ADHD
By: Gabe Chodak, Charlie Fountaine, Annie Schonour, Jamie Shapiro, Pat Till, Katie Wagner
Philip Greenauer at Tai- kwando. Philip is being dressed in sparring gear by his father George Greenauer.
Like many third graders with Attention Deficit Hyperactivity Disorder (ADHD) Philip Greenauer is a veritable ball of energy. Outspoken in his speech and exuberant in his action, Philip runs circles around Master Kim’s Tae-kwando School in Irondequoit. His disorder ADHD, commonly associated with ADD (Attention Deficit disorder), affects roughly 1.6 million children in the United States, and manifests itself in the form of, among other symptoms, excessive energy and lack of focus. Parents often turn to medications such as Ritalin and Adderall to combat the symptoms. Phillip’s parents also thought the structured karate program would offer a good outlet for his rambunctious nature.
At Master Kim’s, the discipline of the martial arts is balanced with the enjoyment of a good time. Not only do Kim’s students have to practice forms, but they also practice sparring and play other games to strengthen their reflexes and their balance.
Through Tae-kwan-do, Philip has achieved balance in more ways than one. When Philip first started attending Master Kim’s, he had very poor coordination and muscle control. At the same time, Philip was also struggling in the classroom. But the discipline and rewards system of Master Kim’s sustained Philip’s interest. Now, two years after he began Philip stands poised as a second grader.
When Master Kim yelled an inaudible call, all of the students ran to middle of the dojo. On one side of the room stood Master Kim, holding a soft red ball. On the other were two of his helpers. The game was simple. Master Kim would throw the ball across the dojo to one of his helpers. The students had to avoid being hit by the ball. A simple take on dodge ball. The students would run back and forth, away from the ball and the ball carrier.
Philip had the game down to a science. Instead of running with the pack, he kept to one side of the dojo. As he sidestepped from one side to the other, he kept Master Kim in one eye and Kim’s helpers in the other. Philip’s strategy worked until there were three or four students left.
After the dodge ball game, Philip scurried over to the benches. His father dressed him in sparring gear and Philip ran back onto the dojo floor. For the next twenty minutes, he sparred four other students. Philip is not a brawler. In sparring, just like in dodge ball, Philip utilized the tactical approach.
He would stand back waiting for the right opening while defending his opponent’s punches and kicks. When he found his window, Philip delivered a timed kick to the chest of his adversary.
After Philip left the floor and took off his gear, his hair was matted with sweat. His face was ruddy and he was breathing hard, but even after all of that, he was still rearing to go.
A Parent's Perspective
For parents such as George Greenauer, news that their child may have ADHD is often met with reluctance. After all, kids will be kids. That was George’s reaction when his son was diagnosed with ADHD. But as George learned, recognition is only the first step. Children with ADHD often endure long and tedious struggles in attempts to overcome the disorder.
For George, there was no doubt that Philip possessed a lot of excess energy. “The way he plays his PlayStation is that he’s standing up and jogging in place,” George said. “I mean literally, he’s constantly in motion.” Philip would also have problems focusing. “There would be certain nights it would be a battle to get him to the table and actually get him to do his work,” his father said.
But, as is often the case, the realization that Philip had ADHD took some time. Like many parents, George assumed Philip’s constant bounciness and lack of focus was the norm. “I just thought it was him being a boy,” George said. Philip’s behavior problems were persistent and posed issues at school. When he was in pre-school, his parents were told he had “sensory issues.” George’s wife convinced him to get tests for Philip when he was five, and though Philip was too young for conclusive results, doctors still saw all the signs of ADHD and recommended Ritalin.
But the Ritalin posed more problems. “We had him on it for about a month and he had a lot of reactions,” George said. “He was completely lethargic. He would get home from school and he wouldn’t want to do anything. He would just sit there like a zombie.” Even weight problems arose from the medication. Despite Philip’s small size, he lost twelve pounds.
So George, still reluctant to agree with the ADHD diagnosis, made the decision to take Philip off the medication. His problems at school continued. “A lot of time in class he couldn’t hold his focus,” said George. “He had a lot of trouble reading, because he wouldn’t pay attention to what he was reading.”
And Philip had problems getting along with his first-grade teacher, who was quick to throw the ADD card at him. “She had 10 boys in the class and eight out of 10 of them should be on drugs because they all had ADHD,” George said. “It seemed like the reason to explain away everything. That was part of my resistance the whole time.”
Philip’s teacher used a punishment system of discipline: three strikes and you’re out, and Philip struggled with it. “It was something where he completely lost his focus,” George said. “When he went from green to yellow, all he did was worry about not getting to red. And at that point he had no choice but to go to red, because he would fidget and do whatever he had to do.” Philip’s entire school year was completely lost.
Finally, the next year, Philip started taking a medication called Strattera. At first, there were again negative side effects. “He was very emotional. There would be times where he would just cry at the drop of the hat — if you talked to him too loud, he would cry.” But these effects subsided and the medication began working wonders. “Right off the bat, he showed some reactions where he would calm down,” George said. “It got to the point where he could pretty much sit down and get the job done.”
These changes made a believer out of George. “I guess for me to finally realize [he had ADHD] was to see him on the medication and the differences in the way he acted.” ADHD wasn’t a myth. George had witnessed the difference and he agreed with the diagnosis.
Now, Philip is on the minimum dose of Strattera and is also benefiting from his karate class. “He’s come leaps and bounds,” his father said. “I know his focus is better when he’s in there.” Philip’s focus is better and he is succeeding in school. The journey with ADHD was long and difficult, but Philip, like many others forced into the same obstacles, has learned to succeed.
Come a Long Way
An unassuming activity for people of all ages, Tai Kwon Do has proved to be an invaluable outlet for many.
“Philip has come such a long, long way, his social skills have improved, his motor skills have improved,” said Melissa Hutto, one of Philip’s teachers at Master Kim’s, “We teach everybody the same thing, but don’t expect the same results from everyone.” Hutto has witnessed Philip’s journey since he first started taking lessons two years ago. She commented on how much he has grown, both in his level of skill and his level of confidence.
With interjections from Philip, Hutto recalled the difference in his belt testing over the years. She described how in the beginning, Philip would cry and refuse to go onto the mat for his tests; she would have to give him pep talks before each one. Now however, Philip seems to have no need for those pep talks, and is excited and confident for his tests.
Within the next year, Philip will be testing for his black belt—the same test that adults in Tai Kwon Do go through. This is a huge feat for a boy with ADHD who had such behavior problems before becoming involved with the sport. Tai Kwon Do requires concentration, focus, respect, and self-discipline, among others.
Hutto explained that each student of Tai Kwon Do is treated like an individual, and are not all tested on the same criteria. Instead of comparing students, the teachers at Master Kim’s look for growth and gradual change; they strive to build confidence, raise self-esteem, and increase self-control.
Hutto hasn’t just witnessed the power of Tai Kwon Do as an outlet through teaching kids like Philip; Hutto’s own autistic grandson began Tai Kwon Do at age 5, and is now almost a third degree black belt.
The sport forces kids with attention problems to focus on attaining a goal, whether that be to not fall over when you kick, or if it’s to get your next step to a belt higher. When students achieves a new level of skill, they receives stripes on their belts until they have enough to test for a new belt.
Hutto has personally witnessed the joy that stripe brings to these kids, “it’s amazing what a piece of colored tape will do.”
Master Kim’s Tae Kwan Do School in Irondequoit
has provided Philip, along with many other students,
wonderful opportunities for hard-work, discipline, and
fun.
Finding An Outlet
Philip’s enthusiasm alone with Tai Kwon Do became instantly apparent upon our first interactions together. Out of breath and sweating, Philip mentioned that he preferred Tai Kwon Do class because, “You get to do whatever you want, and there’s time where you can have fun,” compared to his third grade classroom environment.
Philip sparrs with a partner at Master Kim's |
But chopping boards, sparring, and side-style kicking is among only a few methods for evaluating a student’s progression, as well as knowledge of the Korean language. Master Kim evaluates Philip each class on different levels such as discipline, self-esteem, as well as self-control.
When asked which of these was most valuable to learn, Philip responded “Self control.” When asked why, Philip responded, “I don’t remember, but it was on my test.” As may be quite common among many of Philip’s peers also in his Tai Kwon Do class. Philip interacts with several of these children from elementary school, directly to Tai Kwon Do class.
“At first, Philip was really shy. I’d have to really work with him to get him to participate,” said Melissa Hutto. “ But he has really opened up since then, and has come a long way,” Hutto added
Philip was not just going through a period of shyness at this point. “He was an emotional roller coaster when he first started taking his medication,” said his father. Philip, originally prescribed Ritalin, acquired a sudden loss of appetite, as well as increased sensitivity as a result.
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Myth #1: ADD does not exist. Fact: 95 years of scientific research has identified groups of people who have difficulty with concentration and hyperactivity. The symptoms have generally been found to group together, and ADHD is recognized by all professional medical associations, including the United States Congress.
Myth #2: Children will become addicted to Ritalin, and thus should not be given a break from it. Fact: Ritalin is not an addictive drug, and it will not lead to dependency. The only danger in the failure to give a child Ritalin would be in severe cases if the child was so hyperactive that he or she could not function properly without it.
Myth #3: No study has found that medicine actually helps children with ADD. Fact: In multiple occasions, research has shown that children as well as adults have benefited from the use of medication.
Myth #4: Children with ADD are just looking for an excuse to gain special privileges, such as more time on exams. Fact: ADD is a handicap, not an excuse. Medication corrects the chemical imbalance in children, enabling them to focus on a regular level.
Myth #5: ADD is due to bad parenting and teaching. Fact: Family research has concluded that more discipline would worsen the case, not make it better. One can’t make a child who has a chemical imbalance act better by punishing him.
Myth #6: Ritalin is unsafe and unhealthy. Fact: Ritalin (methylphenidate) has been used safely with children, adolescents and adults for over 50 years. There are no recorded cases of Ritalin leading to death. A small number of children experience a loss in appetite (as in Philip’s case) or an increase in fatigue.
Myth #7: Teachers can help children focus better more so than a medication would. Fact: Recent studies from the National Institute of Mental Health suggest that medication along with teacher assistance did not help more than the medication alone. If the biological factors that affect ADHD are not recognized, it will be hard to treat.
Myth #8: It is not possible to correctly diagnose children with ADHD. Fact: Although there is not a common test for ADHD, criteria for the disease are listed in the Diagnostic and Statistic Manual of Mental Disorders. The use of this criteria and additional methods provide an accurate means of diagnosing.
Myth #9: Children outgrow ADD. Fact: 15-50 percent of children diagnosed with ADD will carry symptoms into adulthood. Over 70 percent will manifest full symptoms into their teenage years. |
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An interview with a University of Rochester junior shows how ADD extends beyond America’s children
When were you diagnosed? I started having learning disability testing when I was really young but in 6th grade I was having academic and social problems and they diagnosed me with a short term memory disability and an attention deficit hyper activity disorder, otherwise known as ADHD.
Who diagnosed you? A psychiatrist my parents took me to see.
How did this make you feel? Eh, I kinda knew for a while that I was different in some way - it was strange to put a name on it, but it was kind of a relief knowing that I wasn’t just making these things up. There was a sort of explanation for my behavior.
What things did you recognize? Things I recognize are like I have a short temper and in addition to be easily frustrated, easily distracted. And before being medicated I felt very provoked.
What drugs are you on for this? I had been on Methalin but now am on time release Concerta.
How were your treated by your peers in high school with regards to ADHD? In the highschool that I went to it was not a big deal that I had ADHD, a lot of my friends had it. The only difference was that I had to be in a structured study hall with all the other kids who had ADD, ADHD, etc.
How were you treated by your teachers (extended time etc.)? I was in a structured study hall where I was given extended time testing, I was also given notes for class.
Do you feel on the same level academically or do you feel stifled in some way? I feel as if I am not stifled academically, but I think that my success in high school was because of the extra help I got.
How is this disability handled at the U of R? At home I feel as if teachers were more understanding of kids at the school on a more individual basis. Now , I feel as if they just don’t understand me. It has been hard to get extrended time and notes here, even though I am technically supposed to receive it.
Over time how have you grown with this disability? I compare my ADHD to a fingernail (this technically could be a part of my ADHD , that is my comparison) there are times when its short and gross, other times when its long and beautiful where I look at it and I am proud that I let it grow out. It’s a part of me now.
Do you notice substance abuse among your peers with drugs used for ADHD/ADD? I think that people are overmedicated these days, medication has really helped me, and it took a lot of different medications and times that I felt as if I was on speed and super woman (the dose was sooo high) to figure this out. Yet, I see people making phone calls when it comes to testing times. It’s sad, because I think some people just don’t understand what these drugs do to your head, they aren’t per-se harmful, but in many ways they affect you.
What are your personal feelings on this? I don’t ‘care’ that people use attention drugs in school, but I think that a person taking aderol before their test is the problem. I think it is instead the problem that these drugs are being used. I have heard stories of people crushing it up and snorting it, I have heard that aderol is the new party drug, replacing cocaine. My question is why are people writing this, almost in a bragging way, in the news. It is giving ideas to people, and its egging on a generation that is so often medicated.
What advice would you give a youth who has recently found out they have this disability? I would tell someone who was recently diagnosed that their struggle to finding answers is over. It was not a negative thing for me to find out I had ADHD, it was more of what does it actually mean. I knew something was different with me for years, it was just putting a name to it.
What advice worked for you? That’s like asking what medication worked for me, it was a mixture of many. Today, when people find out I have ADHD its like “oh, really, big surprise." In today’s world having ADHD or ADD is as common as having a headache, the times when I really like it is when people say , “UGH, you are soo lucky”. That’s my favorite. |
Treatment and Outlets in Rochester
By Gabe Chodak
Picture courtesy of Karissa M. Page |
A common misconception of treatment for ADD and ADHD is that children are just simply loaded with medicine.
However, this is not the case. Instead, those diagnosed with attention deficit disorder in an attentive environment undergo a tailored treatment program. In many cases this includes medication, but is also complemented by education, behavior management skills, and school programming. This type of approach is referred to as “multimodal,” and according to a 1999 study released by the National Institute of Mental Health, a combination of closely administered medicine with behavior treatment and medicine management provides the most improvement in AD/HD symptoms. An important realization from this study is the important role of medicine in treatment.
Medicinal Treatment
It is not possible to cure AD/HD, but, more importantly ,medicine is used to alleviate some of the symptoms. The most regularly used medicines are psychostimulant compounds. The purpose of psychostimulants is to increase the communication effectiveness of nerve cell networks in the brain, which generally results in increased attention span, less impulsiveness, and the ability to keep on-task. According to the National Resource Center on AD/HD, “common psychostimulant medications used in the treatment of AD/HD include methylphenidate (Ritalin, Concerta, Metadate, Focalin), mixed salts of a single-entity amphetamine product (Adderall, Adderall XR), and dextroamphetamine (Dexedrine, Dextrostat). Methylphenidate, amphetamine, and mixed salts of amphetamine are now available as both short- and long-acting preparations.” The dosage and medicine used varies by case, but is usually decided by a trial period of 3-7 days, during which the dosage increases. However, the person receiving the medicine is also placed under observation by parents, teachers, coaches, and other adults in the child’s life to help determine the effectiveness of the medication and possible side effects. While there are no notable long-term effects, such studies have not been able to be completed, and some short-term side effects have been present. These include a loss of appetite and trouble sleeping, as well as possible headaches or other temporary minor inconveniences.
While not as common as psychostimulants, antidepressants are sometimes used as the medication portion of treatment. Also, atomoxetine, currently the only approved nonstimulant for AD/HD treatment, is a possible choice.
However, there are alternatives for those who do not wish to take medication or are suffering from side effects. Most of these include minor life changes. The Attention Deficit Disorder Association recommends such changes as reducing stressors in your life, living on a healthy diet while exercising daily, and a lot of sleep. There is also a belief in nutritional supplements that are not FDA approved, and while there is no research to back up claims, if they do alleviate other problems in ones life, it could ease the symptoms of AD/HD.
Help In Rochester
ADHD affects the lives of numerous people across the United States, but thankfully there are many outlets for help. Nationally, such institutions as the National Resource Center on ADHD and the Attention Deficit Disorder Association provide extremely comprehensive websites and other resources to anyone whose life involves AD/HD in some matter.
Locally, Rochester is very fortunate to have a useful and accessible establishment in The Greater Rochester Attention Deficit Disorder Association, Inc. or GRADDA as it is often referred to.
GRADDA was established “for the purpose of addressing the multiple needs of individuals with Attention Deficit Disorder (ADD or ADHD),” and “to assist individuals, families, professionals, and the community at large.” Some ways in which they do this is by offering workshops on different issues raised by AD/HD, having lectures by professionals on different topics within the field, and establishing group meetings for children and adults to discuss AD/HD and the areas surrounding it. They have also set up the GRADDA Warm Line, which general information and non-emergency assistance, and can be reached by calling (716) 251- 2322. You can also write or email GRADDA, and both of these contacts are listed on their website, http://www.gradda.home.isp-direct.com.
Although attention deficit disorder impacts the lives of many, there is a lot of accessible support to help not only those diagnosed with the disease, but also the family and friends of that person. This allows for people to get over misconceptions, and instead focus on the facts so as to help make someone’s life better.