Apa arti gerakan repetitif?

source : http://gifted-disinkroni.blogspot.com/

Seorang Ibu dari Surabaya berkali-kali menulis email padaku – apa bedanya autisme dan gifted? Berbagai bacaan sudah kuberikan, namun si Ibu masih tetap saja bingung. Karena si anak yang belum usia tiga tahun itu mendapatkan diagnosa dari seorang psikiater, bahwa ia adalah anak penyandang autisme yang hyperatif. Alasan terbesar menurutnya adalah karena anak tidak bisa bicara, dan mempunyai gerakan repetitif.

Si Ibu menanyakan apa sebenarnya gerakan repetitif itu?

Dalam area pembahasan anak gifted, upaya eksplorasi dan trial and error anak-anak ini yang banyak sekali muncul di usia 2-4 tahun itu memang seringkali salah diinterpretasi sebagai gerakan repetitif autisme.

Padahal repetitif autisme adalah gerakan yang tidak ada tujuannya, dengan pola yang sama. Jika si anak melakukannya dengan semangat dan penuh kenikmatan, dilakukan dengan bermacam-macam kegiatan atau pola ya namanya bukan gerakan repetitif autisme. Ia sedang melakukan trial and error. Lagipula gerakan repetitif autisme muncul pada umumnya pada anak yang mempunyai perkembangan kognitif yang rendah, dan mempunyai perkembangan motorik yang kurang baik. Pada anak gifted perkembangan motoriknya umumnya baik.

Ibu tadi mengirimkan padaku 7 buah video anaknya. Isinya: koprol bolak balik…koproool melulu. Buka tutup pintu…. Buka tutup pintu meluluuuu. Buka tutup pintu lemari meluluuu… Duduk kursi sana pindah kursi sini meluluuuuu….. Memukulkan sandalnya ke air lalu dipukulkan ke tanah meluluuuuuu……
Saat melakukan hal itu sambil sesekali merubah posisi, melihat-lihat dan merubah sesuatu, dan merubah cara operasinya…..

Anak Ibu inipun mempunyai motorik yang baik…..

Jadi?

Iklan

Genetik sebagai faktor predisposisi pada autisme? Bohong!

sumber : http://gifted-disinkroni.blogspot.com/2008/10/genetik-sebagai-faktor-predisposisi.html

Banyak publikasi di Indonesia yang mengatakan bahwa faktor genetik pada autisme merupakan faktor predisposisi terjadinya autisme. Artinya jika disebut sebagai faktor predisposisi, maka ada faktor lain yang akan bekerja sebagai faktor pencetus, yaitu faktor lingkungan.

Faktor predisposisi (genetik) + lingkungan –> autisme

Dalam berbagai publikasi bebas di tanah air kita ini dijelaskan faktor pencetus itu dapat terjadi saat:
– masih di dalam kandungan
– sesudah dilahirkan

Apa faktor pencetusnya? Disebutkan bahwa vaksin, logam berat, lingkungan yang penuh polutan, virus, makanan tertentu, dlsb dlsb akan bekerja sebagai pencetus terjadinya autisme pada anak yang mempunyai kerentanan genetik .
Gara-gara pemahaman ini lalu para penyandang autisme diberi treatment segala macam, menghindari hal-hal yang diperkirakan bisa menyebabkan autisme sebagai akibat kerentanan tadi. Selain detoksifikasi, juga diet segala macam, serta menghindari segala macam yang dituding bia sebagai pencetus.
Baca lebih lanjut

Mengenal DAN Membimbing Anak Hiperaktif

sumber : http://www.sehatgroup.web.id

Catatan dari Semiloka ‘Mengenal dan Membimbing Anak Hiperaktif’ (Unika, Smg)
Apa sebenarnya yang disebut hiperaktif itu ? Gangguan hiperaktif sesungguhnya sudah dikenal sejak sekitar tahun 1900 di tengah dunia medis. Pada perkembangan selanjutnya mulai muncul istilah ADHD (Attention
Deficit/Hyperactivity disorder). Untuk dapat disebut memiliki gangguan hiperaktif, harus ada tiga gejala utama yang nampak dalam perilaku seorang anak, yaitu inatensi, hiperaktif, dan impulsif.
Inatensi
Inatensi atau pemusatan perhatian yang kurang dapat dilihat dari kegagalan seorang anak dalam memberikan perhatian secara utuh terhadap sesuatu. Anak tidak mampu mempertahankan konsentrasinya terhadap sesuatu, sehingga mudah sekali beralih perhatian dari satu hal ke hal yang lain.
Hiperaktif
Gejala hiperaktif dapat dilihat dari perilaku anak yang tidak bisa diam. Duduk dengan tenang merupakan sesuatu yang sulit dilakukan. Ia akan bangkit dan berlari-lari, berjalan ke sana kemari, bahkan memanjat-manjat.
Di samping itu, ia cenderung banyak bicara dan menimbulkan suara berisik.
Impulsif
Gejala impulsif ditandai dengan kesulitan anak untuk menunda respon. Ada semacam dorongan untuk mengatakan/melakukan sesuatu yang tidak terkendali. Dorongan tersebut mendesak untuk diekspresikan dengan segera dan tanpa pertimbangan. Contoh nyata dari gejala impulsif adalah perilaku tidak sabar. Anak tidak akan sabar untuk menunggu orang
Baca lebih lanjut

Q & A Anak Hiperaktif

sumber : http://www.sehatgroup.web.id/milist sehat

24/09/2004
Q : Dokter, anak saya laki laki sekarang berusia 19 bulan. Anak saya tidak bisa duduk diam, misalnya untuk nonton tv lebih dari 5 menit, tapi kalau makan dia bisa duduk sambil tangannya bermain dengan mainan. Selain itu kalau bepergian naik mobil selalu minta minum dari botol atau ngemil, tapi bisa duduk sambil dipangku.
Apakah anak saya hiperaktif, Dok? Namun demikian dia mengerti kalau diajari dan bisa memberikan perhatian, karena sekarang ini dia sudah bisa membaca hampir semua abjad dan bicaranya pun cukup cerewet. Tolong kasih keterangan ya, Dok, apa saja ciri ciri anak hiperaktf karena saya kuatir anak saya hiperaktif.
Terima kasih sebelumnya.
Liana

A : Dear LianaAhhh anak usia 19 bulan memang gak bisa diam. Apalagi nanti kalau batita makanya ada istilah The terrible Two. Apalagi anak laki-laki. Justru anakmu sehat apalagi dia sudah mulai mengerti kata2. Periode usia anakmu ini merupakan periode eksplorasi, semua mau tahu tetapi juga mudah bosan kalau dia sudah tahu. Nah, salurkan aktivitas fisiknya secara positif. Misalnya, ajak anak main kangurua2an, lomba lah kamu sama anakmu sambil melompat-lompat. Aatau berlari kesana kemari seperti anak kelinci mengejar ibunya, atau ajak jongkok melompat seper ti katak. Pasti dia happy. S elain itu, perkembangan motoriknya akan semakin canggih Oh iya, cemilannya yang sehat y a, buah, sayur kukus, yogurt, roti, keju, dll. Jangan yang manis, jangan yg pakai pengawet. Perlahan-lahan kalau saya boleh kasih saran, minumnya pakai gelas aja atau sedotan. nanti giginya rusak lho kalau dibiasakan minum dari botol Ok selamat bereksplorasi dengan anakmu
wati

ADHD

Attention-Deficit / Hyperactivity Disorder (ADHD)

Symptoms of ADHD

The year 2000 Diagnostic & Statistical Manual for Mental Disorders (DSM-IV-TR) provides criteria for diagnosing ADHD. The criteria are presented here in modified form in order to make them more accessible to the general public. They are listed here for information purposes and should be used only by trained health care providers to diagnose or treat ADHD.

DSM-IV Criteria for ADHD
I. Either A or B:

  1. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:

Inattention

  1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
  2. Often has trouble keeping attention on tasks or play activities.
  3. Often does not seem to listen when spoken to directly.
  4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
  5. Often has trouble organizing activities.
  6. Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
  7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
  8. Is often easily distracted.
  9. Is often forgetful in daily activities.
  1. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:

Hyperactivity

  1. Often fidgets with hands or feet or squirms in seat.
  2. Often gets up from seat when remaining in seat is expected.
  3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
  4. Often has trouble playing or enjoying leisure activities quietly.
  5. Is often “on the go” or often acts as if “driven by a motor”.
  6. Often talks excessively.

Impulsivity

  1. Often blurts out answers before questions have been finished.
  2. Often has trouble waiting one’s turn.
  3. Often interrupts or intrudes on others (e.g., butts into conversations or games).
  1. Some symptoms that cause impairment were present before age 7 years.
  2. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).
  3. There must be clear evidence of significant impairment in social, school, or work functioning.
  4. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

Based on these criteria, three types of ADHD are identified:

  1. ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months
  2. ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months
  3. ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

ADHD

ADHD

adalah singkatan dari Attention Deficit Hyperactivity Disorder. Gangguan ini telah terlihat sejak masa kanak-kanak, dan dapat dianalisa langsung oleh ahli perkembangan anak (psikolog). Gangguan ini berdampak pada cara anak berpikir, bertindak dan merasa.

Penyebab

Hingga saat ini penyebab ADHD belum dapat dipastikan. Terdapat berbagai teori tentang penyebab ADHD, sebuah teori mengasumsikan konsumsi gula atau zat aditif yang berlebihan dalam makanan sebagai penyebabnya. Sedangkan teori yang lain menyatakan bahwa faktor genetis adalah penyebab utama.

Para ahli masih meneliti bagian otak tertentu dan zat-zat yang mempengaruhin

ADHD dapat ditengarai sejak anak berusia sangat kecil. Pada bayi, gejala yang nampak, adalah:

  • Terlalu banyak bergerak, sering menangis, dan pola tidurnya buruk
  • Sulit makan/minum
  • Selalu kehausan
  • Cepat marah/sering mengalami temper tantrum

Pada anak balita, gejala ADHD yang kerap terlihat, adalah:

  • Sulit berkonsentrasi/memiliki rentang konsentrasi yang sangat pendek
  • Sangat aktif dan selalu bergerak
  • Impulsif
  • Cenderung penakut
  • Memiliki daya ingat yang pendek
  • Terlihat tidak percaya diri
  • Memiliki masalah tidur dan sulit makan
  • Sangat cerdas, namun prestasi belajar tidak prima.

Tidak semua anak yang mengalami ADHD terlihat memiliki gejala ini, karena sangat tergantung pada tingkat ADHD yang diidap.

Lisa’s son Jack had always been a handful. Even as a preschooler, he would tear through the house like a tornado, shouting, roughhousing, and climbing the furniture. No toy or activity ever held his interest for more than a few minutes and he would often dart off without warning, seemingly unaware of the dangers of a busy street or a crowded mall.

It was exhausting to parent Jack, but Lisa hadn’t been too concerned back then. Boys will be boys, she figured. He’ll grow out of it. But here he was, now 8, and still no easier to handle. Every day it was a struggle to get Jack to settle down long enough to complete even the simplest tasks, from chores to homework. When his teacher’s comments about his inattention and disruptive behavior in class became too frequent to ignore, Lisa took Jack to the doctor, who recommended an evaluation for attention deficit hyperactivity disorder (ADHD).

ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it’s not yet understood why. Children with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what’s expected of them but have trouble following through because they can’t sit still, pay attention, or attend to details.

Of course, all children (especially younger ones) act this way at times, particularly when they’re anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child’s ability to function socially, academically, and at home.

The good news is, with proper treatment, children with ADHD can learn to successfully live with and manage their symptoms.

What Are the Symptoms?

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1. an inattentive type, with signs that include:

  • inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
  • difficulty with sustained attention in tasks or play activities
  • apparent listening problems
  • difficulty following instructions
  • problems with organization
  • avoidance or dislike of tasks that require mental effort
  • tendency to lose things like toys, notebooks, or homework
  • distractibility
  • forgetfulness in daily activities

2. a hyperactive-impulsive type, with signs that include:

  • fidgeting or squirming
  • difficulty remaining seated
  • excessive running or climbing
  • difficulty playing quietly
  • always seeming to be “on the go”
  • excessive talking
  • blurting out answers before hearing the full question
  • difficulty waiting for a turn or in line
  • problems with interrupting or intruding

3. a combined type, which involves a combination of the other two types and is the most common

Although it can often be challenging to raise kids with ADHD, it’s important to remember they aren’t “bad,” “acting out,” or being difficult on purpose. And children who are diagnosed with ADHD have difficulty controlling their behavior without medication or behavioral therapy.

How Is It Diagnosed?

Most cases of ADHD are treated by primary care doctors. Because there’s no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. When the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, or depression, a child may be referred to a neurologist, psychologist, or psychiatrist. Ultimately, though, the primary care doctor gathers the information, makes the diagnosis, and starts treatment.

To be considered for a diagnosis of ADHD:

  • a child must display behaviors from one of the three subtypes before age 7
  • these behaviors must be more severe than in other kids the same age
  • the behaviors must last for at least 6 months
  • the behaviors must occur in and negatively affect at least two areas of a child’s life (such as school, home, day-care settings, or friendships)

The behaviors must also not be linked to stress at home. Children who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it’s important to consider whether these factors played a role in the onset of symptoms

First, your child’s doctor will perform a physical examination of your child and ask you about any concerns and symptoms, your child’s past health, your family’s health, any medications your child is taking, any allergies your child may have, and other issues. This is called the medical history, and it’s important because research has shown that ADHD has a strong genetic link and often runs in families.

Your child’s doctor may also perform a physical exam as well as tests to check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you’ll probably be asked to fill out questionnaires that can help rule them out as well.

You’ll also likely be asked many questions about your child’s development and his or her behaviors at home, at school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) will probably be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It’s important for everyone involved to be as honest and thorough as possible about your child’s strengths and weaknesses.

What Causes ADHD?

ADHD is not caused by poor parenting, too much sugar, or vaccines.

ADHD has biological origins that aren’t yet clearly understood. No single cause of ADHD has been identified, but researchers have been exploring a number of possible genetic and environmental links. Studies have shown that many children with ADHD have a close relative who also has the disorder.

Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in children with ADHD. Chemical changes in the brain have been found as well.

Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.

Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics’ (AAP) guidelines, which say that children under 2 years old should not have any “screen time” (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming.

What Are Some Related Problems?

One of the difficulties in diagnosing ADHD is that it’s often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of all children with ADHD have one. The most common coexisting conditions are:

Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)

At least 35% of all children with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Children who have conduct disorder are more likely get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.

Mood Disorders (such as depression)

About 18% of children with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self-esteem.

Anxiety Disorders

Anxiety disorders affect about 25% of children with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist.

Learning Disabilities

About half of all children with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn’t categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.

If your child has ADHD and a coexisting condition, the doctor will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms.

How Is It Treated?

ADHD can’t be cured, but it can be successfully managed. Your child’s doctor will work with you to develop an individualized, long-term plan. The goal is to help your child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.

In most cases, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your child’s doctor may make adjustments along the way. Because it’s important for parents to actively participate in their child’s treatment plan, parent education is also considered an important part of ADHD management.

Medications

Several different types of medications may be used to treat ADHD:

  • Stimulants are the best-known treatments – they’ve been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There’s currently no evidence of any long-term side effects.
  • Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
  • Antidepressants are sometimes a treatment option; however, in 2004 the FDA issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.

Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment for your child, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.

Behavioral Therapy

Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when they’re combined with behavioral therapy.

Behavioral therapy attempts to change behavior patterns by:

  • reorganizing your child’s home and school environment
  • giving clear directions and commands
  • setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones

Here are some examples of behavioral strategies that may help a child with ADHD:

  • Create a routine. Try to follow the same schedule every day, from wake-up timeto bedtime. Post the schedule in a prominent place, so your child can see where he or she is expected to be throughout the day and when it’s time for homework, play, and chores.
  • Help your child organize. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.
  • Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.
  • Limit choices. Offer your child a choice between two things (this outfit, meal, toy, etc., or that one) so that he or she isn’t overwhelmed and overstimulated.
  • Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of his or her responsibilities.
  • Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child’s efforts. Be sure the goals are realistic (think baby steps rather than overnight success).
  • Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger children may simply need to be distracted or ignored until they display better behavior.
  • Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well – whether it’s sports, art, or music – can boost social skills and self-esteem.

Alternative Treatments

Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your child’s doctor may recommend additional treatments and interventions depending on your child’s symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child’s needs are different.

A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one “talking” psychotherapy. However, the scientific research that has been done on these therapies has not found them to be effective, and most of these treatments have not been studied carefully, if at all.

Parents should always be wary of any therapy that promises an ADHD “cure,” and if they’re interested in trying something new, they should be sure to speak with their child’s doctor first.

Parent Training

Parenting any child can be tough at times, but parenting a child with ADHD often brings special challenges. Children with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills.

Experts recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help their child organize his or her environment, develop problem-solving skills, and cope with frustrations. Parent training can also teach parents to respond appropriately to their child’s most trying behaviors and to use calm disciplining techniques. Individual or family counseling may also be helpful.

ADHD in the Classroom

As your child’s most important advocate, you should become familiar with your child’s medical, legal, and educational rights. Children with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with your child’s teachers and school officials to monitor your child’s progress and keep them informed about your child’s needs.

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

  • Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
  • Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
  • Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
  • Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn’t call out, or waits his or her turn, instead of criticizing when he or she doesn’t.
  • Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
  • Supervise. Check that your child goes and comes from school with the correct books and materials. Ask that your child be paired with a buddy who can help him or her stay on task.
  • Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
  • Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.

Being Your Child’s Biggest Supporter

You’re a stronger advocate for your child when you foster good partnerships with everyone involved in your child’s treatment – that includes teachers, doctors, therapists, and even other family members. Take advantage of all the support and education that’s available, and you’ll be able to help your child with ADHD navigate his or her way to success