mechanisms of the brain. Once treatment is complete, no further training is necessary.

“Dear Doctor…”: Parents’ Questions about ADHD

Thu, 07 Jan 2016 00:38:00 GMT

1. “How can I tell if my child has ADHD?”

There is a lot of misinformation and uninformed opinions about this disorder. Unfortunately, it often comes from people who are supposed to know. Most people think of ADHD in terms of its symptoms, as these are the most apparent to them. However, symptoms do not determine whether or not the disorder is present. This can become problematic if ADHD is diagnosed without proper testing; often times another problem causing ADHD symptoms is missed. The only objective way to determine if the symptoms are a result of ADHD is to examine the underlying neurological processes and see if the misalignment that causes the disorder is actually present. This can be done easily through a simple form of testing by the proper professional.

2. “Is medication the only effective form of treatment for ADD/ADHD?”

The common serious side effects and rigors of medication unfortunately cause many parents to deny even the possibility of the disorder’s presence in their children. As a result, proper testing and simple treatment of the disorder does not take place, leaving the child to struggle unnecessarily and fail both academically and socially. Fortunately, there is a highly successful, side effect-free treatment option which we shall discuss later.

3. “My child was doing fine until she hit third grade; now all of a sudden she is struggling. Can ADHD come on out of nowhere like this?”

While a sudden onset of the disorder is possible, particularly when there is some type of brain trauma, what this typically means is that ADHD has always been present, but the effects are now starting to manifest. The high intelligence typically associated with the disorder can mask its effects until the cumulative complexity of material being learned and/or the increasing abstractness of the subjects (math, for example) finally catches up with the child and becomes overwhelming. This is one of the points where it usually comes to a parent’s attention, although earlier testing and treatment is very important.

4. “Does my child have to be hyperactive to have ADD or ADHD?”

No, there are actually three distinct forms of the disorder: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (a combination of the first two forms). Hyperactivity as a symptom is not uncommon, but certainly not necessary for the disorder to be present. The inattentive form of the disorder is quite prevalent.

As previously mentioned, there is a major alternative to medication. Neurofeedback is a drug- and side-effect-free procedure in which the individual learns to retain the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Answers to Parents’ Questions about Homework

Thu, 15 Oct 2015 00:38:00 GMT

About this time of year, the amount of homework that schools assign starts to become pretty substantial. Furthermore, the homework becomes more and more dependent upon success at previous homework assignments. Therefore, for children who struggle with homework, the problems start to compound and become a major difficulty for the child, and the whole family (so much for quality family time together!). Below are answers to some of the most frequent and important questions I am asked regarding homework.

1. “We are having a real problem with our son’s homework. It’s a battle to get started; it’s a battle to keep him at it; and, quite frankly, it usually turns out ruining the whole family’s evening! Why do you think this is so hard?”

Ideally… and I do mean ideally, homework should be a time (and not too long a time) for a child to practice skills learned in the classroom, share with their parents what they are learning, show off their new abilities, and gain confidence in themselves. It can and should be a positive, affirming experience for all involved.

However, for many children and parents, it is quite often the opposite (if it gets completed at all). For them it can be an “evening killing”, stressful, conflict-filled prolonged period of frustration, failure, and blame. It is often a confidence shattering time for the child, which erodes the positive bond between parent and child (not to mention that between the parents), and is disrupting to the whole family dynamic.

Furthermore, the learning required to do the task in the first place may not have happened in the classroom. The same issue that is causing the problem at home may be short-circuiting the learning process at school, but we’ll talk more about that in a minute.

2. “Homework for my daughter is a nightmare. We push, we shove, we plead…nothing works. We’ve tried talking to the teacher, and still nothing is getting better. What can we do?”

At this point, you’ve probably done all that you can to correct for the problem at the school setting. When this scenario is present, there is a good chance that the underlying problem is ADD or ADHD (Attention Deficit/Hyperactivity Disorder). This is a relatively minor disorder, which, as we have just seen, can have far reaching, serious effects on a child, a parent, and a family. In addition to the very significant problems at home, just getting the assignment written down and the correct books in the book bag to go home may be a daunting task. Papers invariably get lost, either on the way home or going back to school, where they may or may not get turned in (this is particularly exasperating after all the work it took to get it done). If by some miracle, everything necessary to do the homework makes it home, the energy it takes to recall the instructions, understand the assignment, and complete the task may prove to be too much.

Many parents avoid considering or testing for this cause because they, understandably, fear the necessity of drugging their child. Fortunately, there is a highly successful alternative to this scenario. Neurofeedback is an effective, drug free, painless procedure in which the child learns to retrain the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Answers about Children’s (and Parents’) Struggles for the New School Year

Wed, 14 Oct 2015 22:50:00 GMT

1. “When is the best time to test for, and if needed, treat ADHD?”

Whether you fear the renewal of previous problems with the new school year, or are seeing these problems for the first time, it’s probably best to give your child about two weeks to become accustomed to the teacher and classroom before determining if there is a problem. By this time, if your child is still experiencing difficulty with attention, organization, and/or behavior problems, then it is probably a very good idea to get them tested, and if necessary, treated for ADHD. As the problems caused for the child are cumulative, due to the “building from week-to-week” progression of the school year, they quickly become overwhelmed, which leads to even further problems. Furthermore, as other children and the teacher can quickly come to label or define these children as “not very bright” (tragic, as most children with ADHD have a higher than average IQ), or “troublemakers”, correcting this problem quickly is very important.

2. “Is ADHD caused by parenting?”

Definitely not. ADHD is a relatively minor neurological disorder, which can cause substantial impairments to the individual, but is in no way caused by parenting style. The assignment of blame for this disorder, which is neurological in nature, is completely incorrect. Not only does it do no good, it usually undermines the support system for your child, which is very important.

3. “Last year was so hard for my son, and actually, the whole family. I know he’s smart, but his grades and behavior were always a problem. Homework became such a night-long battle that no one at home had any peace. Can we turn this around and make this school year better?”

What you are describing is very symptomatic of ADHD (ADD), which could very well be the problem. Most people, understandably, focus on the child’s substantial difficulties, and while this is the source of the problem, the disruption of family harmony is another important issue. As this disorder is usually quite treatable (without drugs), the first course of action is to test for it. If your child has ADHD, then beginning treatment as soon as possible is necessary. Neurofeedback is the best way to test for, and if present, treat ADHD without the possible side effects and rigors of medication.

Neurofeedback is an effective, drug- and side-effect free, painless treatment which the person learns to retrain their brain and alleviate the condition. Once treatment is completed, no further sessions are needed. Both children and adults are good candidates for neurofeedback treatment.

Answers to Questions about Disorders Treated Through Neurofeedback

Thu, 21 May 2015 00:01:00 GMT

As a psychologist specializing in Neurofeedback (EEG-Biofeedback) for over 20 years, I’ve heard many questions regarding Neurofeedback treatment. Here is one of the most frequent and important ones:

“What disorders do you treat with Neurofeedback?”

Since there are several disorders that we treat in our practice, let me list them separately, and say a few words about each. While each treatment is different, all treatments require thirty sessions, of 30 minutes each. A minimum of one session per week is necessary.

ADHD: A very effective treatment that completely corrects the disorder. Summer is an excellent time to undergo treatment, as children’s, and often parent’s schedules are more flexible.

Learning Disorders : A program that treats a wide variety of Learning Disorders. Results in great improvement in both the school and workplace environment.

Chronic Anxiety: This program brings anxiety to within appropriate levels. It is also very effective in treating panic attacks or acute anxiety episodes.

Chronic Depression: A treatment that returns the frequency of depression, and the degree of depression experienced, to within normal limits.

Sleep Disorders: The quality and quantity of sleep we experience plays a very significant role in determining our state of physical and emotional well-being. In addition, our ability to perform mentally and physically, the level of energy we have, our susceptibility to diseases, and indeed even our life span, are greatly determined by the nature of our sleep levels and experience. Correcting sleep disorders and improving the quality and quantity of sleep one experiences through the sleep disorder program affects all aspects of our life.

Peak Performance Training: A program that develops superior mental ability for optimal performance.

Improved abilities include:

– Improved Concentration

– Better Organization

– Accelerated Thought Process

– Increased Workplace Performance and Satisfaction

– Improved Communication in Relationships

– Increased Scholastic Interest

– Improved Grades

– Faster Homework Completion

– Enhanced Sense of Well-Being

– Increased Confidence

Neurofeedback is an effective, drug and side effect free, painless treatment in which the patient learns to retrain the brain and alleviate the condition. Once treatment is completed, no further sessions are needed. Both adults and children are good candidates for neurofeedback treatment.

“Dear Doctor…”: Frequency of Treatment Needed

Wed, 06 May 2015 06:48:00 GMT

As a psychologist specializing in treating ADHD with Neurofeedback (EEG-Biofeedback) for over 20 years, I’ve heard many questions regarding using Neurofeedback to treat this disorder. Here are some of the most frequent and important ones:

1. “I have heard different answers to the question of how many neurofeedback (biofeedback) sessions are needed to treat ADHD; can you clarify?”

The primary reason there are different answers to this question is that there are different types of neurofeedback systems in use. Generally speaking, the more efficient the system is in retraining the part of the brain whose relatively minor imbalance underlies the disorder, the fewer the number of sessions are needed to complete the treatment. Among reputable systems, approximately thirty 30-minute sessions is considered to be the standard to properly treat ADHD using the most efficient neurofeedback equipment available. Undergoing treatment in this fashion considerably reduces the cost and time involved in the treatment.

2. “How many times per week should someone come in for treatment?”

It varies, but a minimum of one session per week is necessary. Some patients are only capable of that frequency, while most can do two to three times per week, and some even more. Since ADHD symptoms decrease as the treatment progresses, the frequency of treatment sets the pace of improvement, which in turn, usually motivates the patient to work harder. Therefore, there is a psychological advantage to working at a faster pace, while one session per week still is acceptable. The time it takes to complete treatment is also a consideration; once per week takes seven and a half months, while three times per week takes three and a half months, for example.

3. “Is it best to do treatment during school or during summer vacation?”

There are advantages to both scenarios. It is good to correct the problem while the child is still in school, so that the current school year can be salvaged. It is also valuable for the school personnel to see that the problem has been corrected. On the other hand, sometimes with extracurricular activities, other children’s schedules, and other complications of the school year, it may be difficult for some parents to do treatment during this time. In that case, summer might be the best time to correct the problem. Not only are the rigors of the school year lessened, but attitudes toward treatment and “making next year better” may be at a more receptive and at a manageable level during summer vacation.

An additional, and very important, consideration is that during the summertime, children can do time-condensed, yet fully effective, summer sessions. Patients can do multiple sessions per day, and often complete the treatment in as little as two weeks. For many busy families, this is an appealing alternative.

Answers to Parent’s Questions about School Year Progress, ADHD, and Neurofeedback Treatment

Tue, 10 Mar 2015 23:54:00 GMT

As a psychologist specializing in Neurofeedback treatment for ADHD and other disorders for over 19 years, I’ve heard many questions regarding these issues. Here are some of the most frequent and important ones:

1. “Is it too late in the school year for correcting ADHD to make a difference for my child, or should we just wait until next year?”

It is definitely not too late to get help for this school year. It is at the end of the school year that the evaluations and decisions are made as to what is best for the child in the coming year and we are definitely not at that point yet. I have worked with many teachers, and I am consistently told that if they see significant improvement in academics and/or behavior before the end of the year, it can definitely effect their decisions.

However, if you act to correct the problem now, and ground them firmly in the fact that their problems do not represent their true self or abilities, and that they are worth these extra efforts to solve the problems, then you have the opposite effect and their self-esteem and level of effort will climb. So does your chances of final success for this school year, and quite significantly, next year as well!

2. “I’m confused about the terms ADD, ADHD, and the different symptoms, can you clarify some of this for me?”

The underlying neurological condition of both of these disorders is the same. In some individuals it is expressed in attention difficulties, while in others the difficulty is with impulse control and hyperactivity. Furthermore, in some cases there may be a combination of all symptoms. The symptoms determine what sub-type of the disorder is present. Although officially, at this time, there should only be one term in use, ADHD (with the different sub-types), the usage persists of both terms and the resultant confusion.

3. “Are there any other treatments or actions that we need to take to correct the problem?”

No, as ADHD is a neurological (and not an emotional) disorder, no other types of treatment are necessary. All the treatments are conducted in our office.

“Dear Doctor…”: Answers to Neurofeedback Questions

Tue, 10 Mar 2015 22:58:00 GMT

As a psychologist specializing in treating ADHD with Neurofeedback (EEG-Biofeedback) for over 19 years, I’ve heard many questions regarding using Neurofeedback to treat this disorder. Here are some of the most frequent and important ones:

1. “How does Neurofeedback work to treat ADHD?”

The underlying cause of this common disorder is a relatively minor neurological imbalance. Medications introduce synthetic chemicals into the body to temporarily correct the imbalance. This form of treatment frequently causes unwanted side effects. Neurofeedback teaches the brain to correct this imbalance naturally and permanently without any side effects. Through passively interacting with a specialized computer, the child, in a game-like setting, works to gradually strengthen the brain and permanently correct the disorder. The treatment typically consists of thirty sessions, and a minimum of one session per week is necessary. Most children are capable of doing 2-3 sessions per week. Improvement of symptoms begin once treatment is initiated.

2. “Can anyone do neurofeedback?”

We normally start testing and/or treatment at approximately the age of four. There are no upper limits to the age at which ADD/ADHD can be corrected. Approximately 85% of the people with this disorder are good candidates for neurofeedback treatment, and in the initial evaluation, a person’s ability to do the treatment is clearly determined.

3. “Are the effects of neurofeedback treatment permanent?”

Yes, this part of the brain holds any adjustments it learns to make permanently. Individuals with ADD/ADHD, or any of the other disorders we treat (High-Functioning Autism Spectrum Disorder, Depression, Anxiety, Sleep Disorders), who are good candidates for the treatment (as determined in the evaluation), and who successfully complete the training, will have permanent results. There will be no need for any other treatment.

4. “Will neurofeedback change one’s personality?”

No, not in any way. Neurofeedback simply corrects the imbalances that underlie the disorder. Learning to ride a bicycle is an acquired skill, which once learned, is automatic in performance and doesn’t in any way change one’s personality. The improvements the brain learns to make in correcting the disorder are acquired traits which don’t in any way affect one’s personality.

5. “How will we know if the neurofeedback is working?”

The patient and/or the parents, as well as the teacher, will have every indication that this is working through evidence of changes in their performance and behavior difficulties. Neurofeedback is the type of treatment where improvements come steadily throughout the training, as opposed to having to wait to the end to see the improvements. Not only do you not have to wait for the improvements to begin, the fact that it is working will be quite apparent.

Answers to Mothers’ Questions about ADHD

Thu, 05 Feb 2015 00:14:00 GMT

As a psychologist specializing in treating ADHD for over 19 years, I’ve heard many questions regarding this disorder. here are some of the most frequent and important ones answered:

1. “My child doesn’t have the hyperactivity part; do you have to be hyper to have ADHD?”

No, there are actually three distinct forms of the disorder: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (a combination of the first two forms). Hyperactivity is a symptom of the second and third types, but certainly not necessary for the disorder to be present. The inattentive-only form of the disorder is quite prevalent.

2. “I thought medication was the only way to effectively treat this problem. Is that true?”

Unfortunately, that is a common misunderstanding. The serious side effects and rigors of medication cause many parents to deny even the possibility of the disorder’s presence in their children. As a result, proper testing and, in most cases, relatively easy treatment of the disorder does not take place, causing the child to struggle unnecessarily and often fail both academically and socially. There is, however, a highly successful, side effect-free alternative to medication discussed below.

3. “How do you get ADHD? What causes it?”

ADHD is caused by any of four different circumstances: oxygen deprivation at birth (difficult delivery, premature birth, etc.), head trauma, drugs or alcohol in the prenatal environment (womb), or genetics. (Approximately 80-85% of this disorder is based on inherited genes. However, the inherited genes do not always manifest in the disorder. Therefore, the genetic connection may not always be apparent.)

4. “Isn’t it just laziness or lack of discipline?”

Most of us have the capacity for “laziness” in one degree or another, and I don’t dismiss this at all. However, this should not be confused with ADHD. When someone has ADHD, the amount of effort it takes to focus is exhausting, and chores (like homework) can require so much internal effort that you will see some real resistance to it. But it’s the disorder, not laziness, that’s the problem. Some parents (often fathers) erroneously think that more discipline or punishment is the solution. All this does is create justified anger (punishment for something they are unable to do correctly) and do further damage to self-esteem. What needs to be done is proper testing and treating of the disorder, if it is present.

As mentioned above, there is alternative to medication. Neurofeedback is a highly successful drug- and side effect-free procedure in which the individual learns to retrain the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

A New Start for the ADHD Child

Thu, 04 Dec 2014 23:58:00 GMT

As this is the start of a new year, it is a wonderful time for a new start for your child with ADHD. We all can benefit from new beginnings, chances to start over… a fresh re-start. When an opportunity to begin again, with new abilities and strengths, is granted to us, often a difficult, previously failure-stricken activity (school, for example) can start to see some success, which can build confidence and hope, and the downhill slide starts going up at last.

This is particularly true with children. Children have a natural innocence, and an ability to believe in something easily if given a little bit of evidence that it’s true. The key to this turn-around for children with ADHD is to remove the obstacle that was getting in the way (the ADHD), and to stop working at things that were not really helping.

Erroneously believing drug company advertisements, or pressures from elsewhere, that tell them that medication (with its unwanted side-effects and rigors) is the only way to treat this disorder, parents often mistakenly refuse to have their children tested and/or if diagnosed, deny that it exists. In my opinion, this is a failure to exercise the proper protection and care incumbent on parents who love their children. As a further result of this misunderstanding, there are many things that parents try (often in vain) to help their child.

In my nineteen years of ADHD neurofeedback practice, I often hear about martial arts classes, on-line brain exercises, nutritional supplements, ADHD coaches, tutoring, restricted diets, counseling, special parenting classes, and so on. While some of these have their own inherent value and may help your child “live with” the problem, it must be remembered that ADHD is a neurological disorder (not an emotional disorder or “too much energy”… and so on), which can be corrected, and correcting it, as opposed to “living with it” is by far the best solution.

As mentioned above, the other part of this much needed new start is to remove the obstacle (correct the disorder). Fortunately, there is an alternative to the medication scenario. Neurofeedback treatment for ADHD is an effective, drug and side-effect free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating these conditions. Once training is complete, no further treatment is necessary.

Early Treatment of ADHD Prevents Performance Deterioration

Tue, 11 Nov 2014 01:11:00 GMT

The severity of Attention Deficit Disorder (ADHD) present in a person, unless treated, usually remains relatively stable throughout their lives. However, to most people, the disorder appears to get worse as the years go by, especially while in school or advancing in a career. The reason for this lies in three important factors:

Number one, as each advancing school year increases in the intellectual and behavioral demands it makes on the student, and the importance of making and sustaining friendships increases, the attention and/or behavior problems caused by this disorder become more and more apparent.

Number two, each school year builds on the foundation of the preceding years. If a child’s attention and/or behavioral problems interfere with the learning of this foundational material, it becomes increasingly difficult, each year, to master the required material. Tutoring may help, however, that learning is also hampered by this disorder, and it is often a catch-up effort that never quite manages to sufficiently fill the gap.

Number three, and in some ways the most important, is the matter of self-image. The child who suffers under these deficiencies usually forms a self-image of being “not too smart” (the opposite is true, most children with ADHD have a higher than average intelligence) and/or a “trouble-maker”. Children (as well as adults) have a tendency to “act out” or to fulfill their self-image. The longer they live under that self-image, the stronger it becomes, and performance and behavior often deteriorate accordingly.

These same factors usually apply to job and career advancement, and come to bear significantly in forming and maintaining adult relationships as well.

Since all of these elements can make the problem worse with each passing year, if your child, or a child you know, has or is suspected of having ADHD, the sooner they are evaluated and/or treated the better.

One method of treatment is neurofeedback, an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Trouble at the Start of the School Year?

Wed, 05 Nov 2014 02:17:00 GMT

For most parents, the new school year brings the pride and feeling of accomplishment of seeing their children grow and mature in aptitude, knowledge, and social skills. For others, however, it only brings long nights of homework, calls from the teacher, frustrated and discouraged children, and parenting fights about whose fault “all of this” is. There is also the pain of watching your child sink into believing that they are not smart, are a “bad boy/girl”, or are not worth much. No parent or child should ever have to experience this.

A typical school year requires sustained attention, sitting quietly, and refined social skills. Some children are not quite capable of this. A mother recently told me, “I’m worried… Sammy is having such an awful time in school this year. He is being held back from recess because he is behind in his work. We are constantly doing homework and he is still behind. To add to his academic problems, Sammy is spending most of his time at school in social isolation, even when he is free from being “grounded” in the classroom. He is the last one picked for teams and is the first one to be teased.”

A very significant possibility exists that the conditions described above (some or all) are being caused by a disorder called ADD or ADHD (Attention Deficit Disorder). This disorder is caused by a minor neurological imbalance (not parenting style!), and for the vast majority of those with ADHD, it can be corrected relatively easily. What makes the aforementioned tragic self-image even more unacceptable is the fact that the opposite is usually true. Individuals with ADHD (ADD) typically have a higher than average IQ and, although sometimes hidden behind this disorder, a very pleasant disposition.

When such problems are occurring, it is extremely important to determine if ADHD is behind them, as soon as it is possible. Don’t wait until your child’s first report card to initiate testing or treatment because, by then, your child is already significantly behind. If there’s one thing harder for a child with ADHD than school, it is the “snowballing” downward struggle to catch up.

Unfortunately, many parents of children with ADHD, or those who suspect that it might be present, avoid testing and treatment because of their understandable dread of what they think must be the inevitable “drug” solution. Fortunately, for most individuals, there is a much better alternative.

This treatment is called neurofeedback, an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Now is the Time to Treat ADHD

Tue, 04 Nov 2014 01:39:00 GMT

By now, most children have settled into their classroom routines and expectations (as well as they can), and teachers and parents are beginning to get a clear view of what each student is truly capable of. Now is also the time that homework usually begins to pile up. Since progression of the school year is cumulative, with success at each advancing lesson based on the child’s completion and understanding of the proceeding lesson, success or failure begins to take on a “snowballing” effect.

Unfortunately, for a child with ADHD, the decline in confidence and diminishing belief in themselves begins to take on this “snowballing” effect too. Due to the “building block” nature of education and the ease with which children who may have ADHD fall behind and lose confidence in themselves, this point in the school year (before they get too far behind and labeled) is the time that is imperative for parents to identify and correct the disorder.

There are three very important things to be aware of when testing for and treating ADHD:

First, schools are rarely equipped to properly diagnose ADHD. You should have your child tested by an outside, independent professional. There are two types of testing: those based solely on symptoms observed or reported (the most common form of testing), and those based on testing the actual source of the problem(s) (a specific brain function) through EEG-analysis, as done in Neurofeedback. Since other problems can cause ADHD-like symptoms, testing at the source of the problem, the brain, is essential.

Secondly, while drugs are fairly successful in suppressing symptoms while the medication is in the bloodstream, once the chemicals are out of the bloodstream, there is no longer any benefit. If medication is missed accidentally, or intentionally (adolescent compliance is often a problem because of the stigma attached to the medication or unwanted side effects), or the medication wears off, the problems return in full force. Furthermore, since drugs are only effective while in the bloodstream, and the underlying cause is never corrected, the medications must be taken for life.

The potential side effects of the medications are also a major problem, particularly when one considers the vulnerability of children. Some side effects include weight loss, overstimulation of the central nervous system, dizziness, flattened affect (blunted personality), sleep disorders, loss of appetite, tremors, tics, and Tourette’s syndrome.

Finally, Neurofeedback is the only method that corrects the underlying cause of the disorder, rather than merely suppressing the symptoms through a lifelong, often side effect ridden, administration of pharmaceuticals (medication). Neurofeedback is an effective, drug- and side effect-free, painless procedure in which the individual learns to retrain the attention and/or impulse control mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

“Won’t or Can’t” … with children

Sat, 08 Mar 2014 20:26:00 GMT

One of the paramount questions for successfully parenting children is whether a problem behavior is occurring because a child “won’t” or “can’t” perform the behavior properly. Answering this question correctly makes all the difference in the world as to whether you solve the problem behavior or not, and more importantly, whether you help or hinder your child. If your child can, or is able to, perform a task, let’s say complete their homework for example, but is not doing it, then you are dealing with a case of “won’t” and the problem is likely one of motivation. However, if your child is unable to complete a task, or “can’t”, then this is a different issue and needs to be addressed in an entirely different fashion. This issue is reflected upon nicely in a recent article by Dr. Bernie Wilkinson .

If the issue is a won’t than the desired behavior needs to be reinforced. Many parents (often, but not exclusively, fathers) automatically will go first to negative reinforcement, or punishment. This can be effective but typically causes anger and resentment in the child which therefore creates yet another problem to deal with. Positive reinforcement, or reward, is nine times more effective in correcting behavior and doesn’t have any of these negative side effects.

If your child “can’t”, or is unable to complete task than you must determine the reason why and correct the problem first. If this is not done, and the parent treats the problem as a motivation issue, then the child’s inability to achieve the reward (or in the worst case scenario, avoid punishment) will result in a sense of failure and frustration and the loss of belief in self. This is the last thing you want to do with your child.

If the issue is task related or behavioral, and your child has the necessary knowledge to perform the behavior, yet still cannot do it, then the problem may very well be ADHD . Many parents, unfortunately deny this possibility because they fear the rigors of medication, or that this in some way reflects poorly upon them as parents. In order to avoid parenting problems and the damage to the aforementioned child, it is critical to do ADD/ADHD non-drug testing and treatment, also known as neurofeedback training for ADHD, neurofeedback therapy, or neurofeedback treatment for ADHD (if necessary).

ADD/ADHD non-drug testing and treatment is done through neurofeedback. The testing is done through EEG analysis, which is the only objective test to see if the symptoms are actually coming from this disorder. This method of testing is a sophisticated yet simple way to determine the source of the child’s problems.

ADD and ADHD Neurofeedback treatment is a drug and side effect free method of painlessly retraining the attention and behavioral mechanisms of the brain. In a series of sessions the child learns to correct these problems, therefore alleviating the disorder. With neurofeedback for ADHD, once the training is complete, no further treatment is necessary, and your child be able to perform the tasks and behaviors they are requested to in an appropriate manner typical for their age.

Orange County Neurofeedback

Alta Neuro-Imaging is the preferred orange county neurofeedback for ADD/ADHD non-drug testing and treatment. If you are making the wise and safe decision to use neurofeedback to treat ADHD, you will be doing both yourself and your child a great service by doing ADD and ADHD neurofeedback treatment.

Orange County Neurofeedback Can Help With the Issue of “Can’t Versus Won’t” with Children

Alternatives to Medication for ADHD

Wed, 12 Feb 2014 23:00:00 GMT

Testing for Orange County ADHD Symptoms

If the problems your child is having at school with academics and/or behavior have not gone away by this point in the school year, and it is being suggested, or you see signs that it may be ADHD (Attention Deficit Disorder), or you’re not happy with your child’s medication, then it is probably time to have your child properly tested for Orange county ADHD . Many parents will avoid having their child take an ADHD test, look at an ADD/ADHD symptoms checklist, or even consider the possibility of the disorder, because they wish to remain drug free, and fear the side effects and rigors of medication taken as an ADHD treatment . I have been in practice specializing in testing for and treating orange county ADHD symptoms for over 18 years, and I find this stumbling block to both tragic and unnecessary. There are alternatives to medication for treating ADHD, and in my experience it should be considered the very last alternative. This conclusion is also found in a recent article by Jeff Gewert, “ Medicating for ADHD, The Last Resort ” , on Newstimes.com.

There are three main reasons why I consider medication to be the last alternative for treating orange county ADHD. First and foremost, is the possibility of a host of unwanted side effects. Children are especially vulnerable to these side effects, should, ideally, be kept drug free, and protected at all costs. Secondly, as the medication is only effective while it is in the blood stream, there is the necessity of taking the medication for the rest the person’s life. Finally, there is the dangerous implied message that taking a substance (a pill, or otherwise) is a good thing to help someone get along better with others, or improve their performance at a task.

Treating Orange County ADHD

There are three alternatives to medication for the treatment of orange county ADHD. Counseling or therapy teaches a person to live with the disorder, but to my way of thinking, why live with the disorder when you can correct it. Behavior modification can be effective, however it relies on the person remembering the target behavior goals, which is difficult for individuals with ADHD, and its application can be difficult in some of the settings where it is most needed, i.e. playgrounds, or in the middle of a test or instruction period.

An Effective Drug Free Alternative

The third alternative is a very effective one, neurofeedback. Neurofeedback is a drug and side effect free method of correcting the underlying causes of orange county ADHD, therefore ameliorating the disorder. Once the program is complete no further treatment is necessary (unlike life-long medication). In addition to this, the individual doesn’t now learn the dangerous message implied with pill taking, but rather, learns that through their own drug free efforts they can improve themselves.

An Effective Drug Free Life Script

This is a very good message for them to learn to be drug free, and at the same time, free from attention deficit symptoms and Orange County ADHD, indeed.

Orange County ADHD On The Rise

Thu, 09 Jan 2014 01:09:00 GMT

The Rise of Orange County ADHD

I have been blessed with the opportunity to help with Orange County ADHD symptoms in adults and children for over 18 years. While this is been a very rewarding thing to be able to do, I have seen, and continue to see, a very disturbing trend. That is, that the occurrence of Orange County ADHD is increasing. This is confirmed by recent statistics from the United States Center for Disease Control. Some of this is, no doubt, due to improved recognition of orange county ADHD symptoms , understanding of what is ADHD, and increased ADHD testing for this disorder in schools and in society at large. Therefore, ADHD is diagnosed more. However, some of that increased occurrence of Orange County ADHD represents a real increase in the number of children and adults with ADHD.

Dr. Claire McCarthy, a correspondent with the Boston Globe, and herself a mother of children with ADHD, in her recent article “ Scary New Statistics about ADHD ” addresses Orange County ADHD adeptly. She cites that while there is an abundance of kids with ADHD taking medications, studies show that taking medications doesn’t necessarily help kids academically. Specific therapies that help ADHD kids perform better academically and behaviorally, both at home and in the school environment, is what is needed. Neurofeedback is the most successful of these therapies at accomplishing this, and is second only to medication as the most popular form of treatment for this disorder. Neurofeedback is a one-time only ADHD treatment and accomplishes this without any of the unwanted side effects or rigors of medication.

More on Orange County ADHD Symptoms

It is also important to see the bigger picture of the effects of ADHD on the life of those individuals with this disorder. ADHD is often thought of only as a childhood or a “school” disorder. Sadly, this is far from true. In the vast majority of individuals with ADHD, the disorder causes significant problems that negatively shape adulthood and to a large degree determine the happiness of the adult individual. Due to the behavioral and/or ”paying attention” problems, Attention Deficit Disorder symptoms have a detrimental effect on the stability and quality of relationships, both with peers, and as a parent. Furthermore, in the workplace for these individuals, instability, stagnation, frustration, and lack of promotions are major problems. Increased alcohol and drug abuse is often seen and there is an increased suicide risk. An increase in anxiety, depression, and other mental health problems are seen as well. One last frightening statistic that has to be noted, is that approximately 70% of the people in prison are diagnosed with this disorder.

Treating Orange County ADHD

ADHD is clearly not just a childhood disorder but a “life” disorder. It is true that the loss of the knowledge base, damage to self-image, and the loss of the ability or desire to attend college or advanced training of any type, are rooted in the classroom. They also clearly shape adulthood. When these problems are combined with the other adult problems caused by Orange County ADHD, you have a roadblock to a successful and happy life that is simply too big for a parent to ignore. Upon the completion of neurofeedback treatment, a parent normally sees an improvement of at least two grade levels (F’s to C’s… C’s to A’s), a significant decrease in homework time, and a significant improvement in behavior both at school and at home. The improvement in their Orange County ADHD symptoms and life outcome is immeasurable.

Orange County ADHD Symptoms Improved with Neurofeedback

Belief in and Hope for ADHD Children

Fri, 22 Nov 2013 01:32:00 GMT

The Importance of Parents to the ADHD Child

The importance of the power of parents believing in their ADHD children cannot be understated. Children not only derive their being from their parents, they also derive their belief in themselves from them too. It is hard for them to filter out the false messages, prejudices, and misunderstandings that cloud and obstruct their accurate view of, and belief in, themselves and their potential. Parents, however, can accurately see these things in their children. They not only provide the sustenance and shelter that their children need to live and grow, they also need to provide an accurate perception of self and potential which is necessary for a child to grow and develop to their greatest potential.

A Parent’s Top Priority is the Self-Concept of their ADHD Child

As a practitioner of psychology, with a specialization in helping individuals with ADHD, for over 18 years, I have seen first-hand the terrible damage done to ADHD children’s self-concept by misjudging teachers, grades, and other children. It is heartbreaking to see these children who don’t believe in themselves at all, believe they are “bad” or unintelligent, and have given up on themselves. As these children will perform and act out this erroneous self-concept, it must be a parent’s top priority to counteract this.

A Mother’s Belief in her ADHD Children

Lisa Aro, a mother of five children with ADHD, addresses this problem touchingly and accurately in her recent article about her ADHD children . In addition to the paramount importance of believing in her children, Lisa lists the measures she has taken to help them with their ADHD. It goes without saying that correcting the disorder would be one of the most important things a parent could do for their children. There is a non-drug and side effect free method of correcting ADHD. Neurofeedback treatment corrects the disorder permanently. Once treatment is complete, no further sessions are necessary. Once the disorder is corrected, in addition to the parent’s proper and assuring belief in them, the child starts to receive the same positive messages from their experiences at school and elsewhere. This will repair the ADHD child’s self-concept or self-esteem.

The Time to Act With ADHD Children

A child’s hope is a magical thing, a precious commodity, and it must not be squandered. For a period of time, children will believe that a problem can be solved. It is critical to act within that time period. When a parent combines belief in their ADHD child, with actually removing the obstacle to their achieving their true potential, a very powerful thing can start to happen. What is truly magical to see is the positive snowball that begins to roll when belief in oneself, within the ADHD child, is followed by growing successes.

Parents Power of Belief in their ADHD Child

When ADHD Symptoms Turn Into A Serious Dilemma

Thu, 07 Nov 2013 01:04:00 GMT

The term “ ADHD ” stands for Attention Deficit and/or Hyperactivity Disorder, and it is very important to be aware that the disorder can be present without both sets of ADHD symptoms being present. It can manifest itself very differently in different people. While the underlying neurological causes of this disorder are the same regardless of how it manifests itself, there are the three distinct sub-types of Attention Deficit Disorder, each with distinct sets of symptoms.

The Three Sub-Types of ADHD are :

1. Primarily Inattentive

2. Primarily Hyperactive

3. Combined

ADHD Symptoms

Typical symptoms for the Primarily Inattentive sub-type are:

1. Often fails to finish things he or she starts

2. Often doesn’t seem to listen

3. Easily Distracted

4. Has difficulty concentrating on school work or other tasks requiring sustained attention

5. Often has difficulty organizing goal-directed activities

Attention Deficit Symptoms characteristic of the Primarily Hyperactive sub-typ e fall into two categories: Impulsivity and Hyperactivity

Impulsivity

1. Often acts before thinking, and/or makes inappropriate statements

2. Shifts excessively from one activity to another

3. Often blurts out answers to questions before the questions have been completed.

4. Needs a lot of supervision

5. Frequently calls out in class

6. Has difficulty awaiting turn in games or group situations

Hyperactivity

1. Excessive runs about or climbs on things

2. Has difficulty sitting still or fidgets excessively

3. Has difficulty staying seated

4. Moves about excessively during sleep

5. Is always “on the go” or acts as if “driven by a motor”

6. Often talks excessively (may be the most prevalent form in females)

7. Often has difficulty playing quietly

8. Often leaves seat in classroom or in other situations in which remaining seated is expected.

ADHD Symptoms from both Inattentive and Hyperactive Sub-types are included in the Combined sub-type of ADHD . It is important to note that not all the symptoms of a sub-type need be present for that classification.

Dilemmas

While these ADHD symptoms, in and of themselves, make life, and school in particular, unfairly difficult, about this time of year they start to culminate a dilemma that the parent needs to at all costs prevent.

It is imperative that parents intervene strongly to prevent these obstacles to their child’s healthy growth and development. A highly effective method of ADHD treatment is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life, is an alternative to medication. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

For more information about ADHD Symptoms in Adults, ADHD Symptoms in Girls, or ADHD Symptoms in Boys, as well as how to treat ADHD Symptoms Naturally, please visit www.ocbiofeedback.com .

Non-drug treatment

Parent-Teacher Conferences for Children in Orange County with ADHD Symptoms

Wed, 02 Oct 2013 00:43:00 GMT

Parent-Teacher Conferences for Children in Orange County with ADHD Symptoms

— Dr. Stephen A. Ferrari

Having been in the field of helping children and parents with school related problems, and also having worked closely with teachers for over 18 years, I have learned a few things about parent-teacher conferences. Typically, this is the time of year for these conferences for children (some with ADHD symptoms) in and around O range County , and for some, they may have recently taken place. These conferences should be seen as a rich opportunity to build understanding and communication between the home and school. Due to budget shortfalls and increasing multiculturalism, teachers are under pressure and overworked. Many parents are also pressed for time, have lingering negative impressions from their own school years, and are, particularly if their child is struggling, apprehensive about what will be discussed during the conference. What follows are some tips to help make the conference go better.

Tips for Parents of Children in Orange County (with or without ADHD Symptoms), and the Parent-Teacher Conferences They Face

It’s best to schedule your conference as soon as possible after you get the notice and within the time blocks allotted (you’ll get better choices). Arrive on time or you’ll forfeit important parts of your time and miss key information. Thank the teacher for their time, as it does for you, appreciation goes a long way to help you and your child. Do not bring toddlers or babies, they are too big a distraction. Leave your personal problems at home unless they directly affect your child’s school experience.

Bring prioritized questions with you to the conference, and make sure they are not already covered in informational packets sent home. Prior to the meeting, discuss it with your child. Find out what they like-dislike and struggle-excel at. Ask them what they think would make the school day go better. Some good questions are “Has my child completed assignments regularly?” and “How does my child handle taking tests”. Other good questions may include “Have you noticed any changes in my child’s behavior during the year?”, “What areas academically, and in terms of attitude, do they need extra help in at home?” and “What is my child like during the day?”.

If your child is struggling academically and/or with their behavior, or if they seem isolated, you or their teacher may bring this up. This is a good thing to talk about. As parents we can often be defensive and in denial as to these problems and their possible causes. Remember both you and the teacher are there as your child’s advocates. Be open to this discussion, as it can only help your child.

Problems In School? You May Have A Child With ADHD Symptoms

Often these problems are caused by ADHD (Attention Deficit With/Without Hyperactivity Disorder) or other learning disabilities. Many parents of children with ADHD symptoms in Orange County believe that medication is the only treatment for this disorder and avoid the appropriate ADHD testing and/or treatment, because they understandably fear the side effects and rigors associated with it. There is, however, an effective alternative to this scenario.

Solutions for Children with ADHD Symptoms in Orange County

An alternative solution to medication is Neurofeedback: an effective, drug free, painless procedure in which a child learns to re-train the attention mechanisms of their brain, alleviating the condition. Once training is complete, no further treatment is necessary.

For more information about what is ADHD, Attention Deficit Symptoms, and ADHD Treatment, please see the following video and/or website:

http://ocbiofeedback.com/Orange_County_Biofeedback_Contact.html

Back to School in Orange County… ADHD-Testing for and Treating Symptoms

Thu, 19 Sep 2013 19:11:00 GMT

-Dr. Stephen Ferrari

There are so many nice things to do in the summertime in orange county, and it is so nice to be outdoors, that for many children getting back into the school routine can be difficult. However, by this time, that adjustment should be pretty well made. That is, of course, unless there is something else causing your child to struggle. With this unique environment we have here, it can be difficult to tell whether these struggles, these orange county ADHD symptoms, are coming from another cause, or are in fact, orange county ADHD.

Children with ADD (Attention Deficit Disorder) struggle under a unique handicap. It is a neurological disorder that, untreated, typically persists throughout life, creating difficulties both in school and later on in the work place and in relationships.

The degree of ADD a person has typically remains the same over time, however it often seems to get worse over the years. This occurs for three important reasons. First, as each advancing school year increases in the intellectual and behavioral demands it makes on the student, the attention and /or behavior problems caused by this disorder become more and more apparent.

Secondly, each school year builds on the foundation of the preceding years. If a child’s attention and/or behavioral problems interfere with the learning of this foundational material, it becomes increasingly difficult, each year, to master the required material. Tutoring may help, however that learning is also hampered by this disorder, and it is often a catch-up effort that never quite manages to sufficiently fill the gap.

Finally, and in some ways most importantly, is the matter of self-image. The child who suffers under these deficits usually forms a self-image of being “not too smart” (the opposite is true, most children with ADD have a higher than average intelligence) and/or a “trouble-maker”. Children (as well as adults) have a tendency to “act out “ or to fulfill their self-image. The longer they live under that self-image the stronger it becomes, and performance and behavior often deteriorate accordingly.

Since all of these factors can make the problem worse with each passing year, if your child, or a child you know has or is suspected of having ADD it is imperative to have them evaluated and/or treated as soon as possible.

One method of treatment is Neurofeedback, an effective, drug free, painless procedure in which the child learns to re-train the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

This problem being resolved, and free of orange county ADHD symptoms… will allow your beautiful child more time to enjoy our great outdoors…no matter what part of southern California you live in.

Alta Neuro-Imaging Neurofeedback

714-990-6536

A Short But Effective Summer Remedy for ADHD

Thu, 16 May 2013 11:48:00 GMT

Does any or all of this sound familiar to you? “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming. Their grades are below average, yet I know that they are intelligent. Homework takes forever, and is a constant battle. If this were not enough, they are frequently getting in trouble at school, and it’s the same at home. The poor kid can’t get a break, and the family is constantly in an uproar. We always dread the start of the next school year, and things seem to be getting steadily worse.”

If the academic performance and/or behavioral part of this statement sounds familiar to you, there is a good chance that your child may be suffering from ADHD. The destruction of the child’s self-esteem, and the conflict and chaos wrought on family dynamics, can be devastating.

Denial is often a further complication to this problem in that many parents, thinking that the side effects and rigors of life-long medication are the only remedy, try to deny the problem and avoid testing and treatment. Fortunately, medication is definitely not the only form of successful treatment. We’ll discuss this more in a moment.

The many problems mentioned above and the hectic schedule of school, sports, etc. often make it near impossible to get help during the school year. However, when the school year ends, and summer is finally here, an opportunity presents itself to make a big change for the better. Neurofeedback treatment for ADHD requires thirty sessions of only thirty minutes each, with a minimum of one session a week. During the school year the pace of life can be so hectic that the treatment may take four to seven months to complete. In the summertime, the opportunity presents itself for a “Short Course” treatment, which can be completed in as little as two weeks.

One of the gifts of childhood is an innocence, which (as long as their self-esteem isn’t too damaged) prompts them to believe (without anything actually occurring to bring it about) that next year will always be better. If the child’s parents actually correct the problem over the summer, then a beautiful thing happens to the child’s belief in his or her self. They discover that, “you know what?… I was right to believe in myself… things are better this year.” When parents intervene for their children in this way, not only does their performance and/or behavior turn around for the better, but the parents also give their child an incredible boost in self-confidence and self-reliance. These are wonderful gifts to give your child!

Neurofeedback is a proven, painless, and effective solution to the problem of ADHD, which opens for the person the opportunities they deserve for a lifetime of learning, growing, and relating well with others.

The “End Game” at School- its importance for children with ADHD

Tue, 16 Apr 2013 11:51:00 GMT

If you have a child in your family who has, or you suspect may have ADHD (ADD), and they are not currently getting the proper help with the disorder, there is obviously a problem that needs to be fixed. It could be that they are on medication and it is not solving all the problems , or that the side effects of the medication are causing their own set of problems, or they are causing a compliance problem, or a combination of the above. It is also possible that no treatment is engaged and parents are employing strategies to help the child cope with the disorder, instead of correcting it, and this is not doing enough for the child to realize their true potential.

Although it may be clear that a solution is needed, what may not be obvious is the importance of the “end game” of the current school year for your child. How this school year ends is of critical importance to how the next school year will start, to both your child and your child’s teacher (both this years’ and next’s). Improvement at the end of the year shapes your child’s current teacher’s decision for advancement and classroom placement for the next year. It also shapes the comments this year’s teacher will make to the new teacher about your child’s perceived (not actual!) personality, intelligence (most children with this disorder actually have a higher than average I.Q., although the disorder can make it seem the opposite), attitude, and in some cases even the parent’s skill at parenting! These comments and reports are very powerful in shaping your child’s school experience next year.

Furthermore, when a child actually experiences that school is really getting better at the end of this year, they will transfer that confidence over onto the start of next year. This makes a tremendous difference in their self-expectations and level of success for the new year to come. Both this year’s teacher’s ending perception of your child, and its effect on next year, and the confidence “carry-over” from this year to the next, is why the “end game” of this school year is so important.

The way to actually make this very important “end game” successful is to actually correct the ADHD (ADD) now at the end of this school year. The most effective way to do this, and at the same time avoid the side effects, stigma, and life-long rigors of medication is through Neurofeedback Treatment .

By utilizing a treatment called Neurofeedback, a child can re-teach the sensory functions of the brain, including processing, to ameliorate the disorder. Neurofeedback is a painless and effective process, where there is no side effects and no maintenance or re-training is needed after treatment is completed. It allows for focus, task completion, organization, and a variety of other symptoms to be controlled and become the way they should be.

Please feel free to contact Alta Neuro-Imaging for additional information in regards to Neurofeedback, or to set up a consultation with Dr. Ferrari at his Placentia, CA office.

Parental Denial of the Possibility of ADD… A Common Reaction Actually Worsens Outlook

Thu, 14 Mar 2013 11:54:00 GMT

The parents of children suspecting of having ADD symptoms often deny even the possibility of testing, let alone treating , the disorder. This denial is understandable, and may be seen as protective and well-intentioned. However, it may make matters worse since it prevents finding out what the truth is; if the problem is there, it allows it to grow and worsen.

A number of reasons for this denial may exist. One is an extension of a simple childhood fantasy: “If I don’t admit to it, it’s not really there”. Even as adults, a lot of this “magical” thinking still goes on.

Another cause of denial is the “self-protective” one. Some parents see any problems in their children as a reflection of themselves, and therefore something that is wrong in them or they did wrong as parents. In children with ADD, this is not the case. However, the urge to self-protect, even when misdirected, is a powerful one.

ADD is often hereditary. This means that the parent could have ADD, too. Often, parents compare their children to themselves, and so don’t see any problem, even if others do. This prevents them from getting the best for their children.

The perceived solution to ADD may be seen as so terrible that it is best to exclude the possibility of the problem, therefore excluding the solution as well. This solution- often seen as unavoidable in treating the problem- is usually Ritalin or another stimulant-based drug. This concern is valid. These drugs often have serious physiological and psychological side effects; and to control the ADD, must be taken for life. However, it is imperative to know this is not the only solution!

Denial of ADD, although understandable, might actually make the problem worse. What does this mean? First, each academic year builds on the previous years’ foundation: the longer the testing and possible treatment is delayed, the increasingly harder school becomes. Secondly, if children’s experience at school and elsewhere teaches them they are “not smart” (even if people with ADD tend to have higher than average intelligence), or are “trouble-makers”, they will gradually see themselves as such and act accordingly. Finally, practicing denial teaches denial and the consequent hopelessness that are toxic to growth, achievement, and success for the child.

Medication is not the only effective treatment for ADD. Neurofeedback is a treatment that corrects the problem for life, as well as adding a sense of self-determination and success for the child. This method of treatment, a sub-type of biofeedback that utilizes EEG analysis to provide information on brain signaling activity, is an alternative to medication. Neurofeedback mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain, ulimately alleviating the condition.

The Best Option for Testing for and/or Treating ADHD

Mon, 04 Feb 2013 11:57:00 GMT

About this time of the school year, for the child with Attention Deficit Disorder, very significant problems are really starting to raise their head. If the problems of inattention, difficulty with homework, poor behavior, and/or hyperactivity ( there are several forms of this disorder ) are occurring, you are probably wondering what you can do to fix the problem. There are, today, four basic treatment options with varying degrees of success. Let’s take a look at them:

Schools are very rarely equipped to properly diagnose this disorder. The proper thing to do, therefore, is to have your child tested by an outside, independent professional. There are two types of testing: those based solely on symptoms, observed or reported (the most common form of testing), and those based on testing the actual source of the problems (a specific brain function) through EEG-analysis. As there are other problems which can cause ADD-like symptoms, it is essential to test right at the source of the problem, the brain (EEG-analysis).

This brings us to the consideration of the options available for treating this disorder , if it is found to be present:

Counseling or Therapy: This is designed to help children and their families feel better about, and cope with the problems the disorder brings, rather than correcting the disorder. As the underlying problem is neurological, and not emotional, this approach is not effective in correcting the disorder.

Tutoring: While the cumulative effects of difficulty in learning can cause significant gaps in the knowledge base required for a child to progress satisfactorily, filling in those gaps (tutoring), will not do anything for the ongoing problem ADHD causes with learning. Furthermore, until the ADHD is corrected, the tutoring efforts will be significantly hampered by the disorder.

Medication/Drugs: Medication/Drugs are fairly successful in suppressing symptoms while the medication is in the blood stream. However, once the chemicals are out of the blood stream there is no longer any benefit. If medication is missed accidentally, or intentionally (adolescent compliance is often a problem because of the stigma attached to the medication, or the unwanted side effects), or when it wears off, the problems return in full force. Adolescents’ not taking their medication is a significant problem; having the ADHD problems returning and combining with the hormonal and other challenges of adolescence can be a very bad combination. Furthermore, since the drugs are only effective while in the blood stream, and the underlying cause is never corrected, the medications must be taken for life.

The potential of harmful side effects as a result of the medications is a major problem. These side effects range from weight loss, over-stimulation of the central nervous system, dizziness, sleep disorders, loss of appetite, tremors, tics, and Tourette’s syndrome. There may be one or a combination of these side effects. These are serious side effects in any person; when one considers the vulnerability of children, the dangers are even more worrisome.

Neurofeedback: Of the four options, neurofeedback is the only method that corrects the underlying cause of the disorder in a one-time treatment, rather than merely managing the symptoms or teaching the child how best to live with it (counseling-therapy); filling in the gaps in learning caused by the problem without actually correcting the ongoing disorder (tutoring); or merely suppressing the symptoms through a lifelong, often side-effect laden administration of pharmaceuticals (medication). Neurofeedback is a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life. By utilizing neurofeedback, a child can re-teach the sensory and/or impulse control functions of the brain, including processing, to ameliorate the disorder. Neurofeedback is a painless and effective process, where there are no side effects, and no maintenance or re-training is needed after treatment is completed. It allows for focus, task completion, organization, impulsivity, hyperactivity and a variety of other symptoms to come within normal, age appropriate limits.

In conclusion, neurological testing of the underlying chemical (brain) imbalance is the only objective method to determine if the symptoms are actually caused by ADHD (this is the type of testing done in neurofeedback). Furthermore, neurofeedback is the best option for treating the disorder, as it actually corrects the problem in a one-time treatment, rather than trying to feel comfortable with a correctable problem, constantly playing catch-up, trying to fill in gaps that continue to occur, or life-long medication with the great possibility of significant side effects.

Difficulty at the Start of the New School Year?

Wed, 10 Oct 2012 11:58:00 GMT

For most parents, the new school year brings the feeling of accomplishment and pride of seeing their children grow and mature in aptitude, knowledge, and social skills. For some parents, however, it only brings long nights of homework, calls from the teacher, frustrated and discouraged children, and parenting fights about whose fault “all of this” is. There is also the pain of watching your child sink into believing they are not smart, are a “bad boy or girl”, or are not worth much. No parent or child should ever have to experience this.

A typical school year requires sustained attention, sitting quietly, and refined social skills. Some children are not capable of this . A mother recently told me, “I’m worried… Sammy is having such an awful time in school this year.” Sammy is being grounded in the classroom with no recess because he is behind in his work. “We are constantly doing homework and he is still behind,” she continued. To add to his academic problems, Sammy is spending most of his time at school in social isolation; even when he is free from being “grounded” in the classroom, he is the last one picked for teams and the first one to be teased.

A very significant possibility exists that the conditions described above (some or all) are being caused by a disorder called ADD or ADHD (Attention Deficit Disorder). This disorder is caused by a minor neurological imbalance (not parenting style!) and, for the vast majority of those with ADHD, can be corrected relatively easily . What makes the aforementioned tragic self-image even more unacceptable is that fact that the opposite is usually true. Individuals with ADHD (ADD) typically have a higher than average IQ and, although sometimes hidden behind the disorder, a very pleasant disposition.

Whenever such problems are occurring, it is extremely important to determine if ADHD is behind them as soon as possible. Don’t wait until your child’s first report card to initiate testing or treatment. By then, your child is already significantly behind. If there’s one thing harder for a child with ADHD than school, it is the downward sliding struggle to catch up.

Unfortunately, many parents of children with ADHD, or those who suspect it might be present, avoid testing and treatment because of their understandable dread of what they think must be the inevitable “drug” solution. Fortunately, for most individuals, there is a much better alternative .

A Four Week Summer Intensive Program for Children with Difficulties in School

Wed, 20 Jun 2012 12:00:00 GMT

Do any of these complaints sound familiar to you? “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming. Their grades are below average, yet I know that they are intelligent. Homework takes forever, and is a constant battle. If this were not enough, they are frequently getting in trouble at school, and it’s the same at home. The poor kid can’t get a break, and the family is constantly in an uproar. We always dread the start of the next school year, and things seem to be getting steadily worse.”

If any of the academic performance and/or behavioral parts of this statement sound familiar to you, there is a good chance that your child may be suffering from ADHD , a learning disorder, or a learning disability. The destruction of the child’s self-esteem, and the conflict and chaos wrought on the family dynamics can be very difficult to live with.

The problems mentioned above and the hectic schedule of school, sports, etc. often make it near impossible to get help during the school year. However, when the school year ends, and summer is finally here, an opportunity presents itself to make a big change for the better. I think the key part of the word “summertime” is “time”, there is much more of it. With the pressure of school, tests, and homework gone, it is a more relaxed time for kids and parents alike. In the summertime the opportunity presents itself for an easier to do four week Neurofeedback treatment , which is much less stressful on parents and children.

There are three core types of students who benefit the most from the summer intensive programs. The first type is the student who struggles significantly with homework (which increases in amount and difficulty each year) and tests. This is usually a problem with attention span, task completion, and/or organization. Problems such as homework taking too long, not being completed, not being turned in, or not being brought home, as well as difficulties taking tests, all fall into this category.

A second type is the child who has to work too hard to get what success they can. Poor grades and difficulty with testing are typical for this child. These are children who often can do okay when the work is done “one-on-one”, but are too distracted in group settings such as the classroom or group activities.

The third type is the student who has significant difficulties with his/her behavior. They may be getting into trouble frequently, and as a result may even be getting blamed for things that they don’t do. This behavior may make it hard to make friends (or the right kind of friends) and lead to feelings of isolation. They can often be held in or punished at recess (further isolation), and may begin to believe that they are troublemakers, or “bad” kids. The resulting damage to self-esteem from this, and the other above patterns, can shape self-fulfilling self-images that are very sad to see develop.

If the problems in the beginning of this article sound familiar to you, and you would like to see your child improve their attention and mental processing, think and react faster in school and social situations, be more confident, and improve college readiness, then this type of program is essential for them.

Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life, is an alternative to medication. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

If your child struggles with these problems, or you know a student that we can make a difference for, please let us know. We will be happy to follow up.

Hope is Most Valuable Commodity for Parents of ADHD Children

Tue, 15 May 2012 12:01:00 GMT

Hope…not patience, not financial resources, and not perseverance, is the most important thing parents of children with ADHD (ADD) need to have. While the other assets (among several) are valuable, albeit essential to these parents, maintaining hope for their children’s condition to improve is the most essential ingredient for this wish to come true. The critical thing to remember when considering this asset is that it exists on a sliding scale. At the bottom of that scale is hopelessness, which means giving up.

The hope parents have for their children’s condition to improve is both fortunately, and unfortunately, not fixed. This is a good thing if hope is sliding up the scale and increasing, and a bad thing if it is sliding down and a parent is losing hope and in danger of giving it (hope) up completely. It is also important for parents (and grandparents, etc.) to realize that losing hope is something that one is often not proud of, and so it may be hidden, both from one’s self and/or other concerned persons. Gaining or losing hope is also contagious, and likewise one needs to be aware of its status and encourage it in the right direction, guarding it carefully.

Hope springs naturally from a happy and healthy heart (as human beings, this can vary according to life’s trials), and from other places such as spirituality, the encouragement of friends and professionals, and faith in one’s resourcefulness, among others. The reasons for losing hope are often listening to the wrong people (however well intentioned) both professional and non-professional (this can include teachers and doctors), overwork and fatigue (though this seems simple, it’s the culprit in much of our “giving up”), and feeling that you have no options.

Often persons who we figure should know what they are talking about, actually don’t. Some people with lots of experience working with children and being good at fixing other problems (doctors, teachers, grandparents, friends with children with similar problems) do not actually understand sufficiently this disorder and the treatment options. Unless someone’s specialization is ADHD , you are going to be getting inadequate or inappropriate advice.

As ADHD in frequently hereditary , many parents of children with ADHD who never got the right help, think that nothing can be done, and give up. Some of the same type of parents go the opposite way and steadfastly refuse to accept this handicap for this children.

A great many parents are afraid (with good reason) of the many side effects that can occur with medication, and seeing no way out, become hopeless too. This is a big mistake. There is an alternative to accepting the limitations that ADHD forces on their children, and the serious side effects that frequently come with medication. There is a treatment called neurofeedback which is free of side effects and the rigors of medication, and in one set of treatments can free their children of these significant limitations.

Neurofeedback is a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

Timing of the treatment is important too. If it is possible, it is a good idea to begin the treatment before the end of the school year so the child can experience some of the improvements involved in the school setting. Once again, it is critical that parents maintain and guard their hope by obtaining the correct (by a specialist in ADHD) consultation and, if necessary, treatment.

Can we still rescue this school year?

Wed, 11 Apr 2012 12:03:00 GMT

This is the time of year when many parents whose children have struggled with school start to either despair or panic. Most parents will say: “We’ve done everything we can; we’ve talked to him (or her), we’ve encouraged him, we’ve pushed him as hard as we can, we’ve even tried tutoring and counseling, hoping for the best, and nothing seems to have gotten better. The school is talking about holding him back and/or putting him in a special class”.

Most of the time, as I inquire further into the child’s problems, I will hear that he (or she) is having significant problems academically and can’t seem to focus or retain what he’s learned at home, or is having lots of behavior problems at school, lacks confidence, is isolated… or all of the above.

This question actually has two parts to it. For the first part: No, it is definitely not too late to get help for this school year. It is at the end of the school year that the evaluations and decisions are made as to what is best for the child in the coming year and we are definitely not at that point yet. I have worked with many teachers, and I am consistently told that if they see significant improvement in academics and/or behavior before the end of the year, it can definitely effect their decisions.

Parental attitude toward this question is also critically important to their child. Your decision to accept these problems as unavoidable and/or to give up on this school year, as opposed to not giving up and continuing to find the solution to your child’s difficulties, makes an indelible impression on how your child sees themselves and their approach to solving problems. If you take the first option, things will probably get worse for them as they will sense you’re giving up, and they will too. They will also think less is expected of them and they may put forth less effort. If you choose the second option, and ground that for them firmly in the fact that the problems do not represent their true self or abilities, and that they are worth these extra efforts to solve the problems, then you have the opposite effect and their self esteem and effort climbs. So does your chances of final success for the school year.

The second part of the question regards whether or the not the proper underlying cause of the problem is being addressed. While tutoring and counseling definitely have their place, the problems mentioned here are more likely stemming from ADHD. Furthermore, the effectiveness of tutoring, counseling, and many other interventions will be significantly reduced if the underlying ADHD is not treated first. This is a disorder that many parents reject testing for and if present, treating, because they understandably fear what they think is the unavoidable use of medication with its undesirable side-effects and rigors. There is, however, a much preferable alternative to this scenario, and that is neurofeedback .

Neurofeedback is an effective, drug and side-effect free procedure in which the individual learns to retrain the attention and/or impulse control mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

In conclusion: No, if the parents don’t give up on the school year (or their child), and the true underlying cause of the problem is identified and corrected, it is definitely not too late to save this school year, and the decision to do so is critical for your child.

Successful Treatment Planning for Attention Deficit Disorder

Wed, 15 Feb 2012 12:04:00 GMT

If you, your child’s teacher, or someone else significant suspects your child may have Attention Deficit Disorder (ADD or AD/HD), by this time of the school year you really need to get something going to help them as soon as possible. What is really needed is to first, find out definitively if it is really there , and secondly, get started immediately with a good plan, before it is too late to salvage the school year.

Schools vary widely in their ability and willingness to assist the parent in this matter. My brother is an elementary school teacher, and a good one, as are many of his peers. However, there is a wide range in the ability of teachers, as well as schools, in assessing and working with children with this disorder.

Some teachers are judgmental in their opinions regarding ADD. They may believe a child willfully misbehaves. Everyone knows a “dangerously” little amount about ADD. School personnel are often more objective than parents, as they can compare the child to hundreds of children in their professional experience. However, teachers listen to the popular press, have family members with ADD, glean information from other sources, and often base their opinion on what they have heard, and not on the true facts. With good intentions, school personnel may believe or imply to parents that bad parenting, low ability, and or emotional problems are behind the difficulties. Some teachers have been known to tell parents not to treat the problem, rather, just to employ harsher punishments, and that indeed is a very bad answer. Finally, most schools are often very slow to actually do any testing (6 months to a year is not at all uncommon). Furthermore, the results are frequently too vague, yielding results such as “learning disorders” or “learning disabilities”.

The proper thing to do, therefore, is to have your child tested by an outside, independent professional. There are two types of testing, those that based solely on symptoms, observed or reported (the most common form of testing), and those that based on testing the actual source of the problems (a specific brain function), through EEG-analysis. As there are other problems which can cause ADD like symptoms, it is essential to test right at the source of the problem: the brain (EEG-analysis).

Medication and Neurofeedback (EEG-analysis and treatment) are the only methods of treatment which actually address the underlying cause of the problem (a minor misalignment in the brain). Medication is usually effective (unfortunately, teachers will often advise that this is the only answer). However, possible side effects and the necessity of the life long use of these drugs are often understandably very discouraging to parents.

Neurofeedback is a drug and side-effect free, painless procedure in which the child learns to re-train the relevant attention and/or behavioral mechanisms of the brain, alleviating the condition. Once training is complete, no further treatment is necessary. It is an excellent alternative to the often dreaded medication scenario.

ADHD Basics

Thu, 26 Jan 2012 12:19:00 GMT

ADHD (ADD) is an abbreviation for Attention Deficit Hyperactivity Disorder. There is some confusion with the initials and names used for this disorder. ADHD actually means Attention Deficit, with or without Hyperactivity, Disorder. Some people think that attention and hyperactivity (and/or impulsivity) need to be present in order for the disorder to be there, and this is a mistake. There are actually three sub-types of this disorder: Primarily Inattentive, Hyperactive-Impulsive (either or both), and the Combined Type (all three). When speaking with true professionals who specialize in this disorder, these misconceptions and misunderstandings should not be a problem.

ADHD is one of the most common childhood behavior disorders. Of all children referred to mental health professionals, about 35% are referred for ADHD – more than any other condition. It is estimated that approximately 9% of all children are troubled with this disorder.

The first step to take in determining if this disorder is present is to do the proper testing, usually, once again, by an independent professional. Frequently, it is very unfortunate that medication and treatment are prescribed based solely on a parent’s or anothers opinion or observation. While these may be well intentioned, they are usually not based on the proper criteria or knowledge. In the cases where testing is actually being done, it is based largely only on symptoms. While symptoms are important, and indeed are the true “real world” problems, there are other causes than ADHD that can bring about ADHD-like symptoms . The only way to determine if ADHD is truly present, in conjunction with the symptoms, is to look at the organ in question, which in this case is the brain. This is done through brain monitoring (EEG analysis), which is a painless non-invasive test. This is the only objective way to determine if the disorder is present.

There are basically three forms of treatment. Therapy or cognitive-behavioral treatment: These forms of treatment mostly offer support in learning to live with the disorder. Since ADHD is a neurological disorder, and not an emotional or psychologically based problem, these treatment options are quite limited in treating the disorder. Medication: Usually effective in treating the disorder, however, there are frequently unwanted side effects, and, since the medication is only effective while it is in the bloodstream, the medication needs to be taken for life. Neurofeedback : An effective, side-effect free treatment in which the child retrains the underlying mechanisms that cause the disorder. Once treatment is complete, no further sessions are necessary.

Many parents avoid testing and/or treatment for ADHD because they understandably fear the side-effects and need for lifetime use of what they mistakenly think is the only remedy to the problem, medication. There is, fortunately, an alternative to this scenario. Neurofeedback is a proven, painless, and effective solution to the problem of ADHD,which opens for the person the opportunities they deserve for a lifetime of learning, growing, and relating well with others.

Two Distinctly Different Paths for Treatment of ADHD: Neurofeedback or Medication

Fri, 09 Dec 2011 12:21:00 GMT

Neurofeedback (EEG-Biofeedback) and medication are the two most common forms of treatment fo ADHD (ADD) . Both are successful in treating these disorders in a large majority of cases. There are, however, significant differences in the ways these treatments work, the potential side effects of their use, the length of treatment necessary, and importantly, the lessons learned by the child of how to correct personal problems.

Most of the most commonly prescribed medications for ADHD are dervied from some form of stimulant or antidepressant. Most of these medications carry the FDA’s “Black Box Warning” Labels, and should be used with caution. These warnings refer to the possibility of serious cardiovascular side effets, as well as the possible suppression of children’s growth, and heightened risk for psychosis, bi-polar illness, and aggression.

In addition to these problems, this class of medications is also associated with the following serious potential side effects: weight loss in children, overstimulation of the central nervous system, dizziness, difficulty sleeping, tremors, headaches, and tics or Tourettes Syndrome.

Now, let us take a look at how these different treatments work. The medications contain artifical chemicals, which increase neurotransmitter levels in the brain, allowing the brain to function better, thus alleviating the condition. As these chemicals are artificial, and foreign to the body, they may cause unfavorable reactions in the brain, and therefore brings about the aforementioned negative side effects.

Neurofeedback trains the brain to funciton faster through a highly specialized type of exercise. As the brain learns to function faster, it naturally increases its production of neurotransmitters, and the brain functions better, thus treating the condition. The end result is the same in both forms of treatment… with one very big difference. As neurofeedback does not introduce anything unnatural into the brain, and rather trains the brain to function better through its own natural mechanisms (i.e. it learns or teaches itself to improve), it produces none of these side effects. As vulnerable as children are, the last thing we want to do is expose them to these unnecessary dangers.

Finally, length of treatment is another big difference. Medication is a lifetime process, as it is only effective while it is in the bloodstream. Therefore, no amount of medication will ever produce a lasting effect. The medication must be continually taken to treat the condition, with once again, the continuing potential for these serious side effects and health dangers. Neurofeedback, on the other hand, is a “one time” treatment for this disorder. It is a far simpler solution, once treatment is complete, no further sessions are necessary.

Finally, there is a subtle lesson being taught to the child about how to deal with life’s problems. It is a lesson that will assume major importance as the child grows older. The lesson is “Do I take a substance to be smarter, get my work done more quickly, and be more popular- getting along better with others… or do I improve my capacities, performance, and relationships with others through working on and improving myself?” The abuse of these medications is already growing steadily in schools. As the child grows older (and, unfortunately, this is happening at a younger and younger age) they will be presented with increasingly more dangerous substances to deal with essentially (if not exactly) the same questions. In many ways, the stage is already being set by the way in which parents choose for their child to deal with their ADHD.

Once neurofeedback treatment is completed, no further treatment is necessary, and the child learns a healthy lesson about the right way to strengthen their abilities. With neurofeedback, there are no side effects, the treatment is a one-time process, and the child avoids learning a potentially dangerous lesson, and instead learns a healthy one of self-reliance and self-improvement. Neurofeedback is an effective, drug free, painless procedure in which the child learns to retain the attention mechanisms of their brain , alleviating the condition.

If you, or someone you know, is interested in learning more about Neurofeedback or would like to schedule an evaluation, please contact Dr. Ferrari at Alta Neuro-Imaging (Placentia, CA).

Homework Problems… And Solutions

Mon, 28 Nov 2011 12:22:00 GMT

In my many years of experience helping children and parents with academic and behavioral problems, one of the most common issues is difficulty with homework. The purpose of homework is to allow the child further opportunities to independently master their coursework, and perhaps allow the parent to become involved in what is happening for their child at school.

If homework is often a problem for a child, several confounding factors may have developed which add significantly to the problem, in a cumulative fashion. Past assignments that need to be made up (undone or never turned in) and uncompleted class work that is sent home can add much to the burden. Additionally, with homework being a recurring problem, your child may have developed the behaviors of “hiding” homework or being deceptive about what or when something is due.

A typical “problem homework” scenario may include some or all of these patterns. After much cajoling and struggling, the parent gets the child to begin their homework. Then ensues in long battles that last multiple hours, involving countless distractions, struggles (and phone calls?) to understand the material and directions which unfortunately, the inattentive child did not get straight in class, and outbursts of frustration and anger occur from both parties. The outcome of this homework session is (along with hopefully some learning), exhaustion, hurt feelings, distrust, lowered self-esteem, and anger. Does this sound familiar…?

What’s very important to understand , and to correct this scenario, is that the child may have Attention Deficit Disorder. With the ADHD child, they cannot stop this from happening; it’s part of the uncorrected disorder. However, often teachers, other students, and parents lose site of this, and blame the child. The result is a child who feels very badly about themselves, and gives up, or rebels, or both.

These daily episodes are very damaging to family dynamics. In addition to the harm done to the parent-child relationship, there are other significant consequences. Other childrens’ needs go unattended (not to mention the parent’s), important tasks around the house go undone (dinner anyone?), and last, but definitely not least, the parent’s own relationship suffers as blaming, overwork, and loss of quality time together are also casualties.

Remember what we said homework was for and was supposed to be like in the first paragraph? The homework experience with the ADHD child is not any kind of “Building Up”… it is a “Tearing Down” experience.

Fortunately, this can be changed, without the side-effects and rigors of medication. Neurofeedback is an effective, drug free, painless procedure in which the child learns to retrain the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Getting the Most Out of Parent-Teacher Conferences

Fri, 14 Oct 2011 12:24:00 GMT

Having been in the field for over 16 years, helping children and parents with school related problems, and also having worked closely with teachers, I have learned a few things about parent-teacher conferences. Conference time is just around the corner, and for some it may already be here. These conferences should be seen as a rich opportunity to build understanding and communication between the home and school. Due to budget shortfalls and increasing multiculturalism, teachers are under pressure and overworked. Many parents are also pressed for time, have lingering negative impressions from their own school years, and are apprehensive about what will be discussed during the conference, particularly if their child is struggling . What follows are some suggestions to help make the conference go better:

After you received the notice, schedule your conference as soon as possible within the allotted time blocks (you’ll get better choices). Arrive on time or you’ll forfeit important parts of your allocated time frame and miss key information points. Thank the teacher for their time. As it does for you, appreciation goes a long way to help both you and your child. Do not bring toddlers or babies as they are too big of a distraction. Leave your personal problems at home, unless they directly affect your child’s school experience.

Bring prioritized questions with you to the conference, and make sure they are not already covered in the informational packets sent home. Prior to the meeting, discuss it with your child. Find out what they like or dislike, as well as what they struggle or excel at. Ask the teacher what they think would make the school day go better. Some good questions are, ” Has my child completed assignments regularly?” and “How does my child handle taking tests?”. Other good questions may include, “Have you noticed any changes in my child’s behavior during the year?”, “What areas academically, and in terms of attitude, do they need extra help in at home?”, and “What is my child like during the day?”.

If your child is struggling academically and/or with their behavior, or if they seem isolated, you or their teacher may bring this issue up (which is a good thing to talk about). As parents, we can often be defensive and in denial to these problems, and their possible causes. Remember, both you and teacher are there as your child’s advocates. Be open to this discussion, as it can only help your child. Often these problems are caused by ADHD (Attention Deficit with/without Hyperactivity Disorder) or other learning disabilities. Many parents, believing that medication is the only treatment for this disorder, avoid the appropriate testing and/or treatment because they understandably fear the side effects and rigors associated with the medication. There is, however, an effective alternative to this scenario.

One alternative method to medication is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

For additional information pertaining to Neurofeedback therapy for ADHD or various other disorders, please contact the director of the Alta Neuro-Imaging: Orange County, CA location.

Students Who Can Really Benefit From Help at the Start of the School Year

Thu, 15 Sep 2011 12:25:00 GMT

As a psychologist specializing in helping students improve their academic and behavioral experience in school for over 16 years, I have come to identify certain types of students who benefit the most from specialized types of help. These are students that can make big time improvements at the start of the academic year.

The first type is the student who struggles significantly with homework (which icnreases in amount and difficulty each year). This is usually a problem with attention span, task completion, and/or organization. Problems such as homework taking too long, not being completed, not being turned in, or not being brought home, all fall into this category.

A second type is the child who has to work too hard to get what success they can. Poor grades and difficulty with testing are typical for this child. These are children who often can do OK when the work is done “one-on-one”, but are too distracted in group settings such as the classroom or group activity.

The third type is the student who has significant difficulties with his or her behavior. They may be getting into trouble frequently, and as a result may even be getting blamed for things that they don’t do. This behavior may make it hard to make friends (or the right kind of friends) and lead to feelings of isolation. They can often be held in or punished at recess (further isolation), and may begin to believe that they are troublemakers, or “bad” kids. The resulting damage to self esteem from this, and the other above patterns, can shape self-fulfilling self-images that are very sad to see develop.

Unfortunately, it may be difficult for parents to see these problems. They may feel that these problems for their child are “not that bad” or “I had the same problems when I was a child” (do we really want them to carry the same burdens?), or “they will probably grow out of it.” As parents, we need to be proactive regarding our children’s challenges and protect them for these obstacles, they will learn how to treat themselves from how we treat them with their difficulties.

As we mentioned earlier, many of these difficulties are caused by aptitude deficiencies whihc are quite correctable. Many of the students with these difficulties suffer from Attention Deficit Disorder (ADD/ADHD), either diagnosed or undiagnosed. Proper testing and/or treatment of this disorder are critical for these children’s well being. Many parents also resist testing and treatment because they fear the side effects and rigor of what they believe is the only treatment: medication . This is, unfortunately, still a popular misconception.

Fortunately, there is an alternative to this scenario. Neurofeedback is a proven, effective, drug and side effect free procedure in which the individual retrains the attention mechanisms of the brain, alleviating the condition. Once treatment is complete, no further training is necessary.

If you would like more information about Neurofeedback, please contact Dr. Ferrari at his Southern California office , Alta Neuro-Imaging Neurofeedback.

Common Questions Regarding Attention Deficit Disorder

Wed, 20 Apr 2011 12:26:00 GMT

There are many misconceptions and questions regarding Attention Deficit Disorder (ADD, ADHD). The following are some of the more common ones I hear in my practice:

1. “How can I tell if my child has ADD?”

There are a lot of misinformation and uniformed opinions available about this disorder, and unfortunately it may often even come from people who are supposed to know. Most people think in terms of symptoms, and this is logical as it is real world problems a person experiences that gets our attention and matters the most. However, these should not be used as the determining criteria as to whether or not the disorder is present in a person. There are other problems that can cause ADD symptoms, which are often missed, and if an assumption is made that ADD is present without the proper testing, a big problem can occur. In misreading the real cause of the child’s symptoms, and assuming it is ADD, one can miss finding and correcting the true underlying cause(s). This unfortunately happens frequently. The only objective way to determine if someone’s symptoms are truly coming from ADD is to examine the underlying neurological processes and see if the misalignment that causes the disorder is actually present. This can be done easily through a simple form of testing by the proper professional.

2. “Does my child have to be hyperactive to have ADD or ADHD?”

3. “Is medication the only effective form of treatment for ADD/ADHD?”

The common serious side-effects and rigors of medication unfortunately cause many parents to deny even the possibility of the disorder’s presence in their children. As a result, proper testing and, in most cases, relatively easy treatment of the disorder does not take place and the child is left to unnecessarily struggle and often fail both academically and socially. There is a highly successful, side-effect free treatment option (which we shall discuss later).

4. “My child has been doing fine until she hit third grade. Now, all of a sudden, she is struggling. Can ADHD come on out of nowhere like this?”

While the sudden onset of the disorder is possible, particularly when there is some type of brain trauma, in most cases what is being described here is a case where ADHD has always been present, but the effects are now starting to manifest. The high intelligence typically found with the disorder can mask its effects until the cumulative complexity of material being learned and/or the increasing abstractness of the subjects (math for example) finally catches up with them and becomes overwhelming. This is one of the points at which it can really come to a parents’ attention, although earlier testing and treatment is very important.

As we mentioned earlier, there is an important alternative to medication in the treatment of this disorder. Neurofeedback is a drug and side-effect free procedure in which the individual learns to retrain the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

The Neurology of Attention or Inattention (ADHD)

Wed, 30 Mar 2011 12:35:00 GMT

There are many different ways in which the underlying neurology, or physiological causes of ADHD can be described. There are many good articles that delve into the underlying neurological structures involved in this disorder, or that discuss the role of various neurotransmitters and receptor sites. However, I feel that the way we all can best relate to the causes of ADHD is to think of it in terms of inter-related functions of the brain. Or, put another way, discussing how the brain goes about doing certain things, and where ADHD interferes with that.

The first or “gateway” function of the brain, from moment to moment, is to monitor our surroundings. That is how it keeps us safe. Our senses detect characteristics of our environment (touch, taste, smell, sound, and sight) and brings them into our brain. This is called sensory function. From there, our brain processes or identifies theses sensory inputs. This is called sensory processing and it is how we know what is going on around us.

Once our brain knows what is happening around or to us- whether it is the numbers on a page, the words someone is saying, or a movement we detect, etc.- another set of functions begins. These functions are “executive” functions, in which our brain decides first, which of all the things it is aware of, both externally (sensory processing) and internally (memory, emotion, analyzing, etc.) is the most important at the moment. Secondly, the brain will then minimize our awareness of the non-important things and maximize our awareness of the non-important things and maximize our awareness of the most important thing. Essentially, this is how we focus or pay attention.

ADHD interferes with this process in a critical way. As we have seen, the process of paying attention involves several functions. The “executive” functions cannot take place until sensory processing or identification has taken place. With the inattentive form of ADHD, there is a delay in sensory processing. This delay is in terms of milliseconds; however, it is signficant enough that it, in turn, delays the executive functions. This delay in deciding which “thing” in the environment is the most important causes the brain (in order to “keep us safe”) to spread our attention across a number of things. Unfortunately, this results in a deficit of attention on the things we should be attending to.

Many parents avoid testing for and/or treating ADHD because they fear what they think are the unavoidable side effects and rigors of medication . By utilizing a treatment called neurofeedback, a child or adult can re-teach the sensory functions of the brain, including processing, to ameliorate the disorder. Neurofeedback is a painless and effective process, where there is no side effects and no maintainance or re-training is needed after treatment is completed. It allows for focus, task completion, organization, and a variety of other symptoms to be controlled and become the way they should be. Please feel free to contact Alta Neuro-Imaging for additional information in regards to neurofeedback, or to set up a consultation with Dr. Ferrari at his Orange County facility.

Is it too late to get help for this school year?

Mon, 14 Mar 2011 12:38:00 GMT

About this time of year I frequently hear this concern raised. Unfortunately, it is often put another way, “Should we just forget about this year, and hope next year is better”. The parent will usually continue: “We have tried our best, we’ve talked to him (or her), we’ve encouraged him, we’ve pushed him as hard as we can, we’ve even tried tutoring and counseling, hoping for the best, and nothing seems to have gotten better. The school is talking about holding him back and putting him in a special class.”

Usually, as I inquire further into the child’s problems, I will hear that he (or she) is having significant problems academically and can’t seem to focus or retain what he’s learned at home, or is having lots of behavior problems at school, lacks confidence, is isolated… or all of the above.

There are really two parts to this question. For the first part, no, it is definitely not too late to get help for this school year. It is at the end of the school year that the evaluations and decisions are made as to what is best for the child in the coming year and we are definitely not at that point yet. I have worked with many teachers, and I am consistently told that if they see significant improvement in academics and/or behavior before the end of the year, it can definitely effect their decisions.

A parent’s attitude toward this question is also critically important to their child. Your decision to accept these problems as unavoidable, and/or to give up on this school year, as opposed to not giving up and continuing to find the solution to your child’s difficulties , makes an indelible impression on how your child sees themselves and their approach to solving problems. If you take the first option, things will probably get worse for them as they will sense your’ giving up, and they will too. They will also think less is expected of them and they may put forth less effort. If you choose the second option, and ground that for them firmly in the fact that the problems do not represent their true self or abilities, and that they are worth these extra efforts to solve the problems, then you have the opposite effect and their self esteem and effort climbs. So does your chances of final success for the school year.

The second part of the question regards whether or the not the proper underlying cause of the problem is being addressed. While tutoring and counseling definitely have their place, the problems mentioned here are more likely stemming from ADHD . This is a disorder that many parents reject testing for and if present, treating, because they understandably fear what they think is the unavoidable use of medication with its undesirable side-effects and rigors. There is, however, a much preferable alternative to this scenario. An effective, non-side effect treatment known as Neurofeedback allows for a child or adult to relearn the concentration and sensory mechanisms of their brain. From this, the attention and/or hyperactivity disorder can be alleviated. If you would like more information in regards to Attention Deficit Disorder or Neurofeedback, please do not hesitiate to contact Alta Neuro-Imaging (located in Placentia, CA).

Lazy, Excitable, Oversensitive… ADHD?

Thu, 27 Jan 2011 12:39:00 GMT

In my 17 years of practicing Neurofeedback (EEG-Biofeedback) in Orange County,CA for Attention Deficit/Hyperactivity Disorder (ADHD), mild Autism, chronic Anxiety, chronic Depression, and Sleep Disorders , I have heard these problems described by a wide variety of terms and phrases other than the above. What’s in a name? Well, in some cases… a lot. We, as people, and in some cases, our situations, are often defined by the language we use. In the case of conditions that are treatable, this language may determine the help that people get, or don’t get, and the judgments (erroneous?) that are made about them.

In regards to ADHD, the terms used to describe these children and their behavior often determines their self-concept, and how others see them. This, in turn, may determine which doors are opened to them and which are closed, what they believe they can and cannot do, and, therefore, what their future will be. In some cases these terms may actually be accurate. In other cases, the wrong words may be used because of a lack of awareness of the proper terminology.

Approximately 85% of ADHD is genetic and, as in the past, this disorder was unknown and many parents of ADHD children may apply the same self-limiting terms to their children as they themselves lived in the shadow of. However, since the language used may determine so much for these children, it is important to do reliable testing and/or treatment to find out what is really going on. One form of effective, drug and side-effect treatment involves Neurofeedback. During the process of the therapy, patients re-train control mechanisms of the brain that deal with concentration and/or hyperactivity. Unlike other forms of ADHD treatment, re-training of the brain is permanent once the program is completed.

There are three sub-types of ADHD: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (combination of two previous sub-types). Different terms may be misused to describe these forms of ADHD. Let’s take a look at a few of the more common ones.

Primarily Inattentive: Lazy; Daydreaming; Tuning Out; Spacy; Bored; Unmotivated; Procrastinating; Unconfident. While children may indeed exhibit these states without the presence of ADHD, the inattentiveness brought about by the disorder is often improperly described by these terms and can lead to mis-labeling, and the child missing out on the opportunity for help.

Hyperactive: Excitable; Wild; Active; Physical; Hyper. Once again, these conditions, particularly if temporary, don’t necessarily indicate ADHD. However, if these behavior styles are typical, proper testing is necessary to get them the most help possible.

Impulsive: Aggressive; Oversensitive; Immature; Emotional; “Jumps to Conclusions”. As above, if persistent, it is best to determine the cause of these problems through the proper testing, and if the child screens positive for the disorder, it should be corrected through the right treatment.

It is imperative to find a veritable form of testing to see if one or more of the above mentioned symptoms is associated with ADHD. If you reside in the Southern California area and would like your child or yourself to be tested for this disorder, please feel free to contact us.

Children with ADHD Often Rejected by Peers

Wed, 24 Nov 2010 12:41:00 GMT

Enjoyable and healthy peer relationships are essential for a child’s normal development . A child’s peer relationships have also been found to be an important predictor of adult success and fulfillment in their social relationships and occupation. Difficulty in finding friends leads to feelings of low self-esteem, and this in turn worsens the other problems a child with ADHD may be encountering: academic difficulty, behavior problems in class, and a variety of problems at home . In addition, children with poor social skills are at increased risk for delinquency and school drop-out.

The child with ADHD often lacks the ability to learn the social skills that are essential to succeed in life. These children may become socially inept, and their lack of interpersonal skills can cause them many important difficulties. For a child, positive relationships with friends is an essential component of a happy childhood, and furthermore, provides a critical buffer against stress and helps to protect them from psychological and psychiatric problems. ADHD children can lack these positive interactions and thus are at risk for a number of emotional problems. Approximately 65% of these children suffer from peer rejection , and are less likely to be chosen as seatmates, activity partners, and best friends.

As these children grow older, these problems seem to get worse. Inappropriate behavior, or simply difficulty in connecting, and the resulting sadness, hopelessness, and resignation can lead to further social rejection. As adults, they often have difficulty finding and maintaining successful careers. Relationships and familial matters usually suffer significantly as well. Problems with the law are much higher for these individuals too. Approximately 70% of the inmates in California penal institutions have been diagnosed with ADHD.

Causes of Rejection

It is difficult to determine all the factors that make a child unpopular. There are three sub-types of ADHD: inattentive, impulsive-hyperactive, and the combined form (a combination of the previous two). There are subtle social cues people exchange when interacting, such as tone of voice, the look in one’s eyes, and posture. When there is a deficit of attention, these subtle cues are missed, and the inattentive child doesn’t know to adjust their behavior appropriately to make and keep a good connection with the person they’re relating to. Inattentive children become bored more easily and may become disruptive to the class, and have a hard time adjusting their behavior as situations change in the classroom. They may also be less “tuned in” to activities and games, and this limits participation, on which social connections are made.

Children with the impulsive-hyperactive and combined forms of ADHD often behave inappropriately and/or aggressively, they may engage in more fighting and interrupting of others. They are more likely to want to dominate play, run, yell, tease and make rough physical contact inappropriately. These behaviors can make others uncomfortable, and set up a process of peer rejection. Furthermore, these children will often attract other children with similar behavior, and they may reinforce each other’s bad behavior, making the problems worse.

Remedies

Unfortunately, some parents will not get their children the help they need and deserve. Many parents deny the possibility of their child having ADHD, and the need for testing and treatment, because they understandably fear the rigors and side-effects of medication.

An alternative method to medication is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

For additional information pertaining to Neurofeedback therapy for ADHD or various other disorders, please contact the director of the Alta Neuro-Imaging Orange county, CA location.

Prevalence of ADHD

Wed, 03 Nov 2010 12:42:00 GMT

Attention Deficit/Hyperactivity Disorder- “ADD” or ADHD- affects approximately nine percent (9%) of the children in the United States. It is one of the more prevalent, and most studied, of all childhood psychiatric disorders. A new study reports that only about a third of them are getting proper treatment.

“There is a perception that ADHD is over diagnosed and over treated,” says lead researcher Dr. Tanya E. Froehlich, from Cincinnati Children’s Medical Center. “But our study shows that for those that meet the criteria for ADHD, the opposite problem- under diagnosis and under treatment- seems to be occuring. Interestingly, Froelich commented further that “…girls were more likely to be under diagnosed.”

Also of importance are the findings of the National Health and Nutrition Examination Survey. The researchers found that of the children who met the criteria for ADHD, only 47.9% had been diagnosed with the disorder, and of these, only 32% were being treated consistently with medications.

There are three sub-types of the disorder: primarily inattentive, hyperactive-impulsive, and combined (a combination of the two previous types). Attention Deficit Disorder is not a trivial problem; it can have a serious, detrimental impact on a persons life in terms of learning, social relationships, and self-image, as well as success and happiness in adult life. In addition to the negative impact the disorder has on the individual, it can wreak havoc on family dynamics.

As we saw earlier, approximately fifty percent of the actual cases of ADHD are identified, and of these, only a third are receiving proper treatment . One of the major reasons for these unfortunate facts is parents’ understandable fears of the serious side-effects and rigors of medication. Fearing that medicating their children is the unavoidable response to testing them, or, if the disorder is already present, thinking that medication is the only treatment available. Many parents avoid testing and treatment altogether and abandon their children to their fate. This is a distressing scenario.

The good news however, is that medication is not the only, and certainly not the most successful, form of treatment for ADHD. There is an alternative to this scenario.

The alternative is Neurofeedback . It is a drug-free, painless procedure which a child or adult does to re-train the mechanisms in charge of attention within the brain. Neurofeedback is permanent; once treatment is complete, no further treatment is necessary. Parents no longer need to avoid testing and/or treatment for fear of the “drug solution”. They do not have to be forced to accept poor grades, endless hours of homework, calls from the school, and feelings of hopelessness.

They can get help for their children if they so need.

If you would like more information about Neurofeedback, please contact Dr. Ferrari at his Southern California office , Alta Neuro-Imaging Neurofeedback.

A New School Year…A Time to Learn or a Time to Dread?

Fri, 15 Oct 2010 12:44:00 GMT

Ideally, for most parents, a new school year brings the pride and feeling of accomplishment of seeing their children grow and mature in aptitude, knowledge, and social skills. For some parents, however, it only brings long nights of homework, calls from the teacher, frustrated and discouraged children, and parenting fights about whose fault “all of this” is. There is also the pain of watching your child sink deeper and deeper into believing that they are not smart, are a “bad boy or girl”, and as a person, are not worth much. No parent or child should ever have to experience this.

A typical school year requires sustained attention, sitting quietly, and refined social skills. Some children are not capable of this. One mother from Orange County recently told me: “I’m worried… Sammy had such an awful time in second grade last year.” Sammy had spent the year grounded in the classroom… no recess, no field trips, no parties, all because he constantly was behind in his work. ” We were constantly doing homework or tutoring, and he was still behind,” she continued. To add to his academic problems , Sammy had spent most of second grade in social isolation, even when he was free from being “grounded” in the classroom. He was the last one picked for teams, and the first one to be teased. This downward spiral in confidence, spreading from one part of life to another, is tragic.

A very significant possibility exists that some or all of the conditions described above are being caused by a disorder called ADD or ADHD ( Attention Deficit Disorder ). This disorder is caused by a minor neurological imbalance (not parenting style!), and for the vast majority of those with ADHD (as we shall see shortly), can be corrected relatively easily. What makes the aforementioned tragic self-image even more unacceptable is the fact that the opposite is usually true. Individuals with ADHD (ADD) typically have a higher-than-average IQ, and although sometimes hidden behind the disorder, a very pleasant disposition.

Whenever such problems are occurring, it is extremely important to determine if ADHD is behind them, as soon as it is possible. Don’t wait until your child’s first report card to initiate testing or treatment because, by then, your child is already significantly behind. If there’s one thing harder for a child with ADHD than school, it is the downward sliding struggle to catch up.

This treatment is called neurofeedback – an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

As parents, we do have a choice as to whether this year will be a time for learning, full of joy and pride, or another year of dread… for both our children and ourselves. What will your choice be?

A “Short Course” Summer Remedy for ADHD

Tue, 25 May 2010 13:01:00 GMT

Does this sound familiar to you? “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming. Their grades are below average, yet I know that they are intelligent. Homework takes forever, and is a constant battle. If this were not enough, they are frequently getting into trouble at school, and it’s the same at home. The poor kid can’t get a break, and the family is constantly in an uproar. We always dread the start of the next school year, and things seem to be getting steadily worse.”

If the academic performance and/or behavioral part of this statement sounds familiar to you, there is a good chance that your child may be suffering from ADHD. The destruction of the child’s self esteem, and the conflict and chaos wrought on family dynamics can be devastating.

A further complication to this problem is that many parents, thinking that the side effects and rigors of life-long medication are the only remedy, try to deny the problem and avoid testing and treatment. Fortunately, medication is definitely not the only form of successful treatment . We’ll discuss this more in a moment.

The problems mentioned above and the hectic schedule of the school, sports, etc. often make it near impossible to get help during the school year. However, when the school year ends, and the summer is finally here, an opportunity presents itself to make a big change for the better. Neurofeedback treatment for ADHD requires thirty sessions, each being thirty minutes long, with a minimum of one session a week. During the school year the pace of life can be so hectic that the treatment may take four to seven months to complete. In the summertime, the opportunity presents itself for a “Short Course” treatment, which can be completed in one to two months.

One of the gifts of childhood is an innocence, which (as long as their self esteem isn’t too damaged) prompts them to believe (without anything actually occurring to bring it about) that next year will always be better. If the child’s parents actually correct the problem over the summer, then a beautiful thing happens to the child’s belief in his/her self. They discover that, “you know what?… I was right to believe in myself… things are better this year.” When parents intervene for their children in this way, not only does their performance and/or behavior turn around for the better, but the parents also give their child an incredible boost in self-confidence and self-reliance. These are wonderful gifts to give your child!

Neurofeedback is an effective, drug and side effect free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is complete, no further treatment is necessary.

To request information on the treatment of Attention Deficit Disorder (ADD, ADHD), Mild to Moderate Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, and Peak Performance Training pleasecontact:

Dr. Stephen Ferrari for Orange County Neurofeedback

What causes A.D.D.?

Mon, 26 Apr 2010 13:06:00 GMT

The causes of ADHD for Orange County children can be described in terms of neurological structures within the brain with slight malfunctions, or in terms of what causes these malfunctions in the first place. The first is usually obscure and confusing to most us and is hard to relate to our daily world. The second is more understandable and practical in my opinion, and that is the approach we shall take.

Genetic : Approximately 80-85% of this disorder is genetically based (in our DNA or family tree). While consistently passed on to each successive generation, this gene does not always manifest, or show up in all offspring. This means that while it may be present in one or both parents, in may skip generations or manifest in one of a parents’ children and not another. In looking back up the family tree you may see it in an aunt or an uncle, or a grandparent (or not if it was not properly diagnosed).

Oxygen Deprivation At Birth : There are a number of conditions, which can bring this about. Premature Birth, Jaundice, and difficulty in labor can all result in oxygen deprivation at birth. Those these condition do not always cause ADHD, they certainly can.

Drugs and Alcohol in the Prenatal Environment : Excessive alcohol and /or drug use by the mother while the child is in the uterus can cause a number of problems, and ADHD is one of them. In addition to this problem, there are also other learning and behavioral disorders which can compound the ADHD problem.

Head Trauma : Injury to the head or neck can also bring about this disorder. This can be the result of a cesarean or forceps assisted delivery, a serious fall or blow to the head, or something as routine as a “normal” childhood fall from a tree or down to the stairs. This cause is less predictable as there are many injuries as serious as a skull fractures which don’t result in ADHD, while often mild injuries can bring it about.

While it is interesting (and in some instances prevention is possible) to know the causes of this disorder, the majority of the time the cause of ADHD is not in any way a parent’s fault. Misplaced guilt, or the idea that a child’s problems reflect on them (not my child!) can cause pain and anxiety and many parents will deny the possibility of the problem and the necessary testing and/or treatment. Often parent also resist testing because they dread the possibility of what think are the unavoidable side effects and rigors of ADHD medication. This is definitely not the only solution!

Individuals can retrain the attention mechanisms and/or impulse control mechanisms of the brain during Neurofeedback. It is a painless, drug free procedure which alleviates the condition. No further treatment is necessary once the training is complete.

For more information, please contact Dr. Stephen A. Ferrari at his Southern California Neurofeedback center.

Frequently asked Questions Regarding Neurofeedback

Thu, 28 Jan 2010 13:07:00 GMT

1. What does the EEG (electoencephalograph) show?
The EEG shows activity levels of different parts of the brain and the relative balance or imbalance, which underlies ADD/ADHD.

2. Can everyone do Neurofeedback ?
Most people are good candidates for retraining these parts of the brain. Approximately 85% of the people with ADD/ADHD, through proper training, can bring about this correction.

3. Are there age requirements for doing the training?
We normally start testing and training at the age of 4. There are no upper limits to the age at which ADD/ADHD can be corrected through successful Neurofeedback training.

4. How can Neurofeedback do all the things listed in your brochure (i.e. chronic depression, chronic anxiety, pain management, sleep disorders, migraine headaches)?
Various imbalances in the brain underlie the various conditions that Neurofeedback is successful in treating . Working with different parts of the brain enables one to correct imbalances or disorders.

5. How will we know if the Neurofeedback is working?
The patient and/or the parents, as well as the teacher, will have every indication that this is working through evidence of changes in their performance and behavior difficulties. Neurofeedback is the type of treatment whereby improvements come steadily throughout the training, as opposed to having to wait to the end to see these improvements.

6. Is Neurofeedback permanent?
Yes, this part of the brain holds any adjustments it learns permanently. Individuals with ADD/ADHD, Autism Spectrum disorders, chronic depression, and/or chronic anxiety, who are good candidates for the training (as determined in the evaluation), and who successfully complete the training, will have permanent results. There will be no need for any other treatment.

7. Are there other actions that must be done to insure success?
No, all treatments are conducted in our office.

8. How many sessions are necessary to complete the training?
The treatment typically consists of 30, one-half hour sessions. A minimum of one session a week is required.

9. How can you tell if one is ADD or ADHD?
The underlying neurological condition of both of these disorders is the same. In some individuals it is expressed in attention difficulties. In others, the difficulty is with impulse control and hyperactivity. Furthermore, in some cases there may be a combination of all symptoms. The symptoms determine what sub-type of the disorder is present.

10. Are there other techniques used for different conditions?
Yes, techniques used vary depending on the disorder.

11. Does it hurt or is it uncomfortable?
No, Neurofeedback is safe, painless, non-invasive drug free treatment. It is not uncomfortable in any way. Most patients find it enjoyable and satisfying.

At Alta Neuro-Imaging, southern California children and adults can undergo Neurofeedback treatment for Attention Deficit Disorder, mild to moderate Autism Spectrum disorders, sleep disorders, chronic depression, chronic anxiety, as well as peak performance.

EEG Biofeedback or Neurofeedback for ADD/ADHD

Tue, 22 Dec 2009 13:09:00 GMT

Neurofeedback, also known as EEG Biofeedback, is a form of treatment for Attention Deficit Disorder-ADD/ADHD, which is a highly effective alternative to drugs. The underlying cause of this disorder is a misalignment, in terms of speed, between two brain activities, which need to work together for proper focus, and/or impulsivity-hyperactivity control. Approximately 85% of the individuals with this disorder are capable of retraining this part of the brain.

This part of the brain will hold whatever adjustments it learns to make permanently. Therefore, for individuals who are good candidates (85%) for this form of treatment, and who complete the treatment, the problem will be corrected for life. Neurofeedback treatment for ADD/ADHD typically consists of thirty, 30-minute sessions. A minimum of one session per week is necessary, and all the work is done at our facility (there are no exercises or drills that need to be completed at home).

Individuals vary as to how many sessions per week they are capable of. Some can only do one per week, which is perfectly acceptable, there are always many patients which work at this pace and their results are good. Most patients are capable of 2-3 sessions per week. The impact of the number of sessions per week an individual does is twofold. The first is naturally the amount of time it takes to complete treatment. Once a week takes approximately seven and a half months, while three times a week, for example, takes approximately two and a half months. Secondly, since “real-life” improvement is taking place as the individual is going through the treatment, the number of sessions per week the individual is doing will determine the speed of improvement. For most of us, the faster life is improving, the more motivated we are to work hard at what is making that happen. Therefore, there is a psychological advantage in terms of motivation, in doing more sessions per week.

The improvements to be gained are life altering. There are three types of Attention Deficit Disorder; Primarily Inattentive, Hyperactive-Impulsive, and the Combined form. For children this can mean significantly improved grades, greatly improved homework sessions, and much better behavior. For adults, the improvements usually translate into significant improvement in workplace performance, better relationships and parenting abilities, and a more relaxed and enjoyable lifestyle.

Incidentally, there are also other condition/disorders that neurofeedback is very effective at treating. Among these are High-functioning Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, Stress Management, and Peak Performance Training (improved workplace, athletic, or academic performance).

Neurofeedback is an effective, drug free, painless procedure in which the individual learns to retrain the attention and/or impulse control mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Dr. Stephen A. Ferrari
Alta Neuro-Imaging Neurofeedback
1075 Yorba Place
Suite 105
Placentia, CA 92870
714.990.6536
Website: www.ocbiofeedback.com

“Back to School”…..Back to the Grind or a “Crossroads” for children with ADD?

Thu, 24 Sep 2009 13:15:00 GMT

With the end of school last year, and possibly some tutoring, summer school, or “best wishes” you may have thought that this school year would be different. For some families this may be true, but if you are starting to get “that sinking feeling” that although there may be a new teacher or maybe even a new school, the same old problems of inattention and/or hyperactivity-impulsivity (homework struggles, poor grades, behavior problems) are beginning again, you may be wondering “what in the world can I do? ”

Wouldn’t it be nice if “back to school” was a good experience that made your child more confident, happier and competent? Wouldn’t it be nice if “back to school” meant a time to for you and he or she to feel more fulfilled, and not a return more battles and struggles? Wouldn’t it be nice if “ back to school” meant a great improvement for them, for the school year and for their lifetime?

Children (and their families) with ADD (Attention Deficit Disorder) struggle under a unique handicap. It is a neurological disorder that, untreated, greatly disrupts family dynamics and typically persists throughout life, creating difficulties both in school and later on in the work place and in relationships.

The severity of ADD a person has typically remains the same over time, however it often seems to get worse over the years. This occurs for three important reasons. First, as each advancing school year increases in the intellectual and behavioral demands it makes on the student, the attention and /or behavior problems caused by this disorder become more and more apparent.

Finally, and in some ways most importantly, is the matter of self-image. The child who suffers under these deficits usually forms a self-image of being “not too smart” (the opposite is true, most children with ADD have a higher than average intelligence) and/or a “trouble-maker”. Children (as well as adults) have a tendency to “act out of“ or to fulfill their self-image. The longer they live under that self-image, the stronger it becomes, and performance and behavior often deteriorate accordingly.

Wouldn’t it be nice if this cycle could be stopped?… Well, it can be. By successfully treating this disorder, this downward cycle can be stopped and reversed.

As all of the above-mentioned factors can make the problem worse with each passing year, it is imperative to have your child, or a child you know has or is suspected of having ADD, evaluated and/or treated as soon as possible.

“Back to school”…Back to the grind, or…Which path will you take?

Dr. Stephen A. Ferrari
Alta Neuro-Imaging Neurofeedback
1075 Yorba Place
Suite 105
Placentia, CA 92870
714.990.6536
Website: www.ocbiofeedback.com

“Back to School.…..Another Year of Problems for ADD Kids and their Parents?”

Wed, 19 Aug 2009 13:17:00 GMT

For many parents, the end of summer and return to school is a busy time and one of promise, high expectations and delight in watching their children grow. However, for some parents whose children may have, or are diagnosed with ADD, it is a return to disappointment, frustration, and constant struggle.

School, for the child with ADD, is an experience that usually tears them down rather than building them up. Any one of, or the combination of inattention, impulsivity, and/or hyperactivity (symptoms of ADD) usually cause a child to feel that they are not very smart, or are bad people, and/or are unlikable. The opposite is usually true. Behind the academic struggles and/or misbehavior is usually a higher than average I.Q. and a very pleasant disposition. However, the reality of the feedback the world (at least in part) gives them is the very negative, harmful self-image just mentioned.

On top of this, many children with ADD feel isolated. This comes from isolation from peers due to accompanying poor social skills, behavior, and self-esteem. Sadly, these children also are often silently, secretly isolating these feelings from their parents as they are afraid to bring them up for fear of further upsetting them.

Parents are subject to a barrage of complaints from school, disheartening parent-teacher conferences, poor report cards, and often strong resistance from the child himself. Parents often struggle through tortuous homework sessions, undeserved guilt (ADD is not caused by parenting style, it is a mild neurological condition), and frustration, not to mention the occurrences of many of these same problems at home.

The chances are that you would not be reading this if you or someone you know was not living through this nightmare. Often, attempts to remedy this situation fail or are unacceptable, and the parent gives up and accepts this as their child’s “lot”. This is tragic. In most cases this situation can be corrected, with the accompanying return to healthy family dynamics, and a healthy, happy, self-confident child, without the rigors and side effects of lifelong medication.

All three sub-types of Attention Deficit Disorder (ADD); Inattentive, Hyperactive-Impulsive, and Combined, are neurological in basis, and can be corrected through a form of neurological re-training. Neurofeedback is an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

Teenagers and Depression

Mon, 13 Jul 2009 13:18:00 GMT

As many as 25% of all teenagers with ADHD (Attention Deficit Disorder with/without Hyperactivity, ADD) are clinically depressed. All three types of this disorder; Primarily Inattentive, Hyperactive-Impulsive, and Combined Form, are capable of producing depression in teens. Depression is a serious disorder, capable of depriving a person of much needed energy, mental clarity, objectivity reasoning (a crucial skill for this age group), optimism, clear judgment, and enjoyment of life. It can sometimes, tragically, build to even suicidal levels. It is very important to be able to recognize the signs of depression in these young people, and in the cases where it is being primarily produced by ADHD, correct this cause.

The stereotypical image we all have of depression is usually someone who is sad, tearful, listless, and lonesome. Teenagers with depression often don’t look like this at all. They don’t typically display gloom, criticize themselves, or talk about feeling hopeless like adults do.

Teens with major depression are often negative and anti-social; feelings of wanting to leave home or run away are increased. They may have a strong sense of disapproval or being misunderstood by peers, siblings and parents. They may also change their basic emotional tone, and become aggressive, grouchy, and restless. Often a depressed teenager will stop paying attention to personal appearance, or may even adopt the “uniform” of social sub-groups that claim despondency and depression as a way of life. There may be an increased, unfounded sense of being unloved or rejected by loved ones.

Girls have a tendency to internalize performance difficulties more often than boys do, although this happen in many boys too. A girl will more frequently see failure as a sign that she is a bad, or deficient person. She will often make the unfortunate leap, that she is therefore unlovable. This is another way in which ADHD can trigger significant depression.

Boys (and some girls) will often become aggressive with their parents and/or peers, be more agitated at home, and get into trouble at school or with the law. Parents are often frustrated, angry, or confused by this kind of behavior. Some parents respond by becoming stern disciplinarians, engage in power struggles, or may even put the teenager down, which only serves to increase feelings of depression. Some parents feel helpless, and withdraw form the parenting and help their children need, further isolating them.

If there are some of the other signs of ADHD present (difficulty concentrating, organizing, completing tasks, and/or hyperactivity-impulsivity) along with the depression, it is a very good idea to have the teenager tested for ADHD. If the disorder is present, it is likely treatable without medication, and the depression should be alleviated too. Lifting huge burdens of the teen’s head and heart (not to mention Mom’s, Dad’s, and the rest of the family.

Neurofeedback is a highly effective, drug free, safe, non-invasive and painless procedure in which the child learns to retrain the brain, correcting the problem. Once training is complete, no further treatment is necessary.

Website: www.ocbiofeedback.com

Parents… Of ADHD Children

Mon, 29 Jun 2009 13:19:00 GMT

Almost everything written about ADHD (ADD) in children is, understandably, about the problems of children with this disorder. There is, however, another significant problem associated with ADHD in children (aside from the fact that ADHD, often being genetic, may also reside in one or both parents). That problem is the ramifications of the disorder to the parents and family of the child with ADHD.

The types of problems faced depend on the type of ADHD involved. There are three sub-types of ADHD: Primarily Inattentive, Hyperactive-Impulsive, and Combined. Whichever the type, however, these problems run the gamut (or should I say “the gauntlet”) from; parents losing their much needed evening’s rest and relaxation due to “homework wars”, the child’s unnecessary fighting with siblings and parents, calls and notes sent home from the teacher/principal…to; fights with spouse over how to manage the problems, not enough time spent with the other children, constantly cleaning up after them, fighting to get them out of the house in the morning and into bed a night! And then weekends are always fun too (or not!)

On top of all this, lies the parent’s worry for the academic and social success of their child, and his or her happiness and self-esteem.

Let’s look at a couple of typical scenarios, and see if they describe scenes in your home. It’s homework time (if that hasn’t been given up entirely). We begin with a struggle to understand (guess) what needs to be done, and to see if the materials have actually been brought home. Then the lucky parent gets to try to manage the distraction filled (real and imaginary), excuse ridden, stop and start, struggle. All the while trying to attend to the other kids, prepare dinner, answer the phone, and not go crazy. Then, the other parent may arrive home, which, in a way, starts the process all over again. Everyone gets tired, tempers flare, fingers get pointed, feelings get hurt, people give up (on themselves, and the process).

Another sad scenario is the parents’s discussion amongst themselves about the problem. Some parents deny that there is a problem. This is often, but not always, a father’s position. Dads typically are quicker to deny that there is anything wrong with their child. I know this not only professionally, but also as a father myself. Whether it’s because we see our children so much as an extension of ourselves (and we’re perfect, aren’t we?), or for some other reason, this position misses the problem (and any hope for solving it) and results in more finger pointing, hurt feelings, and giving up.

Sound familiar?… Unfortunately, even when the real problem is recognized, parents often understandably resist testing and treatment due to the fear of medication, with its frequent side effects and rigors. There is, fortunately, an alternative to this scenario.

Neurofeedback is a highly effective, drug free, safe, non-invasive and painless procedure in which the child this area of the brain, correcting the problem. Once training is complete, no further treatment is necessary.

Website: www.ocbiofeedback.com

Teenagers and ADHD

Thu, 19 Mar 2009 13:21:00 GMT

Attention Deficit/Hyperactiity Disorder is behind lots of problems for those who struggle with it, as well as for their parents and families. For most of these individuals, and their uninformed parents, they can lose sight of the fact that these problems are caused by the disorder, and not an indication of their true personality, desires, or abilities. In fact, most individuals with ADHD (ADD) have a higher than average I.Q., though they usually have significant difficulty expressing it fully. This results in the blaming of themselves (and not the disorder), and causes lowered self-esteem, hopelessness, anxiety, and depression.

For a teenager, with their heightened (over?) sense of self consciousness and perhaps self doubt, these negative feelings can be overwhelming to both the teenager and their parents. The following are some frightening statistics that bring into focus the serious problems confronting these teenagers and their parents.

*Teenagers with ADHD have 400% more traffic accidents and traffic tickets than teen without ADHD.

*Twice as many teens with this disorder will run away from home (about 32%) than teens without ADHD.

*As many as 50% of the teenagers in juvenile detention facilities have untreated ADHD.

*Teens with untreated ADHD are three times more likely to be arrested for arson (16%) as those without ADHD.

*Teenagers with untreated ADHD are ten times more likely to get pregnant, or cause a pregnancy, than those without the disorder.

*Teens untreated for ADHD are 400% more likely to contract a sexually transmitted disease than those without ADHD.

*Teens untreated for ADHD will average two arrests by the age of 18.

*Approximately 20% of teenagers with untreated ADHD will be arrested for a felony.

In addition to the above, teenagers with ADHD suffer from increased amounts of anxiety, a sense of being overwhelmed, and depression. Depression can look very different in teens from its appearance in adults. Since as many as 25% of teenagers with ADHD suffer from depression, let’s take a moment to describe it. Teenagers with depression can be anti-social and overly negative. Sometimes he or she may stop caring about personal appearance, and there may be an increased sensitivity to being loved (unloved?) and accepted. There may also be the more usual signs of adult depression.

It is critical to a teenager with ADHD that the disorder be treated properly to avoid these pitfalls, and allow them to experience success and gain confidence. Unfortunately, many parents avoid testing for and treating this disorder because they fear the rigors and side effects of medication. There is however a very successful alternative to this scenario. Neurofeedback is a highly effective, drug free, safe, non-invasive and painless procedure in which the patient learns to retrain the brain, correcting the problem. Once training is complete, no further treatment is necessary.

“Impulsivity” In Attention Deficit Disorder (ADHD)

Fri, 09 Jan 2009 13:22:00 GMT

There are three sub-types of ADHD; Primarily Inattentive, Hyperactive-Impulsive, and Combined. While most people have a pretty clear understanding of inattention and hyperactivity, the terms “impulsive” or ”impulsivity” can be somewhat confusing. These terms are often confused with “compulsive”, which is quite different. Compulsion can be defined as a repetitive stereotyped act performed to relieve fear connected with an obsession.

In regard to ADHD, there are two forms of impulsivity: Behavioral Impulsivity and Cognitive Impulsivity.

Behavioral Impulsivity –Actions. People with ADHD who have symptoms of behavioral impulsivity do not stop and think before they act. No matter how many times they are told to “stop and think first” they are unable, in most cases, to exercise this type of forethought, or judgment. They usually are not able to learn from their past mistakes. They act on the first impulse that occurs to them. This can be quite exasperating to their parents, teachers, and other caregivers (which may in itself further add to the problem).

These ADHD children often:

· cut in line

· can’t wait their turn

Cognitive Impulsivity –Thinking and Choices. People with ADHD who have symptoms of cognitive impulsivity do a lot of guesswork. Often, rather than thinking about an answer, these individuals will make a multiple number of guesses in a short period of time. If you give them multiple choices orally, to a question, they will guess for the right answer very quickly…first one, then another, often back and forth…until you finally step in when and say, “That’s it” when they guess right. This pattern only reinforces their guessing.

These individuals have a very limited problem solving strategy. They are impaired in their ability to think the problem through. They will usually just guess and let trial and error carry them through. This not only tends to have a negative effect on how others perceive them, it also interferes with their ability to learn new material, and further develop more effective problem solving strategies. If this disorder is not corrected, no amount of direction, encouragement, or discipline will change this inability.

Fortunately, both these problems, as well of the other sub-types of ADHD, can usually be corrected without medication. Neurofeeback is a highly effective, drug-free, painless procedure, with no side effects, in which the individual learns to retrain the impulsive, hyperactive, and/or attention mechanisms of the brain. Once treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

Treatment Options for ADHD

Tue, 11 Nov 2008 13:23:00 GMT

About this time of the school year, for the child with Attention Deficit Disorder, significant problems are really starting to raise their head. If the problems of inattention, difficulty with homework, poor behavior, and/or hyperactivity (there are several forms of this disorder) are starting to occur again, or are appearing for the first time, you are probably wondering what you can do to fix the problem. There are today, four basic treatment options with varying degrees of success, let’s take a look at them.

Neurofeedback: . Of the four options, neurofeedback is the only method that corrects the underlying cause of the disorder in a one time treatment, rather than merely managing the symptoms, or teaching the child how best to live with it. Neurofeedback is a highly effective treatment, with no side effects.

Medication/Drugs: Medication/Drugs are fairly successful in suppressing symptoms while the medication is in the blood stream. However, once the chemicals are out of the blood stream there is no longer any benefit. If medication is missed accidentally, or intentionally (adolescent compliance is often a problem because of the stigma attached to the medication, or the unwanted side-effects), or when it wears off, the problems return in full force. Adolescents’ not taking their medication is a significant problem, since you have the ADHD problems returning and combining with the hormonal and other challenges of adolescence, which can be a very bad combination. Furthermore, since the drugs are only effective while in the blood stream, and the underlying cause is never corrected, the medications must be taken for life.

The potential of harmful side effects as a result of the medications is a major problem. These side-effects range from weight loss, over-stimulation of the central nervous system, dizziness, sleep disorders, loss of appetite, tremors, tics, and Tourette’s Syndrome. There may be one or a combination of these side effects. These are serious side effects in any person, when one considers the vulnerability of children; the dangers are even more worrisome.

Behavior Modification: Behavior modification can have some benefits, however, it does not correct the cause of the disorder. The main problem with this treatment is its reliance on behavior contracts. This process requires the child to remember the rules and rewards of the contract in situations (on the playground, while daydreaming, when they’re not thinking about what they’re doing) where their ADHD is least likely to allow them to remember them.

Counseling or Therapy: This is designed to help children and their families feel better about, and cope with the problems the disorder brings, rather than correcting the disorder, in which case (the majority of cases), the therapy would not be necessary.

Neurofeedback is the only treatment that actually corrects the problem in a side effect free, one time treatment. Neurofeedback is a highly effective, drug free, painless procedure in which the child learns to retrain the attention mechanisms of the brain.

Website: www.ocbiofeedback.com

Homework…and the ADHD Child

Tue, 21 Oct 2008 13:24:00 GMT

Simply put, homework is supposed to be like this. At a certain time, the child sits down and completes their assignments, with a reasonable degree of success, in a timely fashion, and perhaps with some interaction with their parent(s). The purpose of homework is to allow the child further opportunities to independently master their coursework, and perhaps allow the parent to become involved in what is happening for their child at school.

Unfortunately, with a child who has ADHD, the experience and outcome can be quite different. After much cajoling, and struggle the parent gets the child to begin their homework. Then ensues a multiple hours long battle, involving countless distractions, struggles (and phone calls?) to understand material and directions which unfortunately, the inattentive child did not get straight in class, and outbursts of frustration and anger from both parties. The outcome of this homework session is (along with hopefully some learning), exhaustion, hurt feelings, distrust, lowered self-esteem, and anger. Sound familiar…?

This damaging experience actually begins at school. Often the ADHD child has extra homework added on because of work uncompleted in class, and/or as punishment for poor behavior or inattention. By the time they get home they are frustrated, tired and stressed. Mom and/or Dad may be feeling this way too (they have their own struggles). When the “getting started” battle is finally over, parents often find that the child is behind in assignments (again?), hasn’t written down directions properly, and doesn’t know how to do the work (want to repeat fifth grade?) What’s very important to understand, and correct this scenario, is that with the ADHD child, they cannot stop this from happening, it’s part of the uncorrected disorder. However, often teachers, other students, and parents lose site of this, and blame the child. The result is a child who feels very badly about themselves, and gives up, or rebels, or both.

These daily episodes are very damaging to family dynamics. In addition to the harm done to the parent-child relationship, there are other significant consequences. Other children’s needs go unattended (not to mention the parent’s), important tasks around the house go undone (dinner anyone?), and last, but definitely not least, the parent’s own relationship suffers as blaming, overwork, and loss of quality time together are also casualties.

Website: www.ocbiofeedback.com

Return of School Problems for ADHD Children?

Fri, 12 Sep 2008 13:25:00 GMT

I was speaking with the mother of several school age children recently (one with ADHD), and she gave voice to a feeling I suspect many mothers have. “The kids are back in school, Thank God; I love my kids-but I need a little time at home alone to regroup…….. The kids are back in school. Oh my God! We’re going to start having all those school struggles with Alex again!” Does this sound familiar?

Many parents may have felt optimistic that with summer school, some tutoring, or because it’s a new year and the child is older, that this year would be an entirely new experience. Unfortunately, for most kids with ADHD, this is not the case. Individuals with ADHD have a unique handicap. It is a neurological disorder that, if untreated, will usually persist throughout life, typically creating significant difficulties in school, the workplace, and in relationships.

The classroom environment- with its particular emphasis on organization, schedules, and assignments, long periods of desk work, and emphasis on writing and math- are usually places where children with ADHD have significant difficulty. Furthermore, they take longer to complete in-class and homework assignments. They can quickly become overwhelmed, rebellious, and discouraged, and can “turn off” to the idea of learning.

Some children with ADHD also have behavior difficulties and/or may become isolated, or have difficulty forming friendships. These problems, combined with the aforementioned performance difficulties, often add up to the child developing a self-image of being “not to smart” (tragically incorrect, most people with ADHD have a higher than average intelligence), and/or being a “trouble-maker”. Unfortunately, as we all tend to live out our self-images, the longer this is allowed to exist, the stronger and greater the problems become. It is therefore critical to correct this situation immediately.

Solution:

The solution to this problem is to correct the disorder.Many parents, unfortunately, deny the existence of the disorder, or choose to not get help for their child because they fear the side effects, and rigors of medication (life-long treatment).There is, however, an alternative to this scenario.Neurofeedback is a highly effective, drug free, safe, non-invasive and painless procedure in which the student learns to correct the problem.Once training is complete, no further treatment is necessary.

Website: www.ocbiofeedback.com

“Next Year Will Be Better”- Using Summertime to make that come true for children with ADD/ADHD

Fri, 13 Jun 2008 13:27:00 GMT

If you have a child (or an adult) in your family who has, or you suspect may have this disorder, the conflict, chaos, and frustration that it generates can be so disrupting to family harmony that you may sometimes wonder if it will ever get any better! Helping the individual with this disorder not only can turn the world around for them, but can work wonders for the whole family.

Children have a natural sense of optimism and innocence about them that allows them to genuinely feel that problems will naturally get better (even when there is no real reason to believe so) on their own. This optimism can be heard when they say “Things will be better next year”, or “I’ll get off to a good start next school year”.

There are few things more magical for a child’s self confidence than when something actually does happen to change the circumstances and bring that about. An actual increase in their abilities to concentrate and/or improve their behavior, combined with the then evident validation of their optimism, “Look, see I was right, I am doing better, I am smart!”, brings about a surge of confidence that is wonderful to see. A child in this situation can really take off and soar!

Not only is summertime the pause between the old and the (better?) New Year, it is a relatively less hectic time of the year. Schedules (vacations notwithstanding) are more flexible, the pressures of school and homework are loosened, and it is a time to more easily accomplish a special project.

The way to actually change the ADD child’s circumstances or abilities is to take this time to correct the disorder. This can be done in this space of time through Neurofeedback Training. Neurofeedback is a safe, effective, non-drug procedure that corrects the underlying imbalances which bring about ADD. Once the training is complete, no further treatment is necessary, and you know what?….your child actually was right to believe in themselves, next year actually is better.

Neurofeedback is an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

AD/HD and Serious Behavior Problems

Wed, 30 Apr 2008 13:28:00 GMT

There are three types of AD/HD (ADD), primarily Inattentive, Hyperactive-Impulsive, and Combined. In individuals with Hyperactive-Impulsive and the Combined forms, anti-social behavior is, unfortunately, common. Approximately 60% of these individuals maybe oppositional or defiant, many end up in trouble with the law.

These difficulties are rooted in the neurological imbalances, which cause AD/HD (which in most cases can be corrected through neurological retraining, without the use of drugs). The results of these imbalances are that these individuals tend to typically be less content and peaceful, impulsively act-out, and crave the stimulation of anti-social behaviors. Furthermore, the impulsivity causes these activities to be less carefully planned, and they are more easily caught.

Teenagers with these forms of the disorder average two arrests by the age of 18. Approximately 20% of these teenagers will be arrested for a felony, compared to only 3% of teens without the disorder. Recent data shows that as many as 50% of all teens in juvenile facilities have AD/HD, but were untreated for it, and a full 70% of men in prisons in California have AD/HD and were untreated for it as children.

Teens with these types of the disorder have 400% more traffic tickets related to speeding, than teenagers without it. Twice as many of these teenagers will run away from home (with the added increased likelihood of further bad choices, once away from home) than teens without the disorder. Arson is also often associated with AD/HD, teenagers with untreated AD/HD are three times more likely to be arrested for arson than those without the disorder.

Teenagers untreated as children for AD/HD are ten times more likely to get pregnant, or to cause a pregnancy, than those without AD/HD. Teens untreated for this disorder are
also 400% more likely to contract a sexually transmitted than teens without AD/HD.
Often AD/HD students will have difficulty with certain interactions on a regular basis: difficulty in taking turns, misinterpreting others’ remarks as overly hostile, personalizing others’ remarks actions excessively, and misreading social cues.

Correcting the Disorder

In addition to the above-mentioned problems, there are a host of other difficulties associated with AD/HD. Tragically this disorder often goes undetected, or when detected, untreated, due to parents’ fear of the unwanted significant side effects of medication, which they may think are their only treatment option.

As we mentioned earlier, the neurological imbalances, which cause all forms of this disorder, can be retrained, alleviating the condition. Neurofeedback is a drug free, safe, non-invasive and painless procedure in which the patient learns to retrain these processes. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

“Running Out of Gas” in School

Wed, 16 Apr 2008 13:29:00 GMT

About this time of year (if it hasn’t happened already), children with ADHD (ADD) begin to “run out of gas” at school. They are past the high point of Christmas, summer seems a long way off, and they’ve been working at school for over six months. After all, they’re kids. Often, they start to struggle and misbehave, and grades can decline.

This dilemma can become catastrophic for students with ADHD. They have been “running” much harder to keep up than their classmates have, and consequently are much more worn out than they are. An additional problem is the “foundation problem”, which refers to the tiered or sequential nature of education. As children move throughout the course of the school year, and progress from year to year, new concepts and understandings are built on the foundations of the previous ones. ADD often causes children to miss some of the key concepts of subjects. Then, when the teacher moves on to the next concept or set of facts, the child struggles with comprehening the new ideas because they are based on the previous ones, which they didn’t fully understand in the first place. This problem is of cumulative nature, and as school progresses, the lack of understanding increases and becomes overwhelming. Also increasing are the frustration, loss of confidence, and motivation… equally powerful in sabotaging the child’s success at school.

What makes matters worse are that these school programs may influence other areas of life, such as friendships and family life. Furthermore, the parents working with the child becomes exhausted too. This causes further “snow-balling” problems for the child and other members of the family!

The final piece of this dilemma is that at certain times in the education process, the teaching style, responsibility required of the student, or level of thinking required, take a big step up in difficulty. This may occur at fairly standard intervals, such as first, third, and sixth grade, middle school, high school, and college. But, with the increasing diversity in school programs and curriculum, it’s hard to know when these transitions will occur. This is often “the straw that breaks the camel’s back” for children with ADD.

Solution:
The solution is to correct the disorder. Unfortunately, many parents deny the existence of the disorder, or choose to not get help for their child because they fear the side effects and/or rigors of medication. There is, however, an alternative. Neurofeedback is a highly effective, drug-free, safe, non-invasive, and painless procedure in which the student learns to correct the problem. Once training is complete, no further treatment is necessary.

Website: www.ocbiofeedback.com

Children With ADD Often Suffer Rejection – Dr. Stephen A. Ferrari

Fri, 01 Feb 2008 13:30:00 GMT

The development and maintenance of healthy peer relationships is critical for the normal development of a child. The nature of peer relationships in children has been shown to be a critical element of a child’s psychological health, and an important predictor of positive adult adjustment and behavior. Difficulty in finding friends leads to feelings of low self-esteem and these feelings usually continue into adulthood. Children with poor socials skills are at risk for delinquency, poor academic achievement, and school drop out.

Approximately 70% of children with ADD (AD/HD) suffer from peer rejection; they are less likely to be chosen as best friends, activity and sports partners, or seat mates. What’s worse is that as these children grow older, the social problems seem to get worse. Their inappropriate behavior leads to further social rejection and heightens their inability to relate to others appropriately. Long term these children are more likely to have difficulty finding and maintaining successful careers. As social aptitude can make or break careers and relationships in the adult world, this is not surprising.

Causes of Rejection

There are several types of ADD symptoms (the symptoms of ADD vary between children), let’s take a look at how these can cause rejection.

Inattention Children who have difficulty sustaining attention become bored more easily than other children. As a result, they are more likely to become disruptive in the classroom, which can generate negative responses from the teacher and their peers. ADD children have difficulty in modulating their behavior as social situations change. Their inattention makes it likely that they will miss subtle interpersonal cues, such as tone of voice and facial expression, and therefore react inappropriately. Furthermore, they have apparent social-cognitive deficits that limit their ability to encode and recall rules of social conduct. Many children with ADD are aware that they are socially inept, are therefore anxious or fearful about peer relations, and withdraw from peer interactions. This only worsens the problem.

Hyperactivity-Impulsivity Children who are hyperactive, impulsive and/or aggressive are involved in more interrupting and fighting. They are more intense than others, and are more likely to yell, run around, and talk excessively or inappropriately (hyperactivity-impulsivity tends to be verbal in girls). They also tend to dominate play, engage in off-task behaviors, and in more teasing and physical jostling of peers. These behaviors set up a process of rejection. As other children with similar difficulties often find themselves rejected too, they often associate with each other, and this leads to further problems.

Conclusion

Helping children with ADD build close beneficial peer relationships is an important goal that is often overlooked. You as a parent have the ability to help your child accomplish this important social goal. However, many parents, often as a result of a fear of the unwanted side-effects and dependencies of drugs, choose to do nothing. There is, fortunately, an alternative to this scenario. Neurofeedback is a non-drug, painless, side-effect free procedure in which the child learns to retrain the attention mechanisms of the brain, alleviating the condition. Once treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

Parental Denial of ADD… a common reaction, actually worsens outlook – Dr. Stephen A. Ferrari

Tue, 29 Jan 2008 13:31:00 GMT

Parents of children suspected of having ADD (inattentive, hyperactive-impulsive, or combined forms) often engage in denying even the possibility of the need for testing, let alone treating (if necessary) the disorder. This denial is often understandable, and may in some ways be somewhat protective in nature and well intentioned. However, it actually may make matters worse since it prevents finding out what the truth is, and if the problem is there, it allows it to actually grow and worsen.

There are a number of reasons this denial may take place. One is an extension of a simple childhood fantasy, “If I don’t admit to it, its not really there”. Even as adults a lot of this “magical” thinking goes on.

Another cause of denial is the “self-protective” one. Some parents (often fathers) see any problems in their children as a reflection of themselves, and therefore something that is wrong in them, or something they did wrong as parents. In children with ADD, this is specifically not the case. However, the urge to self-protect, even when misdirected, is a powerful one.

ADD is often hereditary. This means that the parent could have ADD too. Therefore, parents, in comparing their children to themselves (a device that often prevents us as parents from getting the best for our children), don’t see any problem, even if others do.

Also the perceived solution to the problem may be seen as so terrible that it is best to exclude the possibility of the problem, therefore excluding the solution as well. For ADD, this solution (often seen as unavoidable in treating the problem) is usually Ritalin, or one of the other stimulant-based drugs. This concern is valid. These drugs often have serious physiological and psychological side effects, and to control the ADD, must be taken for life. However, it is imperative for parents to know that this is not the only solution! More on that later.

As scary as the possibility of the problem may be, the most protective thing to do as a parent is to see if its there, and if so, treat it.

We said at the beginning that denial, although understandable, might actually make the problem worse. What do we mean by this? First, each academic year builds on the previous years’ foundation, therefore, the longer the testing and treatment (if necessary) is delayed, the increasingly harder school will get. Secondly, children act out of their forming self-image. If their experience at school and elsewhere teaches them that they are “not smart” (actually people with ADD tend to have higher than average intelligence), or are “trouble-makers”, they will increasingly see themselves as such and act accordingly. Finally, practicing denial, in turn teaches denial and the consequent hopelessness and giving up that are toxic to growth, achievement, and success in life for the child.

We mentioned that medication is not the only effective treatment for ADD. There is a treatment that corrects the problem for life, as well as adding a sense of self-determination and success for the child. This method of treatment is Neurofeedback, an effective, drug free, painless procedure in which the child leams to re-train the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

ADD: Common in Girls Too Often overlooked by teachers and parents – Dr. Stephen A. Ferrari

Thu, 24 Jan 2008 13:34:00 GMT

The stereotype most of us have of ADD (or ADHD) is a boy, running around the classroom (or the house), disrupting the class, as well as his own learning. As with most stereotypes, this image does more harm than good, and in fact, causes more than half of the cases of ADD to be missed. There are three sub types of ADD; inattentive, hyperactive-impulsive, and the combined form.

The stereotype referred to above obviously does not include the quietly underachieving, underestimated (inattentive type) boy with ADD. What is even more of a problem is it leaves out girls entirely.

For years, it was believed that only boys suffered from ADD. However, a growing body of research -and a greater awareness on the part of parents, teachers and doctors – is finding that ADD is quite common among girls too.

Part of this shift in recognizing this disorder in girls is societal, and part is due to a growing appreciation of symptom manifestation differences. As our society has become more equal (less sexist) in terms of expectations for both boys and girls, under achievement in girls is, thankfully, becoming less acceptable. We now know that, individual differences aside, boys and girls possess equal capabilities for learning and performance in most categories. Therefore, the inattentive (unfortunately, sometimes referred to as “scatterbrained” or “flighty”) girl deserves just as much attention and help as her male counterpart, regardless of the subject matter.

The second part of the problem is symptom manifestation differences. Girls tend (not always) to manifest hyperactivity-impulsivity verbally. Excessive and inappropriate talking is often the female equivalent to a boy’s more physical hyperactivity-impulsivity. A secondary symptom of ADD can sometimes be depression. Girls with ADD can have a hard time reading social clues (boys too). They can be disliked because they are socially aggressive and disruptive. Inattentive girls become socially isolated. Girls tend to internalize performance, behavior, and social problems more readily than boys. Therefore, these problems easily become things that are “wrong” with them, and this often results in depression. Many girls with ADD are misdiagnosed with depression, and to make matters worse, the ADD goes untreated.

These unequal and unfair social misconceptions, and symptom differences tend to, unfortunately, cause under diagnosis among girls still today. However, the problem is being corrected as more parents and professionals shed the misleading stereotypes and evaluate the difficulties these girls are having. An equal opportunity for all the help we can give them is what they truly deserve.

One such method of treatment is neurofeedback, an effective, drug free, painless procedure in which the patient learns to retrain the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

Notes Sent Home From The Teacher – Dr. Stephen A. Ferrari

Thu, 24 Jan 2008 13:33:00 GMT

It is rarely good news when your child’s teacher sends home a note for the parents. As you reluctantly open this note (often not the first from this teacher), a number of thoughts run through your mind (usually of the “oh no, not again” variety).

There are a number of ways to respond to this note. Unfortunately common, but unproductive are to become angry at the child, ignore the note, or blame the teacher (possibly, but not the most likely cause). There are, fortunately, a number of very good, productive ways to respond.

If these efforts are unsuccessful, consider that the problems are due to a deeper cause.

First check to see if your child understands what is being taught. If not, consider vision and hearing problems, and or tutoring. Consider emotional problems at home or school. If these conditions do not seem to be present, the problem may be Attention Deficit Disorder (often referred to by schools as a “Learning Disorder”).

Some of the comments, which may be present in a teacher’s notes to parents or progress reports, which may indicate ADD, are:

There are two effective forms of treatment for this disorder, medication and neurofeedback. Medication is often effective, however, there are frequently unwanted side effects and this treatment is usually life-long. Neurofeedback is an effective alternative to medication.

Website: www.ocbiofeedback.com

High I.Q. Typical in Children with ADD – Dr. Stephen A. Ferrari

Tue, 22 Jan 2008 13:37:00 GMT

Persons with ADD typically have a higher than average intelligence level. Although the many guises of this disorder, along with possibly poor performance and/or behavior, may make it sometimes difficult to recognize, individuals with ADD (both children and adults) tend to be some of the brightest members of our society.

You may have noticed how children with ADD seem to hear everything that goes on around them, even though they’re not paying attention to it. They may exhibit intricate play-imagination, be great at video or computer games, have an excellent memory, or are adept in design or artistic skills. These are all signs of high intelligence, and if you’ve ever wondered about this, you’re instincts were right.

ADD is characterized by an inability to pay attention, and thus attention is widely spread out and stimulated by many different things. This high degree of stimulation is the very thing that creates intelligence in infants. While this difficulty in paying attention is not desirable as a person grows older and needs to focus and control themselves, it does usually tend to make that individual very intelligent.

Therefore, what you have is a very intelligent individual who is unable to express it, resulting in poor performance (grades) and/or behavior. This causes three problems: a child who is wasting his or her potential; a society, which through its rejection of poorly performing individuals, is “throwing away” some of its most valuable assets; and finally, and most importantly in my opinion, a hurting child (appearances often to the contrary) with an inaccurately low self-image (self-esteem), who does not feel good about themselves, and is likely to turn away from those activities which cause them to feel bad (learning and/or getting along with others).

Can we stop this from happening? The answer is more often than not (85-90%) yes, with the proper intervention. Does it matter when this intervention is done? Yes, the sooner the disorder is corrected, the less learning is lost and the less damage there is to self-esteem. Do we need drugs to do this? No, in most cases the brain is capable of correcting the problem with the proper treatment. Neurofeedback is a drug free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once the training completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

Lightening the Load for Mothers of Attention Deficit Children – Dr. Stephen A. Ferrari

Tue, 22 Jan 2008 13:35:00 GMT

Mothers (and fathers too) of children with ADD often carry a very heavy load. There are actually three loads involved here, let’s take a look at them.

First, there is the load she places on herself. Most mothers love their children so much, and the problem of ADD seems so unfair and hopeless, that in despair they often turn to blaming themselves (it is sad to think that this is often what their children do too). This can create a heavy sense of guilt, which is not only painful and counterproductive, it is also totally unwarranted. ADD is a neurological disorder, and is in no way caused by any aspect of parenting. Let’s lift that weight of their backs right now.

Second, is the misplaced burden of trying to correct or cope with the problem of ADD itself. Unless they are trained professionals in this field, there is no way they have the adequate abilities to handle this problem. This should only be placed in the hands of these professionals, although mom’s are often told to “handle it”. Let’s lift that burden right now too!

Finally, there is the significant, normal load of being a good mother. And that’s a load that most moms would gladly carry. Let’s leave that one right there in their very capable and loving hands.

The problem often gets so out of hand because it becomes compounded easily. The child’s home behavior may (depending on type of ADD) include, not listening, messiness, fighting, hyperactivity, endless homework, depression, anger, and frustration. At school, inattention, poor performance, uncompleted class work and/or behavior problems often result in pressure being directed at the parents, extra work being sent home, and low self-esteem in the child. This further increases family tension and the problem can tend to build on itself.

For most parents who see the problem (or those who resist seeing for fear of what they think are the consequences), there is the roadblock of an undesired medication solution.

However, this need not be the case. Attention Deficit Disorder’s symptoms (inattention, and/or hyperactivity-impulsivity, or a combination) are neurological in basis, and can be corrected through a type of neurological re-training. Neurofeedback is an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary

Website: www.ocbiofeedback.com

Ways To Improve Self-Esteem In Children With ADD – Dr. Stephen A. Ferrari

Sat, 19 Jan 2008 13:38:00 GMT

Self-esteem, or self-image is a critical determinant of who we are, how we feel about ourselves and how we operate in the world. When an individual has a disorder which interferes with their ability to perform and/or behave properly, such as ADD, self-esteem takes on a far more important role in how much they succeed in, and enjoy life. With this in mind, here are some methods for protecting and nurturing the self-esteem of a child with ADD.

While all of these methods are effective in helping children with ADD, the greatest way of helping them would be to correct the condition, thereby removing the problem entirely, and letting them achieve their true maximum potential.

Many parents resist identifying and treating attention deficit disorder because they, understandably, are not in favor of subjecting their children to the side effects and rigors of medication. There is, however, a successful alternative to this scenario. Neurofeedback is a non-drug, painless, side effect free, procedure in which the person learns to retrain the attention mechanisms of the brain, alleviating the condition. Once treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

Children and ADD – Dr. Stephen A. Ferrari

Thu, 17 Jan 2008 13:39:00 GMT

Children – We were all children at one time, and in our Father’s eyes, we are still. The children we meet, know, and care for are not only lovingly placed in our hands to provide for and shepard, they are also our little brothers and sisters, and as such they deserve special respect and protection.

The seeds of greatness (of one form or another) are present in all children, and if cared for properly will grow into fruition. The world, however, is a harsh place and if a child’s abilities or behaviors don’t fit certain patterns they are often rejected, devalued, and treated poorly. In short, they are taught that they are not worthwhile. In their innocence, they can readily accept this as true. This often leads to their; giving up on themselves, losing the opportunity to achieve their actual potential, failure to love themselves, and becoming further the problems some people think they are. Perhaps the greatest tragedy in this is that in losing their own self-love, they lose the ability to truly love others, which is what we were sent here to do.

One situation, which causes this dilemma, is Attention Deficit Disorder. This is a much talked about disorder, with some controversy as to both approach and treatment. ADD is both under- and over-diagnosed. Under diagnosis is a problem in that it misses the well- mannered, inattentive child who is quietly underachieving. Over-diagnosis is a problem in that it neglects other potential causes of these symptoms, parenting and/or emotional issues, for example.

What is needed is an objective neurological determination to see if the disorder is truly present (EEG analysis is one method), and if possible treating the problem, in order to avoid the type of damage caused to the child we referred to previously. Needless to say as early treatment as possible will minimize these effects.

Another obstacle to avoiding this dilemma is the problem of medication. Many parents deny even the possibility of the disorder or reject treatment because the “labeling” of children on medication, possible side-effects (loss of appetite, mood and affect changes etc.), and the rigors of medication (life-long medicating) are frightening. There is also the serious issue of learning to depend on a substance, to be liked or to achieve.

There is, however, an alternative to this scenario. With accurate screening for the disorder (neurologically) and a non-medication treatment which allows the child to themselves retrain the underlying neurological imbalances, many of these pitfalls can be avoided. There is the added benefit that the child learns that they can help themselves, with a corresponding increase in self-worth, actually turning a negative (low self-image) into a positive (not to mention learning self-reliance versus dependency). Neurofeedback is one such method of screening and treatment. Once treatment is completed, no further sessions are necessary.

For this and other disorders, in order to protect our children, help them reach their potential, and preserve their sense of true God given self-worth, we need to know the “playing field”, and what we can do about it to act as the best shepard we can be.

Website: www.ocbiofeedback.com

Maximum Performance for Children With ADD – Dr. Stephen A. Ferrari

Wed, 16 Jan 2008 13:40:00 GMT

In keeping with the spirit of health and optimizing our capabilities, let’s talk a little about maximizing performance (and enjoyment) for children with ADD.

We have found that a three-pronged approach to this matter usually works best.

The most obvious way to accomplish this would be to correct the disorder completely. Many parents feel that this cannot be done, are opposed to the side effects and rigors of lifelong medication, or are afraid of the stigma that labeling a child with this disorder often brings. In most cases, ADD can be corrected and all of the above concerns avoided. More on that later.

Secondly, a specific approach in dealing with the school should be adopted. Parents of children who struggle with ADD often (somewhat understandably) avoid contact with the school, dread parent-teacher conferences, and may have resigned themselves to this situation as inevitable. What actually works best and is less painful is a proactive approach. The parent who takes the initiative in helping the teacher work with their child usually assures particularly positive, patient, and focused attention for their child. This not only protects the child’s self-esteem (all important), but can also help secure whatever special accommodations or assistance the child needs. Helping the teacher a little with the class, staying in frequent contact with and being supportive of the teacher will go a long way to help their child.

The third part of our approach involves enhancing structure and motivation in the home. Scheduling homework, chores, and play is very helpful to the child with ADD. The more structured and specific this is, the better. Immediate rewards for specifically defined (how well and when done) performance are very effective. For the child with social skill difficulties, structuring of playtime with friends can be very helpful too.

Finally, in regards to our first point, ADD, with proper treatment can in most cases be corrected. As to stigma and labeling, results of testing and treatment performed in a private facility are confidential; rendering this problem eliminated entirely. Although medication is what is most often first suggested, there is a very successful alternative to this form of treatment.

One method of treatment is Neurofeedback, a non-drug, painless, side effect-free procedure in which the person learns to re-train the attention mechanisms of the brain, alleviating the condition. Once the treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

So You Suspect ADD………What Next? – Dr. Stephen A. Ferrari

Wed, 09 Jan 2008 13:41:00 GMT

So you, or someone else significant, suspects your child may have ADD (or ADHD). What do you do? Well, the first step should be to determine if the disorder is actually there. There are generally two paths to take to make this determination, although ultimately they often lead to the same destination.

Some teachers are judgmental in their opinions regarding ADD. They may believe a child willfully misbehaves. Everyone knows a dangerous “little” about ADD. School personnel are often more objective than parents, as they can compare the child to hundreds of children in their professional experience. However, teachers listen to the popular press, have family members with ADD, glean information from other sources, and often base their opinion on what they have heard, and not on the true facts. With good intentions, school personnel may believe or imply to parents that bad parenting, low ability, and or emotional problems are behind the difficulties. Some teachers have been known to tell parents not to treat the problem, rather, just to employ harsher punishments, and that indeed is a very bad answer.

Many teachers advise (insist?) that medication is the only answer. On the contrary, there is a significant alternative, as we shall see later. Furthermore, many schools are often very slow to actually do any such testing on children (6 months to a year is not at all uncommon). And these results are often quite vague (often yielding results such as “learning disorders or disabilities”). Which leads the parent back to option #2, testing by an outside, independent professional.

Most of these professionals rely on symptoms to make their determinations, and sense there are other possible causes of ADD symptoms, only a neurological evaluation (EEG analysis), which looks directly at the organ in question, the brain, is the proper objective method of testing. If the disorder is present, its best to treat it, rather than to teach the child to merely compensate for it.

Medication and neurofeedback are the only methods of treatment which actually address the brains’ misalignment. Medication is effective, however, possible side effects and the necessity of the life long use of these drugs are often very discouraging to parents. A very successful alternative to drugs is neurofeedback.

Neurofeedback is a drug free, painless procedure in which the child learns to re-train the relevant attention and behavioral mechanisms of their brain, alleviating the condition. Fortunately, once training is complete, no further treatment is necessary.

Website: www.ocbiofeedback.com

Family Life Often Disrupted By ADD – Dr. Stephen A. Ferrari

Wed, 09 Jan 2008 13:40:00 GMT

While the primary problems caused by ADD (Attention Deficit Disorder) are related to the affected individual, the typical disruption of harmonious family dynamics often equals or exceeds this in overall scope and impact. It is helpful to keep in mind that there are three distinct types of this disorder (primarily inattentive, hyperactive-impulsive, and the combined form), and the described impacts will vary in accordance with the type of ADD present.

In my clinical experience, the following disruptions to family life are common and significant when ADD is present in one or more members of the family:

Unfortunately, these patterns repeat constantly as long as the child is in the home (sadly, this too is often affected by the disruption caused by the disorder). The simplest and most thorough solution to these problems is to successfully treat the disorder. Many parents fail to do so because of a fear of the significant side effects of medication. Fortunately, there is an alternative to medication in the treatment of ADD.

Neurofeedback is a painless, side effect-free procedure in which the person learns to re-train the attention mechanisms of the brain, alleviating the condition. Once the treatment is complete, no further training is necessary and family dynamics should return to within normal standards.

Website: www.ocbiofeedback.com

Are Parental Guilt and A Child’s Struggle Necessary Costs of ADD? – By Dr. Stephen A. Ferrari

Tue, 08 Jan 2008 13:43:00 GMT

A parent’s natural instinct is to protect their children from all of the dangers, inequities, and hardships of life. We know, however, that we too have our limitations and unfortunately cannot shield them from all that life hands out. This zeal can become misdirected, as our hearts often do not follow out minds. As we blame ourselves for failing to protect them from those things which we cannot, we often suffer, as this zeal turns inward into unwarranted guilt. This guilt hampers our effectiveness as parents and can disrupt other family dynamics.

A prime example of this mistake is ADD (Attention Deficit Disorder). The cause of this disorder (or its symptoms: inattention, with difficult homework and academic performance; hyperactivity, impulsive behavior problems; or both) is often mistakenly taken to be poor parenting, lack of involvement, or some other “parental” type cause. This could not be more untrue. ADD is a neurological disorder, plain and simple, and as such is specifically not attributable to any of the above mentioned causes, although there are plenty of sources (both internal and external) that are ready to tell you otherwise, and cause this inappropriate and very counter-productive guilt problem.

Children also struggle with these same untrue, inward-blaming tendencies. Children with Attention Deficit Disorder blame themselves; form inaccurate low self-images which they act out of; and in time, will give up on school, learning, and themselves. The sadness and frustration of behavior problems and/or poor academic performance this disorder can cause, if untreated, wear children down too. Each year that goes by, the child can get further behind and/or further labeled, and the problem can seem unbeatable. You as a parent may find some of these feelings present in yourself as well.

The guilt, struggle, and failure brought about by this disorder are particularly heartbreaking when this is a problem that is most often simply corrected, without the unwanted side effects and complications of medication.

Website: www.ocbiofeedback.com

Girls With ADD, Different Consequences – Dr. Stephen A. Ferrari

Tue, 08 Jan 2008 13:42:00 GMT

There are three sub-types of Attention Deficit Disorder: primarily inattentive, hyperactive-impulsive, and the combined form. Although the underlying neurology and (in most cases) symptoms are the same for both sexes, there are significant differences in the detection of the disorder and the consequences of its symptoms.

The principal symptomatic difference is in the area of hyperactivity-impulsiviry. The stereotype for hyperactivity is generally, excessive physical movement. Whereas this is often true for boys (and men), many girls (and women) will express this symptom verbally, with excessive talking. This difference can have far reaching consequences.

Due in part to society’s lingering and unfortunate discrepancies in expectations between boys and girls, and inaccurate stereotypes, in many girls ADD is not noticed. According to one study, as many as 75% of girls with this disorder may be missed. All to often girls with ADD are missed altogether or misdiagnosed later in life with depression.

The consequences of this disorder can be quite different for girls than they are for boys. They face far greater impairment in areas of social development, including self-esteem, social relationships, and family relationships, than their male peers. Girls report greater difficulty than boys in a number of areas. Compared to boys, more girls said it was very difficult for them to form friendships, get along well with parents, get things done in general, and stay focused on schoolwork.

Furthermore, girls more often than boys reported it was “very or somewhat difficult” for them to feel good about themselves. Not surprisingly, in another study, results suggested that girls with ADD are approximately three times more likely to be treated for depression than boys with ADD.

Fortunately, the prognosis for effective treatment of this disorder is the same in males as it is in females. There is now a treatment available that avoids the side effects, rigors and stigma of medication, while allowing the child to actually retrain the attention mechanisms of their brain, ameliorating the condition. Neurofeedback is a drug free, painless procedure. Once the treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

When ADD Kids have ADD Parents – Dr. Stephen A. Ferrari

Mon, 07 Jan 2008 13:46:00 GMT

I often hear parents complain, ” I think my child has ADD, they can’t concentrate or control themselves, and some times I think I might have it too, we have the same problem, and when they combine, things get worse and worse”. Also often heard is ” I can’t do everything myself, and when my husband (or wife) gets home, they’re the same (as the child) way, and they just make it worse”. These complaints are really two sides of the same coin.

A lot of ADD is genetic, and while the manifestation of the disorder may be inconsistent, it has been estimated that 40-60% of children with ADD have at least one parent with the same disorder. ADD in the family is one of the hardest things to deal with; the combination of both a child and a parent with ADD can become a disaster. While the ADD parent can empathize and understand the difficulties of the child, the combination can be extremely overwhelming.

Three aspects of parenting are particularly important in this sense. Parental Monitoring: parents with ADD have a difficult time monitoring (tracking where a child is, what they are doing, and whom they are with) their children. Difficulties in this area increase focus and/or behavior problems in ADD children.

Inconsistent Discipline: (refers to variability in parents’ responses to child non-compliance) ADD parents’ difficulties here foster further problems with self-control in their ADD children. Problem Solving: Parents with ADD provide solutions with lower levels of planning and effectiveness, exacerbating their ADD child’s difficulty organizing and planning.

There are some additional problems inherent in the ADD parent-ADD child combination. Overloading of the responsibilities of the non-ADD parent is one. An often bigger problem is a possible denial of the ADD child’s problem by the ADD parent. They may not acknowledge their child’s problem, since it is so similar to their own challenges. This denial often boomerangs and leads to denial of help for both persons.

Effectively treating children with ADD may frequently necessitate treatment of an ADD parent as well. It is very helpful to the parent, all their children, their non-ADD spouse, and of course, essential for their ADD child.

While simultaneous treatment is best, it is also beneficial to treat one first (usually the child), and then later, the other.

Website: www.ocbiofeedback.com

Attention Deficit Disorder in Adults – Dr. Stephen Ferrari

Mon, 07 Jan 2008 13:44:00 GMT

ADD is a disorder, which is much better understood, diagnosed, and treated today than in times past. Since most ADD is now only tested for and treated in children, there are many adults who suffer from this disorder without any awareness of the cause and possible alleviation of their difficulties.

There are three sub-types of ADD: inattentive, hyperactive-impulsive, and the combined form. Most articles on attention deficit disorder focus on the appearance of these symptoms in children, therefore a review of their manifestations in adulthood should be helpful.

Inattention

Poor organization with difficulty completing tasks; jumping from one thing to another; living in a state of mental and physical clutter; difficulty in maintaining concentration in conversation, groups, lectures, and meetings; being easily flustered; feeling hassled, tense, and/or overwhelmed due to difficulty focusing and processing information.

Hvperactivity

Always on the go; unable to relax unless fatigued; constant shifting of ones weight; engaged in multiple simultaneous activities; fidgetiness; constant motion somewhere in the body (fingers, toes, legs, etc.)

Impulsivity

Difficulty delaying gratification and anticipating consequences; speaking or acting without thinking; interrupting; buying, eating, drinking impulsively; rash decisions and statements.

In addition to the aforementioned, there are frequently mood abnormalities, feeling very good and very bad, often within a short period of time.

Many adults with ADD may attribute these difficulties to low intelligence, nervousness or poor judgment, and may assume they are unfortunately stuck with these qualities (as are their loved ones). There are also many adults who are aware of their ADD, but leave it untreated because they assume that an unwanted medication treatment is their only option. Neither of these assessments is true.

Treatment

One method of treatment is Neurofeedback, a non-drug, painless, side-effect free procedure in which the person learns to re-train the attention mechanisms of the brain, alleviating the condition. Once the treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

A Fresh New Start In School For ADD Families – Dr. Stephen A. Ferrari

Sat, 05 Jan 2008 13:50:00 GMT

A Fresh New Year

This has been the season of bells. Bells have been ringing to celebrate the Birth of Christ, Hanukah, and the start of an untarnished New Year. Bells are also ringing us back to school in a new year. Is it a return that you dread? If so, read on.

As with all things new, a new year gives us an opportunity for things to be fresh, different, better. For ADD families it can be an opportunity to leave behind old ways of trying to cope with a problem that don’t work, and adopting a new solution that does.

This can be the perfect opportunity to turn over a new leaf, and discard old ineffective strategies such as arguing, supplements, threats, false optimism, medications, and constant parental struggles.

Parents can often be frozen into inaction regarding attention deficit disorder by fear of the side effects and rigors of medication, well wishing (“he or she will grow out of it”), denial of the problem, or a desire to avoid conflict.

While they are hoping that the problem will go away, it is actually getting steadily worse. A child’s deteriorating self-image and weakened academic foundation (each year builds on the previous year) often combine for a steady decline.

A fresh start, a chance to be free from the past, is what is needed. A fresh start usually can be relatively easily obtained for a change that will stay with them for the rest of their lives.

Attention Deficit Disorder’s symptoms (inattention, and/or hyperactivity-impulsivity) are neurological in basis, and can be corrected through a type of neurological re-training.

Neurofeedback. is an effective, drug-free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

Website: www.ocbiofeedback.com

Peace for Parents of ADD Children – Dr. Stephen A. Ferrari

Sat, 05 Jan 2008 13:49:00 GMT

I have written articles in the past that talked primarily about helping children who have ADD lead more successful, happy lives. In this article I would like to address the parents of children with ADD, and try to offer some suggestions on how they might make their lives more peaceful.

The first thing I want to acknowledge and try to alleviate is parental guilt. Many, if not most parents of ADD children feel guilty and somehow responsible for their children’s plight.

ADD, if truly present (as can only be determined by a neurological assessment), is definitively not the result of poor parenting, emotional trauma, or moral failure. It is a neurological condition, and as such, its causes and cure are of a neurological nature, and once again, definitely not one of the above. Parents beat themselves up for this all of the time, and not only is it not helpful, it may in fact worsen the situation and further deteriorate family dynamics.

The following are some guidelines, which if followed, should bring about some peace for beleaguered parents of children who struggle with ADD.

Formula for attention from the ADD child:

A (attention from child) = C (degree of consistency) + W (precise, specific wording, the way directions are given to the child)

There is one other way to bring about the maximum amount of peace in dealing with an ADD child,… and that is to correct the condition entirely. The improvement in performance and/or behavior, with the corresponding increase in self-esteem, that come about when a person no longer has to struggle with attention deficit disorder, is wonderful to see.

The aforementioned suggestions, while helpful, can be likened to using a crutch or a cane to help someone walk when they have a broken leg. It’s helpful, but it will never correct the problem.

There is now a treatment available that avoids the side effects, rigors and stigma of medication, while allowing the child to actually retrain the attention mechanisms of their brain, ameliorating the condition. Neurofeedback is a drug free, painless procedure. Once the treatment is complete, no further training is necessary.

Website: www.ocbiofeedback.com

The Many Faces of ADD – Dr. Stephen Ferrari

Sat, 05 Jan 2008 13:48:00 GMT

Attention Deficit Disorder (ADD) can manifest itself very differently in different people. While the underlying neurological causes of this disorder are the same regardless of how it manifests itself, there are the three distinct sub-types, each with distinct sets of symptoms. To further complicate matters, some symptoms are expressed differently in males than they are in females.

The three sub-types of ADD are:

Typical symptoms for the Primarily Inattentive sub-type are:

Symptoms characteristic of the Primarily Hyperactive-Impulsive sub-type fall into two categories, Impulsivity and Hyperactivity:

Impulsivity

Hyperactivity

The Combined sub-type includes symptoms from both Inattentive and Hyperactive-Impulsive sub-types. It is important to note that not all the symptoms of a sub-type need be present for that classification.

Additionally, while there are exceptions, females tend to express hyperactivity verbally, as opposed to physically, the case with males. Females will also tend to be more social, whereas males may be more isolated.

Website: www.ocbiofeedback.com

Misconceptions Regarding ADD and ADHD – Dr. Stephen A. Ferrari

Sat, 05 Jan 2008 13:47:00 GMT

ADD/ADHD is both an over-diagnosed and under-diagnosed disorder. As there are many factors that can affect a child’s academic performance, behavior, and ability to focus, it is important to try to clear up some of the misconceptions that are common in regard to this disorder.

Attention Deficit Disorder Misconception #1

ADD/ADHD is not a real physiological disorder, its just something made up to describe poor students, lazy, or bad kids.

The presence of a neurological disorder is not something to be decided by the public or media, it is a matter of scientific research. Such studies spanning over one hundred years have consistently identified individuals with difficulty in concentrating, and/or impulse control, and/or hyperactivity.

Although the terms used to describe these individuals, our understanding of the problem, and the estimated number with the disorder has changed over the past century, the identification of the disorder has been consistent. ADD/ADHD is recognized as a disability by the courts, the United States Department of Education, The Office for Civil Rights, the National Institutes of Health, the United States Congress, and all major medical, psychiatric, psychological, and educational associations.

Attention Deficit Disorder Misconception #2

ADD/ADHD is caused by bad parenting, all that’s really needed is tougher discipline.

The body of parenting interaction research has clearly demonstrated that applying more discipline without any other type of intervention, worsens rather than improves the performance and behavior of children with ADD/ADHD.

Attention Deficit Disorder Misconception #3

Most children with ADD/ADHD will outgrow it.

Ninety to ninety-two per cent of children with ADD/ADHD will continue to manifest the disorder into adulthood. This disorder, untreated, often leads to a number of other, secondary problems in later years, depression, anxiety, poor academic performance, job related problems, difficulties with the legal system, and increased marital distress.

If successfully treated, most individuals once diagnosed with ADD/ADHD will live productive, reasonably well adjusted lives.

Website: www.ocbiofeedback.com