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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.comBlogger155125tag:blogger.com,1999:blog-7789515854942440667.post-59223978246096833652018-08-28T10:50:00.001-05:002018-08-28T10:50:26.253-05:00You Don’t Know Jack<br />
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif;"><span style="color: #444444; font-size: large;">or, HOW TO WRITE AN EFFECTIVE TEACHER LETTER</span></span></i></b></h2>
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;"><br />guest blog by M. Jeffry Spahr, MBA, JD<br /><br /><br /><o:p></o:p></span></i></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPbPyea6BRyuI0RdSSN_F0TnRraH1D4uvOh51X2eq8ox77YAiQ3nkm1PGQOvzhf4cG9NPjTR2iuxF7SeHz7_vlGIiqgBeQLuhlRuS8i7cFu7cq_kWrOJYYREpVMZAPBd6ACE7f3a5zUPk/s1600/ethan-hu-715577-unsplash.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1067" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPbPyea6BRyuI0RdSSN_F0TnRraH1D4uvOh51X2eq8ox77YAiQ3nkm1PGQOvzhf4cG9NPjTR2iuxF7SeHz7_vlGIiqgBeQLuhlRuS8i7cFu7cq_kWrOJYYREpVMZAPBd6ACE7f3a5zUPk/s400/ethan-hu-715577-unsplash.jpg" width="266" /></a></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">For years we approached each new school year
with renewed hopes and rejuvenated expectations. Certainly, we thought, this would
be the year when everything clicked and our son Jack would take off like a
rocket through the academic stratosphere. The trials and tribulations of the
last year would be lost like so many discarded booster stages. Soon we would be
in orbit and on autopilot, soaring ever onward.<o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Suddenly, our radio would crackle to life and
we would faintly hear, “Houston, we have a problem.”<br />
<br />
What brought us crashing back to earth was the harsh realization that getting the
school team to know our son’s strengths and weaknesses had taken the entire
previous year. Through emails and meetings, we’d had to educate them about our
son and let them experience for themselves what did, and did not, work with
him.<o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Each autumn we faced a new crew that we would
have to educate all over again. I felt like Sisyphus of Greek mythology—the man
who was fated to continuously roll an immense boulder uphill only to have it
roll back down as he neared the top. When I went to orientation to meet my
son’s new teachers, all I could think was, <i style="mso-bidi-font-style: normal;">“You
don’t know Jack.”</i><br />
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Here’s the problem, particularly if you deal with public schools: As your son
or daughter progresses through the grades he or she will be taught by an
ever-changing team of teachers. Just when one teacher seemed to understand your
child and got the hang of teaching him or her, you moved on to a new teacher or
team.<br />
<br />
I also realized that just because a person was a teacher did not mean that they
would understand the net effect of an executive function deficit or some other
hindrance any more than I did. They might be the greatest math, science, or
whatever teacher in the world, but they might still have the same blank look as
I did when staring at a neuropsychological evaluation assessment report. I
realized that where the rubber met the road it did not matter what a challenge
was called—what mattered was how it impacted my son’s ability to learn.<br />
<br />
So, I decided that I would draft a “you don’t know Jack” letter to be given to
each of my son’s new teachers.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Contents of my teacher letter<br />
</b><br />
My “you don’t know Jack” letter would contain a brief description of my son’s
diagnoses (in layman’s terms as much as possible), so that the staff could
understand what challenges my son was facing. I found this a very important
step, because most teachers would never see any of the neuropsych reports or
testing results with which we had become all too familiar. While the teachers might
see his IEP and in which disability category he was classified, that would do
nothing to let them know what to expect (or not expect) from him. Therefore, I
concentrated on describing his challenges rather than providing a laundry list
of labels.<br />
<br />
Jack was diagnosed with ADHD combined type as well as autism spectrum disorder (ASD).
He also had severe memory difficulties and significant executive function
impairment. I did not feel it was satisfactory to just throw these words down
on the paper. I wanted to bring to life what they meant to my son—and
consequently what they should mean to his teachers.<br />
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For example, I explained the impact of his ADHD, and its interplay with his ASD
and other diagnoses, as follows:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">“The bottom line is that Jack is hampered by a number of
competing disorders and disabilities, any one of which would be a severe
impediment to learning. However, taken together, the whole package is much
greater than the sum of its parts.” <o:p></o:p></span></i></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;"><br />As far as his ADHD goes, I broke it down like
this:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">“For example, his ADHD (combined type) alone makes it
difficult for him to filter out stray incoming information and makes it
difficult for him to attain focus and then retain it (the ‘inattentive’ portion
of his ADHD). In addition, he is significantly hyperactive at times and this
further interferes with his ability to stay focused (often feeling the need to
‘self-stim’) [the ‘hyperactive’ portion of his ADHD]. Finally, he is
exceedingly impulsive—another major impediment to his ability to concentrate.” <o:p></o:p></span></i></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">After mentioning in the letter that my son’s
working memory, short-term memory, and long-term memory were impaired—as was
his ability to process, store, and retrieve information. I felt that it would
be helpful to the teachers to understand what this might mean in a practical
sense. Accordingly, I explained what they might expect as follows:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">“Thus, even if he were attuned to a task, he would soon
reach a point where he might forget the instructions or a passage in the text
or lose his way along a math problem. This then runs full steam into this
tenuous grip on his focus and jars it loose.”<br style="mso-special-character: line-break;" />
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<!--[endif]--><o:p></o:p></span></i></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Another challenging area for Jack was his
writing skills. While many of his typical peers would draft flowing manuscripts
of descriptive prose, my son would only be able to produce brief spurts of
handwriting containing few words. Was he lazy? No, it was just difficult for
him to write. It was very challenging for Jack to create the sentences and plan
out the paragraphs in his head. So, I relayed this information on to the
teachers as follows:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">“In addition, his writing is so laborious that it takes
down whatever chance he has of responding as others might. Because it is such a
chore to write, he responds in only clipped and shortened responses. Full
sentences are an exception. Punctuation is a foreign concept. In addition, due
to the length of time it takes, his planned response that was present when he
began answering the question is often missing by the end. His deficits in
executive functioning make it difficult for him to plan out an answer and stick
to it.”<br style="mso-special-character: line-break;" />
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<!--[endif]--><o:p></o:p></span></i></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Balancing
with strengths</span></b><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;"><br />
<br />
I also was sure to mix in all of Jack’s positive attributes, so that the
teachers could play to his strengths. I told them that he had <i style="mso-bidi-font-style: normal;">“boundless enthusiasm for things that
interest him”</i> and was <i style="mso-bidi-font-style: normal;">“fascinated
with all things involving technology, mechanical things, and novel things.”</i>
I suggested that he have wide access to assistive technologies. He was much
more proficient at writing on an iPad or a laptop, for example, than when
struggling to manipulate a pencil.<br />
<br />
I also told them that Jack loved to contribute and to help out. He liked to be
selected to be the one to perform some special task. I told them that when it
came time to pass out paper or supplies, my son would benefit from being
selected to do this. Not only would it increase his self-esteem, but it would
get him out of his chair and moving—a boon to any student with ADHD. I also
told them that if he was a bit too fidgety or losing his concentration, they
could have him carry a note to the principal’s office and back. (He would not
have to know that the note only said “hi” or that it was only intended to get
him moving.)<br />
<br />
And how did the teacher letter work out? Well, it still was (and continues to
be) a challenge to teach Jack. After one team meeting, however, the lead teacher
told me he found the Jack 101 handbook really helpful. He thanked me for
putting it together and said that he often reread it. So, did the team “know
Jack”? Well, maybe not every bit, but certainly a bit better.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "calibri" , sans-serif;"><span style="font-size: x-small;">M. Jeffry Spahr, MBA, JD, is an attorney in
Norwalk, Connecticut, and the proud father of two children, one of whom has
ADHD. He has been the driving force behind the Connecticut governor's annually declaring
an ADHD Awareness Week in the state. Spahr is president of the Connecticut
Association of Children and Adults with Learning Disabilities and founded the
Association of Parents of Exceptional Children and Siblings to assist Connecticut
parents in coping with the legal and academic challenges they face for their
children. A former member of CHADD’s board of directors, he is a member of </span></span></i></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri" , sans-serif;"><a href="http://www.chadd.org/Membership/Attention-Magazine-Subscriptions.aspx" target="_blank"><span style="font-size: x-small;">Attention</span></a><i><span style="font-size: x-small;">’s
editorial advisory board. The original version of this blog appeared as an article in the August 2018 issue of the magazine.</span></i></span></b></div>
<br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-3932224821360317392018-08-27T13:23:00.002-05:002018-08-27T13:23:45.195-05:00Pack It Light, Wear It Right: Backpack Awareness 2018<i><b>guest blog by Zara Harris, MS, OT</b><br /></i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjExScaaR6aT_aq6ji6QOfMnLrf_gbunVynC91aOFUUmTFV9fwPo9npDHNfR7dl0sV12K8fk4Nce5Fm4qE344fg82fvKXmeypl1J1UPoKfGk4v21gDbYPkrgozHmx_hFR8UOFstl2QqCPo/s1600/david-pisnoy-669300-unsplash.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjExScaaR6aT_aq6ji6QOfMnLrf_gbunVynC91aOFUUmTFV9fwPo9npDHNfR7dl0sV12K8fk4Nce5Fm4qE344fg82fvKXmeypl1J1UPoKfGk4v21gDbYPkrgozHmx_hFR8UOFstl2QqCPo/s320/david-pisnoy-669300-unsplash.jpg" width="240" /></a></div>
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><a href="https://www.aota.org/conference-events/backpack-safety-awareness-day.aspx" target="_blank">National School Backpack Awareness Day</a> falls on <b>Wednesday, September 26, 2018</b>. Across the USA, backpack events will educate parents, students, educators, and school administrators about the serious health effects heavy backpacks worn improperly have on children.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><br /></span><span style="background-color: white; font-size: 13.2px;">More than 2,000 backpack-related injuries were treated in hospitals and clinics in 2007, according to the US Consumer Product Safety Commission. Countless students display stooped posture and complain of aching backs and shoulders and/or tingling arms. Too much weight improperly supported over time can cause long-term problems for developing spines. According to a Boston University study, approximately 85% of university students self-report discomfort and pain associated with backpack usage. Good habits need to be set during the earlier school years.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><br /></span><span style="background-color: white; font-size: 13.2px;">For those of us whose children have ADHD, more often than not we are more concerned that our kids remember their backpacks and have the right books in them than that they are carrying them correctly.</span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><br /></span><span style="background-color: white; font-size: 13.2px;">For students with organizational challenges, taking everything with them all the time seems like the best strategy. But the weight soon adds up. Using their lockers between classes to switch out books is often a step too far in time — and that locker has its own organizing challenges. So, what do we do?</span></span><br />
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<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><br /></span><b style="background-color: white; font-size: 13.2px;">Start out right</b><br style="background-color: white; font-size: 13.2px;" /><span style="background-color: white; font-size: 13.2px;"><br />At the beginning of the school year, pick the best backpack for your student (see the guidelines below). If your student carries a laptop or tablet to school, consider getting a backpack with a special padded compartment that can be accessed from the outside without disturbing all those bits of paper. Buy a second (labeled) power cord that can either live at school or in a compartment in the backpack. Keep the other one permanently plugged in at home.</span><br style="background-color: white; font-size: 13.2px;" /><span style="background-color: white; font-size: 13.2px;"><br />When possible, have a set of duplicate textbooks that lives </span></span><span style="background-color: white; font-family: inherit; font-size: 13.2px;">at home. This both reduces the weight of the backpack and the frustration of not bringing home the right books. Label these books well so they do not creep back into school later in the year. When buying school supplies buy the jumbo packs. Keep a supply in the backpack, a set at home for homework, and keep the rest in a closet ready for when the first lot go missing.</span><br />
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<span style="background-color: white; font-size: 13.2px;">Most students with ADHD struggle to use ring binders effectively and do better with an accordion file so that papers can just be dropped into the well-labeled pockets. Beware, though, that these fill fast. Beware also that if the accordion file is dropped, it is a paper disaster. Get a tabletop box of hanging files (with the same labels) and plan to transfer papers once a week from the accordion file to the box file.</span><br />
<span style="background-color: white; font-size: 13.2px;"><br />After-school activities or subjects like music or sports that require special clothes or equipment on special days present extra challenges. Consider having a separate bag with those items that can either be carried separately or inserted into the backpack on those days. At one time I had a Monday bag, a Tuesday, bag, and so forth. It might be useful way of recycling last year’s backpack. </span><br />
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<b style="background-color: white; font-size: 13.2px;">Privacy issues</b><br />
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<span style="background-color: white; font-size: 13.2px;">As students gets older, the contents of their backpacks become increasingly “personal.” Before school starts, make a plan to manage the organization at a regular time and give the student time to remove any “personal” items before you sort it together.</span><br />
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span>
<span style="font-family: inherit;"><span style="background-color: white; font-size: 13.2px;">If you can, arrange for a regular locker check, too. This may be done with the help of the teacher or a better-organized student. Make sure that your student can use the padlock provided for the locker and can reach the hooks within. Invest in some locker shelves and organizers to help your student see belongings more easily.</span><br style="background-color: white; font-size: 13.2px;" /><span style="background-color: white; font-size: 13.2px;"><br />The older the student, the more he responsible should be for his own belongings. Backpacks fall into the must-be-done category, however — think about those week-old sandwiches under the social studies book, to say nothing of that completed science project she forgot to hand in. A regular weekly backpack and locker check can be an essential tool for school success.</span></span><br />
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<span style="font-family: inherit;"><br style="background-color: white; font-size: 13.2px;" /><br style="background-color: white; font-size: 13.2px;" /><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">CHOOSING A BACKPACK</b></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTYW2Qjs4D6UnafMSyzIMZCpM0PA44Mj1UJq9dLMq8L9NGQsTUSiL5FSJ-4B28bwl1aj6b6qnVFU_Z5dngk_fqtr4G2b-PP00LetMC0bpgEkKY91Fuo2kATggw1NrFFHq66Du5yAnH91w/s1600/EED_018R.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1067" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTYW2Qjs4D6UnafMSyzIMZCpM0PA44Mj1UJq9dLMq8L9NGQsTUSiL5FSJ-4B28bwl1aj6b6qnVFU_Z5dngk_fqtr4G2b-PP00LetMC0bpgEkKY91Fuo2kATggw1NrFFHq66Du5yAnH91w/s200/EED_018R.JPG" width="133" /></a></div>
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<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">To fit the student, the bottom should rest in the curve of the lower back and NEVER more than four inches below the waistline (two inches for smaller kids).</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">Broad, well-padded shoulder straps and back of pack.</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">Adjustable straps to fit the pack to the child and to allow for growth during the year.</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">If possible, find one with waist and chest straps to secure the pack to the child’s body.</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">If a younger child has to carry many books, then consider a wheeled bag with a handle long enough that he or she can pull it without stooping.</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">If the student will carry a tablet or laptop, consider choosing a backpack with a special pocket that opens to the outside (handy for airports, too).</b></span></span></li>
<li><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">Label it well!</b></span></span></li>
</ul>
<span style="font-family: inherit;"><span style="color: #444444;"><br style="background-color: white; font-size: 13.2px;" /><b style="background-color: white; font-size: 13.2px;"><br />PACK IT LIGHT</b></span></span><br />
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<span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgezFUQHP2FCClYpe-fb7VBt1G-ZrW6m-X0GXVvG2VodQWaI2db1_J-9pSg_eaVzP97InwrvTUlOlJcxQkLKw-6nBqOZ1Sh6xEs79E4JnhwWN5exkIKqiuZWxGJWWTpjZ8EcZ55_WJ8weQ/s1600/michael-mims-130838-unsplash.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1060" data-original-width="1600" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgezFUQHP2FCClYpe-fb7VBt1G-ZrW6m-X0GXVvG2VodQWaI2db1_J-9pSg_eaVzP97InwrvTUlOlJcxQkLKw-6nBqOZ1Sh6xEs79E4JnhwWN5exkIKqiuZWxGJWWTpjZ8EcZ55_WJ8weQ/s200/michael-mims-130838-unsplash.jpg" width="200" /></a></b></span></span></div>
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<ul><span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">
<li>A full backpack should not weigh more than 10% (15% absolute maximum) of the child’s body weight.</li>
<li>Load the heaviest items closest to the child’s back. <span style="font-family: inherit; font-size: 13.2px;"> </span></li>
<li>Arrange books and materials so that they don’t slide around in the backpack.</li>
<li>If the backpack is too heavy, consider having the child hand carry a book or lunch box. It can be useful to have one that clips to the backpack for storage in school.</li>
</b></span></span></ul>
<span style="font-family: inherit;"><span style="color: #444444;"><b style="background-color: white; font-size: 13.2px;">
</b></span></span><br />
<span style="color: #444444; font-family: inherit;"><br style="background-color: white; font-size: 13.2px;" /><b style="background-color: white; font-size: 13.2px;">WEAR IT RIGHT</b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFcIZfVZ4nqPKbVbyCMWaFj59Uc2iVLKbM56Qq8s1yYiScyp9wVC2h1gMskxB6dWol2CmQ8OQRmGKB7dqGyv8lf1bGQVgRfMD0ImGqxSP1UPsZUCYmslWyso38ZKlQggVa8tTSDdSlkQ4/s1600/the-climate-reality-project-349084-unsplash.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFcIZfVZ4nqPKbVbyCMWaFj59Uc2iVLKbM56Qq8s1yYiScyp9wVC2h1gMskxB6dWol2CmQ8OQRmGKB7dqGyv8lf1bGQVgRfMD0ImGqxSP1UPsZUCYmslWyso38ZKlQggVa8tTSDdSlkQ4/s200/the-climate-reality-project-349084-unsplash.jpg" width="200" /></a></div>
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<li><span style="color: #444444; font-family: inherit;"><b style="background-color: white; font-size: 13.2px;">Distribute weight evenly by using BOTH straps. Wearing a pack slung over one shoulder can cause a child to lean to one side, curving the spine and causing pain or discomfort.</b></span></li>
<li><span style="color: #444444; font-family: inherit;"><b style="background-color: white; font-size: 13.2px;">Wear the waist belt and chest strap if the pack has them. This helps distribute the weight more evenly.</b></span></li>
<li><span style="color: #444444; font-family: inherit;"><b style="background-color: white; font-size: 13.2px;">Adjust the shoulder straps so that the pack fits snugly on the child’s back. The bottom of the pack should rest in the curve of the lower back and not below the waist. A pack that hangs loosely can pull the child backward and strain muscles.</b></span></li>
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<b style="font-size: large;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /><span style="color: #444444;">THE GOLDEN RULE</span></span></b><span style="color: #444444; font-family: inherit;"><span id="goog_468540180" style="background-color: white; font-size: 13.2px;"></span></span><br />
<span style="background-color: white; font-size: medium;"><span style="color: #444444; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif;">To ease those dreadful morning scrambles, load the backpack the night before and place it by the door.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqytlMuKx59O60HmCLSbEIc9DRi9kapNBXnCOq2DCJBijhqXh2M6T7eqrnWoB8YTJ8RHhVmE2oy4A_7BVnxOSdIpXAEY6q6r9n-YtVNPLuRwUZL5SAUstdgSQTI4wmpa8Tz6JgaMq-iA/s1600/OT-Rex-Backpack-logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="252" data-original-width="403" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqytlMuKx59O60HmCLSbEIc9DRi9kapNBXnCOq2DCJBijhqXh2M6T7eqrnWoB8YTJ8RHhVmE2oy4A_7BVnxOSdIpXAEY6q6r9n-YtVNPLuRwUZL5SAUstdgSQTI4wmpa8Tz6JgaMq-iA/s200/OT-Rex-Backpack-logo.jpg" width="200" /></a></div>
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<span style="background-color: white; color: #444444; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 13.2px;">More information is available in the Backpack Awareness section of the </span><a href="http://www.aota.org/conference-events/backpack-safety-awareness-day.aspx" style="background-color: white; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px; text-decoration-line: none;" target="_blank">American Occupational Therapy Association</a><span style="color: #444444;"> </span><span style="background-color: white; color: #444444; font-family: "trebuchet ms" , "trebuchet" , "verdana" , sans-serif; font-size: 13.2px;">website.</span><br />
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<i style="background-color: white; color: #666666; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><b><br /><br /><br /><span style="font-size: xx-small;"><span id="goog_468540182"></span><span id="goog_468540183"></span></span></b></i><i style="background-color: white; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><b><span style="font-size: xx-small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUZQQ_r9l5loQibjmprisigh0BUCCBBe5Xq6IphnabJ4SwkCBqBIODDjUB9Ipy5BEbXBQ2u3unNNCkh2mf7mwD6sBIN7DFwN0J3dylsA6xN5sSQqtIrbv9bxjau3zDjmuqpY__3zXphx0/s1600/zara_harris.jpg" style="clear: left; color: #888888; float: left; margin-bottom: 1em; margin-right: 1em; text-decoration-line: none;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUZQQ_r9l5loQibjmprisigh0BUCCBBe5Xq6IphnabJ4SwkCBqBIODDjUB9Ipy5BEbXBQ2u3unNNCkh2mf7mwD6sBIN7DFwN0J3dylsA6xN5sSQqtIrbv9bxjau3zDjmuqpY__3zXphx0/s1600/zara_harris.jpg" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.1) 1px 1px 5px; padding: 5px; position: relative;" /></a></span></b></i><br />
<i style="background-color: white; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><b><i style="background-color: white; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><b><span style="font-size: xx-small;"><br /></span></b></i></b></i>
<span style="background-color: white; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><b><span style="font-size: 13.2px;"><b><span style="font-size: xx-small;"><i>With over thirty years of experience as a pediatric occupational therapist, Zara Harris, MS, OT, is licensed in both the United States and the United Kingdom. Specializing in helping students who are struggling with handwriting, homework, attention, time management, and organization, Harris has worked with international schools on three different continents. She is deputy co-chair of the editorial advisory board for </i><a href="http://www.chadd.org/Membership/Attention-Magazine-Subscriptions.aspx" target="_blank">Attention</a><i> magazine.</i></span></b></span></b></span>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-87693243578740647172018-07-10T15:55:00.000-05:002018-07-11T10:31:15.186-05:002018 Conference Registration Is Open!<br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><b><i>guest blog by Linda S. Ellis, PhD, Conference Co-Chair</i></b></span></div>
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<span style="font-family: "times new roman" , serif; line-height: 107%;"><span style="font-size: large;"><a href="https://events.bizzabo.com/207351" target="_blank">Early bird registration is open!</a></span></span></h3>
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<a href="https://events.bizzabo.com/207351" target="_blank"><img border="0" data-original-height="443" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqgyeQg7YIHJ3ckv8I1w9B0oDeA1L2RT1G7obbgRFoQZOPpxsFpg29D2Me8o3genkGSLFHKY6TRCviQflIhW5oe9CpjWGV8OX8bIsEOmR8vb2Wpa_MCmdIPGIfRp5nIuSJh7KVchVAtCQ/s640/MCimino+-+General+Web+Banner+-+Email+Signature+for+2018+Conference+-+FINAL+%25282%2529%25404x.png" width="640" /></a></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">That means <b>NOW</b> is your chance to get the best rates for what promises to be the largest ADHD gathering of the year. And here’s what I can
tell you about the <a href="https://events.bizzabo.com/207351" target="_blank">2018 Annual International Conference on ADHD</a>.</span><br />
<span style="font-family: "times new roman" , serif; font-size: 12pt;"><br />First of all, we will be in St. Louis, and we are
planning some social and cultural events that will take advantage of all that
St. Louis has to offer.</span><br />
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><span style="font-size: 12pt;"><br />Next, we have greatly expanded the scope of the conference. For those of you who have attended a CHADD or ADDA conference in the past, the merger of these two groups and the addition of the ADHD Coaches Organization (ACO) has given us loads of opportunities to expand and enhance the conference experience for everyone.</span></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><br />We’re keeping the Thursday sessions that we always offer to folks who need continuing education credits, but this year the sessions offer more flexibility and a wider range of topics. As always, Friday and Saturday will be for breakout sessions—but we’re also including panels, Q & A sessions, consultations, and opportunities for like-minded groups to get to know each other.<br /><br />You will want to be present for the plenary sessions to hear the outstanding keynote speakers we have selected. Here’s the lineup:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBbbusgmpVsUcTlfiv9Qjd9pQ66yB1r_LkBcYW6rozHry87FJ64_zqs1P0D87ktzlIGWONPT48ABv1Gg0sTTuRBpwnmS5ssIz4CboGzdP88wjhkrFgDAGeAvycFs9q85T8_pZ9VoWenM/s1600/LeDerik+Horne.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1000" data-original-width="1500" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBbbusgmpVsUcTlfiv9Qjd9pQ66yB1r_LkBcYW6rozHry87FJ64_zqs1P0D87ktzlIGWONPT48ABv1Gg0sTTuRBpwnmS5ssIz4CboGzdP88wjhkrFgDAGeAvycFs9q85T8_pZ9VoWenM/s320/LeDerik+Horne.jpg" width="320" /></a><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><b style="mso-bidi-font-weight: normal;">LeDerick Horne</b> will help us open the
conference with the Thursday evening keynote. Diagnosed with a learning
disability in the third grade, he subsequently earned a BA in mathematics. A
tireless advocate for all people with disabilities, he is an inspiring
motivational speaker.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLR4Uk0UsebVpc7G81deU83IvBCJGSXH2mcmZCCzOno8xbICq_bWJTY4-odB6p5t4gHWp6EVU7GSAFlcDGPFy14w3OECRv1TnpDbmUJsDiqtx4mzzLxKIOw1fUK1KhKSPfR9kQxi2qy4k/s1600/Russell+A.+Barkley.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="214" data-original-width="153" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLR4Uk0UsebVpc7G81deU83IvBCJGSXH2mcmZCCzOno8xbICq_bWJTY4-odB6p5t4gHWp6EVU7GSAFlcDGPFy14w3OECRv1TnpDbmUJsDiqtx4mzzLxKIOw1fUK1KhKSPfR9kQxi2qy4k/s200/Russell+A.+Barkley.jpg" width="142" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><br /></span></b><b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">Russell
A. Barkley, PhD</span></b><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 107%;">, a clinical professor of psychiatry, is
well known and admired within the ADHD community. He has published 23 books and
more than 270 scientific articles and book chapters related to the nature,
assessment and treatment of ADHD and related disorders. Dr. Barkley will be the
keynote speaker Friday morning.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizgpNE9W228JuHSbNB_n_UULEBBAz4qHzWGcolGIQd0lwbv2Y5nuMP3iHovp8u6io5o74WDjk2q0vHfxy2o6wXv0oMtQwrCdXRWxgOfY5VtsLyzIm7_3YNMhWR3b6BQXTI2YqeHT6zHsY/s1600/Eduardo+Briceno_+Photo.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="492" data-original-width="342" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizgpNE9W228JuHSbNB_n_UULEBBAz4qHzWGcolGIQd0lwbv2Y5nuMP3iHovp8u6io5o74WDjk2q0vHfxy2o6wXv0oMtQwrCdXRWxgOfY5VtsLyzIm7_3YNMhWR3b6BQXTI2YqeHT6zHsY/s200/Eduardo+Briceno_+Photo.jpg" width="137" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">Eduardo
Briceño</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"> is the cofounder and CEO of Mindset
Works, the leading provider of growth mindset training and resources. He
started Mindset Works in 2007 with Carol Dweck, PhD, and Lisa Blackwell, PhD,
to help people, organizations, and communities develop learning-oriented
beliefs, cultures, and systems. Dr. Briceno will speak on Saturday
morning.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaYIyzEsNBOP4xsd73HFzym9C8tj5epiMh7Tqqss0haZzZeqfkZdTrw0qi-z4fVAvjJJD3NoKSrj9TGeOo_h1f2V-I2e5TGXe6580fpCc8G38SKVHMULfx1ubt_qu331gPGdQYY42tdiQ/s1600/Jessica+McCabe_+Photo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1472" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaYIyzEsNBOP4xsd73HFzym9C8tj5epiMh7Tqqss0haZzZeqfkZdTrw0qi-z4fVAvjJJD3NoKSrj9TGeOo_h1f2V-I2e5TGXe6580fpCc8G38SKVHMULfx1ubt_qu331gPGdQYY42tdiQ/s200/Jessica+McCabe_+Photo.jpg" width="183" /></a><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><br /><br /><b><span style="font-size: 12pt; line-height: 107%;">Jessica McCabe</span></b><span style="font-size: 12pt; line-height: 107%;"> will
bring the conference to a close on Sunday morning. Jessica is the creator and host
of How to ADHD, a YouTube series committed to educating and supporting ADHD
brains around the world.<br /><br /><span style="font-size: 12pt;"><br /></span></span></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><span style="font-size: 12pt; line-height: 107%;"><span style="font-size: 12pt;">So here’s just enough to give you a
hint of what we have in store for you during the 2018 International Conference
on ADHD. </span></span></span><span style="font-family: "times new roman" , serif; font-size: 16px;">Watch for further developments… we hope to see you there!</span></div>
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<span style="font-family: "times new roman" , serif; line-height: 107%;"><span style="line-height: 107%;"><span style="font-size: large;"><b><a href="https://events.bizzabo.com/207351" target="_blank">Learn more and register today!</a></b></span></span></span></h3>
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<span style="font-family: "times new roman" , serif; line-height: 107%;"><span style="line-height: 107%;"><span style="font-size: large;"><b>Promotional codes and discounts are available through your membership organization—</b><b><a href="http://www.chadd.org/" target="_blank">CHADD</a>, <a href="https://add.org/" target="_blank">ADDA</a>, or <a href="https://www.adhdcoaches.org/" target="_blank">ACO</a>.</b></span></span></span><br />
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<br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-78333947072626675282018-05-23T13:14:00.001-05:002018-05-23T13:14:57.042-05:00Ritalin Does Not Cause School Violence<br />
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<i><b>by CHADD's Public Policy Committee</b><br /><br />In response to statements made by
incoming president of the National Rifle Association Oliver North regarding
Ritalin, a medication for ADHD</i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO1Zs_wM2f0upsHyUrW9cT_aa9SvcUdaHR9SDugniAwfFoyEKSJIp47lqy9X4CMrZ8RIpgyPfFdz6Y04q7U25BW88oThcstT1WcXTkat8i_Gc6rbNCzJA5M97ZV78TmGG_1aLNBet0vio/s1600/GettyImages-484431974.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1517" data-original-width="1600" height="302" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO1Zs_wM2f0upsHyUrW9cT_aa9SvcUdaHR9SDugniAwfFoyEKSJIp47lqy9X4CMrZ8RIpgyPfFdz6Y04q7U25BW88oThcstT1WcXTkat8i_Gc6rbNCzJA5M97ZV78TmGG_1aLNBet0vio/s320/GettyImages-484431974.jpg" width="320" /></a></div>
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There is no evidence to support a link between Ritalin, a medication
prescribed as part of treatment for ADHD, and school-related violence. In fact,
the evidence demonstrates that violence is not a symptom of ADHD or a result
of ADHD treatment, and that ADHD alone is not a contributing factor to violent
behaviors.<o:p></o:p></div>
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When those in public positions offer explanations not confirmed by
science it can have damaging effects on individuals. A recent statement by Oliver
North, incoming president of the National Rifle Association, falsely attributed
school shootings and other violent acts to a medication intended to treat a
common health condition. Such comments only cloud the public’s mind regarding
treatment for ADHD and how treatment has improved the lives of millions of
people.<o:p></o:p></div>
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ADHD affects about 17 million Americans, regardless of age, gender,
race, or socioeconomic status. ADHD is treated through a combination of
behavioral management, therapy, prescribed medications, and lifestyle
accommodations. Methylphenidate, also known as Ritalin, is one of several
medications that can be chosen as part of an overall treatment plan. Research
has shown that medication combined with behavioral and lifestyle management has
the best success at addressing ADHD symptoms. Medication has also been shown to
decrease aggression in those affected by disorders that may coexist with ADHD.<o:p></o:p></div>
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About <a href="http://www.chadd.org/Understanding-ADHD/About-ADHD/Data-and-Statistics/General-Prevalence.aspx" target="_blank">8.4 percent</a> of children currently have an ADHD diagnosis,
making it one of the most common neurodevelopmental disorders of childhood. Managing
ADHD symptoms through combined treatment approaches leads to a more positive
outcome in life and at school for children affected by ADHD. In childhood, <a href="http://www.chadd.org/Understanding-ADHD/For-Parents-Caregivers/Treatment-Overview.aspx" target="_blank">ADHD is treated</a> through a combination of behavioral management and parent
training, academic accommodations, therapies based on the individual’s need,
and prescribed medication. For <a href="http://www.chadd.org/Understanding-ADHD/For-Parents-Caregivers/Preschoolers-and-ADHD.aspx" target="_blank">children younger than age six</a>, behavioral
management, and parent training are the recommended primary treatment for ADHD. About <a href="https://www.cdc.gov/ncbddd/adhd/data.html" target="_blank">62 percent </a>of
children who have an ADHD diagnosis will employ medication at some point as part
of their treatment plan. <o:p></o:p></div>
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Read more about ADHD treatment for children at <a href="http://www.chadd.org/Understanding-ADHD/For-Parents-Caregivers.aspx" target="_blank">CHADD</a>: The National
Resource on ADHD. Other articles of interest include <i style="mso-bidi-font-style: normal;"><a href="https://www.cnn.com/2018/05/21/health/ritalin-school-shootings-oliver-north-bn/index.html" target="_blank">NRA's incoming president ties Ritalin to school shootings, but here's what the science says</a></i> from CNN and <i style="mso-bidi-font-style: normal;"><a href="http://www.politifact.com/truth-o-meter/statements/2018/may/22/oliver-north/no-connection-ritalin-school-shootings-nra/" target="_blank">No links between Ritalin and school shootings, as NRA's Oliver North claimed</a></i> from PolitiFact. The authors of both articles discussed these
statements with leading researchers in ADHD. <o:p></o:p></div>
<br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com4tag:blogger.com,1999:blog-7789515854942440667.post-31017862889625847082017-09-11T16:03:00.000-05:002017-09-12T07:06:05.121-05:00Help Prevent the Removal of Critical ADHD Protections!<h2 style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="font-family: "times new roman" , serif; line-height: 107%;"><span style="font-size: large;">The US Department of Education Requests Comments </span></span></b><b><span style="font-family: "times new roman" , serif; line-height: 107%;"><span style="font-size: large;">Before it Removes Regulations and Guidance</span></span></b></h2>
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<i style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>the CHADD Public Policy Committee</b></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikCRMarfjFYzc1u0v57LJ-EaNIS72pey1Vf7U9k6l_PIcrs95zflo5J7VupPDg_pxV83mf7wJZ6Gp702twcBmVtAVlCOT1xM6r4PbDPIRpI4KtrwQ8d8CR1zro7ZLf2rQYBQwjZKatLEo/s1600/aaron-burden-60068.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1133" data-original-width="1600" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikCRMarfjFYzc1u0v57LJ-EaNIS72pey1Vf7U9k6l_PIcrs95zflo5J7VupPDg_pxV83mf7wJZ6Gp702twcBmVtAVlCOT1xM6r4PbDPIRpI4KtrwQ8d8CR1zro7ZLf2rQYBQwjZKatLEo/s320/aaron-burden-60068.jpg" width="320" /></a></div>
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<span style="font-size: large;">The US Department of Education has issued a
list of regulations and guidance to eliminate under Executive Order 13777,
“Enforcing the Regulatory Reform Agenda.” CHADD has become aware that the ADHD
Guidance is on this list. The Department is asking for public comments about
which regulations and guidance to keep, remove, or modify. CHADD appreciates
this opportunity and would like everyone to show support for protecting
students’ rights. If you want to tell the Department how important the ADHD
Guidance is to our children, you can submit your own comments asking the US
Department of Education to retain the ADHD Guidance—officially called the “Dear
Colleague Letter and Resource Guide on ADHD”— as active guidance.</span><br />
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<span style="font-size: xx-small;">Photo by <a href="https://unsplash.com/photos/1zR3WNSTnvY?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Aaron Burden</a> on <a href="https://unsplash.com/?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></span></div>
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<b><br />Background information on the ADHD Guidance</b></h3>
<span style="color: #1f497d;"> <o:p></o:p></span><br />
<span style="line-height: 107%;"><span style="font-family: inherit;"><span style="font-family: inherit;">On July 26, 2016, <span style="background: white;">the Office of Civil Rights of the US Department of Education issued guidance to every public school district in the country about
the implementation of </span>Section 504 of the Rehabilitation Act of 1973 </span><span style="background: white;"><span style="font-family: inherit;">for students with
ADHD. The Guidance provides clear technical assistance that helps teachers
understand the nature of ADHD and how effectively to provide education services
to students with ADHD, consistent with the requirements of Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities
Act (ADA).</span></span></span></span><br />
<span style="line-height: 107%;"><span style="background: white;"><span style="font-family: inherit;">For example, the Guidance describes certain behaviors that
could indicate a student has ADHD and should cause a school district to
consider conducting an evaluation.</span></span></span><span style="font-family: inherit;"><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="line-height: 107%;"><span style="font-family: inherit;">Among
other things, t</span><span style="background: white;"><span style="font-family: inherit;">he Guidance states
that a student with ADHD may need behavioral and executive function supports.</span></span></span></span><span style="background-color: white; font-family: inherit; font-size: 12pt;"> </span><br />
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<span style="font-family: inherit;"><b><span style="line-height: 107%;"><span style="font-family: inherit;">Section
504 is a civil rights law that prohibits discrimination on the basis of
disability </span></span></b><span style="line-height: 107%;"><span style="font-family: inherit;">in programs or activities receiving
Federal financial assistance, including public elementary and secondary schools
as well as charter schools. The US Department of Education enforces Section 504 through OCR.</span></span></span><span style="font-family: inherit; font-size: 12pt;"> </span><br />
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<span style="line-height: 107%;"><span style="font-family: inherit;">On February 24, 2017, President Trump signed
Executive Order 13777, “Enforcing the Regulatory Reform Agenda,” which directs federal agencies to identify regulations and guidance to eliminate. <b>The Department of Education has issued a list of
regulations and guidance it is considering.</b> <b>The ADHD Guidance is on this list.</b> The Department of Education is asking for
public comments about which regulations and guidance to remove, keep, or
modify. <br /><br /><o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: inherit;">CHADD worked hard to obtain the ADHD Guidance to
protect the civil rights of students with ADHD from preschool through<b><i> </i></b>high
school. CHADD provided significant input to Office of Civil Rights of the Department of Education. Through its Public Policy
Committee, CHADD maintained ongoing and active discussion with OCR from
November 2013 through July 2016. Based on the results of a survey that we
conducted with our membership, we shared the concerns of our members about the
implementation of Section 504 and the effects on their children. In response to
many requests from OCR, we provided scientific research findings and other
knowledge about ADHD. For more information, <a href="http://chaddleadershipblog.blogspot.com/2016/07/education-department-issues-guidelines.html" target="_blank">read</a> our previous blog on the ADHD Guidance.<br /><br /><o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: inherit;"><b>What YOU can do</b></span></span></h3>
<span style="line-height: 107%;"><span style="font-family: inherit;"><br />We cannot lose this Guidance now! We must tell the
Department of Education how important this guidance is to students with ADHD.</span></span><br />
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<span style="line-height: 107%;"><span style="font-family: inherit;"> <o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: inherit;">Until September 20, 2017, everyone has the
opportunity to weigh in with the Department of Education and Education Secretary Betsy DeVos to show
support for protecting students’ rights. CHADD will submit <a href="http://www.chadd.org/Portals/0/Content/CHADD/NRC/Advocacy/Docket%20ID%20ED-2017-OS-0074_CHADD's%20Comments.pdf" target="_blank"><b>our comments</b></a> urging Secretary DeVos to keep the guidance<i style="font-weight: bold;">.</i></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: inherit;"><b><i><br /></i></b></span></span></div>
<span style="font-family: inherit;"><span style="line-height: 107%;">Individuals can submit comments as well. If you want
to tell the Department how important the ADHD Guidance is to our children, <b>you can submit your own comments </b></span><a href="https://www.federalregister.gov/documents/2017/08/11/2017-16876/evaluation-of-existing-regulations"><b><span style="line-height: 107%;">here</span></b></a><b><span style="line-height: 107%;"> asking the US Department of
Education to retain the ADHD Guidance—officially called the “Dear Colleague
Letter and Resource Guide on ADHD”— as active guidance</span></b><span style="line-height: 107%;">.<br /> <o:p></o:p></span></span><br />
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<span style="font-family: inherit;"><b><i><span style="line-height: 107%;">NOTE:</span></i></b><b><i><span style="line-height: 107%;">
</span></i></b><b><span style="line-height: 107%;">At the top of your comments you MUST INCLUDE these three things: <o:p></o:p></span></b></span></div>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">“Docket ID:</span><span style="line-height: 107%; text-indent: -0.25in;">
ED-2017-OS-0074”</span></span></li>
<li><span style="line-height: 107%; text-indent: -0.25in;"><span style="font-family: inherit;">The
<b>full official name of the guidance</b>: The “Dear Colleague Letter and
Resource Guide on ADHD”</span></span></li>
<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">This link to where the guidance can be
found on the website of the U.S. Department of Education: </span><a href="https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf" style="text-indent: -0.25in;"><span style="line-height: 107%;">https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf</span></a></span></li>
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<span style="line-height: 107%;"><span style="font-family: inherit;">Remember, if you want to submit comments, </span><b><span style="font-family: inherit;">you must </span><span style="background: white;"><span style="font-family: inherit;">take action before September 20!</span></span></b></span><b><span style="background: white; font-family: "times new roman" , serif;"><o:p></o:p></span></b></div>
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<span style="line-height: 107%;"><span style="font-family: inherit;"><b>HOW TO SUBMIT A COMMENT</b></span></span></h3>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;"><b>S</b><b>ubmit it </b></span><a href="https://www.federalregister.gov/documents/2017/06/22/2017-13157/evaluation-of-existing-regulations" target="_blank"><b><span style="line-height: 107%;">here</span></b></a><b style="text-indent: -0.25in;"><span style="line-height: 107%;">
before 11:59 PM ET Wednesday, September 20, 2017.</span></b></span></li>
</ul>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">Click
on the green “SUBMIT A FORMAL COMMENT” button on the top right hand side and
the comment form will open. You can type a comment directly into the box or
just write “see attached comment” and upload a Word or PDF document after
pressing the button.</span></span></li>
</ul>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">You
will then be asked to add information about yourself.</span></span></li>
</ul>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">Check
the preview to see how your comments will appear once submitted, and then check
the box: “I read and understand the statement above.”</span></span></li>
</ul>
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<li><span style="font-family: inherit;"><span style="line-height: 107%; text-indent: -0.25in;">Finally,
hit “SUBMIT COMMENT” on the bottom of the form.</span></span></li>
</ul>
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<li><span style="font-family: inherit;">You're done! Your comments will appear on <a href="https://www.federalregister.gov/%20" style="text-indent: -0.25in;"><span style="line-height: 107%;">https://www.federalregister.gov/</span></a><span style="line-height: 107%; text-indent: -0.25in;">
alongside all of the other comments received.</span></span></li>
</ul>
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<b><span style="line-height: 107%;"><span style="color: red; font-family: inherit;">Comment Deadline 11:59 PM ET Wednesday,
September 20, 2017</span></span></b></h3>
The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com25tag:blogger.com,1999:blog-7789515854942440667.post-85023781017866426182017-08-28T11:24:00.000-05:002017-08-28T11:24:03.284-05:00Atlanta, Here We Come!<div class="Body">
<b><i>guest blog by Zara Harris, MS, OT</i></b></div>
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Atlanta is one of the best-ever venues for our Annual International
Conference on ADHD, jointly hosted by <a href="http://www.chadd.org/" target="_blank">CHADD</a> and <a href="http://www.add.org/" target="_blank">ADDA</a> this year.<o:p></o:p></div>
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First of all, it is easy to get to as Atlanta is a hub airport. Second, to get
to the Hilton Hotel from the airport, you take the MARTA train directly from
the baggage claim area to the Peachtree Center—for just $3.50. Once you’ve
arrived at the center it is a short roll of your suitcase to the hotel.<br />
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The hotel is great—the floors are numbered, except for the
Galleria in the basement. All the conference meetings will be on the second
floor along with the plenary meeting room and the registration area. The rooms
also have numbers—no need to hunt for the Atlantic Ballroom IV! The exhibition,
the posters, and the other meeting spaces will be on the Galleria level. So all
in all, it will be easy to find your way around the conference.<br />
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Apart from several good hotel restaurants, it is an easy walk through bridge
tunnels to a food court with all the usual eatery providers. Three stops on the
MARTA takes you to the residential area of Midtown and many additional
wonderful restaurants.<br />
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For those not attending the conference or those who want to take
time off, it is a one mile walk or short Uber ride to the Centennial Park,
which has the Georgia Aquarium (rated #1 in the country), the World of Coca-Cola
center, the College Football Hall of Fame, and the new Civil and Human Rights
Museum. A bit further afield are the Margaret Mitchell House, Jimmy Carter
Library, Zoo Atlanta, and many other attractions.<br />
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<a href="https://events.bizzabo.com/204371" target="_blank">Register today</a> for this year’s conference. <b>Early
Bird prices run to August 31. </b>If you are willing to be a volunteer, you can get one
day free for eight hours of volunteering.<br />
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Come one, come all! You won't regret this trip to Atlanta and that’s before all the benefits you will get from attending the CHADD and ADDA conference November 9-12, 2017.</div>
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<a href="https://events.bizzabo.com/204371" target="_blank"><img border="0" data-original-height="150" data-original-width="570" height="105" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBAo_XKiXIxIcWSttxF7ojw8hag2TR2r9OuiZ3OhO1u5vG2ckuIx3-uec0h5V9xHZfmlTlTTdVyryPuYL-tyZqlDXg8-O0Au4Lv5uYufEs5ZzhYpbnJwbZpKsCoYwrkLmuZw_3NYZJbOQ/s400/email-sig-banner-2017-conference-570px-4.4.2017.png" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAw6B95uY4gcYDBjfRh1wUcu5qeTBVzRPsOGgu4_Tq-BFNqJYeC7SVZOg-HbTGa0eI7Pp_9B_PbZtm9Uu8pGwUTgf1nTa_yDUiapSKZ1CjZ9sna1xZwYPeQJbrZ6njAhLgKH3dO0ub9tQ/s1600/zara_mug_sm.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="100" data-original-width="110" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAw6B95uY4gcYDBjfRh1wUcu5qeTBVzRPsOGgu4_Tq-BFNqJYeC7SVZOg-HbTGa0eI7Pp_9B_PbZtm9Uu8pGwUTgf1nTa_yDUiapSKZ1CjZ9sna1xZwYPeQJbrZ6njAhLgKH3dO0ub9tQ/s1600/zara_mug_sm.jpg" /></a><b><i><span style="font-size: x-small;"></span></i></b></div>
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<b><i><span style="font-size: x-small;"><b><i><span style="font-size: x-small;"><br /></span></i></b></span></i></b></div>
<b><i><span style="font-size: x-small;">Zara Harris is an occupational therapist
with more than thirty years of experience. She is licensed in both the United
States and the United Kingdom. Having worked with international schools on
three different continents, she is in a unique position to understand the
special needs of today's mobile families. Harris specializes in helping
students who struggle with handwriting, homework, attention, time management
and organization. She serves on the editorial advisory board of Attention
magazine and on CHADD’s conference committee.</span></i><o:p></o:p></b>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-26231762334123526632017-07-28T11:25:00.000-05:002017-07-28T11:25:07.885-05:00Understanding Compassion Fatigue<div class="MsoNormal">
<b><i><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">guest blog by Mark Katz, PhD<o:p></o:p></span></i></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit25inU5qwfekkWssyqzp9AErw1e30z5SiP5D2Fz0wGKEOAcGTyBlATkiFjlxROVdV5TDjvniwCr3JRjHPql-Yf3B7878fmW78C7FLMaiIbXLEUy9-nYPnXBg9SoIcn-Rdka9-RqJCHKY/s1600/allef-vinicius-296197.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit25inU5qwfekkWssyqzp9AErw1e30z5SiP5D2Fz0wGKEOAcGTyBlATkiFjlxROVdV5TDjvniwCr3JRjHPql-Yf3B7878fmW78C7FLMaiIbXLEUy9-nYPnXBg9SoIcn-Rdka9-RqJCHKY/s320/allef-vinicius-296197.jpg" width="320" /></a></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">What can bring loving relationships to a bitter end, pit caring parents against caring teachers, and emotionally deplete even the most resilient among us? The answer is </span><i style="font-family: Calibri, sans-serif; font-size: 11pt;">compassion fatigue</i><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">.</span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Compassion fatigue</span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"> is tantamount to exhaustion—emotional, physical, or both. It’s the price we sometimes pay for caring so much and working so hard to improve the lives of others who face various challenges. While the phenomenon has been studied most among those caring for someone suffering from the effects of traumatic stress exposure, many now believe it casts a much wider net.<br /><br />We find it in parents raising an extremely hard-to-manage child, and in families caring for a loved one with a serious physical or psychiatric illness. We also find it in spouses, partners, and extended family members, in teachers, therapists, and other healthcare providers, and in police officers, firefighters, and emergency room hospital workers. We find it in any relationship where there exists a feeling of compassion for the suffering of another person, ongoing exposure to their suffering, and a sense of responsibility for helping.<b><o:p></o:p></b></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">When are we at risk? When caring for others obscures our need to also care for ourselves. Are all caregivers at risk? No. Only those with the ability to empathize with and feel compassion for those whose suffering they are trying to alleviate. If you lack empathy and compassion, you don’t have to worry about compassion fatigue. On the other hand, school administrators and others not directly in the line of fire can experience compassion fatigue if the necessary ingredients are present.<o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">While signs and symptoms are known to vary from person to person, the more common ones are similar to those we experience when our emotional fuel tanks are on empty. Examples include:<o:p></o:p></span></div>
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<li class="MsoNormal"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">feeling a sense of futility or a sense of hopelessness that better days lie ahead<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">questioning our abilities or even our worth<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">losing patience and the ability to control our emotions<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">difficulty sleeping, feeling tired, and not quite ourselves<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">losing our spark and sense of humor.<o:p></o:p></span></li>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">For those whose jobs or family members expose them to ongoing traumatic content, experts find that symptoms can actually resemble those associated with prolonged traumatic stress exposure. Some experts use the term compassion fatigue interchangeably with such terms as “secondary traumatic stress” and “vicarious traumatization.”</span><span class="MsoEndnoteReference"><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"> </span></span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"> <a href="http://www.giftfromwithin.org/html/What-is-Compassion-Fatigue-Dr-Charles-Figley.html" target="_blank">Charles Figley, PhD,</a> of Tulane University has written extensively about compassion fatigue and differentiates the phenomenon from other terms used in the professional literature.<br /><br />The good news is that compassion fatigue is preventable—or for those in its throes, reversible. Some experts say it’s simply remembering our ABCs: A = Awareness; B = Balance; C = Connections.</span> <span style="font-family: "calibri" , sans-serif; font-size: 11pt;">(Learn more from the article and presentation by Angelea Panos, PhD, posted on the <a href="http://www.giftfromwithin.org/" target="_blank">Gift From Within </a>website.)</span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">AWARENESS<o:p></o:p></span></b></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Overcoming compassion fatigue begins with an awareness of its signs and symptoms. Many caregivers have never heard the term, including those struggling mightily to help a loved one with ADHD. Once aware, they can spot early warning signs and take action to restore balance and connections.<br /><br />If you're a teacher and love your work but find that it has depleted your compassion fuel tank, it’s not burnout you’re experiencing, but rather compassion fatigue. Teachers and other professionals can visit <a href="http://www.proqol.org/">www.ProQOL.org</a> to learn more about this phenomenon and fill out a Professional Quality of Life Scale.<o:p></o:p></span></div>
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<b><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">BALANCE<o:p></o:p></span></b></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Self-care plans are critical and should include activities that bring joy, hope, laughter, and gratitude. No doubt, this is easier said than done. Our brains are more sensitive to negative information than positive. But there’s good news.</span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"> Experts tell us that intentionally paying attention to the positive things in our life strengthens neural pathways to positive memories. This, in turn, can eventually make it easier for us to focus on positive as opposed to negative experiences. Watch the <a href="https://www.youtube.com/watch?v=Awd0kgxcZws" target="_blank">TED talk by brain scientist Kristen Race</a>, an expert on how stress affects the brain. She describes three simple practices for combating stress and significantly improving daily life.</span><br />
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Where to start? Begin by listing activities that restore a sense of calm and balance. Ask others you trust for their ideas. As new ideas come to mind add them to the list. Be sure to include regular exercise.<o:p></o:p></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">Learn about the <a href="http://www.shutupabout.com/" target="_blank">Movement of Imperfection</a><b>,</b> which is</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"> dedicated to helping “imperfect parents” of “imperfect children” learn to see their children’s differences in a new light. Anyone</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">—</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">parents, teachers, therapists, etc.</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">—</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">can join and benefit from this movement that has brought laughter, joy, and hope to countless lives.</span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;"><b><br /></b></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Keep a gratitude journal. At the end of each day write down three things you feel grateful for. Studies show that practicing gratitude can significantly improve our emotional lives.</span></div>
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<b><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">CONNECTIONS<o:p></o:p></span></b></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Our greatest source of strength is each other. It’s important to restore or actively seek connections with others we value and trust, to whom we can turn for support. Remember that emotions can be contagious. Connecting with others who see the light at the end of the tunnel helps us to see the light at the end of the tunnel as well.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGzPLkrpTlsh8LEi4Ttixu9zXti_YCKgCnQPNd5hHwXaNwfAjcm7PapfbAfNJusNTHwQFP51hmSDsr8PY-McbFkTjmPpcrQ_PRMjrRyn65y24dhyphenhyphenAZAruNK4G8rwo5GLEOB89yHL5VbOk/s1600/aaron-burden-299864.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGzPLkrpTlsh8LEi4Ttixu9zXti_YCKgCnQPNd5hHwXaNwfAjcm7PapfbAfNJusNTHwQFP51hmSDsr8PY-McbFkTjmPpcrQ_PRMjrRyn65y24dhyphenhyphenAZAruNK4G8rwo5GLEOB89yHL5VbOk/s320/aaron-burden-299864.jpg" width="320" /></a></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"><span style="font-size: small;">✯</span></span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"><b>Join others who understand the challenges you are facing.</b> </span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"><b><a href="http://www.chadd.org/" target="_blank">CHADD</a></b> increases awareness and understanding of the challenges impacting those affected by ADHD, advocates on their behalf, and provides its members with ongoing support and encouragement. Such organizations loom large in efforts to prevent and reverse compassion fatigue. </span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"><a href="http://www.chadd.org/Membership/Affiliate-Services/Find-a-Chapter.aspx" target="_blank">Find out</a> if there is a CHADD affiliate group in your area. You can also <a href="http://www.chadd.org/Membership/Affiliate-Services/Tools-and-Resources/Chapter-Development.aspx" target="_blank">learn how</a> to start one.</span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">✯<b> </b></span></div>
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"><b>Join an online community dedicated to ADHD where you can safely connect with others.</b> CHADD has now set up two online communities through the social networking site HealthUnlocked: <a href="https://healthunlocked.com/adhd-parents/members" target="_blank">ADHD Parents Together</a> and <a href="https://healthunlocked.com/adult-adhd" target="_blank">Adult ADHD Support</a>. These groups provide peer-to-peer support as well as guidance from a credible organization dedicated to supporting individuals and families affected by ADHD.</span><span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;"> </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEJRmONqOcxN57l9uWDJ5JLlmxBUqtLenKmQsWWI4OX5RKTk0MvTAbJvR4TcNeqcY5qp89FOFWUIycnG406kYNRL2iasZoi4ZrkN8MD4Om5qAQa6MARTAy1zE9ZjK3hWMZzetKhJ7K2J8/s1600/mark-katz-color.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1280" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEJRmONqOcxN57l9uWDJ5JLlmxBUqtLenKmQsWWI4OX5RKTk0MvTAbJvR4TcNeqcY5qp89FOFWUIycnG406kYNRL2iasZoi4ZrkN8MD4Om5qAQa6MARTAy1zE9ZjK3hWMZzetKhJ7K2J8/s200/mark-katz-color.jpg" width="160" /></a></div>
<i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;">A clinical and consulting psychologist, </span></i><b><i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;">Mark Katz, PhD, </span></i></b><i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;">is the director of Learning Development Services, an educational, psychological, and neuropsychological center in San Diego, California. He is the author of </span></i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;">Children Who Fail at School but Succeed at Life: Lessons from Lives Well-Lived<i> (W.W. Norton & Company, New York, 2016). </i></span><span style="font-family: "calibri" , sans-serif; font-size: 9pt;"><i>A former member of CHADD’s professional advisory board and a recipient of the CHADD Hall of Fame Award, Dr. Katz serves on the editorial advisory board of </i>Attention<i>.</i></span><i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;"> As a contributing editor</span></i><span style="font-family: "calibri" , sans-serif; font-size: 9pt;"><i>, he writes </i><i>the magazine's Promising Practices column, in which a version of this blog originally appeared. He has been a keynote presenter at numerous national conferences, and has conducted trainings across the US for schools, healthcare organizations, and community groups working to improve educational and mental health systems of care.</i></span><br />
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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-42201941309301371242017-07-24T12:58:00.000-05:002017-07-24T12:58:04.035-05:00Update on the US Senate Effort to Repeal and Replace Obamacare<div class="MsoNormal" style="line-height: normal; margin-bottom: 12pt; text-align: left;">
<i>CHADD Public Policy Committee</i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt;">
The Senate has been preparing to vote on the
Better Care Reconciliation Act (BCRA), which would repeal significant portions
of the Affordable Care Act (ACA or “Obamacare”) and replace them with
alternative policies. However, when it became apparent BCRA might not have
sufficient support among Republican senators, Senate Republican leaders began
to consider a repeal of many ACA provisions without specific replacement
policies (the Obamacare Repeal
Reconciliation Act of 2017 or
“Clean Repeal”).<o:p></o:p></div>
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Senate leaders plan to bring the legislation up
for a vote any day, although it is not clear which bill will be considered. It
is possible that amendments may be offered for BCRA, or they might fall back on
Clean Repeal, legislation that
the Republican Congress passed in late 2015, but was vetoed by then-President
Obama.<o:p></o:p></div>
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Because CHADD does not know exactly which bill
the Senate is planning to vote on, we don’t know exactly how to advise our
members. However, we can report what BCRA looks like now and how it could
affect individuals with ADHD. We can also report what the Clean Repeal bill
provides and how it could affect individuals with ADHD.<o:p></o:p></div>
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<b>The Better Care Reconciliation Act (BCRA):</b></div>
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The Congressional Budget Office (CBO) has released official
estimates about the version of BRCA posted on the website of the Senate Committee on the Budget on July
20, 2017. The CBO estimate shows that BCRA would reduce the deficit by $420 billion over
ten years. CBO further estimates that BCRA will result in 15 million fewer people having health care coverage in 2018. By
2026, this number would increase to an additional 22 million Americans lacking
insurance, compared to current law.</div>
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<o:p></o:p></div>
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BCRA makes a number of changes to Medicaid and private
health insurance that would, on the whole, make it harder for many families to
access ADHD treatment. Most notably, BCRA substantially cuts federal funding
for Medicaid, which is a primary payer for millions of children with ADHD. Over
time these cuts would lead to reduced benefits, decreased access to health care
providers, and would make it harder for families to access ADHD treatment. It
would also roll back the Medicaid expansion, which allows many adults to access
ADHD treatment. In the individual marketplaces (what is often called
"Obamacare"), most families would receive less assistance paying for
their insurance premiums, and the insurance they pay for would offer less
coverage. This too could substantially limit access to ADHD treatment for
millions of families across America.<o:p></o:p></div>
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BCRA could benefit some families. For example, it extends
premium subsidies to individuals below the poverty line but who do not qualify
for Medicaid and it allows families to obtain premium subsidies if a parent’s
employer provides coverage only for the parent. Proponents of the legislation
also tout its potential to reduce insurance premiums; however, these effects
are still somewhat speculative. Decreases in premiums may be caused in part by
insurance plans declining to offer certain benefits, including<b> </b>coverage for expensive prescription drug<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">s, b</span>ehavioral health services, and mental
health care. Although Obamacare required plans to provide coverage for
these “essential health benefits,” BCRA would make it easier for states to opt
out of providing these mandated
benefits. Recent amendments offer additional funding that may reduce premiums
for some, but the effects on coverage are uncertain.<o:p></o:p></div>
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Some of the other changes could also impact individuals with
ADHD. BCRA mandates a six month "lock-out" period for re-enrolling in
health insurance after a period of not being covered. However, the Senate
Parliamentarian has ruled this provision violates to the so-called Byrd Rule,
which means it could not be enacted without Democratic support (which is
unlikely). Individuals with ADHD who
obtain health insurance in the individual market would need to pay very close
attention to deadlines to avoid coverage lapse. Similarly, BCRA
limits the period for which Medicaid coverage can be retroactively applied when
a Medicaid eligible individual seeks treatment before enrolling in Medicaid.<o:p></o:p></div>
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BCRA is similar in many respects to the American Health Care
Act (AHCA), passed by the House of Representatives in June, and different in
other critical ways. <a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__www.chadd.org_Portals_0_Content_CHADD_Documents_Advocacy_CHADD-5FON-5FAHCA.pdf&d=DwMFaQ&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=0b6fBuxxQmL7TS54B0FYkRTtdgepXhtY3qhreJsnfSA&s=_W01L5ulIaza-9Xg2w7kv9NeM9AElh1SZsEe-qAj2rg&e=" target="_blank"><span style="color: blue; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Read CHADD's analysis</span></a> of the AHCA. <a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__www.npr.org_sections_health-2Dshots_2017_06_27_534465505_chart-2Dcbo-2Dweighs-2Dwho-2Dwins-2Dwho-2Dloses-2Dwith-2Dsenate-2Dhealth-2Dcare-2Dbill&d=DwMFaQ&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=0b6fBuxxQmL7TS54B0FYkRTtdgepXhtY3qhreJsnfSA&s=TS5NJ_SZRonQmb9D5Zv8CWu278P_Jjvqgwkg5t_vXmQ&e=" target="_blank"><span style="color: blue; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Read a side-by-side comparison</span></a> between BCRA, the AHCA, and existing law - especially how it
affects mental health and pre-existing conditions.<o:p></o:p></div>
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<b>Obamacare Repeal
Reconciliation Act of 2017 (Referred to here as “Clean Repeal”):</b></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 12.0pt;">
CBO has also released official estimates about the Clean Repeal legislation
posted<span style="color: #333333; mso-bidi-font-family: Arial; mso-bidi-font-style: italic;"> on the website of the Senate Committee on the Budget on July
19, 2017. The CBO estimate shows </span>that Clean Repeal would
reduce the deficit by $473 billion
over ten years. The CBO also estimates that Clean Repeal will result in 17 million fewer people having health care coverage in 2018. By
2026 this number would increase to about 32 million additional Americans
without coverage, compared to current law. CBO further estimates that by 2020 about half of the
U.S. population would live in areas with no insurer that offered insurance for
individual policies purchased through the marketplace or directly from
insurers; and that would increase to about three-quarters of the population by
2026. In addition, the CBO estimates the cost of average premiums for
individual policies purchased in marketplaces or directly from insurers would
increase about 25 percent more than projected under current law by 2018 and
would double by 2026. <o:p></o:p></div>
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Clean Repeal would repeal many provisions of
the ACA
or Obamacare but would retain many of its insurance rules. After Clean Repeal,
all plans sold on the individual markets, as well as Medicaid plans, would
still be required to cover
essential health benefits (EHBs), which include treatments for mental health,
behavioral health and substance use disorders. Health insurers would still not be permitted
to deny health insurance coverage or charge higher premiums based on having a “preexisting condition,” like ADHD
diagnosed before an
individual buys health insurance. These protections would continue to help
individuals with ADHD. However, the legislation would immediately repeal the
penalties for individuals who do not maintain
qualifying health insurance coverage (including coverage under government
programs like Medicaid) and for employers with 50 or more full-time employees
who do not provide qualifying health insurance to their employees. CBO
estimates that elimination of these penalties would cause premium costs in the
individual marketplace to rise for individuals, such as those with preexisting
conditions who needed to retain coverage, and could cause employers to stop
offering group plans for employees. These results could make it much more
difficult for families and individuals with ADHD to obtain insurance coverage.
Starting in 2020, the legislation will repeal Medicaid expansion which has
allowed many adults in some states to access ADHD treatment; and premium
subsidies that help individuals purchase insurance in a marketplace will also
be repealed. This could significantly limit access to ADHD treatment for
millions of families nationwide. <span style="color: red; mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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* * *<o:p></o:p></div>
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CHADD is dedicated to protecting access to ADHD treatment
for families across America. While our members may have different views on the
repeal and replacement of Obamacare, CHADD has serious concerns that these
bills, if either were enacted, would create significant hardships for many
children and adults with ADHD. For these reasons, CHADD has been on the record
with Congress and joined organizational sign-on letters in opposition to the
legislation.<o:p></o:p></div>
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While CHADD encourages its members to do their own research
on the current proposals, we are disseminating the action alert below for those
who are interested in making their voices heard in the legislative process. The
action alert was prepared by the Mental Health Liaison Group (MHLG), a
coalition of which CHADD is a member. The Senate is expected to vote on one of
these measures this week, and as early as Tuesday.<o:p></o:p></div>
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<br /></div>
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<span style="color: #d0cece; font-size: 36.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Action Alert on Health
Reform<o:p></o:p></span></div>
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<a href="https://www.blogger.com/null" name="_Hlk485992944"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 105%;">Yesterday, Senate leadership released a revised version of
the Better Care Reconciliation Act (BCRA). Unfortunately, the changes do not
make the bill better. </span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 105%;"><o:p></o:p></span></div>
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<b><span style="color: #0b4d8f; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: Calibri;">What are key changes in the
BCRA?<o:p></o:p></span></b></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: 105%; margin-bottom: 0.0001pt;">Allows
insurance companies to offer bare-bones plans with <b>no mental health
coverage, </b>as long as they offer a single plan that covers mental
health and substance use services. This is a giant step away from parity,
or fair coverage of mental health conditions. <o:p></o:p></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: 105%; margin-bottom: 0.0001pt;">Provides
$45 billion in <b>short-term grant funding to states for the opioid
crisis.</b> This is a drop in the bucket compared to the Medicaid funding
that will be lost under the bill. <o:p></o:p></li>
<li class="MsoNormal" style="line-height: 105%;">Provides
<b>a complicated “stability” fund</b> to states. These funds don’t make up
for cuts to Medicaid and loss of mental health coverage—and there’s no
guarantee they’ll be spread evenly among states or will help people who
lose or can’t afford coverage. <o:p></o:p></li>
</ul>
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<b><span style="color: #0b4d8f; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: Calibri;">What’s unchanged in the BCRA?<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt; line-height: 105%;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b>Leaves fewer Americans with coverage </b>for mental health care;<o:p></o:p></div>
<div class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 38.5pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt; line-height: 105%;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b>Takes away insurance protections</b> for people with mental health conditions;<o:p></o:p></div>
<div class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 38.5pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt; line-height: 105%;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b>Effectively ends Medicaid expansion;<o:p></o:p></b></div>
<div class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 38.5pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt; line-height: 105%;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><b>Cuts and caps Medicaid funding</b>, which will make it harder for people to get medications and
mental health services; and<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 38.5pt; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Allows states to <b>adopt work requirements</b>
for people covered by Medicaid (including those with mental illness) who are
not on federal disability (SSI/SSDI);<o:p></o:p></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman", serif; font-size: 14pt;"><span style="color: #073763;">Want to know more?</span> </span></b><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Read </span><a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__files.kff.org_attachment_Summary-2Dof-2Dthe-2DBetter-2DCare-2DReconciliation-2DAct&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=bojepNZ8oBklsvncGlG8RFrisdbHi8VNaf-2m8QC1fM&e="><span style="color: #0563c1; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: Calibri;">Kaiser’s summary</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: Calibri;"> of the revised BCRA. <o:p></o:p></span></div>
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<br /></div>
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<b><span style="color: #0b4d8f; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-fareast-font-family: Calibri;">What’s next?</span></b><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><br />
Next week, the bill could come up for a vote and pass—<b>unless 3 Republican
Senators vote NO. </b></span><span style="color: #0b4d8f; font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></div>
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<br /></div>
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<b><span style="color: #0b4d8f; font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 105%; mso-fareast-font-family: Calibri;">What to do this weekend (and
week of 7/17):<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 105%; mso-fareast-font-family: Calibri;">Regardless of whether your Senators are
opposed to or supportive of the BCRA, your alerts and social media posts will
help emphasize the impact of the bill on people with mental illness.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 105%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri;">Note: If you live in a state
with Senators who are considered moveable, please put extra effort into
reaching out <b>(Alaska, Nevada, W. Virginia, Ohio, Louisiana, Kansas and
Arizona).</b> <o:p></o:p></span></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l3 level1 lfo4; tab-stops: list .5in;"><b>Send an alert</b> to your members
<o:p></o:p></li>
<li class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l3 level1 lfo4; tab-stops: list .5in;"><b>Post on social media</b> using
#Act4MentalHealth <o:p></o:p></li>
<li class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l3 level1 lfo4; tab-stops: list .5in;"><b>Tweet directly at your Senators</b> or post on their Facebook page <o:p></o:p></li>
</ol>
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<b><span style="color: #0b4d8f; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><!--[if gte vml 1]><v:shapetype
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<b><span style="color: #0b4d8f; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><!--[if gte vml 1]><v:shape
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<div class="MsoNormal" style="line-height: 105%;">
<b><span style="color: #0b4d8f; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Advocacy alert<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 105%;">
<b><span style="color: #0b4d8f; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 105%;">
<b><span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Subject
line: </span></b><span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">This bill hurts.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 105%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Text: </span></b><span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The Senate delayed a vote on the Better Care Reconciliation
Act (BCRA), but they are back at it—and they are moving fast. A vote could
happen any day. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 105%;">
<span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">They have
revised the bill and it isn’t better, it’s worse. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">New language would let insurance companies offer
bare-bones plans with <b>no mental health coverage. </b>This is a giant step
away from parity, or fair coverage of mental health conditions.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">There will still be less financial assistance
and fewer protections for people who buy individual health insurance plans
through the marketplace. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The bill still cuts and caps the Medicaid
program, which will <b>make it harder for people to get psychiatric medications,
case management, mental health services—and even hospital care</b>.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Millions will still lose their Medicaid
coverage, including 1 in 10 veterans who rely on Medicaid for health and mental
health services. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<b><span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The bottom line: this bill hurts people with
mental illness.</span></b><span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> But, the fight
is not over. Together, we are powerful. Together we can #Act4MentalHealth. Tell
your Senators to vote NO on the BCRA.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__ow.ly_wMIB30dEgF6&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=HmmSpb_saMSwmzLdfxA6VIrOKn7RWrN5fyzWCdlJJBU&e="><b><span style="color: #0563c1; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Email now</span></b></a><b><span style="color: #0e121c; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 105%;">
<b><span style="color: #0b4d8f; font-size: 16.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Facebook post<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white; line-height: 105%; margin-bottom: 7.9pt;">
<span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">The Senate has revised the Better Care Reconciliation Act
(BCRA) and it isn’t better, it’s worse. <b><span style="color: #0e121c;">The
bottom line: this bill hurts people with mental illness.</span></b><span style="color: #0e121c;"> But, the fight is not over. Together, we are powerful.
Together we can #Act4MentalHealth. Tell your Senators to vote NO on the BCRA.</span>
</span><a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__ow.ly_wMIB30dEgF6&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=HmmSpb_saMSwmzLdfxA6VIrOKn7RWrN5fyzWCdlJJBU&e="><span style="color: #0563c1; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">http://ow.ly/wMIB30dEgF6</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 105%; mso-fareast-font-family: Calibri;"> </span><span style="color: #0e121c; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Oppose any bill that leaves fewer
people with mental health care. Together, we must #Act4MentalHealth </span><a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__ow.ly_wMIB30dEgF6&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=HmmSpb_saMSwmzLdfxA6VIrOKn7RWrN5fyzWCdlJJBU&e="><span style="color: #0563c1; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">http://ow.ly/wMIB30dEgF6</span></a><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">We know
that the toughest fights are worth it. Tell your Senators no on #BCRA! </span><a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__ow.ly_wMIB30dEgF6&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=HmmSpb_saMSwmzLdfxA6VIrOKn7RWrN5fyzWCdlJJBU&e="><span style="color: #0563c1; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">http://ow.ly/wMIB30dEgF6</span></a><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> #Act4MentalHealth</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: Calibri;"> </span><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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Senate health reform bill hurts people with mental illness. Tell your Senators:
Vote NO. </span><a href="https://urldefense.proofpoint.com/v2/url?u=http-3A__ow.ly_wMIB30dEgF6&d=DwMFAg&c=YOHA32qHoO0MIaoXxJhqDw&r=v8NK38eM4-eRDoASwqMG5Z1bqJYWKfdI4Nh-MjXH8vo&m=7vx6jG1pB7v9WI1TNSYhz7wEprOEKdDSf7lQX_vQUkA&s=HmmSpb_saMSwmzLdfxA6VIrOKn7RWrN5fyzWCdlJJBU&e="><span style="color: #0563c1; font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">http://ow.ly/wMIB30dEgF6</span></a><span style="font-size: 12.0pt; line-height: 105%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"> #Act4MentalHealth<o:p></o:p></span></div>
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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-61551445091190928242017-04-07T10:06:00.001-05:002017-04-07T10:26:54.649-05:00CHADD Is Working with The Mighty!<div style="margin-bottom: .0001pt; margin: 0in;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsfcgsfiCHGlVh8KXLP1sU6eOWs9Amzig0rQ8D4LYbDaj5HWi3hDxk-7aU9IbqIbV9BkGOIiFBVWOReT1MAAnM4YEhmuVKmKbq0f8eas4TnO40h3-ZnL4_lFO7k3exr4QANUMyt2_Ne2A/s1600/photo-1485217988980-11786ced9454.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsfcgsfiCHGlVh8KXLP1sU6eOWs9Amzig0rQ8D4LYbDaj5HWi3hDxk-7aU9IbqIbV9BkGOIiFBVWOReT1MAAnM4YEhmuVKmKbq0f8eas4TnO40h3-ZnL4_lFO7k3exr4QANUMyt2_Ne2A/s320/photo-1485217988980-11786ced9454.jpg" width="320" /></a></div>
<span style="background: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9pt;">We're thrilled
to announce a new partnership that will bring CHADD's resources in front of </span><a href="http://themighty.com/" target="_blank"><span style="background: white; color: #1155cc; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">The Mighty</span></a><span style="background: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9pt;">'s
wide-reaching readership. We will now have a </span><a href="http://themighty.com/partner/chadd/" target="_blank"><span style="background: white; color: #1155cc; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">home</span></a><span style="background: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9pt;"> on The Mighty
and appear on many stories on the site.</span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">The Mighty is
a story-based health community focused on improving the lives of people facing
disease, disorder, mental illness and disability. More than half of Americans
are facing serious health conditions or medical issues. They want more than
information. They want to be inspired. The Mighty publishes real stories about
real people facing real challenges. </span><o:p></o:p></div>
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<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">Here’s an
example of the kind of <a href="https://themighty.com/adhd/" target="_blank">ADD/ADHD</a>
stories on The Mighty: <a href="https://themighty.com/2016/11/a-letter-to-the-teacher-of-my-son-with-adhd-from-a-mom-with-adhd/" target="_blank">A Letter to the Teacher of My Son With ADHD, From a Mom With
ADHD</a>.</span><o:p></o:p></div>
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<span style="background: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9pt;">We're
dedicated to helping people with </span><a href="https://themighty.com/adhd" target="_blank"><span style="background: white; color: #1155cc; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">ADD and ADHD</span></a><span style="background: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9pt;"> in their lives. With this partnership, we'll be able to help
even more people.</span></div>
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<b><span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">We encourage
you to </span></b><a href="http://themighty.com/submit-a-story/" target="_blank"><b><span style="background: white; color: #1155cc; font-family: "arial" , "sans-serif"; font-size: 9.0pt;">submit a story</span></b></a><b><span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.0pt;"> to The Mighty and make your voice heard.</span></b><o:p></o:p></div>
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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-58910146857226654002016-10-26T12:55:00.001-05:002016-10-26T13:02:37.455-05:00The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-32414684722993670392016-10-26T12:55:00.000-05:002016-10-26T13:02:29.450-05:00You Asked, CHADD Delivers: Online Teacher Training Now Available<i><b>by Michael MacKay, JD, MS, CPA</b></i><br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWFQBQNHsqWTpF-t9VKqc_SQnVZtb_6tB6Vo47T7Q-gUbWzW5ek7KWbGlLNykC-tuxaXcjLfR_mwf7V1VvWp4HT6CZd7MXKGmGyDb2rYECZBcur5_TVF54M1Ox3Yrix-zQbQgb2clWh3M/s1600/TeachertoTeacher.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWFQBQNHsqWTpF-t9VKqc_SQnVZtb_6tB6Vo47T7Q-gUbWzW5ek7KWbGlLNykC-tuxaXcjLfR_mwf7V1VvWp4HT6CZd7MXKGmGyDb2rYECZBcur5_TVF54M1Ox3Yrix-zQbQgb2clWh3M/s320/TeachertoTeacher.png" width="320" /></a></div>
While you can find students with ADHD in every classroom across the country, teachers have limited resources to help them understand, teach, and manage students with ADHD. They receive little pre-service or in-service training in this area. In response to this knowledge gap and pressing need, CHADD has updated its teacher training program and made it available on a state-of-the-art online education platform. <br />
<br />
<a href="http://www.chadd.org/Training-Events/Teacher-to-Teacher.aspx" target="_blank"><b>Teacher to Teacher: Supporting Students with ADHD</b></a> is now available on Pepper, the country’s leading online professional development platform for educators. (Read the <a href="http://www.publicconsultinggroup.com/news/post/CHADD-and-Public-Consulting-Group-Partner-to-Enhance-Teachers-Capacity-for-Supporting-Students-With-ADHD" target="_blank">press release</a>.) For the first time, educators will have unlimited, on-demand access to the Teacher to Teacher course through self-paced online learning.<br />
<br />
Teacher to Teacher helps educators identify common ADHD-related learning problems and learn about proven classroom techniques, interventions, and the latest research to enhance school success for students with ADHD. Designed by teachers for teachers, the program assumes that teachers are overworked and in need of practical classroom tools. Parents who need assistance on how to effectively advocate for their children at school can take the training as well.<br />
<br />
CHADD’s next goal is to get the word out to make sure that all schools and teachers across the country are aware of this educational resource.<br />
<br />
Last summer, the Office of Civil Rights at the US Department of Education issued a <a href="http://chaddleadershipblog.blogspot.com/2016/07/education-department-issues-guidelines.html" target="_blank">letter</a> clarifying schools’ obligations to students with ADHD. This was seen as necessary because of the numerous complaints the department was receiving about what was actually occurring in the public schools. We all know that what was implemented was a far cry from what the legislators intended, and this letter shows that our voices were heard. The letter:<br />
• Explains that schools must evaluate a student when a student needs or is believed to need special education or related services.<br />
• Discusses the obligation to provide services based on students’ specific needs and not based on generalizations about disabilities, or ADHD, in particular. <br />
• Clarifies that students who experience behavioral challenges, or present as unfocused or distractible, could have ADHD and may need an evaluation to determine their educational needs.<br />
• Reminds schools that they must provide parents and guardians with due process and allow them to appeal decisions regarding the identification, evaluation, or educational placement of students with disabilities, including students with ADHD.<br />
<br />
This is a wonderful improvement for our ADHD community, and we are pleased that CHADD’s Public Policy Committee assisted in its development. It remains to be seen how it will affect what actually occurs at our schools with our children, however. CHADD, of course, will continue working with the US Department of Education in monitoring compliance.<br />
<br />
While the new guidance clarifies the obligations, it is not at all clear how individual schools and teachers will find the resources (primarily time) to comply and accomplish the aims of the legislation (and its clarification). This is hardly a new issue for schools (or other publicly funded services where more is demanded yet resources are constrained). The relevant question then becomes how can we help, what can we do to assist in accomplishing these, oh so necessary and appropriate goals. The scenario of 30 students with 10 percent having special needs is all too common and typically presents the teacher with a decision as to how to allocate time, knowing that not all 30 students will be comparably served, as required by the teacher’s own sense of equity as well as the law.<br />
<br />
With <b>Teacher to Teacher: Supporting Students with ADHD</b> available on-demand to every teacher in the country, all educators will now have access to the best practices and strategies. <br />
<br />
If you want to learn more, visit the <a href="http://www.chadd.org/Training-Events/Teacher-to-Teacher.aspx" target="_blank">Teacher to Teacher page</a> on the CHADD website or email <a href="mailto:Trish_White@chadd.org">Trish_White@chadd.org</a>. Share this blog or the <a href="https://drive.google.com/file/d/0B42xjFTFMdOeVGNWOU1sbGJvbGM/view?usp=sharing" target="_blank">T2T flyer</a> with your child’s teacher and school. Help us get the word out!<br />
<br />
<br />
<i><b>Michael MacKay, JD, MS, CPA, is the president of CHADD.</b></i>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com1tag:blogger.com,1999:blog-7789515854942440667.post-23471074105886607692016-09-16T15:09:00.000-05:002016-09-16T15:09:08.109-05:00ADHD Is "Nothing To Be Ashamed Of," Says Simone Biles<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<i><b>guest post by Karen Sampson Hoffman, MA</b></i></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLtOj8OfvewFUeQ1XThX8dRunxpsUZFDIH5NLihnlt0zbFxdQHmgACcEtjdve4wvTlYAHDGjQTcg7IdR8AWtzLWKgfmXBknD5TZGg9IhBtsDiHZDb5vsx9MO0t6WfuUIniCtprUkK03hE/s1600/Simone_Biles_Rio_2016e.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLtOj8OfvewFUeQ1XThX8dRunxpsUZFDIH5NLihnlt0zbFxdQHmgACcEtjdve4wvTlYAHDGjQTcg7IdR8AWtzLWKgfmXBknD5TZGg9IhBtsDiHZDb5vsx9MO0t6WfuUIniCtprUkK03hE/s320/Simone_Biles_Rio_2016e.jpg" width="320" /></a></div>
<div class="MsoNormal">
When computer hackers revealed that Olympic gold medalist
Simone Biles had tested positive for Ritalin, she was upfront and unabashed
about her diagnosis.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“I have ADHD, and I have taken medicine for it since I was a
kid,” she wrote in a Facebook post to her fans. “Having ADHD, and taking
medicine for it, is nothing to be ashamed of, nothing that I'm afraid to
let people know.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The president of USA Gymnastics supported her with a
statement that Biles received therapeutic use exemptions for her prescription
medications from the International Gymnastics Federation, the US Olympic
Committee, and the US and World Anti-Doping Associations—and that there was no
violation.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Biles won four gold medals and one bronze medal at the Rio
2016 Olympic Games this summer.<span style="mso-spacerun: yes;"> </span>She had
previously chosen not to disclose her ADHD but did so earlier this week because
her medical information, along with that of other top Team USA Olympians, was
published online without her consent.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Her situation is a familiar concern for many people who have
decided to keep their ADHD diagnosis to themselves, says Matt Cohen, JD, a
member of CHADD’s public policy committee.<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“People have the right to make their own decision about the
privacy they maintain and to what degree,” he says. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It can become necessary to discuss your diagnosis when
someone else shares your information without your consent, just as Biles
experienced. Cohen says that it’s not very often, however, that another person
will reveal someone’s ADHD diagnosis, either at work or among friends. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“I deal with many people with ADHD who tell me their stories,”
he says. “The circumstances where there are unwanted disclosures are relatively
rare. But the potential consequences can be so great that it can be invasive
and damaging to the person involved.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If a colleague discloses your diagnosis, addressing it
directly is often helpful, says Cohen. This may be with your supervisor or
human resources manager. If possible, talking with the colleague about the
disclosure can bring a positive resolution, since most people don’t disclose with
intent to cause harm. Even an accidental disclosure can have negative results,
however.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Accidental disclosure can put people in a difficult
situation, Cohen says. “Do they ignore it? Do they talk to their employer to
resolve it? Do they take it to the person and try to resolve it? If it leads to
your being stigmatized or discriminated against, that leads to a hostile
environment,” he says. “The employer needs to take action in this case, or the
employee may have legal grounds for action. There are very good protections for
employees on paper. But in daily life, once the information is out there,
people may find ways to harass someone that you can’t prove are
discriminatory.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In Cohen’s experience, most people voluntarily disclose
their diagnosis to the human resources department or their supervisor and have
good experiences, particularly when it comes to receiving workplace
accommodations to enable them to be successful employees. However, he adds, it
is risky for some employees to make that disclosure, and so they need to
carefully consider the possible consequences.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“I have lots of respect for the desire for privacy and not
to disclose,” he says. “But the flip side is, I have a number of clients who are
reluctant to disclose and then don’t disclose until things are going badly in
their lives.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When the disclosure is made among family and friends, Cohen
says it can be just as problematic because of lingering stigma related to ADHD
and mental health. Taking a proactive approach often works best.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“I think it’s important for people to advocate for
themselves,” he says. “It’s often useful to try to provide education about the
disorder and how it affects you. I think there’s still an enormous amount of
misleading information about ADHD and prejudice about it. The more that can be
done to undo those misconceptions, the better.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Biles’ response to the computer hackers’ disclosure was a
good way to handle the situation, Cohen says. Her Olympic success can help
to dispel some of the lingering myths about ADHD and how it might impede
someone in work or school.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“Simone Biles is a positive example of someone who can be
affected by the disorder in her life and still be successful,” says Cohen.
“People have the right to make their own decision about the privacy they
maintain and to what degree. She is an example that you have a right to
privacy, but ADHD is not something to be ashamed of. I hope she can be an
inspiration for other people who have ADHD.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Are you looking for strategies for handling your ADHD
symptoms at work, regardless of your choice to disclose a diagnosis? Read
<a href="http://www.chadd.org/Understanding-ADHD/For-Adults/Workplace-Issues.aspx" target="_blank">Workplace Issues</a> or
watch our <span style="mso-bidi-font-style: normal;">Ask the Expert</span> interview
with Melanie Whetzel of the <a href="http://www.askjan.org/" target="_blank">Job Accommodation Network</a>, <a href="https://youtu.be/_MusR-DrBB4" target="_blank">ADHD in the Workplace: Finding Success</a>.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i>Karen Sampson Hoffman, MA, is a senior health information specialist at CHADD's National Resource Center on ADHD and editor of its weekly e-newsletter. </i></b></div>
<div class="MsoNormal">
<br /></div>
The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com2tag:blogger.com,1999:blog-7789515854942440667.post-56593886523708111782016-07-26T10:51:00.000-05:002016-07-26T10:51:08.636-05:00Education Department Issues Guidelines to Protect Students with ADHD<!--[if gte mso 9]><xml>
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"></span><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"><i><b>guest post by the CHADD Public Policy Committee</b></i></span><br /><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"></span></h2>
<br />
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Today<b> </b>the Office
of Civil Rights of the US Department of Education (OCR) issued <a href="http://www.latimes.com/local/education/la-na-adhd-disability-us-department-of-education-20160725-snap-story.html" target="_blank">guidance</a> to
every public school district in the country about the implementation of
Section 504 for students with ADHD. CHADD provided significant input to
OCR as OCR was developing this guidance. CHADD, through its public policy
committee and its professional advisory board, had ongoing and active
discussion with the OCR. We shared the concerns of our members about the
implementation of Section 504 and the effects on their children. We provided
scientific research and knowledge about ADHD as well as our recommendations for
best practices for educating students with ADHD in school and ideas about how
to improve the implementation of Section 504 to benefit students with ADHD. </span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><u><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"><span style="text-decoration: none;"><br /></span></span></u></b><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">A <a href="http://www.chadd.org/Membership/Attention-Magazine/Attention-Magazine-Article.aspx?id=611" target="_blank">2014 survey</a> of CHADD’s membership reinforced our concerns that the
Section 504 process in the schools was clearly not working. </span><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Parents reported major violations in every step—from
referral, to evaluation, to development of a student’s Section 504 Plan, to its
implementation and, unfortunately to the frequent suspension and expulsion that
became the outcome. The lack of appropriate referral, evaluation, and
eligibility practices was particularly problematic, as it suggested that there
are likely many children with ADHD that may need Section 504 protection that were
not being referred or found eligible for a 504 Plan. In addition,
implementation of these plans was especially troubling, with two thirds of
parents reporting the plan was not implemented in the classroom. </span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">The statistics and
anecdotal reports from parents were consistent with the concerns that parents
and professionals involved with CHADD frequently report. The individual
stories, albeit brief, were heart wrenching and provided a painful human
dimension to the statistics. These students with ADHD were being denied a free
and appropriate public education and an equal opportunity for participation in
school. The safeguards of the Section 504 regulations were not providing
adequate protection from the problems these children experienced.</span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">CHADD urged stronger
action from the US Department of Education to ensure that school staff would
understand both their obligations under Section 504 and the symptoms of ADHD
and best practices for responding to it. Equally important, we urged stronger
guidance and enforcement from the OCR to ensure that appropriate safeguards and
supports are put in place for all students with ADHD that are or should be
eligible for the protections of Section 504.</span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">In its <a href="http://www.ed.gov/news/press-releases/us-department-education-releases-guidance-civil-rights-students-adhd" target="_blank">press release</a>
announcing the issuance of this guidance, OCR reported that more than one out
of every nine complaints alleging discrimination on the basis of disability in
elementary and secondary schools that OCR received in the past five years involved
students with ADHD. OCR stated the most common of these complaints concerned “academic
and behavioral difficulties students with ADHD experience at school when they
are not timely and properly evaluated for a disability, or when they do not
receive necessary special education or related aids and services.” This
verifies the seriousness of CHADD’s concerns about noncompliance with Section
504. </span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 388.2pt;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">We applaud the Office of
Civil Rights of the Department of Education for their efforts to make sure that
the <a href="http://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf" target="_blank">civil rights of students with ADHD</a> are protected in our public schools. We
appreciate the <a href="http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf" target="_blank">guidance on implementation of Section 504</a> that they have
developed for all school districts nationwide. </span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">CHADD will continue to
provide feedback to the OCR about the effectiveness of the new guidance. CHADD will
continue to provide science-based research findings that address the
educational needs of students with ADHD, and CHADD will continue to be a leader
in providing high quality teacher training, so that ADHD students and teachers too,
will be partners in education.<br />
<br />
<b><i>Ingrid Alpern, JD, LLM<br />
Matthew Cohen, JD<br />
Jeffrey Katz, PhD</i></b></span></div>
<b><i>
</i></b><div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><i><span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">CHADD Public Policy
Committee</span></i></b></div>
The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com6tag:blogger.com,1999:blog-7789515854942440667.post-80265272803252925512015-10-27T11:08:00.002-05:002015-10-27T14:49:29.372-05:00Bringing Teacher to Teacher to Louisiana<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7w_jtwbuDwXO50IGoSR7ocjhyg5quJFJBLT-CVBxVU3e1tWjJ62bZCCKsH4iPCXWMkPRqM7ukMxJp4ZEBalml0fRWbvDW72dHxsCFMRvq2C_Pkag1guTr0Kulw8acDshUJVSwnOBIalU/s1600/EED_077R.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7w_jtwbuDwXO50IGoSR7ocjhyg5quJFJBLT-CVBxVU3e1tWjJ62bZCCKsH4iPCXWMkPRqM7ukMxJp4ZEBalml0fRWbvDW72dHxsCFMRvq2C_Pkag1guTr0Kulw8acDshUJVSwnOBIalU/s320/EED_077R.JPG" width="320" /></a><br />
We have a very important announcement to make, just ahead of CHADD's <a href="http://www.chadd.org/Training-Events/Annual-International-Conference-on-ADHD.aspx" target="_blank">Annual International Conference on ADHD</a> in New Orleans next month: CHADD, the Louisiana Department of Health and Hospitals, and the Louisiana Department of Education have formed a partnership to bring Teacher to Teacher training to the Louisiana public schools. You can read the <a href="http://dhh.louisiana.gov/index.cfm/newsroom/detail/3598" target="_blank">press release</a> about the partnership below or on the Louisiana Department of Health and Hospitals website.<br />
<br />
If we can bring parents, teachers, and providers together to work with each other based on the evidence-based practices that CHADD contributes... well, just try to imagine how effective that would be. This may be the most exciting thing CHADD has ever attempted! <br />
<br />
<b><i>—Mike MacKay, CHADD President</i></b><br />
<br />
<a href="http://dhh.louisiana.gov/index.cfm/newsroom/detail/3598" target="_blank"><span style="color: #134f5c;"><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b><br />DHH Partnership Created to Improve ADHD Assessment and Treatment</b></span></span></span></a><br />
<span style="color: #134f5c;"><i>State agencies bring national Teacher to Teacher program to Louisiana public schools</i></span><br />
<span style="font-size: x-small;">Monday, October 26, 2015 | Contact: Media & Communications: Phone: 225.342.1532, E-mail: <a href="mailto:dhhinfo@la.gov">dhhinfo@la.gov</a></span><br />
<b><br />Baton Rouge, La.</b> —Broadening its response to both the human and financial costs of attention deficit hyperactivity disorder (ADHD), the Louisiana Department of Health and Hospitals (DHH) today announced a partnership with the Louisiana Department of Education (LDOE), and CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), the national resource on ADHD. The partnership will train more Louisiana teachers to recognize classroom behaviors caused by ADHD and to use appropriate and effective techniques to address them. <br />
<br />
"By working with CHADD and LDOE, we will help more Louisiana teachers identify and accommodate the learning needs of children with ADHD in their classrooms. The better prepared our teachers are, the more students will have the opportunities to succeed," said DHH Secretary Kathy H. Kliebert. "This partnership will also help reduce the number of children without a genuine ADHD diagnosis from being misidentified based on classroom behavior. It's a win for everyone."<br />
<br />
Louisiana has one of the highest rates of ADHD prescription drug use in the country. While ADHD is a neurological condition affecting children in all communities, the rate of ADHD prescriptions is especially high in boys, with 17 percent of all Louisiana boys enrolled in Medicaid taking ADHD medication. DHH formed the ADHD Task Force in August 2014 to research and promote best practices regarding the proper diagnosis, medication and treatment of ADHD. This new partnership is an expansion of the Task Force's efforts to help ensure that teachers throughout Louisiana have the best possible information and training when instructing children they suspect or know to have ADHD. <br />
<br />
"We want to give our students every advantage to succeed in the classroom," said State Superintendent of Education John White. "We're excited about this partnership and this pilot program because it provides our educators with the tools necessary to support these students and give them every advantage possible."<br />
<br />
Members of the ADHD Task Force, including the State's Department of Health and Hospitals in conjunction with the Department of Education met on Tuesday, September 29, with representatives of CHADD. This coalition of local and national resources discussed an approach to assist Louisiana's teachers in recognizing when classroom behaviors are caused by ADHD and appropriate techniques to effectively address them. An implementation plan is currently being crafted that will be centered on CHADD's 'Teacher to Teacher' Program.<br />
<br />
"CHADD is absolutely delighted to work with the State of Louisiana in order to improve the lives of children affected by ADHD. This is a first of its kind initiative whereby students, parents, teachers and health care providers will all potentially be affected due to the unique ability of the Departments of Health and Education to collaborate in assessment and problem-solving. CHADD will ensure that the State has access to the best evidence-based practices available," said Mike MacKay, CHADD's President. <br />
<br />
Teacher to Teacher: Best Practice Intervention Strategies to Ensure School Success is a day-long workshop that helps educators identify common ADHD-related learning problems and proven classroom techniques, interventions, and the latest research to enhance school success for students with ADHD. This interactive training allows classroom teachers to discuss solutions to common academic and behavioral problems in a case-based format.<br />
<br />
The Louisiana Department of Health and Hospitals strives to protect and promote health statewide and to ensure access to medical, preventive and rehabilitative services for all state citizens. To learn more about DHH, visit <a href="http://www.dhh.louisiana.gov/">www.dhh.louisiana.gov</a>. For up-to-date health information, news and emergency updates, follow DHH's <a href="https://twitter.com/La_Health_Dept" target="_blank">Twitter</a> account and <a href="https://www.facebook.com/LaHealthDept" target="_blank">Facebook</a>.<br />
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###The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com1tag:blogger.com,1999:blog-7789515854942440667.post-12981733280944548842015-09-29T12:05:00.001-05:002015-12-30T17:18:10.278-05:00CHADD and Attention Point Partner to Improve ADHD Treatment Monitoring<b><i>guest blog by Sam English, PhD, and Michael MacKay, JD, MS, CPA</i></b><br />
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On September 28, 2015, CHADD <a href="http://www.prweb.com/releases/2015/09/prweb12986371.htm" target="_blank">announced</a> a new benefit for parent members to help improve ADHD treatment monitoring.<br />
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“After a child is diagnosed with ADHD, and treatment initiated, it is important for parents, teachers, and clinicians to have regular ongoing communication” said Michael MacKay, president of CHADD. “Fortunately, there are new online tools available that facilitate this and we have partnered with Attention Point to make their online communication tool, <a href="http://attentionpoint.com/chaddparentpublic" target="_blank">DefiniPoint</a>, available to our parent members for free.”<br />
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DefiniPoint is a HIPAA secure suite of online tools that improves communication enabling clinicians to easily gather feedback from parents and teachers about the efficacy of ADHD treatment. With this information clinicians are able to make a more informed decision on the child’s ADHD care.<br />
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“Regardless of the type of treatment involved, whether medication, behavioral therapy, or dietary treatment, it is essential the clinician know how well core ADHD symptoms are being managed and how the child is performing in important domains so adjustments can be made to optimize the child’s ADHD care,” stated David Rabiner, PhD, clinical psychologist, research professor, and associate dean at Duke University. “But unfortunately, recent research suggests that this may not always be the case. A study by Epstein et al. shows that rating scale data from parents and teachers, which help determine a child's treatment response, is rarely a part of follow-up medical visits. As a result, it is likely that many children are deriving less benefit from treatment than they would if treatment monitoring were occurring.” For this reason, ADHD treatment guidelines from the American Academy of Pediatrics and the American Academy of Child and Adolescent Psychiatry highlight the necessity of sustained, systematic treatment monitoring.<br />
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In July 2015, CHADD and Attention Point formed a <a href="http://chaddleadershipblog.blogspot.com/2015/07/increasing-access-to-resources-for.html" target="_blank">strategic partnership</a> to increase awareness of the importance of treatment monitoring and to increase access to educational and ADHD management resources. “We’re glad to be working with such a wonderful organization and I applaud CHADD for recognizing the need for better communication,” stated Sam English, PhD, founder and CEO of Attention Point. “I believe <a href="http://attentionpoint.com/chaddparentpublic" target="_blank">DefiniPoint</a> will benefit CHADD parents and families and ultimately result in better care for children with ADHD.”<br />
<i><b><br /></b></i><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: small;"><b>Learn more about <a href="http://www.chadd.org/Membership/Membership-Types-and-Benefits.aspx" target="_blank">CHADD member benefits</a> and join today. Once you've joined, you'll receive information on how to access your free use of DefiniPoint.<br /><br /> If you're already a CHADD member, use the <a href="http://attentionpoint.com/chaddparentpublic" target="_blank">Attention Point</a> Schedule a Call feature to speak with one of their team members.</b></span></span><i><b><br /></b></i><i><b><br /><br />Sam English, PhD, is the founder and CEO of Attention Point, LLC. Michael MacKay, JD, MS, CPA, is the president of CHADD.</b></i>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-54904324570391130052015-09-01T10:58:00.000-05:002015-09-01T11:07:59.094-05:00Why Participate in ADHD Research?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhncYE_jWnDBYw9qM13wjPvc2xKCH1DPpInDf1wmJ9mee_OPSxOrnNWiyFDwlyD1HwjqjfdIBHRMyINZdPZISNFblGkZYB9dcf68u6k_ROin3xcf4vBfdDCAqmzKoVBQvbXJB2BnXBMgZQ/s1600/PTO_001R.JPG" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhncYE_jWnDBYw9qM13wjPvc2xKCH1DPpInDf1wmJ9mee_OPSxOrnNWiyFDwlyD1HwjqjfdIBHRMyINZdPZISNFblGkZYB9dcf68u6k_ROin3xcf4vBfdDCAqmzKoVBQvbXJB2BnXBMgZQ/s320/PTO_001R.JPG" width="320" /></a><br />
<b><i>guest blog by Meghan Miller, PhD<br /><br /></i></b><br />
Adults and families affected by ADHD often ask this question. They may wonder if it’s really worth the effort or if their input will actually make a difference. It certainly does!<br />
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Participation in research is important and crucial for three primary reasons:<br />
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<ul>
<li>Participating in research offers a powerful way to make a difference in the lives of individuals affected by ADHD. It is the only way we can find new treatments and improve existing ones so they work more effectively.</li>
<li>Participating in research helps us understand how ADHD develops so that we can work toward new approaches to prevent the impairments often associated with ADHD.</li>
<li>Participating in research provides you an opportunity to tell researchers what issues are important to the people most impacted by ADHD — children, adults, and family members directly affected by the condition.</li>
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An even more common question is, “What does research participation involve?” The short answer is that it varies depending on the type of research being conducted. For example, a study testing the effectiveness of a new medication will have different requirements than a study focused on understanding academic skill in children with ADHD. It is important to ask questions about the goals of the research and methods involved to determine if the research study is a good fit for you or your family member. For example, you might ask:<br />
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<ul>
<li>“Will my child be given an IQ test?”</li>
<li>“Will I be placed inside an MRI scanner?”</li>
<li>“Will my family member be asked to take medicine?”</li>
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Many research studies will conduct a thorough diagnostic evaluation for ADHD, often including IQ testing and sometimes including neuropsychological and academic testing. Oftentimes these studies will provide you with verbal or written feedback based on these tests — if you ask for it. Most studies also provide you with monetary compensation for your time or a small gift for your child’s efforts.<br />
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Hopefully the question you’re asking now is, “How do I get involved in research?” Here are a few resources to help get you started:<br />
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<li>Head to <a href="http://chadd.org/">CHADD.org</a>, where a <a href="http://www.chadd.org/Support/Research-Studies/Find-a-Study.aspx" target="_blank">list of research studies</a> from all over the country has been compiled.</li>
<li>If you’re located near a college or university, contact their psychology or psychiatry departments and ask if they have any ongoing research studies focused on ADHD. Sometimes this information will be featured on departmental websites. For example, at my institution, the UC Davis MIND Institute, we list <a href="http://www.ucdmc.ucdavis.edu/mindinstitute/research/index.html" target="_blank">studies</a> in need of participants on our website. Examples of our current research studies focused on ADHD include a project focused on infants with a family history of ADHD in order to better identify ADHD early in life, a study of medication to treat ADHD in teens, and a longitudinal brain imaging study of self-control in adolescents and young adults with ADHD.</li>
<li>Ask your doctor. Sometimes physicians who treat patients with ADHD know about local research studies and can point you in the right direction.</li>
</ul>
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Here at the MIND Institute, we are excited to be embarking on a new project that will link people with ADHD with clinicians, researchers, advocates, support groups, and each other through an innovative, privacy-assured online platform called Platform for Engaging Everyone Responsibly, or PEER, a project of Genetic Alliance. Led by Julie Schweitzer, PhD, this will involve partnering with local and national ADHD support groups, including CHADD and the Parent Education Network. The hope is that families affected by ADHD will be able to learn from one another by using a computer from their own homes. And, by sharing their health information, they will help researchers who are determined to develop better treatments for people with ADHD.<br />
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Ultimately, participating in research involves collaboration among individuals and families affected by ADHD, and researchers who hope to better understand ADHD.<br />
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<b style="background-color: white; color: #666666; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13.1999998092651px; line-height: 18.4799995422363px;"><span style="font-size: medium;"><br />A version of this article appears in the August 2015 issue of <i>Attention</i> magazine. <a href="http://www.chadd.org/Membership/JOIN-CHADD-US-Membership.aspx" style="color: #888888; text-decoration: none;" target="_blank">Join CHADD</a> and receive every issue!</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAZJZx5FSiPApV1QGsJLllBRH_9o3aPq3Egwhpqk3UiabItCnKX7jtyi2N_nJY3WlyODU9_qwSBsqbNruFZDrAXwWEWOCAD7dMm4RTPOBnVwkFzuMWZb_BFDQq2O8bjc2LZN9jXfOt5_0/s1600/MMiller.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAZJZx5FSiPApV1QGsJLllBRH_9o3aPq3Egwhpqk3UiabItCnKX7jtyi2N_nJY3WlyODU9_qwSBsqbNruFZDrAXwWEWOCAD7dMm4RTPOBnVwkFzuMWZb_BFDQq2O8bjc2LZN9jXfOt5_0/s1600/MMiller.jpg" /></a></div>
<b><i><br />Meghan Miller, PhD, is a postdoctoral fellow at the UC Davis MIND Institute and a member of the editorial advisory board of </i>Attention <i>magazine. She is one of the recipients of the 2015 CHADD Young Scientist Research Award. Her submission was titled, “Infants at risk of ADHD: A longitudinal study.”</i></b></div>
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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-4553566520047875182015-08-11T10:29:00.000-05:002015-08-11T10:35:17.012-05:00Handcuffed in School<i><b>guest blog by Carol Lerner, MSCCC </b></i><br />
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Treating children with ADHD who have behavior issues requires a multidisciplinary approach. It is unacceptable for a third grader, or any child, to be handcuffed for behavioral issues.<br />
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It is well documented that management involves a team of professionals, including a psychologist, a behavior specialist, a psychiatrist, and/or a social worker. A police officer is not likely trained in the management of children who have ADHD.<br />
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I believe the child should be in the least restrictive environment to maintain safety for both the child who is acting out as well as the other children in the school setting. The appropriate professionals should be available and contacted immediately for intervention. Police officers working in a school setting with children who have special needs should be trained in the management of behavior issues and acceptable interventions, without the use of handcuffs or force. <br />
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<span style="font-size: x-small;"><i><b>Carol Lerner, MS, CCC, is a speech-language pathologist and a co-founder of CHADD.</b></i></span>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com1tag:blogger.com,1999:blog-7789515854942440667.post-57028573530106059112015-08-07T15:34:00.000-05:002015-08-07T15:34:41.322-05:00Handcuffs and ADHD<div class="separator" style="clear: both; text-align: center;">
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<i>guest blog by Ann Abramowitz, PhD</i><br /><br />A nation views on TV an eight-year-old boy who is placed in handcuffs by a school resource officer. The child’s arms are behind his back, and he is yelling. Collectively, we experience horror watching this take place—in a classroom no less. We learn that the child has ADHD, and that another child, also with ADHD, has been treated similarly. <br /><br />As a nation we seem to agree that this was not an appropriate form of discipline. In fact, my husband pointed out that if a dog were treated that way—tied to a chair with legs bound together—it would be a crime. What we are seeing here appears to be child abuse, which is a crime.<br /><br />Without knowing the specifics of the case—for example, whether the children had IEPs, whether there were any type of behavior plans in place for these children and if so, whether the plans included assistance by the resource officer—I would have to speculate that what happened was an escalating chain of events that resulted in a impromptu call to the resource officer. But this may not be the case.<br /><br />We know that youngsters with ADHD are more likely than youngsters without ADHD to exhibit the types of disruptive behavior that can lead to harsh discipline and abuse. We also know that youngsters with the combination of ADHD and disruptive behavior do best when they have a calm, structured environment that employs positive behavior supports; a confident teacher who administers discipline fairly and skillfully; and schoolwork that is appropriate to the child’s needs in terms of level of challenge, length and type of task. Rules and consequences should be spelled out, taught systematically and thoughtfully, and enforced calmly and consistently.<br /><br />The school’s job is to create an environment in which disruptive behavior is less likely to occur, and in which it is handled well when it does occur. This isn’t easy, and it can only occur when all staff receive training and operate as a team. <a href="https://www.pbis.org/" target="_blank">Positive Behavioral Interventions and Supports</a> (PBIS) offers such a school-wide approach, and is well-established. Given such a backdrop, the incidence of disruption requiring any type of restraint will be greatly reduced.<br /><br />Federal guidelines issued by Secretary of Education Arne Duncan state that restraint should only be used when there is risk of injury to someone, and that mechanical restraints should not be used. Restraint should be employed only as an emergency procedure, and never as a punishment. Each school district should have an established policy regarding restraint (and seclusion). There is absolutely no place for handcuffs, much less using them to bind a child’s arms behind his or her back.<br /><br />And finally, let us consider this: Handcuffs connote criminal behavior. In this incident, school personnel saw fit to stigmatize these children as criminals. Without question this will impact their perception of themselves and others’ perception of them, perhaps for the rest of their lives. <br /><br /><br /><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj66bieI9cpfd1YSkRlkGMfd8q9_jkuBBkbYSPj0-fwcquZoEJpgBQZgB_8Nn_3_YDFW-djqy6ZEjXEOtXyiwNszScQCPgxbKDTfUHsPtX7kP8Z88rkHu3w2JNJs5wcvsoLZ02Y96b0kkY/s1600/abramowitz_copy.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj66bieI9cpfd1YSkRlkGMfd8q9_jkuBBkbYSPj0-fwcquZoEJpgBQZgB_8Nn_3_YDFW-djqy6ZEjXEOtXyiwNszScQCPgxbKDTfUHsPtX7kP8Z88rkHu3w2JNJs5wcvsoLZ02Y96b0kkY/s1600/abramowitz_copy.jpg" /></a><br /><i>Ann Abramowitz, PhD, a professor in the department of psychology at Emory University, is chair of the CHADD Professional Advisory Board.</i></b><br /><br /><br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com2tag:blogger.com,1999:blog-7789515854942440667.post-50867725269152075272015-07-21T11:38:00.000-05:002015-07-21T11:38:56.880-05:00Increasing Access to Resources for Better ADHD Management<div class="separator" style="clear: both; text-align: center;">
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<b><i>guest blog by Sam English, PhD, and April Gower</i></b><br /><br />On July 15, 2015, CHADD and Attention Point, LLC, announced a strategic partnership aimed at increasing access to effective ADHD resources to help monitor and manage ongoing ADHD treatment. Attention Point is a leading health IT company committed to improving the diagnosis and management of neurobehavioral health disorders. The company’s product, <a href="http://attentionpoint.com/chaddparentpublic" target="_blank">DefiniPoint</a>, is a suite of online ADHD tools that improves ADHD management by connecting clinicians, professionals, patients, and parents.<br /><br />Currently in the US there are at least 15 million people affected by ADHD who may benefit from better information and communication. Regular, ongoing communication between those involved in the care and treatment of children or adults with ADHD is a key factor in effective ADHD management. In addition to making educational and clinical resources more readily available, CHADD and Attention Point hope to increase understanding of the importance of ongoing monitoring and communication.<br /><br />“This strategic alliance is a tremendous opportunity for CHADD and Attention Point to achieve mutual goals of increasing access to much-needed ADHD educational resources for individuals and families,” said Michael MacKay, President of CHADD. “Additionally, this information will benefit ADHD professionals who are on the front lines of treating this burdensome disorder.”<br /><br />Both the <a href="http://pediatrics.aappublications.org/content/128/5/1007" target="_blank">American Academy of Pediatrics</a> and the <a href="http://www.jaacap.com/article/S0890-8567%2809%2962182-1/pdf" target="_blank">American Academy of Child and Adolescent Psychiatry</a> recommend that information be routinely gathered from multiple individuals (e.g., home and school) to inform treatment decisions and to monitor progress.<br /><br />“Carefully monitoring treatment over time is essential for promoting the healthy development of children with ADHD. Regardless of the type of treatment involved, whether medication, behavioral therapy, or dietary treatment, consistently obtaining feedback is important and can be enormously helpful to optimize a child’s ADHD treatment,” said David Rabiner, PhD, clinical psychologist, research professor, and associate dean at Duke University. “Unfortunately, as suggested by findings from a recent <a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3208964/" target="_blank">study</a>, this is infrequently done, and I am encouraged that CHADD and Attention Point will be working together to raise awareness of this important aspect of high quality ADHD treatment.”<br /><br />“At Attention Point we believe that technology can help clinicians to more easily and accurately conduct ADHD assessments and provide better care for individuals diagnosed with ADHD,” said Sam English, PhD, Founder and CEO of Attention Point. He continued, “By working with CHADD, we believe together we can help the many children and adults that struggle with ADHD to lead better and more productive lives.”<br /><br /><br /><i><b>Sam English, PhD, is the founder and CEO of Attention Point, LLC. April Gower is the COO of CHADD.</b></i><br /><br /><br /><!--[if gte mso 9]><xml>
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<br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-19209823132111525222015-06-09T12:51:00.000-05:002015-06-09T12:51:33.660-05:00Do 504 Plans Help Students with ADHD?<div class="" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl4sQwk6bhsUK8Jg5ZUsRxqvu3yMBsq-kyKkxPLYDyQ8nJThXpdc14VmZkAdoj9qNmSC92nRBSERl0oBHmsyrV9EYJA6hCCPBOewMUvzmRwYV5LkkQPHAJDJdtWBuXQyLWOkdUaj1GgY4/s1600/41187.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl4sQwk6bhsUK8Jg5ZUsRxqvu3yMBsq-kyKkxPLYDyQ8nJThXpdc14VmZkAdoj9qNmSC92nRBSERl0oBHmsyrV9EYJA6hCCPBOewMUvzmRwYV5LkkQPHAJDJdtWBuXQyLWOkdUaj1GgY4/s320/41187.JPG" width="211" /></a><b><i>by Ruth Hughes, PhD, and Matthew Cohen, JD</i></b><br /><br />CHADD has had longstanding concerns with the process, quality and implementation of Section 504 plans and with compliance with the regulations governing them. To learn more about how Section 504 plans were being implemented, CHADD conducted a survey of members about Section 504 and its use around the country. The survey, conducted between July and August 2014, generated approximately 700 responses. The findings confirmed the anecdotal reports CHADD has been receiving from parents, professionals, and educators about the use (or lack of appropriate use) of Section 504 in the public schools.<br /><br /><b>Many children were deemed ineligible for special education services and received a 504 plan only at the initiative of the parent.</b><br /><br />Here are some of the comments from respondents:<br />• <i> “They told me she didn’t qualify for an IEP because she didn’t have another medical disability such as auditory processing or a learning disability.”<br />• “The principal said our child was at grade level and that he would need to be three years behind grade level to qualify for an IEP.”<br />• “I was told that they did not diagnose African-American children because there is a law prohibiting IQ tests being given to them.”</i><br /><br />Less than 15 percent of the evaluations were initiated by the school system. Parents almost always received a private evaluation and then requested an evaluation for special education services or a 504 plan. Slightly less than half of the children were denied special education services before receiving a 504 plan. The other half of the respondents did not request an evaluation for special education. But if a child was not significantly below grade level, the student was often considered ineligible for special education. The 504 plan was the fallback for approximately 45 percent of the students. <br /><br /><b>504 plans are often not effective.<br /> </b><br />• <i>“The 504 does not include the co-diagnoses of anxiety or depression.”<br />• “Never given extra time unless he specifically asked in advance (the problem is, with [ADHD], the kid never knows when he needs extra time until it’s too late to ask for it).”</i><br /><br />Two-thirds of parents felt the 504 plan was NOT effective in addressing their child’s needs. Behavior and discipline problems were common for the majority of children, but the majority of the 504 plans did not address behavioral issues. And co-occurring disorders were rarely addressed, even though more than two-thirds of children with ADHD have co-occurring disorders. Anxiety and panic disorders were the most common (48 percent), with several parents linking the anxiety to the school’s lack of response to the student’s real issues. The plans rarely went beyond accommodations in the classroom such as preferred seating and extra time on tests. And often the student was responsible for explicitly requesting the accommodation, even though many students with ADHD (including those in the survey) have trouble with planning, organizing, or initiating.<br /><br /><b>Plans are often not implemented.</b><br /><br /><i>• “The teacher wasn't following the plan at all, she admitted to me that she hadn't even read the 504 plan [and] didn't even know what a 504 was.”<br />• “Teachers refuse to comply with the 504. We were actually told by the resource room coordinator that they all thought these were suggestions and optional, not required.”</i><br /><br />Compounding the problems of inadequate design of the 504 plans was inadequate implementation. Problems with the implementation of the plans were expressed by 66.4 percent of our respondents. Unlike special education, there are no additional funds for schools for 504 plans. Some school districts see this as an unfunded mandate. There is less accountability for the implementation of the 504 plans than for special education plans (IEPs). And there is little attention paid to the effectiveness of the 504 plan in helping the student do better at school.<br /><br /><b>Parents were often not informed of their procedural rights and safeguards against inappropriate discipline were reportedly frequently not followed.</b><br /><br />The vast majority of parents responding were not aware of their procedural rights under Section 504, including the right to a hearing if there was a dispute over 504 issues. Further, students encountering behavior problems were not given interventions to address their problem behavior. Students subjected to suspension or expulsion were generally not given a manifestation review meeting to determine if their behavior was due to their disability.<br /><br /><b>What can you do?</b><br /><br />If you find a 504 plan is not working for your student, make a request in writing to the principal for a meeting to discuss the problems with the school. If this does not lead to an effective remedy, then you may file a complaint with the Office for Civil Rights in the Department of Education. A complaint must be filed within 180 days from the incident(s) involving discrimination, so don’t wait too long. You may also request a Section 504 hearing from the school instead of or in addition to filing a complaint with OCR.<br /><br />CHADD continues to work with the Office for Civil Rights. We are asking OCR to issue new guidance to school districts on ADHD and 504 plans. You can help move this process along by contacting your Congressperson (<a href="http://house.gov/">house.gov</a>) or Senator (<a href="http://senate.gov/">senate.gov</a>) and asking them to urge the Office for Civil Rights at the Department of Education to issue a new Policy Guidance to address the problems of 504 plans for students with ADHD. Both a <a href="http://www.chadd.org/504ltr" target="_blank">sample request</a> and the <a href="http://www.chadd.org/504survey2014" target="_blank">final report on CHADD's 504 survey</a> are available.<br /><br /><b>WHAT IS A 504 PLAN? </b><br /><br />Section 504 of the Rehabilitation Act prohibits discrimination against any person with a disability. In the school setting, this means providing accommodations, supports, or services for students with disabilities so that the student may fully participate in school activities and receive a free and appropriate public education. This is not the same as special education. Usually, students with ADHD who are experiencing difficulties at school but are not eligible for special education services are eligible for a 504 plan.<br /><br />Most 504 plans call for accommodations in the regular classroom such as seating preferences, additional time on tests, or a copy of teacher’s notes. But instructional and related services that are necessary for the student with ADHD to have equal access to the educational process with his or her fellow students may be included in the plan. You can request an evaluation for special education or 504 services by sending the principal a dated, written letter. Do it in writing so you have documentation of the request and the date of submission.<br /><br /><br /><i><b>Ruth Hughes, PhD, is a special advisor to the CHADD board of directors and a member of its public policy committee. A clinical psychologist by training, she served as CHADD CEO from 2010-14.<br />Matthew Cohen, JD, is well known for his work in special education law and extensive experience in healthcare and mental health law. He is a past president of CHADD and currently serves on its public policy committee. </b></i><br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com4tag:blogger.com,1999:blog-7789515854942440667.post-88516536818124096662015-05-12T11:06:00.000-05:002015-05-12T12:03:39.777-05:00Calling All College Students… Participants Needed for 2-Day Summit on Preventing ADHD Medication Misuse<!--[if gte mso 9]><xml>
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<br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">You may be eligible to participate in a two-day summit, including an all-expenses-paid trip to Washington, DC, to discuss ADHD prescription drug misuse, abuse, and diversion on college campuses. <br /><br /><b>Can you answer yes to the following:</b> </span><br />
<ul>
<li><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> I’m a college student</span></li>
<li><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> I’ve been diagnosed with ADHD</span></li>
<li><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> I take ADHD meds</span></li>
</ul>
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br /><b><span style="background-color: yellow;">Summit participants will receive an all-expenses-paid trip to Washington, DC, in July.</span></b></span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="background-color: white;"><b> </b></span><br />CHADD and the Coalition to Prevent ADHD Medication Misuse (CPAMM) are teaming up to get to the root of the misuse of ADHD medications on college campuses across the US and get your feedback on how we can prevent it. <br /><br />This is an opportunity to have your voice heard and take action on this serious issue. Participants will hear presentations that inform and enlighten. You’ll also be able to share your own experiences and make recommendations on how to prevent the misuse of prescribed ADHD meds. <br /><br /><b>Take action today – <a href="http://bit.ly/1KYltQ7" target="_blank">submit the application</a> by May 20 to reserve your seat – it’s free!</b></span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><b> </b><br />If selected to participate in the Summit, you will be required to:<br />1. Travel to Washington, DC (FREE TRAVEL)<br />2. Participate in panel discussions sharing your experiences as a student on ADHD medications<br />3. Share your position on the issue of sharing your medications<br />4. Help develop recommendations for a public health campaign for college students that addresses the misuse, abuse, and diversion of ADHD prescription medications. <br /><br /><span style="font-size: large;"><b>DEADLINE: May 20. </b></span><br /><br />Questions? Contact <a href="mailto:Ruth_Hughes@chadd.org" target="_blank">Ruth Hughes</a>.<br /><br />Share this with others:<br /><a href="http://www.facebook.com/" target="_blank">Facebook</a> | <a href="http://www.twitter.com/" target="_blank">Twitter</a> </span><b><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br style="mso-special-character: line-break;" />
</span></b>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-5399558217107915172015-04-23T11:34:00.000-05:002015-05-12T11:09:37.557-05:00Are You a College Student with ADHD? You Can Make a Difference<i><b>by Ruth Hughes, PhD</b></i><br />
<br />
CHADD (Children and Adults with Attention-Deficit Hyperactivity
Disorder) is inviting college students diagnosed with ADHD to help us
address ADHD prescription stimulant misuse, abuse, and diversion on
campus. <br />
<br />
CHADD is working to address this issue as a
partner of the Coalition to Prevent ADHD Medication Misuse (CPAMM), and
we welcome the perspectives of students with ADHD who may have shared
their medication and those who have not. <br />
<br />
Specifically,
in 2015 CHADD is working with CPAMM to convene experts, influencers,
and stakeholders at a two-day Summit in Washington, DC, the week of July
13, to gather research and perspectives on the issue, and to identify
ways to reach the college population and help prevent the misuse, abuse,
and diversion of ADHD medications. The Summit will offer all
participants insightful research presentations that inform; panels and
conversations that enlighten; and breakout sessions that engage and
report out with actionable recommendations for helping to prevent misuse
on college campuses. As a result, we are looking for students who may
have shared their medications and those who have refused to do so. <br />
<br />
This
is an opportunity to have your voice heard and take action on this
serious issue. All perspectives and experiences will be shared in a
confidential and non-judgmental environment. <br />
<br />
Please
consider joining us at the summit to share your perspective by filling
out the <a href="http://bit.ly/1KYltQ7" target="_blank">application</a>. CPAMM will pay your travel and
accommodations in Washington, DC, to participate in the conference. We
invite you to pass this information on to others who might be
interested.<br />
<br />
If you are selected to participate in the Summit, you will be required to:<br />
<ol>
<li>Travel to Washington, DC, at CPAMM’s expense, to participate in the CPAMM Summit to Prevent ADHD Medication Misuse;</li>
<li>Participate in a panel discussion describing your experience with
students requesting that you share your ADHD medication, and/or your
familiarity or position on the issue;</li>
<li>Join three conference calls for planning purposes; and </li>
<li>Help to develop recommendations for a public health campaign that
reaches college students and helps prevent the misuse, abuse and
diversion of ADHD prescription stimulants.</li>
</ol>
If you would like to be involved in this unique opportunity please complete and return the <a href="http://bit.ly/1KYltQ7" target="_blank">application</a> by <b>May 20, 2015</b> to <a href="mailto:ruth_hughes@chadd.org">ruth_hughes@chadd.org</a>. If you would like to more information or have questions, please don’t hesitate to contact me directly.<br />
<br />
After
the Summit we hope to form a student advisory board on this and other
issues facing college students with ADHD. Stay tuned for more
information.<br />
<br />
<br />
<br />
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<i style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdPCSzUHvm922QgSl-gT8RI1n8yfNV3_7uM_wcez473T9_l8TUi2ZXMgEYonh0NoNaq1_-gIcyMh1A7uVjt_XgIQbU6bvebYpjpaIqoeE1GDsAmMbRJ47_DpXEuD_A5v8XNuwdPSYdLcI/s1600/Ruth_Hughes_c.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdPCSzUHvm922QgSl-gT8RI1n8yfNV3_7uM_wcez473T9_l8TUi2ZXMgEYonh0NoNaq1_-gIcyMh1A7uVjt_XgIQbU6bvebYpjpaIqoeE1GDsAmMbRJ47_DpXEuD_A5v8XNuwdPSYdLcI/s1600/Ruth_Hughes_c.jpg" /></a><b>Ruth Hughes, PhD, is the former CEO and now serves as a special advisor to the CHADD board of directors. A clinical
psychologist by training, she has an adult son with ADHD who is
thriving.</b></i><br />
<br />
<b></b>The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com0tag:blogger.com,1999:blog-7789515854942440667.post-10599336821757992052014-11-18T14:39:00.002-05:002014-11-18T14:39:33.571-05:00Important Information on Generic Versions of Concerta<div class="separator" style="clear: both; text-align: center;">
</div>
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<i><b>by Ruth Hughes, PhD</b></i><br /><br /> </div>
<div class="MsoNormal">
If you, or those under your care, are taking a generic version of Concerta (methylphenidate hydrochloride extended release tablets), be aware that the Food and Drug Administration has some concerns about their bioequivalency—their effectiveness. After receiving numerous complaints about the generic versions made by Mallinckrodt Pharmaceuticals and Kudco Ireland Ltd., the FDA has given both companies six months to demonstrate their products’ bioequivalency to Concerta or withdraw them from the market.<br /><br />The FDA has not identified any serious safety concerns with these generic brands. They are not suggesting you make changes to your treatment (or your child’s treatment) unless you consult with your health care provider. The FDA has not expressed concerns regarding the generic brands (methylphenidate hydrochloride EX) manufactured by Actavis or Janssen.<br /><br />So what does this mean for you? If someone in your family is currently taking a generic version of Concerta, CHADD recommends that you:<br /><br />1. Check with your pharmacist and find out what company is manufacturing your medication.<br />2. Share the <a href="http://www.fda.gov/Drugs/DrugSafety/ucm422568.htm" target="_blank">FDA alert</a> with your pharmacist.<br />3. Consult with your health care provider if you are concerned about the effectiveness of your medication, or have any other concerns about its use.<br />4. If you and your health care provider determine that it would be best for you to change your prescription for name brand Concerta, be certain to ask if your insurance plan covers this cost. <br />5. If it doesn’t, ask your health care provider to contact your insurance company and request an exception from any restrictions requiring generic medications for ADHD.<br /><br />We will keep you informed on this issue.<br /> <br /><br /><b><i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdPCSzUHvm922QgSl-gT8RI1n8yfNV3_7uM_wcez473T9_l8TUi2ZXMgEYonh0NoNaq1_-gIcyMh1A7uVjt_XgIQbU6bvebYpjpaIqoeE1GDsAmMbRJ47_DpXEuD_A5v8XNuwdPSYdLcI/s1600/Ruth_Hughes_c.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdPCSzUHvm922QgSl-gT8RI1n8yfNV3_7uM_wcez473T9_l8TUi2ZXMgEYonh0NoNaq1_-gIcyMh1A7uVjt_XgIQbU6bvebYpjpaIqoeE1GDsAmMbRJ47_DpXEuD_A5v8XNuwdPSYdLcI/s1600/Ruth_Hughes_c.jpg" /></a>Ruth Hughes, PhD, is the former CEO of CHADD. A clinical psychologist by training, she has an adult son with ADHD who is thriving. A former member of CHADD's national board of directors, she served as both Deputy CEO and Chief Program Officer before becoming CEO, and now serves as a special advisor.</i></b></div>
<b><i></i></b><br />The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com1tag:blogger.com,1999:blog-7789515854942440667.post-35308049739494177292014-03-21T14:11:00.000-05:002014-03-21T14:11:09.929-05:00Acetaminophen, Pregnancy, and ADHD<b><i>Guest blog by Max Wiznitzer, MD</i></b><br />
<br />
Newly published in<a href="http://archpedi.jamanetwork.com/article.aspx?articleid=1833486" target="_blank"> JAMA Pediatrics</a>, this is a study of mothers’ use of acetaminophen during pregnancy and the subsequent development of ADHD-like behavioral problems in their children. The data were taken from the Danish National Birth Cohort, which recorded information for sixty percent of pregnant women during the years 1996-2002, during and six months after pregnancy. Later, information was obtained about the mothers’ and fathers’ behavioral problems during childhood and about their children’s behavior, presence of hyperkinetic disorder (a form of ADHD), and stimulant prescriptions. The group of children numbered more than 40,000. The study found an association (a relationship) between the mother’s use of acetaminophen during pregnancy and the presence of ADHD-like behaviors, the diagnosis of hyperkinetic disorder and the use of stimulant medication, especially if the acetaminophen was used for more than one trimester or at least once weekly for many weeks.<br />
<br />
What is the significance of this study? It tells us that, in this Danish population, there is an association or connection between use of acetaminophen during pregnancy and ADHD features in the children. It does not tell us why this relationship exists—does one cause the other, is there another factor that affects both, or is this just a coincidental result? The large number of mothers in this study makes it likely that the results are real and not coincidental. However, while many reasons that could explain the relationship were examined, others were not, such as ADHD in the family or the reason for acetaminophen use.<br />
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What does this mean for the pregnant woman? Experts do not recommend changing the usual habit of using acetominophen for fever or significant discomfort during pregnancy. However, pregnant women should be aware of the reason for the acetaminophen use and, as for any other medication, strongly consider whether it is needed. If necessary, they should discuss any concerns with their obstetrician or family doctor. Lastly, they should realize that more research is needed to confirm or refute this finding and, if real, to determine the reason for the relationship between acetaminophen and ADHD-like behavior problems in the children.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRLK5xUS3MWUchwrkutqyBc7NgPRGq6fL8vgA0-YL-HHv-DwrLJnPSEFsNhPRls0GDs5RTRh05ErfM16R8QfZvuSwk7B6s8nUbKzVQyQYkNRIyUp6kRuWBAqc7zlXNEJfRuSyxDj6nZqI/s1600/Wiznitzer.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRLK5xUS3MWUchwrkutqyBc7NgPRGq6fL8vgA0-YL-HHv-DwrLJnPSEFsNhPRls0GDs5RTRh05ErfM16R8QfZvuSwk7B6s8nUbKzVQyQYkNRIyUp6kRuWBAqc7zlXNEJfRuSyxDj6nZqI/s1600/Wiznitzer.jpg" /></a></div>
<b><i>Max Wiznitzer, MD, is the director of the Rainbow Autism Center at Rainbow Babies and Children's Hospital in Cleveland. He is also associate professor of pediatrics and neurology at the Case Western Reserve University School of Medicine. He is a member of CHADD’s professional advisory board.</i></b><br />
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The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com2tag:blogger.com,1999:blog-7789515854942440667.post-16896052374651587552014-03-07T12:45:00.001-05:002014-03-07T12:45:40.172-05:00The Myth That "ADHD Doesn't Exist"<b><i>guest post by Mary V. Solanto, PhD</i></b><br />
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Recently, there has been much attention paid to an article entitled “ADHD Doesn’t Exist” that appeared in a number of major U.S. publications, based on a book of the same name just published by Richard Saul, MD. Dr. Saul, who describes himself as a behavioral neurologist, makes his point by describing cases of children who came to him exhibiting signs suggestive of ADHD (difficulty concentrating, poor academic work etc), but who turned out upon closer examination to instead have a learning disorder, anxiety, impaired vision, or even bipolar disorder. His implication is that all children who are referred for attention or behavior problems will be found instead to have another condition that accounts for their symptoms. Abundant evidence indicates otherwise.<br />
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Any reputable, knowledgeable mental health practitioner will take care to rule out these alternative conditions as the exclusive or primary cause of a child’s attention or behavior problems before diagnosing ADHD. But after other possible disorders are ruled out, a significant number of children meet the formal criteria for ADHD, as described in the Diagnostic and Statistical Manual. These are: (1) symptoms of inattention and/or hyperactivity-impulsivity that are extreme for the child’s age; (2) that occur both at home and at school; (3) with clear evidence that the symptoms reduce the quality of the child’s social, academic, or occupational functioning; (4) that are chronic, starting before age 12 and lasting at least 6 months; and (5) are not explained by another disorder.<br />
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Evidence that ADHD is a real disorder—and specifically a brain disorder—comes from several major sources. Neuroimaging has demonstrated that children with ADHD show (a) structural size differences in relevant brain areas and (b) less activation of brain regions that control attention, impulses and motor activity, organization, and planning, and that many of these differences persist to adulthood as well. Finally, family studies indicate that the condition is highly heritable and point to a genetic predisposition in the great majority of cases.<br />
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The unfortunate impact of this and other publications that are not fact-based is that they add to the stigma of ADHD and hinder the diagnosis and treatment of thousands of people who do have ADHD, and whose lives would be significantly improved with treatment.<br />
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<b><i>Mary V. Solanto, PhD, is associate professor of psychiatry and director of the ADHD Center in the Division of Child and Adolescent Psychiatry at Mount Sinai School of Medicine. She is a member of the advisory board of the </i>Journal of Child Psychology and Psychiatry<i> and of the editorial boards of the </i>Journal of Attention Disorders<i> and </i>The ADHD Report<i>. Dr. Solanto serves on the professional advisory boards of Children and Adults with ADHD (CHADD) and the American Professional Society of ADHD and Related Disorders (APSARD). She is the author of</i></b> <b>Cognitive-Behavioral Therapy for Adult ADHD: Targeting Executive Dysfunction</b> <b><i>(Guilford Press, 2011).</i></b></div>
The ADHD Bloghttp://www.blogger.com/profile/03283319351468904913noreply@blogger.com12