ADD Freq. Asked Questions
Mark Orlovsky (morlovsk@EARTH.EXECPC.COM)
Wed, 8 Mar 1995 20:06:08 -0600
> I was wondering if someone could post or send me a list of
> symptoms/characteristics of ADD. I realize that there will be some
> variations between people, and a real diagnosis requires a professional,
> but it could be helpful to at least be able to have an idea whether
> problems we might have with kids would possibly be caused by ADD or whether
> to look elsewhere in trying to solve the problem.
> Thanks
> Jon Dixon
In response to Jon's request, I have extracted the following information from
the alt.support.attn-deficit newgroup. I have cut sections out of their FAQ to
minimize the size of the posting. If after reading the areas I have cut out
and would like the FAQ in its entirety, please let me know and I will e-mail
directly and/or will post into the repository on SCOUTS-L or on Pluto.
Before anyone reads this please review the following disclaimer from Frank
Kannemann who maintains the FAQ.
DISCLAIMER
This rev 1.2 of the ADD FAQ is written, compiled and Copy Righted 1993,1994 by
Frank Kannemann.
Note the author does not warrant (the accuracy or content) of the information
contained herein. This document is provided for informational purposes only
and should not be used in the treatment of this disease. See a licenced
medical practitioner for actual diagnoses and treatment.
1) What is Attention Deficit Disorder?
Attention Deficit Disorder (ADD) is a syndrome which is usually characterized
by serious and persistent difficulties resulting in:
poor attention span
weak impulse control
hyperactivity (not in all cases)
ADD also has a subtype which includes hyperactivity (ADHD). It is a treatable
(note not curable) complex disorder which affects approximately 3 to 6 percent
of the population (70% in relatives of ADD children).
Inattentiveness, impulsivity, and often times, hyperactivity, are common
characteristics of the disorder. Boys with ADD tend to outnumber girls by 3 to
1, although ADD in girls is underidentified.
The term ADD is usually referring to ADHD. ADD without hyperactivity is also
known as ADD/WO (Without) or Undifferentiated ADD.
2) What are some common symptoms of ADD?
Excessively fidgets or squirms
Difficulty remaining seated
Easily distracted
Difficulty awaiting turn in games
Blurts out answers to questions
Difficulty following instructions
Difficulty sustaining attention
Shifts from one activity to another
Difficulty playing quietly
Often talks excessively
Often interrupts
Often does not listen to what is said
Often loses things
Often engages in dangerous activities
Recent literature proposes 2 subtypes of ADHD: Behavioral and Cognitive (being
split 80/20).
9) What treatment is there for ADD?
No simple treatment. Must be a multi-modal approach including (but not limited
to):
Medication
Training of parents
Counselling/training of child including behavior modeling,
self-verbalization and self- reinforcement.
Special education environment
The following area deals with methods/techniques that the author has collected
from various sources. He uses the term punishments. We in Scouting realize
that of course we can not punish someone elses childs. You though, want to
think of the terms outcomes, expectations, or consequneces.
I being an parent of an ADD child myself do use many of the following skills
when dealing with my own son. And come to think of it; since I also have ADD
my wife probably uses some of them on me!
18) What are some Parenting Tricks and Tips? (Strategies)
Fundamentally, parents must understand that much more time/effort has to be
invested in raising ADD children.A difficult concept for older generations to
accept is that:
There is no such thing as a BAD CHILD that lacks DISCIPLINE. ADD children
require additional sup- ports/training to enable them to be successful. Here
are a few tricks and tips that I have assembled from various sources
(including books, seminars and practice). These are by no means applicable to,
or useful for all ADD children.
18.1 Transitioning
ADD children have a difficult time adjusting to changes (see item c) whether
they be immediate requests or longer term ones. The use of warning children of
upcoming changes (i.e.: we are leaving in 5 minutes) can lessen the impact of
the change.
18.2 Rules- rewards/consequences
The simple act of outlining house rules complete with punishments is the first
step in defining behaviors.
18.3 Time-outs
These are probably the most widely used form of punishments. These have two
benefits: removal of the child from the situation and time for
contemplation/learning.
18.4 Removal of privileges
These should be defined by the parents and identified to the child
18.5 Physical violence (washing mouth with soap, spankings etc.)
Any form of physical violence against children is extremely discouraged and
generally only reinforces negative behaviors.
18.6 Structure/consistency
ADD children seem to be more effective in highly structured environments.
Consistency is also a form of structure.
18.7 Deflection/redirection
Sometimes rather than facing a situation/behavior directly it may be more
useful/timely to refocus the child on to something else.
18.8 Planned ignoring
The act of ignoring (but letting the child know that you are deliberately
doing it) a child's wants/behaviors when they are inappropriate. This probably
should not be used too regularly as it may adversely affect the child's
self-esteem.
18.9 Advocacy - education
The parent must become an advocate on behalf of their children. Parents must
ensure relatives, teachers and peers understand the issues of the child. This
may include teaching people about ADD.
18.10 Praise
This is a very simple but effective method of highlighting things that the
child is doing correctly and may include rewards/prizes.
18.11 Meds
I get the impression that a lot of uninformed/uneducated people assume that
medicating a child is wrong/bad. This may come from the thought that children
are being given tranquilizers to slow them down, when, in fact, in most cases
the children are being given stimulants. I personally believe that every
parent *must* try anything that may help the child (providing, of course, it
doesn't harm them).
A simple analogy is to that of a child with diabetes. Should the child be
denied a chemical that allows is system to function correctly?
I hope that the previous information is helpful to all of you have had
questions regarding ADD. As I stated there is more information on the FAQ of
which I will be happy to e-mail or post somewhere.
Please let me know if there is anything else that I can provide that maybe of
help!
YiS,
Mark
*******************************************
Mark P. Orlovsky
Scoutmaster - BSA: Troop 117, Wauwatosa, WI
Brotherhood - Mikano Lodge 231 - WWW
morlovsk@earth.execpc.com
*******************************************
Terry Howerton Sakima Group, Inc. SCOUTER Magazine Kansas City | 
