Deciding whether to take medicine or go the natural way is a difficult decision to make.
Thoroughly investigate any method that you choose to use.
The most common types of drugs used to treat
are stimulants, tricyclic anti-depressants and antidepressants.
Examples of STIMULANTS would be: Ritalin, Dexedrine, Concerta and Adderall.
Examples of TRICYCLIC ANTIDEPRESSANTS would be:
Amitriptyline, Nortriptyline and Clomipramine.
Examples of an ANTIDEPRESSANT would be:
Wellbutrin and Prozac.
In most instances a stimulant would most likely be prescribed and a follow up appointment made. All followups
should be kept to keep close tabs not only on the medication but on blood pressure, weight and communication between the doctor
and the parent. Depending on the medication prescribed it could take a few days or a few weeks to get into the system.
During this time you would make notice of how you think the medicine is working, are they eating good, sleeping good, behavior
changes, is there a support group close, talk about school work/grades, any thing that is different. Remember to keep
your communication open with the doctor. Ask questions-How does this work?,
What do I look for?, What about side effects?
The key to using drugs is to have them closely monitored.
Be informed And communicate. The medicine may be working and you don't think it is because you aren't communicating with
Don't be afraid to ask questions!
You could put it this way-you are paying your doctor for a service and you want to know all that you can.
Children as well as adults react to medications differently.
If we didn't we could have one medicine for everyone and it would work for everyone..
At the follow up they will be weighed and have their blood pressure taken and will have a consult. At this time there
may be an adjustment made in doseages, change of medicine or leave it as is. There will be many followups to come and continue
to communicate. The little things that don't really mean anything to you may be an answer for the doctor.
Adhd conditions can only be managed; not cured and although sometimes these children's symptoms subside with age,
often they remain into adulthood.
COMMON SIDE EFFECTS OF DRUG TREATMENTS ON SOME CHILDREN-
BUT IT IS IMPORTANT TO EMPHASIZE THAT
THE MAJORITY OF CHILDREN DO NOT EXPERIENCE ANY ADVERSE EFFECTS.
IN RARE CASES
HOW TO GET YOUR ADHD CHILD OFF MIND-ALTERING DRUGS
A Brief Introduction On Homeopathic Science
This is an approach for treating ADHD that has been studied and practiced for a number of years. In neurofeedback
treatment, individuals are provided with real-time feedback about their brainwave activity and taught to use that feedback
information to alter brainwave actvity.
This teaches the patient to manipulate their brain waves. The theory is that once mastered they can control their brain
wave patterns to complete an activity requiring a sustained mental effort. ie: increase the ability to pay attention
According to research this treatment is approx. 80 % effective.
Sessions last 30-40 minutes on a weekly basis with periodic EEG scans.
"An objective procedure for diagnosing ADHD?" -article
Commonly Asked Questions About EEG Neurotherapy
Brain Spect Imaging
Drug-free ADHD Treatment
ADHD A Path to Success
A Revolutionary Theory and New Innovation in Drug-Free
Holistic alternative ADD, ADHD, Autism, Dyslexia
When Western Medicine Has Not Helped
Family Alternative Medical Centres
Able Child. Org
'Parents for Label and Drug Free Education' consists of a growing number of parents outraged
over the pervasive and ever-growing drugging of our children.
Exercise Program helps with Dyslexia, ADHD
The Learning Breakthrough program, a home-based balance exercise program for people with dyslexia, ADD/ADHD and other
The Learning Breakthrough Program site
Overview of Treatment Options for Children with ADHD
Treatment Alternatives For Attention Deficit Hyperactivity Disorder
Play Attention is used in over 300 school systems, learning centers, homes, and psychologists' offices to help children
learn to attend and stay focused. Developed by an educator and successfully tested in classrooms nationwide, Play Attention
is fun, easy to use, and available to use in your home right now.
Play Attention uses the same technology developed by NASA to assist pilots to develop and enhancing
their attention skills.
TRANSCENDENTAL MEDITATION PROGRAM
a natural, effortless procedure practiced for 10 to 20 minutes twice daily, provides a practical alternative for
those not interested in drug
dependency or the harmful side effects associated with such treatment.
BRIDGES LEARNING SYSTEMS INC.
According to experts, the need for Bridges stems from an increasing number of students that have difficulties sitting
still, paying attention and taking
in the information that is being given. The first step in Bridges is to screen referred students to assess 26 intellectual
abilities and 11 perceptual skills. Their teachers will get a clearer picture of their students needs. Students
then take part in exercises that strengthen pathways in the brain, enabling them to
become better learners.
The Bridges program works to improve attention span, memory,comparison/contrast thinking, eye hand coordination, systems
reasoning and other skills essential to the learning process, helping
students perform better in school and in life.
The Bridges program is currently available to more than 200,000 students in nearly 400 sites in 20 states.
Bridges is a service of Bridges Learning Systems, Inc.,
based in Annapolis, Maryland, and founded by former
U.S. Senator and U.S. Secretary of Labor,
More information is available on the Bridges website.
Bridges Learning Systems, Inc
49 Old Solomons Island Road, Suite 206
Annapolis, Maryland 21401
Complementary and Alternative Therapies
Many parents seek alternative treatment for ADHD, because of concerns with the effects of chronic drug therapy in young
children. Some, but not all, children respond dramatically to dietary changes. The doses listed are for children. For adults,
increase the dose by 11/2 to 2 times.
Nutrition Essential fatty acids help regulate inflammation and nervous irritability. Reduce animal fats and increase fish
and vegetable oil intake, especially olive and grape seed oils.
A mix of omega-6 (evening primrose) and omega-3 (flaxseed) may be best (2 tbsp. oil per day or 1,000 to 1,500 mg twice
per day). For children under 10, cod liver oil may be the most effective (1 tsp. per day).
Foods containing salicylates (almonds, apples, berries, tomatoes, oranges) may be another dietary factor affecting
ADHD. A possible mechanism is related to prostaglandin metabolism. Prostaglandins are hormone-like substances produced within
the body that regulate dilation of blood vessels, inflammatory response, and other critical processes.
Common food sensitivities are dairy, corn, wheat, soy, and eggs.
Vitamins: C (1,000 mg twice per day), E (400 IU per day), B-complex (50 to 100 mg per day)
Minerals: Calcium and magnesium (250 to 500 mg per day), especially before bed
Herbs may be used as dried extracts (capsules, powders, teas), glycerites (glycerine extracts), or tinctures
(alcohol extracts). Unless otherwise indicated, teas should be made with 1 tsp. herb per cup of hot water. Steep covered 5
to 10 minutes for leaf or flowers, and 10 to 20minutes for roots. Drink 2 to 4 cups per day.
Before treating with Herbs, be sure to research the product and talk with
your physican .
Lemon balm (Melissa officinalis): mild sedative, relieves spasms
Lavender (Lavandula angustifolia): mild sedative and blood purifier
Chamomile (Matricaria recutita): reduces swelling and spasms
Passionflower (Passiflora incarnata): relieves nervous gastrointestinal complaints
Linden (Tilia cordata): mild sedative, antispasmodic
Catnip (Nepeta cataria): helps you relax and relieves spasms
Kava kava (Piper methysticum): anti-anxiety
A combination of four to six of the above herbs (1 cup tea
two to three times per day, or 30 to 60 drops tincture) can be helpful.
Some of the more common remedies for ADHD are
Chamomilla for a person who is irritable and easily distracted
Arsenicum album for anxiety, especially with stomach pains and insomnia or restless sleep
Argentum nitricum for anxious children that may be very cheerful
and some children, respond well to acupuncture to treat ADHD.
Parents can be taught massage techniques to use on their children.
Herb, Supplement and Vitamin Center
Valerian-The "Herbal Anxiety Pill"
THE BLOCK CENTER
Dr. Mary Ann Block, Medical Director
The mother who went to medical school to save her daughter
offers other families the kind of medical information and care
she so desperately needed for her own
Alternative therapies for Brain Problems
Drug Free Treatments for Attention Deficit Disorders
Exploring Natural Solutions For ADD/HD
ADHD can affect people throughout their lives. A team approach to care and emotional support is necessary to help you cope
with its impact.
THE NATURAL WAY
There are alternative methods available, but I would only suggest doing any of these under a doctors suppervision as
well. Many people do feel that the changes they have made, showed a significant change in ADD/HD symptoms.
THE ADD/ADHD NATURAL HELPSITE
Natural Remedies for ADHD
THE ALTERNATIVE MEDICINE
The Christian Handbook
by Donal O'Mathuna Ph.D. & Walt Larimore, M.D.
NEW ALTERNATIVE TREATMENT BOOKS
There are many herbal remedies sold for ADD/HD.
The problem is that some can react to foods that you eat and/or interfere with other medication that you are taking.
It is very important if you are taking herbs that your doctor know to prevent such a possible reaction.
Herbs GENERALLY accepted safe for Children
ADD EATING PROGRAM
This is not a strick program except for the first week.
On the second week it adds protein & mineral supplements, flax seed or primrose, lots of fruits and vegetables and
Attend, Extress or Memorin
from VAXA- which is a dr. formulated supplement that supplies nutrients associated with learning and concentration.
THE FEINGOLD DIET
Very popular and strict. You eliminate ALL
artificial coloring, flavoring, and preservatives-
BHA, BHT, TBHQ, on the assunption that
foods or additives can trigger ADD/HD
GLUTEN FREE CASEIN FREE DIET
The Gluten-Free Diet - A Comprehensive Resource Guide is intended to provide practical information about the
gluten-free diet, including nutritional aspects, meal planning, shopping, recipes, brand names of gluten-free products available,
directory of companies and other resources.
DIETARY SUPPLEMENTS, VITAMINS & MINERALS
Calm Focus is an all natural vitamin/herbal supplement specifically formulated to feed the brain. It has
the right combination of vitamins, minerals and herbs to help keep us mentally alert and focused. Calm Focus also contains
Gaba and passion flower to help calm the active person. This supplement can be helpful along with educational and behavior
Better Nutrition Magazine: September 2000 issue, A Sabot Publication
ADD: Attention Deficit
or Nutrition Deficit?
Dr. Mary Ann Block takes on the ADD "industry"- exposing
the myths and exploring the truths.
Attend is a safe, doctor-formulated supplement that supplies the nutrients associated with learning and
is a 100% natural alternative to frequently prescribed drugs for ADHD, Attention Deficit Disorder (ADD), Stress, Alcoholism,
Depression, Anxiety, Panic Attacks, Drug Addiction, Outbursts of Anger, Lack of Concentration, Post Traumatic Stress Disorder
(PTSD), Seasonal Affective Disorder (SAD), Lack of focus, and Sleeping Problems.
Compare Attend with Other Products
Comparison of Attend, BeCalm'd, and Focus
The patented process Allows absorption, Absorption is the key to health. You are not what you eat, but what you
These vitamins are like "high tech" food, giving the body the building blocks it needs
BrightSpark ADD Remedy
A 100% homeopathic formula to treat the symptoms of ADD without the potentially dangerous
side effects associated with many psychiatric drugs.
Bontech Supplements, Ltd
Bonnie Grimaldi's Supplements and Diet program that has been anecdotally reported to be highly successful for many with
Tourette Syndrome and associated conditions.
Child Diagnostics Inc.
Energy throughout the day
WHAT SHOULD I TAKE AND HOW MUCH
The Bible's Way to Victory over ADHD and Other Childhood Challenges
A free online
book on preventing and overcoming ADD, ADHD, ODD, Conduct Disorder and Tourette's Syndrome.
Boarding Schools & Outdoor Education Programs
Aspen Education Group
has over 20 programs nationwide specializing in educating, counseling and motivating youth with ADHD and learning differences.
Aspen's programs have provided assistance to children with ADHD and their families for over 20 years.
NEUROFEEDBACK AS AN AID TO ENHANCE ATTENTION AND IMPROVE
CHILDREN WITH AD/HD
Due to increasing coverage in major publications like Discover, Time, and Newsweek, neurofeedback has become a popular
albeit controversial intervention used in the treatment of AD/HD. Scientists have known for many years that the brain emits
various brainwaves which are indicative of the electrical activity of the brain and that different types of brainwaves are
emitted depending on whether the person is in a focused and attentive state or a drowsy/day-dreaming state.
Neurofeedback allows a person to view these brainwaves on a computer screen as they occur. By teaching a person to produce
brainwave patterns that are associated with a relaxed, alert, and focused state, and having them practice this skill for many
hours of training, neurofeedback practitioners contend that individuals with AD/HD can learn to maintain this state and that
many symptoms of AD/HD will diminish. As discussed below, however, many scientists do not believe that such claims have been
HOW IS NEUROFEEDBACK TRAINING CONDUCTED?
A typical clinical session of neurofeedback training for a child with AD/HD involves pasting electrodes (sensors that pick
up the electrical activity of the brain) to the head with conductive gel. Wires from these electrodes are connected to a device
that amplifies the small signal obtained from the electrodes. The child sits in a comfortable chair and watches a computer
monitor. The monitor displays a picture such as a moving graph that indicates the degree to which the child is producing the
desired pattern of brainwave activity. The goal is for the child to learn to produce the type of brainwave activity
that is associated with a focused and attentive state.
Over the course of numerous training sessions it may gradually become easier for the child to achieve this state and to
maintain it for longer periods of time. Proponents of neurofeedback often describe this training as an exercise program for
the brain, and training continues until the client demonstrates the ability to consistently achieve and maintain a pattern
of EEG activity that is indicative of a relaxed and attentive state. This typically requires 40-60 sessions at an average
session cost in the range of $40 to $120 per session. By the conclusion of treatment, neurofeedback advocates believe
that increases in attention and reductions in impulsivity that are evident during training will transfer to important areas
of the child's life - e.g. home and school - and there are several published studies (see below) that are consistent with
this position. Critics of neurofeedback, however, do not believe there is credible evidence to indicate that such transfer
A BRIEF HISTORY OF NEUROFEEDBACK
As early as the 1970s, neurofeedback was used as an experimental treatment for neurological conditions such as epilepsy.
When clients were taught to relax and produce site-specific brain wave activity, the occurrence of seizures was reduced (Sterman,
et al 1974. Biofeedback training of the sensorimotor electroencephalogram rhythm in man: Effects on epilepsy. Epilepsia, 15,
395-416). In subsequent research, scientists reported that neurofeedback could help reduce the symptoms associated with AD/HD
(Lubar & Shouse, 1976. EEG and behavioral changes in a hyperactive child concurrent with training of the sensorimotor
rhythm (SMR). A preliminary report. Biofeedback and Self-Regulation, 1, 293-306). Later, NASA began to investigate whether
attention training using neurofeedback could help to prevent accidents among astronauts and pilots during flight. This led
NASA scientists to develop a new application of neurofeedback training technology in which children's ability to maintain
a desired EEG state was linked to their ability to ability to control video games. This approach to neurofeedback treatment
has gradually become more widespread.
As promising reports of neurofeedback treatment emerged, it quickly moved from an experimental technique with very preliminary
research support to a treatment that was provided to a growing number of children. Many scientists who research AD/HD
expressed concern that neurofeedback was an expensive and unproven treatment that could dissuade parents from selecting other
treatments - i.e. stimulant medication and behavior therapy - for which greater empirical support existed. These scientists
argued that the efficacy of neurofeedback had not been conclusively demonstrated through carefully controlled clinical trials,
and that parents should be extremely cautious about selecting this treatment.
CURRENT EVIDENCE FOR NEUROFEEDBACK TREATMENT
The debate about the value of neurofeedback treatment for AD/HD has continued for the past several decades. Advocates
point to a number of published studies that support numerous anecdotal reports from parents and clinicians about the utility
of this approach. Critics argue that all these studies have significant limitations that prohibit any firm conclusion
about the effectiveness of neurofeedback treatment from being made. Reviewing two recently published studies may help
clarify why these strongly opposing views continue to be held with such conviction.
In the first study (Monastra et al., 2001), 101 children and adolescents with AD/HD received multimodal treatment that
included stimulant medication, behavioral therapy, and school consultation services. Fifty-one of these participants also
received neurofeedback because their parent(s) decided to include it in their child's overall treatment plan. Participants
in each group (i.e. multimodal treatment vs. multimodal treatment + neurofeedback) did not differ in the severity of symptoms
before treatment began, and the treatment provided differed only by whether it included neurofeedback.
Twelve months later, participants whose treatment included neurofeedback showed greater improvement according to parent
and teacher behavior ratings, and no longer demonstrated the brainwave patterns that were substantially different from children
without AD/HD. These gains remained evident a week after medication was discontinued and suggest that adding neurofeedback
to a multimodal treatment program was associated with important incremental benefits. You can find a comprehensive review
of this study at
In a second study (Fuchs et al., 2003), parents of 34 children with AD/HD between the ages of 8 and 12 chose either stimulant
medication or neurofeedback treatment for their child. The majority - the parents of 22 children -- opted for neurofeedback
treatment. After 3 months, children in both groups showed significant and comparable reductions in AD/HD symptoms according
to parents and teachers. Laboratory tests of attention also showed equivalent improvement. A comprehensive review of
this study is available at
What conclusions can be drawn from these recent reports? Clearly, children in both studies who received neurofeedback
appeared to benefit from this treatment. These benefits were evident in reports from parents and teachers, as well as
on laboratory measures of attention. Given the compelling nature of these results, which are consistent with results
from other studies, why do many scientists continue to regard neurofeedback as an unproven and highly experimental treatment
The reason for this skepticism is that although children in these studies were appeared to improve, limitations in the
researcher's methods make it impossible to know what was responsible for the improvement. An important limitation of
both studies is that parents decided whether to use neurofeedback with their child, rather than this being determined by chance
- i.e. random assignment. The absence of random assignment makes it impossible to rule out other factors the groups
may have differed on - besides whether they received neurofeedback - as an explanation for the results obtained. This
limitation is found in virtually all studies of neurofeedback.
Another limitation is the failure to control for the substantial extra therapist attention provided to children who received
neurofeedback treatment. It is possible that this extra attention - and not neurofeedback training per se - is what accounts
for children's improvement. Although this strikes us unlikely given the intractability of AD/HD symptoms to adult
attention and support alone, it cannot be conclusively ruled out as an explanation.
It is also important to note that neither study permits any conclusion about whether providing children with "feedback"
on their brainwave activity was a necessary treatment component. Perhaps focusing on various computer tasks several
times each week over an extended period would help children develop their attention skills regardless of whether such feedback
is provided. The experimental controls that would be necessary to determine this were not included in either study.
Finally, because children in these studies were not followed for any sustained time period after treatment ended it is
not known whether improvements associated with neurofeedback persisted beyond the end of training. Some neurofeedback
proponents have claimed that unlike medication treatment, where benefits are typically not sustained after medication is stopped,
improvements are sustained because the child has learned a new skill - i.e. the ability to produce and maintain a focused,
attentive state. We are not aware, however, of studies in which this claim has been documented.
It is important to emphasize that the limitations discussed above were unavoidable because these studies were conducted
in regular treatment settings where parents paid for the services provided. In this context, assigning children to different
treatments at random is not possible. Providing equivalent attention from a therapist for children whose parents did
not choose neurofeedback - or the type of control necessary to establish that direct feedback on brainwave activity is critically
important - is also impractical.
The fact that these limitations could not be avoided, however, does not eliminate the problems created for interpreting
the study results. Thus, we believe that neurofeedback critics are correct to stress that the efficacy of this treatment
has yet to be conclusively demonstrated according to accepted scientific standards.
On the other hand, it is also important to recognize that these studies reflect the context in which parents actually make
treatment decisions for their child. That is, parents are aware of and are presented with different treatment options
and must decide which to pursue. >From this perspective, we believe that the promising results from these studies
can be interpreted to suggest that when parents select neurofeedback treatment for their child - either alone, or in combination
with more conventional approaches - there is a reasonable chance they will find it to be helpful.
Many scientists, however, would argue that in the absence of clearly established efficacy, there is little or no basis
for expecting any such benefit.
In many ways, the debate about neurofeedback that is evident today is no different from what was taking place 10-15 years
ago. On the one hand, there is evidence that children with AD/HD who receive neurofeedback treatment obtain some benefits
from the experience. On the other hand, for the reasons discussed above, the efficacy of neurofeedback has not been conclusively
demonstrated according to widely accepted scientific standards. As one critic recently pointed out, the evidence to
date would not meet FDA standards for neurofeedback to be classified as a medical intervention for AD/HD (Barkley, 2003. The
ADHD Report. 11, 7-9.), and uncertainty about the efficacy of neurofeedback will continue until large-scale studies that include
the necessary experimental controls are conducted.
Until such research becomes available, parents considering neurofeedback treatment for their child should be aware that
despite the promising results that have been reported, there are other interventions (e.g. medication treatment, behavior
therapy, and their combination) whose efficacy has been clearly demonstrated in a number of carefully controlled studies.
For this reason, these are the interventions that are recommended in treatment guidelines recently published by the American
Academy of Child and Adolescent Psychiatry (1997) and the American Academy of Pediatrics (2001). You can find a comprehensive
review of treatment guidelines from the American Academy of Pediatrics at
We hope that the research necessary to provide more definitive answers to important questions about neurofeedback treatment
will soon be forthcoming so that parents can make decisions about this treatment that are informed by the strongest possible
science. Unfortunately, we are not aware of any such studies that are currently underway, and the issues about neurofeedback
that are unresolved today may remain unresolved for many years. Hopefully, scientists who are in a position to conduct
such research will begin to initiate the necessary studies so that this does not occur.
Taken from Attention Research Update
If you would like to receive Attention Research Update Newsletter
Effect of Glyconutritionals on the Severity of ADHD
Glyco Information Website
Q & A Glyconutritionals
Scientific Validation for Glyconutrients
Caffeine is a central nervous system stimulant.
Caffeine is addictive.
Caffeine does not accumulate in the bloodstream nor is it stored in the body. It is excreted in the urine many hours after
it has been consumed.
Caffeine is frequently added to over-the-counter medications such as pain relievers, appetite suppressants, and cold medicines.
Caffeine has no flavor and can be removed from a food by a chemical process called decaffeination.
Caffeine is a mild stimulant and improves alertness and enhances concentration.
Studies have shown that caffeine can help a child with concentration when doing something repetitive
As the intake becomes greater other side effects may arise. Some of these other effects may make the drinker jittery and
unable to sleep correctly. For most caffeine users, this is a positive effect, but for others, it is not.
The standard dose of caffeine is only around 200mgs which can be consumed from two cups of strong coffee or about three
cans of a caffeinated soft drink.
It is the most widely abused drug in the world.
You Can Find Caffeine In The Following Food and Drinks
Caffeinated Soft Drinks
In Moderate Doses It Can
reduce fine motor coordination
cause headaches, nervousness, and dizziness
raise blood pressure
Typical Withdrawal Symptoms
Caffeine enters the bloodstream through the stomach and small intestine and can have its effects as soon as 15 minutes
after it is consumed. Once in the body, caffeine will stayaround for hours: it takes about 6 hours for one half of the caffeine
to be eliminated.
How Caffeine Works
It operates using the same mechanisms that amphetamines, cocaine and heroin use to stimulate the brain. On a spectrum,
caffeine's effects are more mild than amphetamines, cocaine and heroin, but it is manipulating the same channels, and that
is one of the things that gives caffeine its addictive qualities.
Many people consume a gram or more every single day and don't even realize it.
Frequently Asked Questions About Caffeine
Caffeine Content of Foods and Drugs
Caffeine Information Archive
-Magazine written entirely by teens for teenagers. ...
Caffeine: Psychological Effects, Use and Abuse
Caffeine And ADHD
ADHD National Institute of Mental Health
Pharmaceutical Treatment For ADHD
are the major stimulants used in the treatment of ADHD . They have been shown to decrease motor ... clinical trials done
with caffeine were hopeful, but the majority of recent trials ...
Java Jive On Kids, Caffeine
Studies have shown that caffeine can help a child with concentration when doing something repetitive
Parents should put an emphasis on teaching children proper nutrition that includes calcium, vitamins, and quite possibly
caffeine in moderation.