Introduction

The cluster of symptoms currently recognized as ADHD (Attention Deficit Hyperactivity Disorder) was first recognized by practitioners in the early 19th century. Their initial observations concerned primarily individuals with neurological damage due to brain trauma. In the 1980s, clinicians defined ADHD based on six basic symptoms: hyperactivity, restlessness, impulsivity, aggression, distractibility and short attention span. With the publication of DSM-III in 1980, children could now be diagnosed with ADHD without the previously necessary presence of hyperactive behaviors. Clinical case studies are a useful tool for understanding ADHD and how treatment is practically utilized in therapy. The three behavioral characteristics commonly associated with ADHD are inattention, hyperactivity and impulsiveness. Children normally exhibit these behaviors more than adults, but if they are significantly pronounced, ADHD might be diagnosed. Approximately 5 to 10 percent of all school-age children worldwide have ADHD, and the disorder interferes with schoolwork and the interaction with classmates and peers. Longitudinal studies show that some children who are diagnosed with ADHD continue to exhibit the symptoms into adulthood. While the causes of ADHD are not known, there have been some clues. Magnetic resonance imaging (MRI) scans indicate that certain brain structures, including the prefrontal cortex and the basal ganglia, are smaller in children with ADHD, pointing to a neurophysiological cause of the disorder. These structures of the neural system have long been implicated in the regulation and planning of behavior, but the observed differences have so far been unclear. Evidence also suggests that hereditary factors play a role in ADHD. Children of parents with ADHD are more likely to develop it, and a child is much more likely to develop it if an identical twin does. Furthermore, several genes related to the function of dopaminergic neurons have been reported to be abnormal in people with ADHD.

Case Study
Jake, an 11-year-old boy who had been diagnosed with Attention Deficit Hyperactivity Disorder. Jake was a bright and creative boy with average grades, who suffered from severe distractibility and a lack of organizational skills, all of which negatively affected his school work. In addition, Jake often lied about school work, which created many problems for the family at home. The school-based therapist saw Jake on a regular basis for four months, and also held additional sessions with his parents. The case report describes the primary goals the intervention, which focused on increasing completion of school work and cooperation at home. The therapist, together with the parents and teachers, developed a checklist of acceptable behaviors, and the parents were advised to learn proper responses to Jake's frequent oppositional behaviors. The case outlines the challenges that Jake, his family, his teachers, and his therapist encountered, as well as the progress that they all made.

How to treat Attention Deficit Hyperactivity Disorder

1
Develop a predictable daily routine. All children need structure to thrive, but these children need it especially.

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Have a Plan. Engage the child in actives they enjoy. Know what they enjoy doing and work that into your daily routine. *biking *legos *games (video game time should be limited) *going to the park *Swimming A lot of children with ADHD are full of energy and need an outlet, a place to burn some of that up so they don't get in trouble trying to entertain themselves doing something they shouldn't.

3
Find a supplement regimen that works for your family. One that I have personally seen the benefits of is by Native Remedies.

4
Reduce impulsive, restless and erratic behavior Listen more calmly, carefully and attentively Relax and calm down Follow instructions more easily and be less distracted Reduce agitated, angry and irritable moods Lessen outbursts or spasms associated with tick disorders

5
Use Focus Formula to: Support the body's natural ability to concentrate, assimilate information and regulate emotion Help maintain a normal, healthy attitude during over-stimulation Naturally facilitate calmness and reasonable clarity of mind Promote relaxation and balanced mood Encourage the healthy flow of oxygen to the brain.

Have open communication about your child's condition with anyone else who is working with him such as teachers, coaches, and doctors. If there is any change in his schedule, let the teacher know so she can prepare for any acting out behavior.

7
Keep an ongoing conversation with your child so they always know what is going on and what to expect. They are much more likely to cooperate when they have a few warnings about what is going to happen next. Whether it's leaving the park, or warning them they only have 5 more minutes of game or TV time ... and then remind them every minute or so by the time the 5 minutes are up, they are ready for it.

A Healthy diet is also SO important. Avoid excess sugar and dye's. You may also want to have your child tested for yeast/candida. Some children with behavior problems also have a lot of yeast in their bodies that affect the way they feel and act. Let you child develop a taste for healthy fruits and vegetables. Ethan was a sugar fiend, but now that he is on his supplements and no dye's and limited sugar, he doesn't even ask for candy. When he gets a mini candy bar, he eats half of it and then doesn't even want any more. Most importantly, eliminate anything with the dye's, check the labels on fruit snacks, licorice, any treat that is colored. Give your child all-natural fruit snacks like fruit leathers for a sweet treat. make sure they get enough protein.

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Establish a consistent bed-time routine: Bath Half cup of sugar free hot chocolate (you can add a couple drops of melatonin to help with sleeping if you child is restless through the night) Story time (1-2 books) If needed, do some relaxation, teaching your child deep breathing while you rub their back. You can play soft relaxing music in the background too.

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