Hyperactive, Impulsive, Inattentive Children

Is your on-the-go child always on the brink of danger running and climbing, always in trouble, always fidgeting, always talking, wiggling and jiggling…?

Do you have a child whose teachers tell you he cannot sit still, he cannot stand in line, he cannot keep his hands to himself, he cannot stop blurting comments, he often has angry outburst and temper tantrums …?

Are you worried about your child who always seems to be dreaming, who is always behind in his school work, always seems to be late, to be moody, to be forgetful and has, once more, lost or misplaced his homework, toys or books?

Are you asking yourself if your child can control himself, can snap out of it and if this is just ‘kid behavior’ that he will outgrow? Are you wondering what a parent can do to help such a child?

What is Attention Deficit/Hyperactivity Disorder (ADHD)

Hyperactivity, impulsivity and inattention are signs of a common neurobiological condition called Attention deficit/hyperactivity disorder (ADHD). Children who have ADHD do not make enough chemicals in their brain for organizing thought. Without enough of these key chemicals, the organizing centers of the brain do not work well. It affects between 5-8 percent of school age children, and between 2-4 percent of adults. ADHD makes it difficult for people to control their impulses—responses that can involve everything from movement, to speech and attentiveness.

Can My Child Just Snap Out of It or Outgrow ADHD

Naturally one person does not exhibit all of these symptoms. But as soon as you notice some, seek help. ADHD has serious consequences including your child’s ability to learn, risks for accidental injuries, family stress and disruption, problems making and keeping friends. Moreover these problems will manifest themselves at home, at school and at play. Your child cannot control himself. It is much more than a young child’s antics and these individuals can and should be helped because they will become adults with the same problems.

How to Help My ADHD Child

~Family Doctor First

The first place to look for answers or for ruling out other problems is with your family doctor. There is no single test to diagnose ADHD but research clearly indicates that ADHD tends to run in families and that it sometimes co-exists with other conditions like anxiety, depression and other learning disabilities. To determine what your child has and how best to treat him is a multifaceted process requiring time and effort.

A medical exam including tests of your child’s eyesight and hearing will probably be the first steps. His sleep patterns, food intakes, general health and physical exercise regimen will be discussed. Your doctor may recommend that you see other health care professionals and give you suggestions to try at home and at school. Leave his office with a follow-up appointment already planned as soon as the results of the other tests and reports from other professionals get back to your family doctor.

~Research, Read and Document

In the mean time, read up on ADHD and familiarize yourself with the type of treatment/accommodations/medication your ADHD child might receive. Start journaling your child’s behavior and the events you think might influence this behavior. Save and file all reports, recommendations, names and contact information of every one you see about his problem. Get and give signed permission notes so information about your child can be shared with the team that is working with your child.

~Learn Behavior Management Techniques

Learn about Behavior management techniques that will help you as a family to cope with the demands and disruptions of your child. Have strategies, like being consistent in your discipline, using rewards and consequences, having a routine for homework, bedtimes, mealtimes and free times that include physical activities. Give structure, love and positive reinforcement to your child who will often not find enough of it “out in the world” because of his ADHD behavior.

~Meet With Your Child’s Teachers

Next, get the child’s teachers on board. Schedule a teacher conference and together draw up a plan, to help your child feel comfortable, feel in control and feel successful in the classroom, in the gym and on the playground.

~Get and Sign Permissions Granting Information Sharing

Your family doctor, the school and other professionals will ask for a free flow of information/results from one to the other. Work as a team, cover all bases and you, the parent, will be the glue that holds all this process together and pushes the right buttons to get solutions.

Children who have ADHD and are supported by their parents, are accommodated at school and have professional counsel will have a much better chance to succeed as a child and as an adult.

What symptoms did your child have that led you to believe he had ADHD?

Related posts:
ADHD Body and Brain Work in Tandem
 Fidgets Toys or Tools
Tactics Tackling Homework With Your ADHD Child
Children and Teens With ADHD and Depression
Michael Phelps ~ ADHD Did Not Stop Him

Chewing and Biting Tip- Chewing Is a Form Of Moving

Follow SOS Best of the Best Started by Danette Schott

We are pleased that our post : Raising a Confidant, Capable, Contented Child ~ Part 2 is among the 30 posts chosen for the SOS Best of the Best Edition 3. Be sure to read Raising a Confidant, Capable, Contented Child ~ Part 1 also.

Are you a special needs parent looking for helpful information to navigate through responsibilities, red tape and just plain day to day problems? Danette Schott  has simplified your search with her brilliant idea of uniting Special Needs bloggers in a project named S-O-S Best of the Best (B of B). Best of the Best  is a collection of posts from different bloggers on a particular topic. A new topic is selected each month and the B of B is posted on S-O-S on the 15th of each month.

  Let the doors open, drum role please…the first edition, on Autism and Treatment Options, is posted. This month find 22 great articles to inform and encourage you in your day to day grind coping with special needs children.

The topics of these international writers cover a wide range. Danette presents each blogger with a short summary to entice the reader to go and read the entire post and links it to their sites.

 Here are a few titles from the contributing bloggers in the first edition:

*Autism Acceptance by Gavin Bollard

*Backward Chaining by Danette Schott

*Cognitive Behavior Therapy (CBT) by Trish Doerrler

*Deep Pressure by Hartley Steiner

*21 Things NOT to Say to a Person with Autism-Literally by Laura Schumaker

*Speech Therapy by Sarah Schneider

*I am honored to be a ‘performer in this COOL carnival’ with my post: Red Flags Signs of Autism

Follow this ambitious SOS Best of the Best or better yet check out if you can participate!

Danette has a message for all bloggers:

Any blogger may submit a post as long as it meets these guidelines:

1.A submitted post must have been written in the past 30 days in response to the announcement of the B of B. You must be the author of the post and its contents must be your original work. The post must not have been published on any other blog other than yours.

2.The B of B is published on the 15th of each month. Please submit your post no later than the 13th to dmschott at pacbell dot net. One post per blogger for each topic. (If the current month’s topic is not your thing or you are too busy to participate in a given month, no problem. Always check back and in the right-hand column the current month’s topic being worked on will be listed under the Best of the Best button.)

3.Once the B of B is posted, please tweet the post, reference it on your Facebook page, and possibly mention it on your blog.

Submission of a post does not guarantee inclusion in the B of B. The goal is to provide parents, teachers, and other professionals with varied opinions on a selected topic. But, I do not have to agree with your opinion for inclusion, because the point is to provide readers with many different viewpoints and options when dealing with special needs issues."

Note, the S-O-S Best of the Best has been renamed from the Carnival of S-O-S.

Related posts:

Our Second Adopted Child From Russia Changed Our Lives Forever

Tweet Chat Interview with Danette Schott ~ Adopting Two Children in Russia 

What do you think is the value of projects like this one just launched by Danette Schott?

Kid Companions Chewelry Listed Among Favorite Pediatric Therapy Products

FOR IMMEDIATE RELEASE


Kid Companions Chewelry Listed Among Favorite Pediatric Therapy Products

Halifax, Nova Scotia, Dec. 8, 2010 – PIDA IMP Ltd., designers of a unique sensory tool for children who fidget, chew and bite, recently earned formal recognition for its wearable Kid Companions chewable fidgets.

The Kid Companions line was listed in the top three items of the Favorite Oral Motor Product category on the Your Therapy Source website http://yourtherapysource.com/2010awards.html

Based out of New York, Your Therapy Source is a popular online resource for parents and teachers of special needs children and for pediatric therapy professionals.

“This recognition is a wonderful boost for our chewable fidgets, and tremendous encouragement for our team,” said Pierrette d’Entremont, product designer and principal owner of PIDA. "Official accolades from professionals are a great addition to the positive and heartfelt feedback we get everyday from ordinary parents of special needs children."

The honor came after Your Therapy Source conducted a three-month survey on favorite resources for pediatric occupational therapists, pediatric physical therapist, and parents.

“This is a remarkable way to end our first year exporting our chewelry to the United States,” said Lorna d’Entremont, co-owner of PIDA. The Canadian-based company is also increasing sales in Europe, as well as Australia and New Zealand.

Kid Companions is a chewable and wearable fidget that is safe, stylish, colorful and effective. It is an ideal alternative to fidgets and chewys that are less discreet.

The chewelry is recommended for children with Sensory Processing Disorder (SPD), Autism, or ADD/ADHD and others who need oral sensory stimulation or a fidget to focus.

The Kid Companions innovation was designed to North American safety standards. All components are safe, non-toxic and sourced in North America. A CPSIA (Consumer Product Safety Improvement Act) 3rd party testing certificate is sent with each order and is available on the company's website.

For information, contact:

Pierrette d'Entremont
+1 902.762.0186
info@chewelry.ca
http://www.chewelry.ca/
http://twitter.com/chewelry
http://www.facebook.com/#!/pages/Kid-Companions-Chewelry/282403565744

Behavior Solutions for the Inclusive Classroom: See a behavior? Look it up! ~ A Review

Adults working with children will often have a child or children diagnosed with Learning Disability, Autism, Aspergers Syndrome, ADHD…among the group. This book is a must-have guide for these adults to find how to most effectively help these Special Needs children to be happy and productive in these inclusive settings.

Small but mighty is what this handy, easy to use resource brings to mind. In a few hours a classroom teacher, homeschooling parents, special needs caregiver/aide, day care workers, early intervention teacher, babysitting grandparents …can go from cover to cover. When I arrived at the last page of Section Four, I was disappointed I had reached the end just like how you feel after a great movie or exciting hockey game seems to end too soon.

 The authors have used language that all can understand. It is not technical, not filled with acronyms, not professional jargon but great on-the-spot, diplomatic solutions to make better the life of a child, his classmates, his parents and his teachers.

After having been read once so you know the many behaviors and solutions included, this book belongs close at hand to be consulted numerous times. The authors found a very simple and effective format which they use throughout the book. The behavior and possible causes of the behavior are explained clearly in less than 12 lines on one page and the next page or two have bullet form solutions. These solutions are practical, tactful and immediately doable without expensive, extra teaching tools. The solutions can be implemented by a busy person with other children under their care.

The detailed Table of Contents and efficient 11 pages of Index makes it a breeze to find solutions to your problem. For example, you have a child who is constantly chewing his clothes making them soggy and full of holes…What to do? Look in the Index. Find Chewing with its two subheadings:

Behaviors, 13 “One coping mechanism for self-regulation used by students is to chew on their shirts, causing holes…Oral input is organizing and calming (as when an infant sucks on a pacifier, or an adult chews gum). It is important to provide them access to that in a way that is socially acceptable and age-appropriate.”
Solutions, 14-15 Three solutions are given one of which is: “For younger students (Kindergarten and below), it is possible to use a length of aquarium hose or Chewy-Tubes for the student to chew on. Students this age are less socially aware, and there is less of a stigma on the child who uses such a devise.”

To bring this chewing topic to a close, the authors have added as they do in other parts of the book also, suggestions or guide lines to help the reader make the right decisions. This one reads: “…As educators, we must not let established policy be a substitute for wise and successful decision-making.” Then they touch on the ‘NO-FOOD’ policy in many schools that should be adjusted for the benefit of the student with a disability.

The following are the headings for the four sections and some of the subheadings :
Section One: Movement Issues
*Arm- & Hand-flapping
*Arm-swinging
*Breaking Pencils and/or Crayons
Section Two: Avoidance and Retreat Behaviors
*Avoiding Physical Contact or Messy Activities
*Covering Ears
*Hiding or Running Away When Upset
Section Three: Difficulty with Routine and Academics
*Difficulty with Carpet Time
*Difficulty with Lining Up
*Difficulty Starting Assignments

Section Four: Social-Emotional Issues

*Saying Rude or Inappropriate Things

*Clothing Issues

*Difficulty Accepting Criticism

This well planned reference will be one that you will be recommending to parents and co-workers. Hope it is also on the shelves of your school’s resource reading corner.

Meet the authors:
Beth Aune is a licensed, registered Occupational Therapist who currently has a private practice as a pediatric occupational therapist in the Coachella Valley area.

Beth Burt became an advocate because of her experience with her own children, one with an autism spectrum disorder (ASD) and the other with a learning disability. She has over thirteen years of experience collaborating and advocating on the behalf of students with ASD and other disorders.

Peter Gennaro is currently the Director of Special Education for the Alvord Unified School District in Southern California. He served as Special Education Coordinator and as Program/Inclusion Specialist prior this.

Author(s): Beth Aune, Beth Burt, Peter Gennaro
Binding: Paperback
Education: A Handy Reference Guide that Explains Behaviors and the Solutions Associated with Autism, Asperger's, ADHD, Sensory Processing Disorder, and other Special Needs
Pages: 151
Price: $14.95
Publisher sold here: Future Horizons Inc.

What has been a good strategy used to make a Special Needs person you know feel happy and be productive  in inclusive settings?

Related Posts:
*How Do I Teach This Kid? ~ Book Review
*Learning In Motion 101+ Sensory Activities for the Classroom ~ Book Review

*Danceland CD : Fun Songs and Activities to Improve Sensory Skills ~ Review
*28 Instant Songames ~ Review

Fidgets: Toys or Tools

Are fidgets just toys that should be put away at the sound of the bell?  Are fidgets really a Special Needs’ tool to be used all day at home and in class with the blessing of both parents and teachers and on the recommendation of professionals?

Before choosing sides about the appropriate use of fidgets, one must understand the basic premise of their usefulness and what problems they can alleviate.

Many children can rarely sit still. It is not because they do not want to but because they simply cannot. These children have an uncontrollable urge to move or fidget. Their overwhelming need of movement is beyond their control. Punishment is counterproductive. For many, their brains are telling their bodies to get up and move to help them listen and attend BETTER.

According to Sydney Zentall, Ph.D., of Purdue University, an activity that uses a sense other than that required for the primary task — listening to music while reading a social studies textbook — can enhance performance in children with ADHD. Doing two things at once, she found, focuses the brain on the primary task.

Based on the collected stories of hundreds of people, authors Roland Rotz, Ph.D. — a licensed child and adult psychologist — and Sarah D. Wright, M.S., A.C.T. – a professional AD/HD coach – propose sifting the paradigm: Give yourself permission to fidget. “Restlessness is not just an expression of trying to ‘get out of the fidgets’ in order to become calm. It is rather an attempt to self-arouse to become focused.” So there we have it, a fidget is used to de-stress the body and help increase focus and attention.

Fidgets have particular properties that intrigue sensory systems. The premise is that children with special needs with learning disabilities, attention deficit hyperactivity disorder (ADHD), Tourette’s syndrome, autism, anxiety disorder or obsessive compulsive disorder (OCD), reduce their fidgeting and increase their focus through the handling of a fidget. Busy the hands to calm the mind.

Most adults can relate to a fidget, as they frequently use their own brand of fidget every day. For example, we often doodle, wind and unwind the telephone cord, or play with our pen. We do this naturally, almost subconsciously, to keep focused, and our brain thinking better. A little boy's answer about his new toy was: "No, a toy is for playing, this is a fidget, it is for thinking."

Fidgeting is moving away from its old stigma and now it is considered an accepted coping mechanism to stay on task. Fidgeting facilitates focus for listening, talking and thinking? It is now accepted that excessive movement does NOT prevent learning but actually facilitates it.

Understanding what is going on in these Special Needs children and proactively choosing an appropriate strategy is the essence of the fidget approach. Occupational therapist and teachers agree that fidgets effectively increase engagement and on-task behavior in learners.

To sum it up, NO, fidgets are not toys. The chewable fidgets like Kid Companions chewelry HAVE a rightful place in school. The use of fidgets should be among the accommodations allowed in schools and noted in IEP's.  Fidgets are a necessary coping tool and a life saver to parents, to kids and  naturally to teachers.

What are the qualities you and your child look for in a fidget?

Related Posts:
Hyperactive, Impulsive, Inattentive Children
Tactics Tackling Homework With Your ADHD Child

Children and Teens With ADHD and Depression
Michael Phelps ~ ADHD Did Not Stop Him
Chewing and Biting Tip- Chewing Is a Form Of Moving

Tactics Tackling Homework With Your ADHD Child

By referring to the characteristics of a child with Attention Deficit (Hyperactivity) Disorder, you should be able to furnish an efficient, study nook for your child and establish a set of guidelines to make everyone happier about the thorny issue of homework.

These are the main characteristics of a child with ADHD: impulsive behavior, inattention, hyperactivity, disorganization, hyper-focus, or forgetfulness. This is what you and your child are working against so counterattack each tendency.

Why Have a Regular Routine

Have a regular routine for doing homework so that there are no arguments every day. Your child knows when it is time to do his homework and he knows where he does it. Allow for movement breaks and be nearby so you can quickly explain a detail misunderstood so he can move ahead. You surely want your child to have a positive attitude about accomplishing his assignments.

What Features Should the Study Nook Have

The study nook should be quiet, away from family activities and be stripped of distracting objects. Depending on the type of work, your child can sit in a chair, sit on the floor, lie on the floor or stand. If you have space, you could have more than one type of chair or stool and more than one height of working surfaces. Be sure that your lighting is just right and the lights do not hum or flicker in intensity. Provide fidgets, like Kid Companions, worry stones, silly putty or glued Velcro strips on or underneath the table to busy the hands to allow the brain to focus on the main task

.

What Homework Tools Work Best
The tools of the trade---simplest is best! Have sharpened, ordinary pencils ready. Do not have any colorful, mechanical pencils to take away his focus. The same applies to his other ‘tools’ for homework. Make sure all he needs is right in his nook because you want his study session to be productive and as short as possible.

How to Know About the Assignments
All this physical readiness is useless it your child does not have an organized manner of knowing what his homework is each evening. Moreover, the necessary text books have to be brought home or make an arrangement with the school to have extra texts at home. Be sure that the child, the teacher and you, the parents, have a plan so you are all on the same page. Some schools have a weekly list of work to be done at home. Others have students write their assignments is a plan book that ‘lives’ in the book bag so it is at home each evening. In this day and age, some schools have web sites with all communications with parents done electronically.

How to Organize the Work for Different Subjects
With your child and teacher, decide how the use of colored folders or thicker binders can make it easier for your child to sort, store and find what he needs. Label everything with the same color system and easy read print so book, scribbler, or notes are where they should be when he needs them.

What to Do When the Homework Takes Too Long

All this preparation is to make sure the homework sessions do not turn into a nightmare. If the required work is absolutely too much for your child, meet with the teachers and have a study contract drawn up so less is done but the requirements are still met. Another accommodation could be a longer due date. However, do not put your child in the position that his classmates see he is treated differently.

It is of upmost importance that your child continues to blend in with his peers. All strategies implemented to assist your child with his homework have to go unnoticed by his classmates.

By striving for homework quality instead of quantity your child will feel better about himself, about school and especially about homework.

What approach works best in your home to get homework done?

Children and Teens With ADHD and Depression

Parent of children with ADHD must pay attention if their child’s behavior changes. Sometimes when a very active child becomes more quiet, their parents believe this is a good sign because the hyperactivity is subsiding. Unfortunately their child could be exhibiting symptoms of depression.

In fact, children and teens with ADHD are at risk for developing depression as much as 3 times greater than for other children. As many as 25% of teens with ADHD are depressed. Research points to two underlying factors that can trigger depression in children or teens with ADHD.

Depression shares certain symptoms with ADHD, such as inability to concentrate, mood swings, irritability and agitated behavior, making it difficult to know whether a child is suffering from depression, ADHD or both. Seek professional help for an accurate and timely diagnosis.

We can assume that many children with ADHD experience daily negative feedback from parents, teachers, bus drivers and even their peers lowering their self-esteem. This constant feeling of malaise with the world around them, results in enough stress, frustration and anger that they can be driven to depression.

But the depression is not only cause by demoralization that can result from the day to day struggles of dealing with ADHD. Research has suggested that depression in children and teens with ADHD is a co-morbid disorder. ADHD and depression co-exist and have to be both treated separately

Parents must be vigilant to note any changes in their child with ADHD because the depression must be attended to. Some changes and behaviors that should trigger an alarm bell are:
*No energy or fatigue nearly every day
* Stops talking, withdraws from the family by retreating into his/her room
* Odd sleeping patterns , insomnia or hypersomnia nearly every day
* Constant low, depressed or irritable mood most of the day
* Overly emotional over trivial matters, frequent mood changes
*Loss of interest or pleasure in almost all activities
*Changes in eating habits accompanied by significant weight loss or weight gain
*Tearfulness or frequent crying
*Feelings of worthlessness, inappropriate guilt
*A strong sense of not being understood and approved of by parents, siblings, or peers
*Feelings of wanting to leave home, wanting to run away
*Recurrent thoughts of death and/or suicidal thoughts

 At the first signs of depression seek professional help. Left untreated, depression can lead to problems at home and school, drug abuse, self-loathing and escalate from there. It is a fact that untreated depression is very risky and potentially fatal.

Take action right away. The parents and other adults in a child's life must intervene because the child does not understand what depression is and he does not realize that how he is feeling in not the norm.

A professional evaluation is needed to distinguish between normal moodiness, ADHD symptoms and depression. Depression does not go away by itself. With proper diagnosis and treatment a depressed child or teen can be greatly helped.

Always keep open lines of communications with your child, your child's friends and teachers. Parents and teachers working together, with the child following a professional’s counsel, is the only way to assure your child will get all the guidance and support he needs for both his ADHD and depression

What were the first symptoms you noticed when your child or a child you know became depressed?

What Are Some Symptoms of Juvenile Bipolar Disorder?

When Bipolar Disorder is finally diagnosed in an individual, parents will most often confess that since their child was a toddler, they KNEW something was not just right.  Since toddlerhood, their child had had a very difficult time to settle for the night, had extreme difficulty sleeping through the night, experienced severe separation anxiety and had always had lots of sensory issues.

The visits to their professional support had probably been in vain as all the above complaints could be attributed to many causes. These parents are not alone because it is a fact that Bipolar Disorder is often misdiagnosed or overlooked.

The Juvenile Bipolar Research Foundation website states that Bipolar disorder (manic-depressive illness) affects close to 1 million children and adolescents in the United States at any given time. Recent studies have found that from the time of initial manifestation of symptoms, it takes an average of ten years before a diagnosis is made. This is due in part because its symptoms overlap those of other disorders, including ADHD, depression, or obsessive-compulsive disorder.

What is different between adult and juvenile bipolar disorder?

In adults, the mood cycles of mania and depression can last several days or weeks. In children, the cycling pattern is called ultra-ultra rapid. Their moods fluctuate multiple times in a day. These children seem to have problems getting going in the morning and have more active moods in the afternoon and evening.

The following are other Red Flag signs of juvenile bipolar disorder:

*Children appear hyperactive, fidgety, frustrated, inattentive, restless …these symptoms are much like ADHD but add to this the following symptoms.

*Children have decreased need for sleep, will sleep only 4-6 hours and are not tired the next day. Bipolar kids tend to experience a range of sleep disturbances that include night terrors and nightmares - often with images of gore and mutilation and themes of bodily threat and parental abandonment - sleep-walking, teeth-grinding, and bed-wetting.

*Children have grandiose behaviors ~an inflated self-esteem or think they have special powers, like Superman. Children act as if rules were not made for them and take unbelievable, dangerous risks.

*Children will suffer high levels of frustration. The word “NO” will make them throw a temper tantrum that lasts a long time. These tantrums may even be accompanied with aggression. All these negative behaviors may never be shown outside the home. Or for some children, it is the exact opposite where parents see their good sides and the school sees their violent side.

*Children have flight of ideas and jump from topic to topic becoming unusually talkative and talk faster than usual.

*Children may be unreasonably silly, giddy or happy.

* Children have sudden shifts in mood making them bored, withdrawn, wishing they were never born. And yes, children can even be suicidal.

*Children may be bossy to their peers and even to adults. Some children can be insolent but other children are well-liked and want to make friends. Some will have difficulty making transitions and become argumentative.

*Children develop social phobia and want to be alone. They loose interest or pleasure in activities they normally enjoyed. They feel tired, worthless and guilty about unreasonable things.

*Some children even have hallucinations, they see insects or snakes, hear voices, or hear satanic figures. Some have delusions (irrational fears or beliefs).

In another post I will tell you about the Fear-of-Harm phenotype (FOH). This group of children have a more severe form of pediatric bipolar disorder with higher frequency and severity of manic and depressive symptoms, greater rates of hospitalization and greater likelihood of school performance difficulties.

If any of these RED FLAGS make you think your child has bipolar disorder DO NOT WAIT. Seek professional help immediately and do not stop until the right care has been found for your child. The first line of treatment is usually to stabilize the child's mood and to treat sleep disturbances and psychotic symptoms if present.

The following sites are a wealth of information for parents…use them, arm yourself with knowledge to advocate for your child. When my child was struggling through undiagnosed bipolar disorder, none of this was available.

Resources

National Alliance for the Mentally Ill (NAMI)

1-800-950-6264,  http://www.nami.org/

Mental Health America a change of name from (National Mental Health Association (NMHA)

1-703-684-7722, http://www.nmha.org/

Child & Adolescent Bipolar Foundation (CABF)

1-847-256-8525, http://www.bpkids.org/ or http://www.cabf.org/

Juvenile Bipolar Research Foundation (JBRF)

http://www.bpchildresearch.org/

Depressive & Bipolar Support Alliance (DBSA)

1-800-826-3632, http://www.dbsalliance.org/

Bipolar Children Newsletter

http://www.bpchildren.com/

Parenting Bipolars: A Survival Guide for Parents

http://www.parentingbipolars.com/

Chewelry- A Must Have~Interview With Bumples Family First

Today I am giving you the link to connect to Bumples Family First, a cross-promotional Blog for Bumples Interactive Magazine. It is about their interview with 35 year old mother of three and principal owner of Kid Companions, Pierrette d'Entremont. This kid-friendly "Chewelry" has an unique use. Read more...The interview covers the following aspects, but in a lot more detail,  of  the long, four year journey:

Tell us a bit about yourself.

I attended The University of Ottawa in the Health Sciences, Human Kinetics program. Also I am a jewellery designer and Accredited Jewelry Professional.

How did you come up with the “chewelry” idea?

... struck me that my 3 year old could chew and fidget discreetly while my nursing infant could tug and teeth to her hearts’ content...

Explain the Chewelry and the benefits of it and why Autistic children need it.

...Finally, we had a solution….a durable, colorful, non-toxic chewy pendant that was safe …something that could help any child be him/herself, anytime, anywhere. We called it the HeartString Kid Companion...

...Special Need children, often those with ASD,  use Kid Companions as an oral- motor tool... As a chewable accessory, the tool addresses the issues of inappropiate biting and chewing and helps those with Sensory Processing Disorder.

Children with ADHD are unable to inhibit the impulse to move around...and Kid Companions with its textures and the worry stone dip in the heart shape are great fidgets...

Are Kid Companions fashionable?

...chewable and tuggable while still being “cool” enough to blend in. The heart and circle shapes and lanyards in their choices of colors worn as a necklace or clipped to clothing are discreet but yet fashionable...

For what ages do you make Kid Companions Chewelry?

...appropriate for all ages 3 years and up.

How can parents be sure they are safe?

...give parents peace of mind. Since our products are developed for infant use, we wanted FDA approved, North American sourced/made and socially responsible materials. THAT was a tall order, but we did it! We have followed ASTM standards...

Anything else you would like to add?

Let’s chew and fidget safely and fashionably!

What has been your experience with such Special Needs tools as chewies, fidgets...?

 

 

Michael Phelps~ ADHD Did Not Stop Him

When Debbie Phleps, mom to Michael PHLEPS, the swimming sensation who dazzled the world at the Beijing Olympics, speaks of Michael as a young boy many parents can relate to the first part of her son’s life. "Never sat still, never closed his mouth, always asking questions, always jumping from one thing to another. But I just said, `He's a boy,'"

But he was not just being a boy, because at age 9, in fifth grade, her son's lack of focus and fidgety behavior, was diagnosed as Attention Deficit Hyperactivity Disorder, ADHD.

In an interview by MICHAEL WINERIP in The New York Times, Debbie Phleps said that as a little boy, he asked 25 zillion questions, always wanting to be the center of attention. If he wasn’t zooming by on his big-wheel tricycle, he was swinging by on monkey bars.

With preschool, teachers complained: Michael couldn’t stay quiet at quiet time, Michael wouldn’t sit at circle time, Michael didn’t keep his hands to himself, Michael was giggling and laughing and nudging kids for attention.


In elementary grades, Michael would disturb other children and could not sit quietly nor focus on schoolwork. Michael was an attention seeker and he used to talk without even thinking once. His teachers used to call him an immature guy.

Michael ‘s mom, a teacher, noticed that he would be calmer if his activities were tightly organized like the swimming group he belonged to. The sport of swimming is very disciplined. I know very well as my three children have been on swim teams. Even though it is an individual sport, there is great camaraderie at practices and around the pool at swim meets. The swimmers feel they owe it to their swim team, their coach and to themselves to improve their personal best times by practicing daily and by living a healthy life.

My swimmers were driven to channel all their energies and stay focused to shave off those few precious seconds. Early morning practices and some days repeating the same thing after school burns a lot of pent up energy. Swimmers must make the most of every minute at school. With many weekend swim meets, daily practices meaning early bedtimes, swimmers do not want to end up with a lot of homework.  Swimmers must learn to organize and prioritize to survive!

For two years Michael was treated with medications, Ritalin, and behavior modification. “He had to go to the school nurse’s office to take a pill at lunch,” Debbie Phelps said, “and felt stigmatized. Out of the blue, he said to me: ‘I don’t want to do this anymore, Mom. My buddies don’t do it. I can do this on my own.”

By 11, Michael was managing his ADHD without medication. "When you look at the sport of swimming, it's very regimented. There's time management built into that component, there's set things you do sequentially," Debbie Phelps said.

Ms. Phelps watched the boy who couldn’t sit still at school sit for four hours at a meet waiting to swim his five minutes’ worth of races. At the Beijing Olympics, Michael won eight gold medals, breaking the 1972 record set by fellow American swimmer Mark Spitz.

For children with ADHD who do not have, the swimming, the teacher mom, the coaches, the behavior management programs and support... that Michael Phelps had,  professional help and medication should be considered because their lives and school work and their parents' lives and homework can be made much easier.


Do you know a child with ADHD who became more disciplined by adding a passionate activity to his life?