This document discusses managing ADHD through dietary and nutritional support. It provides information on an upcoming event with Dr. Zoltan Rona who will discuss how conditions like vitamin deficiencies, toxicity, and gut issues can be linked to ADHD and learning disabilities. The event will cover orthomolecular medicine approaches for treating ADHD without drugs.
This document outlines key findings from a literature review on aging with developmental disabilities. It discusses how individuals with developmental disabilities experience accelerated aging, showing signs of aging in their 40s-50s that others typically see in their 60s-70s. Health challenges like obesity, mental health issues, and diseases like Alzheimer's are more prevalent. Barriers to healthy aging include a lack of tailored health promotion and difficulties with identification and diagnosis of issues. Recommendations include improving practitioner education, regular health monitoring from age 40, and empowering individuals to participate in their own healthcare.
The Developing Brain, Adolescence and Vulnerability to Drug AbuseJack Tonkin
1. Adolescence is a period of significant brain maturation that continues into early adulthood, with the prefrontal cortex maturing last.
2. This arrested development leaves teenagers more vulnerable to risky and impulsive behaviors due to a imbalance between earlier developing limbic structures and later developing prefrontal control regions.
3. Teenagers are especially vulnerable to drug and alcohol abuse due to this brain development imbalance and evidence that substances like alcohol produce stronger rewarding and cognitive effects during adolescence compared to adulthood.
Mental illnesses are medical conditions that disrupt thinking, mood, and behavior. Common mental illnesses include depression, bipolar disorder, obsessive compulsive disorder, post-traumatic stress disorder, general anxiety disorder, attention deficit hyperactivity disorder, and phobias. These conditions are caused by biological and environmental factors and can be effectively treated through medication and therapy. However, stigma surrounding mental illness prevents many people from seeking the help and treatment they need.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
The document provides information on various mental disorders that are usually diagnosed in childhood, including intellectual disabilities, learning disorders, communication disorders, attention deficit hyperactivity disorder, conduct disorder, and oppositional defiant disorder. It defines the diagnostic criteria for each disorder and provides ICD coding information.
This document summarizes a study on addiction among adolescents in northern India. The study found:
1) Over 75% of adolescents were addicted to opioids like morphine, and over 50% used nicotine.
2) More than 76% started using substances out of curiosity. Over 20% engaged in multiple risky sexual behaviors.
3) Around 40% had a family history of drug dependence or psychiatric disorders. Common substances of abuse included alcohol, tobacco, tranquilizers and analgesics.
4) The average age of first substance use was 14 and average age of seeking treatment was 17. Most patients came from nuclear families and were absent from school.
This document summarizes a study on addiction among adolescents in northern India. The study found:
1) Over 75% of adolescents were addicted to opioids like morphine, and over 50% used nicotine.
2) More than 76% started using substances out of curiosity. Over 20% engaged in multiple risky sexual behaviors.
3) Around 40% had a family history of drug dependence or psychiatric disorders. Common substances of abuse included alcohol, tobacco, tranquilizers and analgesics.
4) The average age of first substance use was 14 and average age of seeking treatment was 17. Most patients came from nuclear families and were absent from school.
This document discusses the etiology and treatment of psychiatric disorders in children. It covers prenatal causes like infections, radiation, and nutrition; perinatal causes such as prematurity and birth complications; and postnatal causes including illnesses, injuries, and psychosocial factors. Specific disorders discussed include depression, attention deficit hyperactivity disorder (ADHD), and anxiety disorders. Treatment involves therapy, medication, and addressing environmental stressors through family support and education programs. The causes of these disorders are thought to involve genetic, biological, and environmental factors interacting together.
This document outlines key findings from a literature review on aging with developmental disabilities. It discusses how individuals with developmental disabilities experience accelerated aging, showing signs of aging in their 40s-50s that others typically see in their 60s-70s. Health challenges like obesity, mental health issues, and diseases like Alzheimer's are more prevalent. Barriers to healthy aging include a lack of tailored health promotion and difficulties with identification and diagnosis of issues. Recommendations include improving practitioner education, regular health monitoring from age 40, and empowering individuals to participate in their own healthcare.
The Developing Brain, Adolescence and Vulnerability to Drug AbuseJack Tonkin
1. Adolescence is a period of significant brain maturation that continues into early adulthood, with the prefrontal cortex maturing last.
2. This arrested development leaves teenagers more vulnerable to risky and impulsive behaviors due to a imbalance between earlier developing limbic structures and later developing prefrontal control regions.
3. Teenagers are especially vulnerable to drug and alcohol abuse due to this brain development imbalance and evidence that substances like alcohol produce stronger rewarding and cognitive effects during adolescence compared to adulthood.
Mental illnesses are medical conditions that disrupt thinking, mood, and behavior. Common mental illnesses include depression, bipolar disorder, obsessive compulsive disorder, post-traumatic stress disorder, general anxiety disorder, attention deficit hyperactivity disorder, and phobias. These conditions are caused by biological and environmental factors and can be effectively treated through medication and therapy. However, stigma surrounding mental illness prevents many people from seeking the help and treatment they need.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
The document provides information on various mental disorders that are usually diagnosed in childhood, including intellectual disabilities, learning disorders, communication disorders, attention deficit hyperactivity disorder, conduct disorder, and oppositional defiant disorder. It defines the diagnostic criteria for each disorder and provides ICD coding information.
This document summarizes a study on addiction among adolescents in northern India. The study found:
1) Over 75% of adolescents were addicted to opioids like morphine, and over 50% used nicotine.
2) More than 76% started using substances out of curiosity. Over 20% engaged in multiple risky sexual behaviors.
3) Around 40% had a family history of drug dependence or psychiatric disorders. Common substances of abuse included alcohol, tobacco, tranquilizers and analgesics.
4) The average age of first substance use was 14 and average age of seeking treatment was 17. Most patients came from nuclear families and were absent from school.
This document summarizes a study on addiction among adolescents in northern India. The study found:
1) Over 75% of adolescents were addicted to opioids like morphine, and over 50% used nicotine.
2) More than 76% started using substances out of curiosity. Over 20% engaged in multiple risky sexual behaviors.
3) Around 40% had a family history of drug dependence or psychiatric disorders. Common substances of abuse included alcohol, tobacco, tranquilizers and analgesics.
4) The average age of first substance use was 14 and average age of seeking treatment was 17. Most patients came from nuclear families and were absent from school.
This document discusses the etiology and treatment of psychiatric disorders in children. It covers prenatal causes like infections, radiation, and nutrition; perinatal causes such as prematurity and birth complications; and postnatal causes including illnesses, injuries, and psychosocial factors. Specific disorders discussed include depression, attention deficit hyperactivity disorder (ADHD), and anxiety disorders. Treatment involves therapy, medication, and addressing environmental stressors through family support and education programs. The causes of these disorders are thought to involve genetic, biological, and environmental factors interacting together.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
The document provides an overview of a suicide prevention education program for teachers and school staff. It aims to increase understanding of youth suicide risk factors like depression, bipolar disorder, anxiety, substance use disorders, conduct disorder, and eating disorders. The program teaches warning signs of suicide risk so teachers can identify at-risk students and ensure they receive help. It emphasizes that most youth who die by suicide had an untreated or ineffectively treated mental illness.
Mental illnesses affect about 20% of children in the US each year. Some of the most common disorders seen in children include ADHD, which impacts 3-5% of school-aged children and is characterized by inattentiveness and hyperactivity; oppositional defiant disorder, seen in around 15% of children and defined by hostile behavior toward authority figures; and mood disorders like depression, which can cause symptoms such as persistent sadness, irritability, and loss of interest in activities.
Child and adolescent psychiatry is the branch of psychiatry that specializes in the study, diagnosis, treatment and prevention of psychopathological disorders in children, adolescents and their families. It involves clinical investigation of the phenomenology, biologic factors, psychosocial factors and response to interventions of child and adolescent psychiatric disorders. The first academic child psychiatry department in the world was founded by Leo Kanner in Baltimore in 1933.
Mental Retardation and other child psychiatric disordersSathish Rajamani
This document discusses childhood and adolescent disorders including mental deficiency. It begins by defining mental retardation (MR) and outlining the different levels of MR based on IQ scores: mild, moderate, severe, and profound. It then discusses the causes of MR which can be prenatal, perinatal, or postnatal/environmental factors. The signs and symptoms of MR are described. The diagnosis and treatment of MR is also summarized, including behavioral management, environmental supervision, and vocational training. Primary, secondary and tertiary prevention strategies are outlined. Other disorders of psychological development like dyslexia, dysphasia, and ADHD are briefly mentioned.
This document provides an overview of psychiatric disorders in pediatric populations. It discusses developmental disorders like intellectual disability, learning disorders, autism and ADHD. It also covers mood disorders, anxiety disorders, elimination disorders and others. The document includes case vignettes demonstrating specific learning disability, OCD with depression and dissociation, Dhat syndrome, intellectual disability with behavioral issues, and adjustment disorder. It discusses topics like parenting styles, early life adversities, and medical conditions that can impact scholastic performance or mimic physical illnesses.
The document provides an overview of the clinical assessment of children with psychiatric disturbances. It discusses domains of evaluation including development, cognitive and academic development, family relationships, peer relationships, and temperament. Specific assessment methods like play techniques, projective techniques, and direct questioning are described. Tools used in assessment include rating scales, diagnostic interviews, and pictorial assessments. The document also outlines components of the mental status examination and potential laboratory investigations in the diagnostic formulation and evaluation of children.
The document discusses mentally challenged or intellectually disabled individuals. It defines intellectual disability as significantly below average intellectual functioning (IQ below 70) that impacts daily living skills. Intellectual disability can be caused by genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, complications during pregnancy/birth, brain injuries, and certain environmental factors. The document provides classifications of disabilities and discusses concepts like impairment, disability, and handicap as defined by the WHO.
This document provides information on several childhood psychiatric disorders and conditions. It discusses mental retardation and the different classifications based on IQ. It also covers pervasive developmental disorders like autism and Asperger's disorder. Learning disorders and disruptive disorders like oppositional defiant disorder and conduct disorder are explained. The document also summarizes attention deficit hyperactivity disorder, movement disorders, encopresis, enuresis, and toilet training.
Down syndrome is a genetic condition where a person is born with an extra chromosome 21. It occurs in 1 in 800 live births. There are three types of Down syndrome - trisomy 21, mosaicism, and translocation. Trisomy 21 is the most common type, affecting 95% of people with Down syndrome. People with Down syndrome may experience some physical and developmental differences but should not be defined by their syndrome. With support, people with Down syndrome can lead fulfilling lives.
The document discusses several childhood disorders categorized into 10 diagnostic subgroups. These include mental retardation, learning disorders, motor skills disorders, communication disorders, pervasive developmental disorders, attention deficit and disruptive behavior disorders, feeding and eating disorders of infancy and early childhood, tic disorders, elimination disorders, and other disorders of infancy, childhood, or adolescence. Specific disorders discussed in more depth include mental retardation, learning disorders, tic disorders, attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, separation anxiety disorder, autism, and Asperger's disorder. Causes, characteristics, prevalence, gender differences, treatments and prognoses are described for each.
פרופ' ג'רמי טורק: מוגבלויות: קללה או ברכהBeitissie1
This document discusses labelling and classifications in developmental disabilities. It explores both the advantages and disadvantages of labelling, noting that while labels can help facilitate support and treatment, they also risk oversimplifying complex individuals and pathologizing normal human variation. The document provides an overview of key developmental disabilities like intellectual disability, autism spectrum disorder, and ADHD based on DSM-5 criteria and changes. It also discusses prevalence rates, co-occurrence of disorders, and the high risk of psychiatric disorders among those with developmental or intellectual impairments.
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
The document discusses Chapter 14 from the textbook Psychology, 4th Edition. It covers psychological disorders such as anxiety disorders, mood disorders, eating disorders, and schizophrenia. It defines abnormal behavior and explains different models for understanding psychological disorders, including biological, psychodynamic, behavioral, and cognitive models. It also discusses the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and how it classifies over 250 psychological disorders.
This document provides an overview of childhood anxiety disorders, with a focus on social anxiety disorder. It discusses the prevalence and impact of childhood anxiety, risk factors, theories of development, and symptoms. The document also reviews evidence-based treatments, particularly the Cool Kids cognitive-behavioral therapy program, which uses modules like psychoeducation, cognitive restructuring, relaxation techniques, and exposure. It emphasizes the importance of assessment, cultural considerations, and addressing comorbidities and family factors to achieve positive treatment outcomes.
This document discusses mental retardation and learning disorders in children and adolescents. It provides details on the diagnostic criteria and classifications for mental retardation according to the DSM-IV-TR and ICD-10. Common causes of mental retardation include genetic, prenatal, perinatal, and environmental factors. Assessment involves psychological testing, physical exams, and evaluating adaptive functioning. Treatment focuses on special education, behavioral therapies, family support, and social skills training. Learning disorders are diagnosed when academic skills are below what is expected based on IQ. Specific types include reading disorder, mathematics disorder, and disorder of written expression.
Mental retardation{intellectual disability} is a condition of arrested or incomplete development of mind, which is specially characterized by impairment of skills manifested during the developmental period, which contribute to the overall level of intelligence, i.e cognitive, language, motor and social abilities.
Prevalence of mental disorders is 4-5 times higher in person with intellectual disability
CAUSES-
GENETIC
ENVIORNMENTAL/SOCIO-CULTURAL
PRENATAL,PERINATAL AND POSTNATAL FACTOR
COMBINED Behavior management
Monitoring the child’s development needs & problems.
Programs that maximize speech, language, cognitive, psychomotor, social, self-care, & occupational skills.
Ongoing evaluation for overlapping psychiatric disorders, such as depression, bipolar disorder, & ADHD.
Family therapy to help parents develop coping skills & deal with guilt or anger.
Provide day schools to train the child in basic skills, such as bathing & feeding.
Autism is a neurological disorder that affects social interaction and communication. It is characterized by repetitive behaviors and restricted interests. The causes are largely genetic but also involve environmental factors. Symptoms begin in early childhood and can range from mild to severe. Diagnosis involves observation of behaviors and developmental screening. While there is no cure, early intervention and support can help children with autism reach their full potential.
This document provides an overview of Chapter 14 from the textbook Psychology, Third Edition by Saundra K. Ciccarelli and J. Noland White. It covers explanations of mental illness from ancient times to modern definitions. It describes the major types of psychological disorders according to the DSM-IV-TR including anxiety disorders, mood disorders, eating disorders, dissociative disorders, and schizophrenia. The causes and symptoms of each type of disorder are explained from biological, psychological, cognitive, and learning perspectives.
This document discusses alternative approaches to treating ADHD without medication. It notes that ADHD is often misdiagnosed and many conditions can cause ADHD-like symptoms. Stimulant medications for ADHD like Ritalin have many potential side effects and may cause long-term brain changes. Lifestyle factors like nutrition, sleep, screen time, and treating underlying conditions provide a safer alternative or addition to medications for managing ADHD symptoms.
The document discusses several topics related to abnormal psychology including:
1) Group process and content focused groups, roles of group members, and factors that facilitate communication.
2) Dimensional models of childhood disorders including undercontrolled and overcontrolled behaviors like ADHD and conduct disorder.
3) Symptoms and theories of ADHD including biological and psychological factors.
4) Symptoms and theories of conduct disorder including biological, learning, and cognitive explanations.
5) Overcontrolled behaviors like separation anxiety disorder.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
The document provides an overview of a suicide prevention education program for teachers and school staff. It aims to increase understanding of youth suicide risk factors like depression, bipolar disorder, anxiety, substance use disorders, conduct disorder, and eating disorders. The program teaches warning signs of suicide risk so teachers can identify at-risk students and ensure they receive help. It emphasizes that most youth who die by suicide had an untreated or ineffectively treated mental illness.
Mental illnesses affect about 20% of children in the US each year. Some of the most common disorders seen in children include ADHD, which impacts 3-5% of school-aged children and is characterized by inattentiveness and hyperactivity; oppositional defiant disorder, seen in around 15% of children and defined by hostile behavior toward authority figures; and mood disorders like depression, which can cause symptoms such as persistent sadness, irritability, and loss of interest in activities.
Child and adolescent psychiatry is the branch of psychiatry that specializes in the study, diagnosis, treatment and prevention of psychopathological disorders in children, adolescents and their families. It involves clinical investigation of the phenomenology, biologic factors, psychosocial factors and response to interventions of child and adolescent psychiatric disorders. The first academic child psychiatry department in the world was founded by Leo Kanner in Baltimore in 1933.
Mental Retardation and other child psychiatric disordersSathish Rajamani
This document discusses childhood and adolescent disorders including mental deficiency. It begins by defining mental retardation (MR) and outlining the different levels of MR based on IQ scores: mild, moderate, severe, and profound. It then discusses the causes of MR which can be prenatal, perinatal, or postnatal/environmental factors. The signs and symptoms of MR are described. The diagnosis and treatment of MR is also summarized, including behavioral management, environmental supervision, and vocational training. Primary, secondary and tertiary prevention strategies are outlined. Other disorders of psychological development like dyslexia, dysphasia, and ADHD are briefly mentioned.
This document provides an overview of psychiatric disorders in pediatric populations. It discusses developmental disorders like intellectual disability, learning disorders, autism and ADHD. It also covers mood disorders, anxiety disorders, elimination disorders and others. The document includes case vignettes demonstrating specific learning disability, OCD with depression and dissociation, Dhat syndrome, intellectual disability with behavioral issues, and adjustment disorder. It discusses topics like parenting styles, early life adversities, and medical conditions that can impact scholastic performance or mimic physical illnesses.
The document provides an overview of the clinical assessment of children with psychiatric disturbances. It discusses domains of evaluation including development, cognitive and academic development, family relationships, peer relationships, and temperament. Specific assessment methods like play techniques, projective techniques, and direct questioning are described. Tools used in assessment include rating scales, diagnostic interviews, and pictorial assessments. The document also outlines components of the mental status examination and potential laboratory investigations in the diagnostic formulation and evaluation of children.
The document discusses mentally challenged or intellectually disabled individuals. It defines intellectual disability as significantly below average intellectual functioning (IQ below 70) that impacts daily living skills. Intellectual disability can be caused by genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, complications during pregnancy/birth, brain injuries, and certain environmental factors. The document provides classifications of disabilities and discusses concepts like impairment, disability, and handicap as defined by the WHO.
This document provides information on several childhood psychiatric disorders and conditions. It discusses mental retardation and the different classifications based on IQ. It also covers pervasive developmental disorders like autism and Asperger's disorder. Learning disorders and disruptive disorders like oppositional defiant disorder and conduct disorder are explained. The document also summarizes attention deficit hyperactivity disorder, movement disorders, encopresis, enuresis, and toilet training.
Down syndrome is a genetic condition where a person is born with an extra chromosome 21. It occurs in 1 in 800 live births. There are three types of Down syndrome - trisomy 21, mosaicism, and translocation. Trisomy 21 is the most common type, affecting 95% of people with Down syndrome. People with Down syndrome may experience some physical and developmental differences but should not be defined by their syndrome. With support, people with Down syndrome can lead fulfilling lives.
The document discusses several childhood disorders categorized into 10 diagnostic subgroups. These include mental retardation, learning disorders, motor skills disorders, communication disorders, pervasive developmental disorders, attention deficit and disruptive behavior disorders, feeding and eating disorders of infancy and early childhood, tic disorders, elimination disorders, and other disorders of infancy, childhood, or adolescence. Specific disorders discussed in more depth include mental retardation, learning disorders, tic disorders, attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, separation anxiety disorder, autism, and Asperger's disorder. Causes, characteristics, prevalence, gender differences, treatments and prognoses are described for each.
פרופ' ג'רמי טורק: מוגבלויות: קללה או ברכהBeitissie1
This document discusses labelling and classifications in developmental disabilities. It explores both the advantages and disadvantages of labelling, noting that while labels can help facilitate support and treatment, they also risk oversimplifying complex individuals and pathologizing normal human variation. The document provides an overview of key developmental disabilities like intellectual disability, autism spectrum disorder, and ADHD based on DSM-5 criteria and changes. It also discusses prevalence rates, co-occurrence of disorders, and the high risk of psychiatric disorders among those with developmental or intellectual impairments.
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
The document discusses Chapter 14 from the textbook Psychology, 4th Edition. It covers psychological disorders such as anxiety disorders, mood disorders, eating disorders, and schizophrenia. It defines abnormal behavior and explains different models for understanding psychological disorders, including biological, psychodynamic, behavioral, and cognitive models. It also discusses the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and how it classifies over 250 psychological disorders.
This document provides an overview of childhood anxiety disorders, with a focus on social anxiety disorder. It discusses the prevalence and impact of childhood anxiety, risk factors, theories of development, and symptoms. The document also reviews evidence-based treatments, particularly the Cool Kids cognitive-behavioral therapy program, which uses modules like psychoeducation, cognitive restructuring, relaxation techniques, and exposure. It emphasizes the importance of assessment, cultural considerations, and addressing comorbidities and family factors to achieve positive treatment outcomes.
This document discusses mental retardation and learning disorders in children and adolescents. It provides details on the diagnostic criteria and classifications for mental retardation according to the DSM-IV-TR and ICD-10. Common causes of mental retardation include genetic, prenatal, perinatal, and environmental factors. Assessment involves psychological testing, physical exams, and evaluating adaptive functioning. Treatment focuses on special education, behavioral therapies, family support, and social skills training. Learning disorders are diagnosed when academic skills are below what is expected based on IQ. Specific types include reading disorder, mathematics disorder, and disorder of written expression.
Mental retardation{intellectual disability} is a condition of arrested or incomplete development of mind, which is specially characterized by impairment of skills manifested during the developmental period, which contribute to the overall level of intelligence, i.e cognitive, language, motor and social abilities.
Prevalence of mental disorders is 4-5 times higher in person with intellectual disability
CAUSES-
GENETIC
ENVIORNMENTAL/SOCIO-CULTURAL
PRENATAL,PERINATAL AND POSTNATAL FACTOR
COMBINED Behavior management
Monitoring the child’s development needs & problems.
Programs that maximize speech, language, cognitive, psychomotor, social, self-care, & occupational skills.
Ongoing evaluation for overlapping psychiatric disorders, such as depression, bipolar disorder, & ADHD.
Family therapy to help parents develop coping skills & deal with guilt or anger.
Provide day schools to train the child in basic skills, such as bathing & feeding.
Autism is a neurological disorder that affects social interaction and communication. It is characterized by repetitive behaviors and restricted interests. The causes are largely genetic but also involve environmental factors. Symptoms begin in early childhood and can range from mild to severe. Diagnosis involves observation of behaviors and developmental screening. While there is no cure, early intervention and support can help children with autism reach their full potential.
This document provides an overview of Chapter 14 from the textbook Psychology, Third Edition by Saundra K. Ciccarelli and J. Noland White. It covers explanations of mental illness from ancient times to modern definitions. It describes the major types of psychological disorders according to the DSM-IV-TR including anxiety disorders, mood disorders, eating disorders, dissociative disorders, and schizophrenia. The causes and symptoms of each type of disorder are explained from biological, psychological, cognitive, and learning perspectives.
This document discusses alternative approaches to treating ADHD without medication. It notes that ADHD is often misdiagnosed and many conditions can cause ADHD-like symptoms. Stimulant medications for ADHD like Ritalin have many potential side effects and may cause long-term brain changes. Lifestyle factors like nutrition, sleep, screen time, and treating underlying conditions provide a safer alternative or addition to medications for managing ADHD symptoms.
The document discusses several topics related to abnormal psychology including:
1) Group process and content focused groups, roles of group members, and factors that facilitate communication.
2) Dimensional models of childhood disorders including undercontrolled and overcontrolled behaviors like ADHD and conduct disorder.
3) Symptoms and theories of ADHD including biological and psychological factors.
4) Symptoms and theories of conduct disorder including biological, learning, and cognitive explanations.
5) Overcontrolled behaviors like separation anxiety disorder.
This document outlines unique experiential activities that can be arranged around the world. Locations highlighted include the United Kingdom, Italy, Scandinavia, Russia, the United Arab Emirates, Asia, and more. A variety of luxury experiences are described such as private vineyard tours in London, heliskiing in Italy, dog sledding and northern lights viewing in Scandinavia, and cultural activities in cities like Moscow, Shanghai, and Tokyo. The document emphasizes arranging bespoke luxury experiences and 5-star level of service and comfort across diverse global locations.
ADHD is a neurodevelopmental disorder characterized by difficulty paying attention, excessive activity, and difficulty controlling behavior. It affects children and often continues into adulthood. Common symptoms include inattention, hyperactivity, and impulsivity. While the specific causes are unknown, genetics and environmental factors like diet may play a role. Treatment often involves medications, dietary changes, supplements, essential oils, exercise, and organization strategies. Proper diagnosis and management of ADHD is important.
ADHD ,Autism is increasing in India,Psychological problems are increasing with great speed.If these children are not identified in early childhood most of the children can land up in adult personality disorders or psychiatric disorders
1) ADHD is a neurobiological disorder that affects children and leads to symptoms of inattention, impulsivity, and hyperactivity.
2) These symptoms are present in everyone but are more predominant in individuals with ADHD.
3) Left untreated, ADHD can have negative impacts such as higher rates of smoking, substance abuse, antisocial tendencies, and an economic burden of over $30 billion in the United States each year.
This document discusses common developmental disorders in children including autism/Asperger's syndrome, attention deficit hyperactivity disorder (ADHD), and Down syndrome. It provides statistics on the prevalence of each disorder, descriptions of common symptoms and characteristics, and outlines typical treatment options. The closing section references two novels that touch on themes related to developmental disorders.
This document discusses ADHD as a brain-based disorder. It explains that ADHD is caused by differences in neurotransmitter levels like dopamine and norepinephrine in key brain regions such as the prefrontal cortex and basal ganglia. Brain imaging techniques reveal that these brain regions develop more slowly in individuals with ADHD compared to their peers. While the exact causes are still unclear, ADHD is understood to involve impaired regulation of attention, motor activity, and impulsivity due to neurotransmitter imbalances in specific brain circuits.
This document provides an overview of attention deficit hyperactivity disorder (ADHD), including its causes, diagnosis, epidemiology, treatment, current research studies, and nursing care considerations. Specifically, it discusses that ADHD is a neurobehavioral disorder characterized by inattention, hyperactivity and impulsivity. It affects approximately 4.4 million American youth and often continues into adulthood. While the specific causes are unknown, research suggests genetic and environmental factors may play a role. Treatment focuses on medications, behavioral therapies, and lifestyle modifications to reduce symptoms and improve functioning. Ongoing research continues to evaluate new treatment approaches.
Asperger's syndrome is a neurological developmental disorder classified as an autism spectrum disorder. It is characterized by impairments in social relationships and communication as well as restrictive, repetitive behaviors. While it was first identified in 1944, it was not officially recognized in the DSM until 1994. Common traits include social awkwardness, difficulty understanding others' feelings, fixations on specific topics, and sensitivity to stimuli. Treatment focuses on communication and social skills training as well as medications to treat specific symptoms. Teachers can help students with Asperger's through social stories, explaining metaphors, providing structure, and giving praise.
Frustration and disengagement cost businesses real money in lost productivity and turnover everyday. In the technology industry, we know that skills we have today will be obsoleted in a year and entire new disciplines will exist in three years. We also know that happy, growing, engaged staff are the best path to success. Let's talk about how you as a leader encourage and foster an environment that rewards learning while meeting business needs.
Generalized Anxiety Disorder (GAD) is characterized by excessive and uncontrollable worry about everyday issues, even when there is little to provoke it. People with GAD anticipate disaster and are overly concerned with various problems. While their anxiety may be mild at times, allowing them to function, severe anxiety can interfere with daily activities. GAD is diagnosed when excessive worrying impacts functioning for at least six months. Treatment involves medication, therapy, or a combination to manage symptoms and any accompanying disorders like depression.
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
a presentation of Attention-Deficit/Hyperactivity Disorder. ADHD, most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.
This document provides an overview of a student's independent study comparing holistic and alternative approaches to ADD/ADHD versus drug-based pharmaceutical approaches. The student conducted interviews with six holistic practitioners and six individuals with ADD/ADHD. The document discusses what ADD/ADHD is, statistics on rising diagnosis and drug use in America, potential contributing factors, controversies around diagnosis and treatment, biomedical and pharmaceutical approaches, and highlights from interviews with herbalists and homeopaths on alternative treatments. The goal was to explore holistic practitioner perspectives and how individuals manage ADD/ADHD.
Brown Purple Beige Organizational Chart Modern Scrapbook Whiteboard Presentat...VrattiAgrawal
This document provides an overview of Attention Deficit Hyperactivity Disorder (ADHD). It discusses that ADHD is a neurodevelopmental disorder characterized by problems with attention, excessive activity, and difficulty controlling behavior inappropriate for one's age. It affects children and can continue into adulthood, and is more commonly diagnosed in boys than girls. Symptoms in children include hyperactivity, impulsivity, and inattention. Causes are unknown but thought to have genetic and environmental factors like diet. Treatments include stimulant medications as well as lifestyle changes like managing diet, exercise, and sleep.
Zoned, Stoned And Blown - by Louis B. Cady, M.D. and Lisa Seif, LCSW, CADAC02...Louis Cady, MD
This presentation reviews the diagnosis, treatment, and sobriety maintenance of dual diagnosis disorders ( psychiatric disorders coupled with chemical dependency and/or alcoholism), using a synthetic blend of two talented clinicians' experiences, humor, and review of precision diagnosis, treatment formulations, and interventions.
ADHD and ADD are disorders characterized by inattention and hyperactivity. ADHD includes symptoms of hyperactivity, impulsivity, and inattentiveness, while ADD primarily involves inattentiveness. Both can be caused by genetic and environmental factors and are most common in children aged 4-17. Treatments include behavior modification, medication, or a combination to reduce symptoms.
This document discusses lifespan development and the nature vs. nurture debate. It covers several key topics related to this debate, including:
- Examples of how both nature and nurture influence traits like athletic ability.
- Differences between studying nature and nurture in animals vs. humans due to ethical and logistical challenges in human research.
- Research methods used to study nature and nurture such as adoption studies, twin studies, and heritability coefficients.
- Genetic foundations of development including DNA, genes, chromosomes, genetic principles, and examples of genetic abnormalities.
- Prenatal development stages from conception through birth and potential prenatal hazards like teratogens, drugs, and malnutrition.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. The causes involve a combination of genetic and environmental factors. Symptoms typically emerge between ages 2-3. Treatment involves behavioral therapies like applied behavior analysis to improve skills, as well as medications in some cases to help with related symptoms. Prognosis depends on the individual's symptoms and IQ, though early intervention tends to lead to better outcomes.
ADHD is a brain-based disorder that affects approximately 11% of children ages 4-17 in the United States. Heredity is a major risk factor, as is exposure to toxins during fetal development. Boys are diagnosed with ADHD more often than girls. While the exact cause is unknown, research shows differences in the brains of those with ADHD compared to those without. Common medications used to treat ADHD include methylphenidate, dexamfetamine, lisdexamfetamine, atomoxetine, and guanfacine.
Presentation from December 18, 2013 Chicago Board of Health Meeting by Carl C. Bell, M.D on Neurodevelopmental Disorders Associated with Prenatal Exposure to Alcohol.
The document discusses autism spectrum disorder (ASD) in the United States. Some key points:
- Prevalence of ASD in the US is estimated at 1 in 68 births.
- Over 3.5 million Americans live with ASD, which is the fastest-growing developmental disability.
- ASD increased 119.4% from 2000 to 2010.
- Caring for individuals with ASD costs $236-262 billion annually in the US, with most costs going to services for adults.
Adolescent health issues were discussed including mental health, malnutrition, infectious diseases, early pregnancy, social media risks, substance abuse, and tobacco smoking. Adolescents face increased risks of mental illness, malnutrition, early pregnancy and contracting infectious diseases. Peer influence and environment play a major role in adolescent risky behaviors like substance abuse and tobacco smoking. Programs aim to educate adolescents and support healthy behaviors through schools, community programs, and healthcare services.
The document provides a history of autism including its original use by Bleuler in 1911 and further definition by Kanner in 1943. It discusses research and definitions by Asperger, Eisenberg, Creak, and Rutter that helped characterize autism. The Diagnostic and Statistical Manual of Mental Disorders (DSM) included autism for the first time in 1980 and further defined pervasive developmental disorders. The DSM-IV criteria require impairments in social interaction, communication, and repetitive behaviors. Prevalence of autism has increased since first measured in 1966, estimated now at 1 in 150 children. Boys are 4 times more likely to be affected than girls.
Mental health is defined as a state of complete physical, mental, and social well-being, not just the absence of disease. Around 20% of the world's children and adolescents have a mental disorder. Mental health involves realizing one's abilities and coping with stress while contributing productively to the community. Historically, the mentally ill were mistreated but psychiatry has advanced scientifically. Common mental illnesses include depression, schizophrenia, substance use disorders, and neuroses. Genetics, environment, life stressors, and lack of needs fulfillment can all contribute to poor mental health. Community mental health services aim to prevent and treat illness through education, early intervention, and rehabilitation.
This document provides an overview of ADHD, including that it is the most common neurodevelopmental disorder, affecting approximately 5% of children and 2.5% of adults worldwide. It discusses the history of ADHD and evidence that it has been recognized as far back as the late 18th century. The document also summarizes research showing differences in brain activation patterns between those with and without ADHD. In addition, it outlines the diagnostic criteria for predominantly inattentive and hyperactive/impulsive presentations in the DSM-5 as well as high rates of comorbidity with conditions like depression, anxiety, substance abuse, and psychosocial dysfunction. The document concludes with a discussion of comprehensive treatment approaches including medication management, behavioral therapies
1) An estimated 15 million youth suffer from mental disorders but only 7% receive appropriate care. Minority youth are less likely to receive needed care compared to white youth.
2) Strategies are needed to address mental health disparities among minority youth and lessen the lasting negative impacts of untreated mental illness.
3) The presentation proposes enhancing cultural awareness training for healthcare providers to encourage culturally competent care and reduce disparities in access to mental healthcare for minority youth populations.
This poster was presented to highlight the following mental health conditions in adolescent patients: attention deficit/hyperactivity disorder (ADD/ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD).
Mental Health is a very important aspect of public health. Although mental health assessment is vital within all populations, it is especially vital to assess mental health within our vulnerable populations (e.g. adolescents)
This document provides an overview of child abuse and neglect. It defines different types of abuse, including physical abuse, sexual abuse, physical neglect, and emotional abuse/neglect. It discusses characteristics of abusers and abused children. The document presents statistics on the prevalence of different types of abuse from studies in the US and India. It also outlines signs, symptoms and evidence of different types of physical abuse like fractures, shaken baby syndrome, and battered baby syndrome. The conclusion discusses several studies that have examined injuries in abused children, with many finding injuries to the head and face.
An overview of Cluster B Personality Disorder. This presentation discusses the criteria, causes, prevalence and interventions for each personality disorders.
This document provides an outline of a chapter on health, illness, disease, nutrition, eating behaviors, exercise, and substance use across the lifespan. Some key points include:
- Children's health is impacted by immunizations, safety practices, and poverty which can lead to malnutrition. Adolescent health is influenced by social contexts like family, peers, and schools.
- Nutrition and eating behaviors change across development from infancy through adulthood. Issues like malnutrition, obesity, and eating disorders can impact health.
- Exercise provides physical and mental benefits across the lifespan but activity levels tend to decline with age. Regular exercise is linked to better health outcomes.
- Substance use often begins in adolescence
1. ManagingADHD
With Dietary &Nutritional Support
Limited seating available
Register now:
www.orthomolecularhealth.comor416.733.2117
@OrthoHealthOrthomolecularHealth
Anestimated5%of CanadianchildrenstrugglewithADHD.
Cognitive,learning,social &emotional challengesoftenoverlap.
ResearchisincreasinglylinkingADHD&LDswithdiet,nutrition
&neurodevelopment.Inthisdiscussionyouwill learn:
Chemical Sensitivities
Toxicity
Vitamin&Mineral Deficencies
Dysbiosis
OrthomolecularMedicineforADHD
Wednesday, March 25th 7 - 9 PM
Dr. Zoltan Rona isagraduateof McGill
University Medical School &hasaMaster’s
Degreein Biochemistry &Clinical Nutrition
from theUniversity of Bridgeport in Con-
necticut.Heistheauthor of several books,
hasappeared on radio &TVaswell as
lectured extensively in Canada&theU.S.
PublicSeminar
GALBRAITHBUILDING- Room244
35St.GeorgeStreet,UniversityofToronto
AdvanceRegistration$10|Door$15
Paywhat youcanavailablebyrequest
2. Source for Natural Health Solutions Search
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Autism, ADD, Learning Disorders
KIDS ON DRUGS? – There’s a Better
Approach to ADHD
by Dr. Zoltan P. Rona, MD, M.Sc.
Community About Advertising Rates Archives Contact Us Subscriptions Circulation
ing
l Health
ork
http://vitalitymagazine.com/article/kid
s-on-drugs/
3. ADHD Symptoms
• Inattention
1. Easily distracted
2. Forgetful
3. Loses things
4. Difficulty sustaining
attention
5. Avoid/dislike difficult
tasks
6. Difficulty organizing
7. Careless mistakes
8. Doesn’t listen
9. Difficulty following
instructions
• Hyperactive/Impulsiv
e
1. Fidgety
2. Difficulty staying in seat
3. Runs or climbs
excessively Hyper
feeling
4. Acts on the go/ driven
by a motor
5. Difficulty doing things
quietly
6. Talks excessively
7. Difficulty waiting turn
8. Blurts out answers
9. Interrupts/intrudes
4. Differential Diagnosis
• Vision and hearing problems
• Chronic illness with itch; breathing impairment, e.g.,
sleep apnea; sleep problems
• Developmental or learning problems; language
deficits
• Absence seizures
• Acute change in living situation, grief, family conflict,
recent trauma
• Substance abuse; side effect of medications
• Stress
• FREQUENT CO-MORBIDITIES (Other mood or
anxiety disorder; psychotic disorder; adjustment
disorder) fixing them can solve most of the problem
(next slide)
5. ADHD: Comorbidity
• Learning Disability: 37-50%
• Anxiety: 20 to 33%
• Depression: 10 to 20%
• Bipolar: 63 to 92% of Pediatric BPD also
meets criteria for ADHD
• OCD: 40%
• Conduct Disorder: 20%
• Tourettes/Tics:7%
6. CDC Data & Statistics
• CDC's Summary Health Statistics for U.S.
Children: National Health Interview Survey,
2009 (December 2010; Series 10, Number
247)
• 2.1 million children between the ages of 5 to
11 have ADHD (7.6%)
• 3 million children between the ages of 12 to
17 have ADHD (12.2%)
7. Epidemiology:
• Prevalence: 4-11% in US
• Boys: Girls, 3:1
• Etiology: multifactorial
– Genetic – family history of ADHD,
alcoholism, sociopathy, LD, mood and
anxiety disorders
– Medical (maternal smoking and alcohol
use during pregnancy; gestational
diabetes; head injury; seizures; CNS
infection; OSAS), and
– Environmental risks (lead, CO, Cd, TV)
and protective factors (high IQ, supportive,
structured family environment)
– Cultural – much lower prevalence
estimates in Europe and Japan than US
– many unknowns
8. TV and Attention
• TV viewing accounted for
significant portion of the
variation in ratings of ADHD s/s
(Miller CJ, 2007)
• Frequent television viewing
associated with subsequent
attention and school problems
(Johnson JG, 2007)
• No evidence of bidirectionality
between TV time and
Attention/Learning issues
(Johnson JG, 2007)
9.
10. What’s wrong
with his brain?
• 446 kids with and without ADHD scanned
repeatedly over years
• ADHD kids lag 3 yrs in cortical growth
• ADHD: motor cortex matures earlier
• Brain imaging not clinical tool
• No evidence of abnormality, only delay
Shaw P. National Academy of Science. 2007
11. • One physician, Dr. Michael Anderson of
Canton, Georgia, calls ADHD a “made up”
disorder, “an excuse” for doctors to prescribe
Adderall to treat poor academic performance
in inadequate schools.
• October 16, 2012
14. CDC Data & Statistics
• The prevalence of children 4-17
years of age taking ADHD
medication increased from 4.8% in
2007 to 6.1% in 2011
15.
16. CDC REPORTS ECONOMIC COST
• Using a prevalence rate of 5%, the annual societal
‘‘cost of illness’’ for ADHD is estimated to be
between $36 and $52 billion, in 2005 dollars. It is
estimated to be between $12,005 and $17,458
annually per individual.
• Across 10 countries, it was projected that ADHD
was associated with 143.8 million lost days of
productivity each year. Most of this loss can be
attributed to ADHD and not co-occurring
conditions.
17. Ritalin Use in the United States
Estimated Number of Children Taking
Ritalin
Prescriptions of Ritalin for attention deficit hyperactivity
disorder have quadrupled in a decade
1970 - 150,000
1980 - Between 270,000 and 541,000;
1990 - 900,000,
2003 - 2.5 million
2012 – 6 million
18. Medication Challenges
• Poor response
– Poor response in 35% (no behavioral improvement)
– Side effects >50%: nausea, weight loss, insomnia, tics,
irritability, not himself; arryhthmias, liver dysfunction
– Increase in calls to Poison Control Centers
– Failure to take them; stigma; dependence
– Lack of attention to other aspects of lifestyle that improve overall
health and esteem
• Parents seek other options (30% - 40%)
Chan E. J Dev Beh Ped, 2003
Psychopharm Bull 2008; 41:37-47
Setlick, J Pediatrics 2009; 124: 875-80
19. Many conditions can be Misdiagnosed
as ADHD, including:
• Vitamin and Mineral Deficiencies
• Toxic heavy metal excess
• Thyroid problems
• Food and chemical intolerances/allergies
• Candidiasis
• Leaky gut syndrome & Dysbiosis
20. Albert Einstein
• Did you know that Einstein,
one of the greatest geniuses
of the last century, did not
speak until he was four years old
and did not read until he was
seven. He was described as
mentally slow, unsociable and
adrift in his foolish dreams. He
was expelled from school, and
refused admittance to the Zurich
Polytech Institute.
• Today, he would have been
put on Ritalin/Adderall,
Concerta, Vtvanase, etc..
21. Famous People Who Exhibit ADD Behaviors or
Have Been Diagnosed as ADD
• Hans Christian Anderson, Ann Bancroft, Beethoven, George
Burns, Harry Belafonte, Thomas Carlyle, Andrew Carnegie,
Lewis Carroll, Prince Charles, Agatha Christie, Winston
Churchill, Admiral Richard Byrd, Stephen Hawkins, Mariel
Hemingway, The Wright Brothers, Eddie Rickenbacker, Ernest
Hemingway, Bill Cosby, John Corcoran, Leonardo da Vinci,
Salvador Dali, Dwight D. Eisenhower, Michael Faraday, F. Scott
Fitzgerald, Henry Ford, Benjamin Franklin, Galileo, Danny
Glover, Steven Hawkins, Tracey Gold, John F. Kennedy, Zsa
Zsa Gabor, Micheal Jordan, Robert Kennedy, Jason Kidd, John
Lennon, Abraham Lincoln, Carl Lewis, Mozart, Napoleon
Nasser, Issac Newton, Picasso, Edgar Allan Poe, Ronald
Reagan, Dan Quayle, George C. Scott, John D. Rockefeller,
Eleanor Roosevelt, Babe Ruth, Nolan Ryan, Pete Rose, Charles
Schwab, Steven Spielberg, Sylvester Stallone, Van Gogh,
Robin Williams, Stevie Wonder
22. Many people with ADHD must do
things their way...
• Leonardo DaVinci was known
for his famous paintings like
the Last Supper, but
numerous of his
drawings were found,
most of which he
never completed. He
wasn’t satisfied with the paint
he was using, so he came up
with his own.
• He could have been classified
as having ADHD.
23.
24. More ADHD Examples
• The actor and director Kenneth Branagh feared
school so much that he tried throwing himself
down the stairs to break a leg rather than go.
• Winston Churchill “refused to study mathematics,
Greek or Latin, and was pleased in the lowest
form” - what today would be referred to as the
resource room, where slow boys were taught
English.
• Some say that Thomas Edison tried 9,999 times to
perfect the light bulb and finally did on his
10,000th attempt. Imagine telling that story to
your average ADHD kid who typically gives up if
he or she doesn’t obtain the desired result after
the first attempt.
25. More ADHD Examples
• Gandhi said his school days were the most
miserable of his life.
• John Lennon was expelled from
kindergarten.
• Woody Allen claims, “I paid attention to
everything but teachers.”
26. WHAT IF THEY WERE ON RITALIN,
ADDERALL OR DEXEDRINE?
• BEETHOVEN handled the violin awkwardly and
preferred playing his own compositions
instead of improving his technique. His
teacher called him hopeless as a composer!
• SIR ISAAC NEWTON did very poorly in grade
school.
• LEO TOLSTOY, author of War and Peace,
flunked out of college. He was described as
“both unable and unwilling to learn.”
27. Why is Ritalin so controversial?
• Ritalin is classified as a Schedule II controlled
substance. This rating is given to prescription
drugs that have the greatest abuse and
dependence potential. Other drugs in this
category are Morphine, Opium, and Cocaine.
• Ritalin is an amphetamine (“Speed”)
All other ADHD drugs are different versions of
SPEED
28. Why is Ritalin so controversial?
• According to the Diagnostic & Statistical Manual of
Mental Disorders and the PDR, the side effects of Ritalin
include:
– Stunting of growth, depression, insomnia, nervousness,
skin rash, anorexia, nausea, dizziness, abdominal pain,
psychosis in chronic usage, blood pressure and pulse
changes, tourette’s syndrome - a permanent and
irreversible condition characterized by body ticks, spasms,
barking sounds, and screaming obscenities.
29.
30. The Side Effects of Ritalin
• Perhaps the best known effect of chronic
stimulant administration is psychosis.
Psychosis has been associated with
chronic use of several stimulants; e.g. d-
and 1-amphetamine methylphenidate
(Ritalin-P), phenmetrazine and cocaine.
• (from “Predicting Dependence Liability of Stimulant and
Depressant Drugs” by Thompson and Unna
31. DRUGS PRESCRIBED FOR ADHD
• Adderall and Adderall XR
• Concerta
• Dexedrine
• Focalin and Focalin XR
• Metadate CD and Metadate ER
• Methylin and Methylin ER
• Ritalin, Ritalin SR, Ritalin L
• Strattera
• Vyvanse
• Daytrana
• Quillivant XR
• http://www.webmd.com/ad d-adhd/guide/adhd-medical-treatment
32. IRREVERSIBLE BRAIN CHANGES
CAUSED BY STIMULANTS
“In animals chronically administered high doses of
amphetamines [the drugs] produce long-lasting depletion
of dopamine, alterations in dopamine uptake sites, and
reduction in serotonergic activity. Methamphetamine in
particular seems capable of inducing damage to
serotonergic fibers...In monkeys the toxic effects of chronic
amphetamine use include damage to cerebral blood
vessels, neuronal loss [brain cell death], and
microhemorrhages.”
Source: The Comprehensive Textbook of Psychiatry, Jerome Jaffe, 1995
33. Stimulant Medications and Side-Effects
• Decreased Appetite
• Trouble Sleeping
• Abdominal Pain
• Headaches
• Tics
• Bizarre Behavior
• Hallucinations (at least 1:100)
• Potential for Addiction -controversial
• Generally, all of these stop when the medication is stopped
• Stunting of growth
34. More Subtle but “Worrisome” Effects
• “He’s just not himself”
• “He’s lost her spark, or her joy”
• “He’s just not the same kid”
• He’s teary, or sad a lot
• He’s not as enthusiastic or creative.
35.
36.
37.
38. ADHD drugs suspected of hurting
Canadian kids (Toronto Star 26/09/12)
• Suspect Drug: Strattera
• Side Effect: Completed Suicide
• This is just one of nearly 600 cases of Canadian
kids suffering serious, sometimes fatal side
effects suspected to have been caused by ADHD
medications in the past 10 years.
• (David Bruser, 2012, The Toronto Star)
39. ADHD drugs suspected of hurting Canadian kids
(Toronto Star 26/09/12)
• Health Canada, which collects these adverse
reaction reports, does not alert the public to
the magnitude of these side effects.
• “It is primarily the (drug company’s)
responsibility to monitor the safe use of their
products,” Health Canada told the Star.
40. ADHD drugs suspected of hurting Canadian kids
(Toronto Star 26/09/12)
• The Star also found four deaths that were not suicides, including an
18-year-old girl who died after a cerebral hemorrhage in 2011.
• The Star found side effects on most parts of the body — the brain,
respiratory system, several major organs, blood, skin, eyes, ears,
and hair, including:
• 20 kids had psychotic disorders
• More than 40 kids suffered depression. A doctor reported a 15-
year-old felt “worthless.” This teen, made aggressive and depressed
by two different, concurrent doses of Adderall XR, hurt himself and
thought about killing himself.
• 24 convulsions, including a 7-year-old on Adderall XR in 2010.
• 48 hallucinations, including 11 cases of kids hearing voices. In the
antiseptic language of adverse-reaction reporting, this side effect
is labelled “auditory hallucination.”
41. ADHD drugs suspected of hurting Canadian kids
(Toronto Star 26/09/12)
• 20 overdoses, eight of those intentional, including a 10-year-old boy
on Ritalin.
• 3 strokes: an 11-year-old boy; a 16-year-old boy; and an 18-year-old
girl also on birth control
• 28 cases of heart problems, including irregular heartbeats, blood
pressure spikes, chest pain and one ventricular fibrillation (severely
abnormal heart rhythm). An 8-year-old girl suffered a heart attack.
• 23 cases involving side effects on the liver, including a 6-year-old
boy on two ADHD drugs with abnormal liver function, and a 12-
year-old who died in 2007 after developing a liver tumour.
• Other side effects experienced by 7-year-olds include sleep terror,
emotional disorder, moaning, convulsion, weight loss, chest pain,
muscle twitching, intentional self-injury, depression, staring and
fecal incontinence.
42. ADHD drugs suspected of hurting Canadian kids
(Toronto Star 26/09/12)
• A long list of very rare but disturbing side effects,
including increased intracranial pressure; muscle
coordination problems that made it difficult for kids to
walk or speak; involuntary and repetitive body
movements; incoherent talkativeness; eyes rolling into
the head; blindness in a 14-year-old girl on two ADHD
drugs; rectal hemorrhage; angina; blisters covering the
body; twisted neck; deafness; face swelling; a tumour
in an 8-year-old girl and growth retardation.
• In each of the 600 reports, the youth either went to
hospital, suffered a disability or life-threatening
condition, or died.
43. Ottawa keeps ADHD reports secret
(Toronto Star September 28, 2012)
• Health Canada has detailed records of probes
into ADHD drug safety, including fatalities,
that it is keeping secret from the public.
• Every six months to a year, drug companies
submit summaries of side effects suspected to
have been caused by their drugs worldwide,
information Health Canada says it evaluates.
• These summaries, called periodic safety
update reports, are not available to the public.
44. ARE THE SIDE EFFECTS WORTH IT?
DO ADHD DRUGS WORK?
• A study by William Frankenberger and
Christine Cannon at the Human
Development Center at the University of
Wisconsin in Eau Claire published in 1999
found that 13 ADHD children on
medication performed progressively worse
over four years on standardized tests
when compared with a group of 13 normal
children with similar IQs and other
characteristics.
45. Links to Ritalin
• Ritalin use is linked to crime and
violence more than any other drug,
according to a Canadian report.
• Well known criminal defense attorney from
Georgia, Melvin Nash, states that between
50-60% of the people he represents for
everything from traffic violations to armed
robbery have been on Ritalin at some
point in their life.
46. QUICK FACTS
There are 7 billion people in the world.
Over 330 million of those live in the US and
Canada
The US and Canada makes up 30% of the total
population.
95% of Ritalin is consumed in the US and Canada.
If ADD is so prevalent, then why does 25% of the
population consume 95% of Ritalin.
The national average for children on Ritalin in
Canada and the US is 5.6%.
47. SCIENCE DAILY
• One in six college students misuse ADHD stimulant drugs
• Getting into trouble with drugs is one way to derail a promising future, and a lot more than
traffickers in hard narcotics are engaging in risky behavior on university campuses. A recent
literature review published by researchers at the University of South One in six college
students misuse ADHD stimulant drugs
• Date:
• March 10, 2015
• Source:
• University of South Carolina
• Summary:
• One in six college students misuse the stimulant drugs prescribed for ADHD, such as Ritalin
and Adderall, considerably more than reported in several of the earlier studies, a meta-
analysis shows. Those students run both legal and health risks in off-prescription use of
ADHD stimulant drugs, which are Schedule II controlled substances.
48.
49.
50. An Integrative Approach
It is important to see the child in the context
of his or her family, friends, school, and
community, and not just as someone with a
set of symptoms one is trying to fix.
Sometimes a change in the home
environment, school or teacher is more
important than any medicine or herb.
51. Food for thought - image from Shutterstock (http://thumb101.shutterstock.com/display_pic_with_logo/501730/132337193/stock-photo-food-for-thought-
132337193.jpg)
With pharmacological approaches both costly in developed nations and largely inaccessible in developing
countries, scientists and public health experts are looking at nutritional approaches to address mental health
issues. Jerome Sarris, from the University of Melbourne (Australia), and colleagues submit that: “Evidence is
steadily growing for the relation between dietary quality (and potential nutritional deficiencies) and mental
health, and for the select use of nutrient-based supplements to address deficiencies, or as monotherapies or
augmentation therapies.” The team submits that in addition to addressing diet quality, there is sufficient
evidence to support the notion of nutrient-based therapies to assist in the management of psychiatric disorders.
Studies show that a number of nutrients associate with brain health, including omega-3s, B vitamins
(particularly folate and B12), choline, iron, zinc, magnesium, S-adenosyl methionine (SAMe), vitamin D, and
amino acids. The study authors urge that: “We advocate recognition of diet and nutrition as central
determinants of both physical and mental health.”
The Importance of Nutrition in Mental
Health
Posted on Feb. 27, 2015, 6 a.m. in Mental Health (/list/news/mental_health/) Diet (/list/news/diet/) Dietary
Supplementation (/list/news/dietary_supplementation/)
VIEW NEWS SOURCE… (HTTP://MEDICALXPRESS.COM/NEWS/2015-01-DIET-NUTRITION-ESSENTIAL-MENTAL-HEALTH.HTML)
52. TYPES OF STRESS/INTERFERENCES TO
THE NERVOUS SYSTEM
Chemicals – Aspartame, Splenda, NutraSweet, smoke,
alcohol, air and water pollution
Other toxins – lead, cadmium, arsenic, mercury, fluoride,
aluminum; excess copper
Foods - sugar, grains, yeast, food allergies or
intolerances
Deficiencies – vitamin D, zinc, iron, omega-3,
magnesium, amino acids
Drugs – antibiotics, amphetamine,. psychiatric drugs
Wifi,
Poor Communication,
Family Dynamics
53. TOXIC HEAVY METALS
• Drinking Water
• Air Pollution
• Tobacco
• Fish and Seafood
• Antiperspirants
• Heavy Traffic
• Pesticides
• Fertilizers
• Medications
• Aluminum Cookware
• Amalgam Fillings
• Old Paint
54. A child may be exposed to lead, mercury, and other
neurotoxic chemicals through any of the following:
• Dental amalgam fillings. Amalgam fillings are made up
of 40% mercury, nickel, cadmium, and copper.
• Paint. Although lead is no longer an ingredient in paint
these days, older buildings may still have paint with
lead.
• Mercury from older vaccines, when a derivative of
mercury was added as a preservative, may be a
problem. Fish are a common source.
• Pesticides, including spray used indoors.
• Common household chemicals like nail polish, acetone,
and perchloroethylene, a chemical used in dry
cleaning.
55. Basic Nutrition – or “When did Pop Tarts
become a breakfast food?”
• Maintaining a normal blood sugar
– Sugar
– Processed Carbohydrates
– Protein
• And the Glycemic Index
56. • Here's what happens: A child eats a breakfast that
has no fat, no protein, and a high glycemic index
— let's say a bagel with fat-free cream cheese. His
blood sugar goes up, but pretty soon it crashes,
which triggers the release of stress hormones like
adrenaline.
• What you're left with, at around 10 a.m., is a kid
with low blood sugar and lots of adrenaline
circulating in his bloodstream.
David Ludwig, M.D., Ph.D., director of the Optimal Weight for
Life program at Children’s Hospital Boston
57. • He's jittery and fidgety and not paying
attention. That's going to look an awful lot
like ADHD to his teacher.
• The possibility exists that in children predisposed to
ADHD, quality of diet may have additional impact.
• David Ludwig, M.D., Ph.D., director of the Optimal Weight
for Life program at Children’s Hospital Boston
58. Weapons of Mass Destruction
High in sugar
Nutrient-depleted
Fiber-depleted
Oxidized fats
Trans fatty acids
Additives
59. Artificial Colors, Flavors,
and Preservatives
• 273 three year olds with hyperactivity
enrolled in DBPC study
• Given a diet free of food coloring and
preservatives, then a daily drink with
colorings and sodium benzoate.
• Significant increases in hyperactivity when
getting the active mixture.
Batteman B. Arch Dis Child. 2004
60. ADHD and Food Allergy
• 19 children responded favorably to a
multiple food elimination diet.
• 16 completed a DBPC Food Challenge.
• Symptoms improved significantly on days
given placebo rather than foods they were
sensitive to (P=0.003)
Boris M. Annals of Allergy, 1994
61. Elimination Diet May Improve ADHD
Symptoms
• February 10, 2011 — In a group of young children
with attention-deficit/hyperactivity disorder
(ADHD), nearly two-thirds who followed a
restricted elimination diet experienced a
significant reduction in ADHD symptoms and
oppositional defiant behavior. Going off the diet
led to relapse.
• Investigators Suggest 'Diet Therapy" Should Be
Considered in All Children With ADHD
• Lancet. 2011;377:446-448, 494-503.
62. ADHD and Food Allergy
• 62/76 children treated with an Oligoantigenic
diet improved.
• 28/62 who improved completed a DBPCFT -
foods thought to provoke symptoms were
reintroduced. Symptoms worse on active foods
than placebo. 48 foods were incriminated.
• Artificial colorants and preservatives were the
most common provoking substances.
Egger J. Lancet. 1985
63. Elimination Diets
• “Feingold hypothesis”
– Children are sensitive to dietary salicylates and
artificially added colors, flavors, and preservatives
– Learning and behavior problems (including ADHD)
can be reduced or eliminated by removing these
substances
64.
65. Elimination Diets
• At least 8 controlled studies have
demonstrated significant
improvement (w/elimination diet)
compared to a placebo condition, or
deterioration after introducing
offending substances
66.
67. ADHD and Food Allergy
• 19 children responded favorably to a multiple food
elimination diet.
• 16 then completed a DBPC Food Challenge.
• Symptoms improved significantly on days given
placebo rather than foods they were sensitive to
(P=0.003)
• Annals of Allergy. 72(5):462-8, 1994 May
68. How do You Test for Food Sensitivities?
• Single Food Elimination
• Multiple Food Elimination
• Allergy Testing – IgE or IgG (Gamma
Dynacare – 905-790-3000)
• ALCAT
• ELISA/Act
• ???/Electrodermal (Interro, Vega, etc.)
80. Whole Grains
• Vitamins
• Minerals
• Essential fatty acids
• Fiber
• Associated with
reduced risk of
diabetes, stroke, and
heart disease, and
increased longevity
81. Beans (legumes)
• Improve blood-glucose
regulation
• Lower serum cholesterol
• Form “complete protein”
when combined with grain
in 1:3 ratio (dry weight)
85. Tomato
• Major food source of
lycopene
• Prevention and possible
treatment of prostate cancer
• Antihypertensive; inhibits
platelet aggregation
86. Spinach
• Increases plasma
antioxidant activity
• May reduce risk of age-
related macular degeneration
• High in oxalate; increases
urinary oxalate excretion
87. Fruit
• High in potassium,
flavonoids, vitamin C, and
other nutrients
• Contains fiber
• Associated with reduced
risk of heart disease, cancer,
stroke, osteoporosis
88. Pigments in M&M’s
• Yellow 5 Lake
• Red 40 Lake
• Blue 1 Lake
• Yellow 6 Lake
• Blue 2 Lake
• Blue #1
• Blue #2
• Red #40
• Yellow #5
• Yellow #6
89. Blueberry
• Anthocyanosides promote
tissue integrity and play a role
in visual function
• A component of blueberry
(proanthocyanidins?) inhibits
binding of uropathogenic E.
coli to cells lining urinary tract
90. Cranberry
• Prevention of UTIs
• Proanthocyanidins inhibit
binding of pathogenic E. coli to
uroepithelial cells
• Natural antibiotic (hippuric acid)
• Urinary acidification
• Eliminates typical
schizophrenic body odor
93. Nuts
• Contain protein, EFAs, fiber,
magnesium, arginine
• Lower serum cholesterol, may
lower blood pressure
• Associated with reduced risk of
cardiovascular disease, diabetes
• Do not appear to cause obesityEat ‘em raw
94. Meat
• Protein, iron and other
minerals, B vitamins, carnitine
• Cholesterol, saturated fat
• High-temperature cooking
produces cholesterol oxides,
AGEs, and carcinogens
• Top of the food chain
95. Fish
• Protein, omega-3 fatty acids,
and other nutrients
• May reduce risk of
cardiovascular disease
• Fish oil beneficial for a wide
range of conditions
• Top of the food chain: source
of mercury and other toxins
96. Milk
• Protein, calcium, vitamin D,
and other nutrients
• Frequently allergenic
• May promote type 1 diabetes
97. Eggs
• High-quality protein;
choline, lutein, other nutrients
• Minimal effect on serum
cholesterol in most individuals
• No increase in risk of heart
disease, except in diabetics
• Scrambling may produce
oxidized cholesterol
98. Aspartame
Symptoms associated with ingestion
include:
Headaches Convulsions
Eye pain Depression
Loss of vision Anxiety
Chest pain Diarrhea
Palpitations Urinary frequency
Joint pain Edema
107. Rationale for Nutrient Therapy
1. Compensation for a deficient diet
2. Increased requirements resulting from
a) disease
b) medications
c) stress and environmental factors
d) biochemical individuality
3. Pharmacological effects
109. Stress depletes magnesium
Various stressors (noise, sleep deprivation, type A
personality) result in magnesium depletion.
Magnesium deficiency aggravates the deleterious effects
of stress (e.g., hypertension, gastric ulceration, myocardial
damage, noise-induced hearing loss).
Artery 1981;9:205-11; J Am Coll Nutr 1985;4:165-72; Am J Otolaryngol 1994;15:26-32; Clin
Cardiol 1997;20:265-8; Magnesium 1986;5:201-10; Magnesium Deficiency. First Eur Congr
Magnesium, Lisbon 1983, (Karger, Basel 1985):24-9.
110. Nutrients and Air Pollution
Vitamins C and E attenuated the
adverse effect of ozone on lung
function of asthmatics.
Arch Environ Health 2001;56:242-9
Am J Respir Crit Care Med 2002;166:703-9
111. Symptoms of Mg deficiency
Fatigue Memory loss
Anxiety Intestinal complaints
Weakness Headaches
Chest pain Lightheadedness
Dyspnea Poor stress tolerance
Muscle cramps Insomnia
Palpitations Lump in throat
112. Omega-3 Fatty Acids
• Omega-3 FA’s are polyunsaturated, meaning they
contain more than one double bond
• They are called omega-3 because the first double
bond counting from the methyl end of the fatty acid
is located at the third carbon atom
114. Alpha-linolenic Acid
• Humans can synthesize other omega-3 fatty acids from ALA:
• Eicosapentaenoic acid (EPA): 20:5n-3
• Docosahexaenoic acid (DHA): 22:6n-3
• These two are usually referred to as marine-derived
omega-3 fatty acids because they are abundant in
certain species of fish
• Whereas, ALA is considered a plant-derived omega-3 fatty
acid
115. Omega-3’s, ADHD, and LD
• 41 Children with ADHD and LD given a Omega-
3’s for 12 weeks or a placebo.
• After 12 weeks, children in the treatment
group had significant improvement in their
ADHD scores compared to placebo.
Progress in Neuro-Psychopharmacology
& Biological Psychiatry (2002)
116. Omega 3 Fat DHA May Benefit Those with
ADHD
• The children, aged 7-12, randomly received the omega 3
fats (EPA and DHA) or safflower oil (omega-6) for a period
of four months. While there were no significant differences
among the groups, the increased amount of omega 3 fats,
in particular DHA, was associated with improved reading
and behavior. Among 17 children with learning disabilities
there were improvements in reading, spelling, behavior,
attention, and hyperactivity.
• The authors of the study conclude that increases in DHA
may improve reading and behavior, especially in those
children who also have learning difficulties.
• Nutrition. 2012 Jun;28(6):670-7
117. Inefficient Conversion of ALA
(Flax Oil) To EPA and DHA
• A possible cause for the low fish oil status
of the ADHD children may be impaired
conversion of the fatty acid precursors LA
and ALA to their longer and more highly
unsaturated products, such as EPA and
DHA (fish oil fats).
118. Inefficient Conversion of ALA
(Flax Oil) To EPA and DHA
• It appears that children with ADHD just
are not able to chemically convert the
plant omega-3, ALA to fish oil very well.
The problem is further worsened when
omega-6 fats are consumed and the ideal
omega-6:3 ratio of 1:1, progresses to the
typical standard American ratio of 15:1.
Many of these children have ratios which
are even worse and can be as high as
50:1.
119. SYMPTOMS SUGGESTING A POSSIBLE
NEED FOR ESSENTIAL FATTY ACIDS
• Dry, flaking skin
• “Chicken skin” or bumps on the outer upper
arms, thighs, or cheeks
• Brittle, soft, or splitting fingernails
• Nails with longitudinal lines
• Dry hair
• Dry scaling in the ear canal
• ADHD, DEPRESSION, ANXIETY
• Eczema
• Asthma
120. Essential fatty acids for
ADHD
• 41 kids, RCT to EPA 186 mg + DHA 480 mg +
GLA 96 mg + cis-linoleic acid 864 vs. placebo mg
daily for 12 weeks; EFA lowered Conners scores.
Richardson. 2002.
• Oxford-Durham RCT of fatty acids suppl’s for
117 children with developmental coordination
disorder: “significant improvements for active
treatment vs placebo were found in reading,
spelling, and behavior over 3 months of treatment
in parallel groups. After the crossover, similar
changes were seen in the placebo-active group.”
Richardson. Pediatrics, 2005
121. Magnesium?
• French study evaluated magnesium and B6 in 52 ADHD
kids and relatives
– 30 / 52 hyperactive children had low ERC-Mg values
– Open label supplementation with 100 mg daily of Mg and B6 for
3-24 weeks
– “In all patients, symptoms of hyperexcitability (physical
aggressivity, instability, scholar attention, hypertony, spasm,
myoclony) were reduced after 1 to 6 months treatment. Other
family members shared similar symptoms, had low ERC-Mg
values, and also responded clinically to increased
Mg(2+)/vitamin B6 intakes. “
– MORE STUDIES NEEDED; May help anxiety
Mousain-Bosc M, Am J Clin Nutr, 2004
122. Flax oil and vitamin C supplements
improve ADHD
• 30 kids with ADHD, compared with 30 normal kids in
clinic in India
• Supplement with 200 mg ALA + 25 mg Vitamin C twice a
day, for 3 months
• All kids had more EFA in RBC cell membranes after 3
months
• ADHD kids had (P<0.01) improvements in total
hyperactivity score, self-control, psychosomatic,
restlessness, inattention, impulsivity, social problems,
learning problems
Joshi K. Prostaglandins Leukot Essent Fatty Acids. 2006
124. Smoking and ADHD
• Research shows that smoking while
pregnant will increase the possibility of
having an ADD child by four times. Ohio
has the highest incidence of mothers
smoking while they are pregnant: 56%.
125. ANTIBIOTICS AND
DEVELOPMENTAL DELAY
A nationwide survey of nearly 700 children between the ages of
1 and 12 years linked developmental delays (DD) in children and
the amount of antibiotics they have taken. According to a report
issued by the Developmental Delay Registry (DDR) in Silver
Spring, MD:
Those who have taken more than 20 cycles of antibiotics in their lifetime
are over 50% more likely to experience developmental delays.
Source: ADVANCE for speech & language pathologists and audiologists, May 1995
126. DIETARY FOODS AND TOXIC
SUBSTANCES TO AVOID
• SUGAR
– One can of soda has 11 tsp. of sugar, which weakens the immune
system by 30%
• CAFFEINE (coffee, tea, soft drinks, energy drinks,
chocolate bars)
– Adversely affects brain chemistry
• COW’S MILK
– FDA allows the residue of up to 60 different antibiotics plus growth
hormones.
– Remember, cow’s milk is for calves!
• HYDROGENATED OILS & TRANS FATTY ACIDS
– Replaces essential fatty acids in cell membranes of your brain, causing
the cells to leak, function poorly or not at all
127. DIETARY FOODS AND TOXIC
SUBSTANCES TO AVOID
• EDTA
– A preservative that causes kidney damage and
calcium imbalances
• MSG
– Preservative found to damage the retina of infant
rats and destroy nerve cells in the hypothalamus of
the brain
• NUTRASWEET (ASPARTAME)
– A very poisonous neurotoxin
128. DIETARY FOODS AND TOXIC
SUBSTANCES TO AVOID
• BHT/BHA
– Preservative - weakens the immune system
• ARTIFICIAL COLORING
– Some are known carcinogens; many create allergic
reactions that affect brain chemistry
• PROPYLENE GLYCOL
– Food additive that is also used to de-ice airplanes
• SODIUM NITRITE
– Used to cure meat, a known carcinogen
129. DIETARY FOODS AND TOXIC
SUBSTANCES TO AVOID
• PESTICIDES
– Buy organic
• ANTIBIOTICS
– Kills healthy intestinal flora and thus weakens the immune system
• OVER THE COUNTER DRUGS
– Aspirin, Tylenol, Advil, etc. - all suppress white blood cells and
therefore weaken the immune system. Causes intestinal bleeding,
kidney and liver damage.
132. HEALTH COMPLAINTS ASSOCIATED
WITH YEAST-RELATED COMPLEX (YRC)
Problems thinking clearly or remembering
Muscle aches
Insomnia
Hyperactivity
Asthma
Recurrent infections of ear, nose, bladder, etc.
133. HEALTH COMPLAINTS ASSOCIATED
WITH YEAST-RELATED COMPLEX (YRC)
• A change in the balance of intestinal flora can
weaken the mucus lining of the intestines.
• Toxins from the yeast can therefore enter the
blood through the damaged intestinal lining,
• affecting the area of the brain that controls
mood and emotion, thus causing depression,
• irritability and many other health problems.
• Source: Is This Your Child? By Dr. Doris Rapp
136. Nutritional Supplements
• Amino Acid Supplementation
– Reportedly low levels of amino acids in ADHD
– Short-term benefit for tryptophan, 5-HTP,
tyrosine, GABA, Theanine or phenyalanine
137. L-Theanine
• Preliminary studies suggest theanine may
indirectly reduce ADHD hyperactivity by
promoting a sense of relaxation and enhancing
the release of dopamine.
• The "Trends in Food Science & Technology"
journal outlines a human study saying theanine
created an increase in alpha waves, which are
brain waves associated with relaxation. This
increase in alpha waves indicates theanine may
help relieve hyperactivity without causing
drowsiness.
138. GABA
• A study which was conducted in Kyorin University
Medical School in Japan used a natural form of
GABA named PharmaGABA .
• There were 60 participants who were given
either 100mg of the GABA supplement or a
placebo after which they administered a math
test.
• Those who were given GABA have provided 20%
more answers in general and got more correct
answers than the placebo group. This result
proved that GABA increases mental ability.
139. MAGNESIUM GLYCINATE
• Magnesium relaxes the mind. The body uses magnesium to
facilitate sending messages throughout our nervous system.
Magnesium is also used to calm the nervous system, which is
doubly important in children with hyperactivity disorders. With the
right amount of magnesium present in the body, children can think
clearer and concentrate better. Magnesium is also a key factor in
the production of serotonin, an important neurotransmitter that
provides a feeling of calm and well-being. Low levels of serotonin
are associated with irritability, moodiness and depression.
• Magnesium relaxes the body. Magnesium is essential for the
relaxation of muscle fibers. Without this essential mineral, spasms
and twitches are a common problem. Magnesium helps muscles in
the body relax and function properly without disturbances. When
the body feels calm, it is easier for hyperactive children to behave
calmly.
140. Nutritional Supplements
• Iron Supplementation
– Open 30-day trial with 17 non-anemic ADHD boys, improvement in
parents Conners’ scores (Sever et al., 1997)
• Zinc supplementation
– Little research
• Magnesium Supplementation
– 50 kids with ADHD and magnesium deficiency; 6 months; significant
decrease in parent and teacher Conners scores
– Magnesium glycinate is best for absorption and limited bowel side
effects
– Magnesium oxide or citrate better for constipation in lieu of ER visits,
enemas and mineral oil
141. Zinc in ADHD
• Zinc levels predict stimulant
response(Arnold, 1990)
• Serum zinc levels low in ADHD
(Bekaroglu, 1996)
• Zinc effective as supplement to stimulant
(Akhondzadeh, 2004)
• Zinc effective in reducing hyperactive and
impulsive behavior (Bilici, 2005)
142. Zinc in ADHD
• RCT of Zinc supplements for 209 7th graders
• Dose: 0, 10 or 20 mg Zinc 5x/wk for 10 Weeks
• Statistical improvement in 20mg group (no
improvement with lower doses)
Study presented at Experimental Biology meeting April 4, 2005 at San Diego, CA by James
Penland, Ph. D.
143.
144. ADHD and Iron Deficiency
• Fifty-three children with ADHD and 27 controls.
• The mean serum ferritin levels, were lower in the
children with ADHD (mean ± SD, 23 ± 13 ng/mL) than
in the controls (mean ± SD, 44 ± 22 ng/mL; P < .001),
• Arch Pediatr Adolesc Med. 2004
145. Iron in ADHD
• Iron plays a key role in dopamine metabolism
• Low ferritin levels associated with more
hyperactivity in ADHD patients (Oner, 2008)
• 84% of ADHD pts had abnormally low ferritin
levels (Konofal et al, Arch. Pediatr. Adolesc. Med. 2004)
• Iron improved Connor’s ratings (Sever, 1997)
• Iron treatment for ADHD reduced ADHD rating
scale and CGI at 12 weeks (Konofal, 2008)
146. Melatonin in ADHD
• RCT in 25 children with ADHD and chronic
sleep onset insomnia; melatonin 5 mg daily
at 6pm vs. placebo
• Melatonin significantly improved sleep
onset; decreased sleep latency and
increased total sleep time
• No change in ADHD behavior over 4
weeks, but all kids kept using it for one year
Smits. J Neurology, Neurosurg, Psychiatry, 1999
147. American ginseng and Ginkgo for
ADHD
• Open trial among 36 children, 3-17 yo
• Panax quinquefolium (200 mg) + Ginkgo biloba
(50 mg) BID X 4 weeks
• Connors parents scale
– 2 weeks: 31% improved on anxious/shy; 67%
improved on psychosomatic
– 4 weeks: 74% improved on Conners’ ADHD
Index
Lyon, et al. J Psychiatry Neurosci, 2001
148. Behavioral Approaches
• Can be effective, with or without medication
• Often history is good year-bad year, good-
year-bad year. Why? Great teachers!
• Kids with ADHD need structure, firm limits,
and lots of positive reinforcement.
• What if an entire school could have that kind
of approach?
150. OTHER TREATMENTS
• Chinese Herbals
– Chinese herbal cocktail compared to methylphenidate
– Significant improvement rates comparable to stimulate
meds, but more improvement on IQ scores and fewer side
effects
– Need placebo-controlled, double-blind studies
• Acupuncture
– Little data on its efficacy
– Loo (1998) found decreases on parent and teacher
Conners
• Noted that kids with most severe ADHD could not comply with tx
151. Sleep and ADHD
• Children with ADHD have much higher rates
of sleep problems, parasomnias, and sleep
disordered breathing.
• Polysomnography in 33 (3-16 yo) with
ADHD: 24% had obstructive sleep apnea;
30% had periodic limb
movements;Compared with ADHD as
whole= more obese
Goroya JS. Pediatric Neurology, 2009
Li S, 2008
Mayes SD, 2008
152. Meditation
• Mental training that can regulate attention
and brain training?
• Research in non-clinical samples has shown
improvements on attentional blink tests
• Rationale for using mindfulness meditation
with ADHD: can impact symptoms of
inattention and impulsivity, associated
neurocognitive deficits of inhibition, and help
with stress, anxiety, and depression
153. Mindful Meditation
• 3 steps:
– bringing attention to an “attentional anchor” (usually a
sensory input such as a breath
– Noting that distraction occurs and letting go of distraction
– Refocusing or reorienting attention back to the
“attentional anchor”
• Pilot Study (Zylowska et al., 2007)
– 8 week mindful meditation group w/ adults & adolescents
– Pre–post improvements in self-reported ADHD symptoms
and test performance on tasks measuring attention and
cognitive inhibition
– Next steps: controlled clinical study
154. Placebo Effects
• Placebo effects well documented in psychiatry
• Parents and teachers tend to evaluate kids
more positively if they think they are medicated
• Parents and teachers tend to attribute positive
changes to medications even when no meds
are given
Waschbusch, DA J Dev Behav Pediatr 2009
155. Further reading on fructose
Gaby AR. Adverse effects
of dietary fructose. Altern
Med Rev 2005;10:294-
306.
Gaby AR. Sucrose and
high-fructose corn syrup.
In Gaby AR. Nutritional
Medicine. Concord NH,
2011.
www.doctorgaby.com.
156. Take Home Message
• We need to be careful not to over- diagnose
ADHD.
• When we do make the diagnosis, I believe we
should seriously consider at least exploring
non-pharmaceutical options which are
certainly safe, and may be effective, before
beginning psychostimulants.