|
Hypertalk SemiAnnual Publication of the Baltimore County Chapter of CH.A.D.D. Articles from Fall/Winter 99/2000 Issue Articles from Winter/Spring 1999 Issue Articles from Fall/Winter 1998/99 Issue Articles from the Spring 1998 Issue
Contents Spring/ Summer 1998 Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences
|
  
Hypertalk SemiAnnual Publication of the Baltimore County Chapter of CH.A.D.D. Spring/Summer 1998
Contents Local Area CH.A.D.D. Phone Numbers Winter-Spring ’98 Meeting Schedules State and National Conferences Editor: Editorial Advisors: HYPER-TALK is a semi-annual publication by CH.A.D.D. of Baltimore County. For advertising rates and information contact Betsy Campochiaro, 920 West Lake Ave., Baltimore, MD. 21210. (410) 377-0249, e-mail: [email protected] Placement of an advertisement in the newsletter does not represent an endorsement by CH.A.D.D. CH.A.D.D. of Baltimore County does not endorse any schools, businesses, treatment, or theory. Articles and announcements are for information purposes only. Articles, questions and letters to the editor/professional advisory board are welcome. CH.A.D.D of Baltimore County #168 Webmaster Computers and ADD Computers have become an integral part of our society. As prices have fallen and computers become faster, they have been appearing in a higher percentage of homes and offices. Those who do not own a computer can now go on-line and even have their own web site through the Baltimore County Library. Among the first self-help groups to make extensive use of computers was the disability community. Physically challenged individuals could use computers and later the Internet as eyes, ears, hands and legs. Individuals who learn to compensate for a deficit may, through their efforts, gain special skills. Children, parents and adults affected by ADHD can benefit from computer technology. At this point, there are computer applications devoted to most types of interests and activities. Children and Computers: Computer-based educational software can help children learn academic subjects. The best programs provide immediate feedback and appealing, changing visual and auditory input. Many feature cartoon characters who function like an encouraging tutor. Often, parents and teachers can use easily available commercial software for academic remediation and for enrichment. The newer educational software allows a parent to customize the program by changing the difficulty level, deleting voices, and changing the reward frequency. In other cases, educational specialists may use software designed to remediate a specific problem. Many parents feel intimidated by computers and the Internet and allow their children free reign with software and Internet surfing. It is better to supervise and have ground rules. Some software programs and Internet sites contain over-stimulating graphic violent or sexual themes. Children with ADHD may be particularly vulnerable to the adverse effects of over-stimulation. The use of a word processor or a voice recognition program can help individuals who have difficulty with getting their thoughts out on paper. There are a number of excellent children’s typing programs available. Voice recognition programs are mostly aimed at adult professionals. A child might be able to use some of them, but would need excellent reading skills and close adult supervision. The Internet: The Internet can bring vast amounts of information to your fingertips almost instantly. The key is knowing how to search for information. If you want to find out more about ADHD, you can literally find thousands of related sites, some misleading or having little to do with ADHD. This can be frustrating, but stick to it. Here are some helpful clues. Three of the common sources of information on the Internet are Web Pages, Bulletin Boards and Chat areas. Chat Areas: I personally do not like chat areas, but I know many individuals who use them frequently. Because they are occurring in real time, they are spontaneous, but difficult to monitor or censor. In some chat areas it is expected that one’s on-line identity is different from one’s identity ITRW (in the real world) If you use these, exercise caution. Monitor children who go on-line, and don’t let Chat become a substitute for real social contact. Two good links about Internet safety are (www.health.org/kidsarea/safe/safe.htm) and (www.crc.ricoh.com/people/steve/warn-kids.html) a more detailed link for adolescents: There are chat sessions on ADHD scheduled on http://add.miningco.com also. Bulletin Boards: People leave messages on bulletin boards and one can read the listings at any time. These are often devoted to particular themes and have someone monitoring to make sure that individuals stay on topic. A listserve is a bulletin board that is limited to certain individuals and a specific topic. Individuals who sign up for these, receive messages from others on the list and can either contribute their own input or be “lurkers” (those who listen but do not contribute.) There are several ADHD-related listserves. To get on a listserve for parents of ADHD children, send e-mail to [email protected] and write “subscribe add-parents” in the body of the letter. The Add-Parents support listserve is a very active list. It can sometimes get way off topic, however a parent new to ADHD can get a wealth of information and support from other parents. For a listserve for adults with ADHD, send e-mail to [email protected]; in the body of the letter put “subscribe addult your name”. Web Pages: These are sites containing printed or graphic material continuously posted on the World Wide Web by an individual or an organization. A Personal Web Page is a site devoted to hobbies and interests of an individual or a family. Companies, schools and organizations may have web pages for advertising or for dissemination of information. The way web sites are linked makes it easier for those with intuitive, non-linear thinking to navigate and find information. It can be stimulating and exciting to hop from topic to topic and continent to continent in seconds. Because of the rapid (if you have a fast modem) gratification, its easy to stay interested. You may become so absorbed that a timer may be needed to limit sessions. How to Do Research on the Web: The web can be a good source of information on ADHD. To search for such information, go to a Search Engine such as Altavista http://www.altavista.digital.com or Web Crawler http://www.webcrawler.com or Hotbot http://www.hotbot.com Webcrawler and Altavista are nice because they can do a natural language search. Enter “What are the causes of ADHD?” The search engine will then list sites with articles about the causes of ADHD. To narrow the search on Altavista, you press the “refine” button and enter keywords such as “neurological”. Hotbot is less selective but gives longer lists. If you want to get more technical articles on ADHD from the medical or educational literature, there are three large indexes to consider. The National Library of Medicine gives access to free searches of the Index Medicus, a large number of known medical journals; http://www.ncbi.nlm.nih.gov/PubMed/syntax.html ERIC http://www.aspensys.com/eric/ is a large index of educational journals, http://www.cec.sped.org/ericec.htm is devoted to issues related to disabilities and gifted education. ERIC and Medline use a search method which uses Boolean Search Operators. Basic information on this type of search is found at http://help.hotbot.com/faq/advanced.html (Feature #10). For those who wish to do powerful or complex searches, the National Library of Medicine has a page entitled, “Syntax of Complex Boolean Expression”. For more detail on how to do medical/technical Internet searches see the related web article at http://www.ncpamd.com/webtools.htm#. Carol Watkins, MD, is co-chair of the Maryland Psychiatric Society Computer Committee and is on the advisory board of Baltimore County CHADD. She is in private practice working with children, adolescents and adults through Northern County Psychiatric Associates in Lutherville and Monkton. Rewinding fast forward The Fast ForWord language processing program is a new method aimed at dramatically improving language processing and the sound system or the speed and accuracy of sounds, words and sentences getting to the brain. I have had the opportunity to see 18 children through this program since it was introduced nationwide in May, 1997. An examination of the outcomes has led me to consider the best uses of this program for those children and adolescents who exhibit symptoms of Attention Deficit Hyperactivity Disorder, Language Disorder, and/or Auditory Processing Disorder. My look at this program is directed to two questions. First, have the stated missions of the program been accomplished for children who completed the program? Second, are there any other unexpected outcomes, negative or positive, aside from those stated? First, let’s begin with a look at the mission. The Fast ForWord program is designed to accomplish two objectives. These are
These objectives are carried out through a program design that consists of 7 games. Four of the games work on speech reception and speech recognition, and 3 of the games help the child to use his/her newly acquired sound recognition skills at the connected speech (sentence) level. This second level also helps to jump-start any later therapy that may be part of the child’s remedial language intervention. The design of the program is consistent with basic therapeutic principles of speech and language pathology. These include the use of mass trials (that is, practice, practice, practice), as well as immediate and direct feedback to the child in terms of speed of delivery and complexity of the message on a momentary basis. In my experience, the Fast ForWord program has significantly helped all but 2 of the children and adolescents that I have treated. By “help” I mean that their skill at correctly responding to sounds presented at normal speeds (less than 40 milliseconds ISI) was not normal at the beginning of treatment and was normal by the end of treatment. Thus, in relation to the first objective, 16 of the 18 children achieved a positive change in their basic processing speed for speech sound recognition. Second, in terms of oral and aural language at the word and sentence levels, all of the children who received language testing after the program showed a significant improvement in language comprehension and expression. Further, all parents, including those whose children did not demonstrate statistically noticeable changes, have commented on positive improvements in the home. This includes an increase in verbal specificity, improvement in the ability to remember and carry out directions, improvement in reading skills and phonics, and a reduced need for clarification and repetition. The negative aspects of the program can be grouped into 2 factors. The first set is logistical and the second is patient selection. The program requires the child to play for 6-8 consecutive weeks at 5 days per week for 1 – 2 hours per day. Some parents have declined the program during the school year because of the time commitment. Children also need to be selected appropriately for the program. The children who did not improve statistically were those who had a multiplicity of developmental difficulties that prevented them from engaging directly for any period of time. In sum, the Fast ForWord program, when used for children who have language and/or processing difficulties with or without a coexisting ADD or ADHD, did accomplish the stated objectives in almost all of the children. Because this course of therapy has shown such positive results in a relatively short time period, there may be a tendency for parents to think that this is the “cure” for their children’s learning and social difficulties. This is not an accurate expectation and will likely lead to disappointment. Rather, the use of the program did normalize the processing speed problem for 89% of the children in my group. This program is an important tool in significantly changing the child’s basic operating system for speech recognition, speech sound processing speed, language comprehension, and language expression. Dr. Soloff is a speech language pathologist in private practice. She has been on the Professional Advisory Board for over 3 years. Boredom Be Gone -Insuring your Adolescent’s Fun
“There’s nothing to do around here” is a common complaint voiced by teens today. When our children were small we organized toys, games, play groups, books and snacks for their amusement. Then, as they grew, we all to frequently left them too their own devices to fill their free hours. The result is a generation of TV “couch potatoes” with computer- and Nintendo- exercised fingers. Considered planning a kid-friendly environment. It is here that your child can make a conscious decision about what to do based on his or her interests. It is my experience that adolescents as well as children will choose to learn and be challenged when presented with the proper stimuli. One vehicle to begin this process is to plan together their special “play” space. Make the room appealing – a sports motif is easily accomplished by using baseball caps, trophies, equipment and team pictures. Let your imagination soar together! Our basement playroom was turned into my son’s lair using these very same objects. If you want your children to spend time at home you must make that home space attractive to them and their friends. Specifically, “toys” must be provided for singular enjoyment as well as for play with siblings and peers. These amusements should be systematically located in the play area so that the adolescent is stimulated to investigate. The following list will help you get started. The store, Learning Smith, is a great place to stock up. For Solo Play:
(Remember, puzzles once worked may be made permanent by using puzzle glue and then framing. These make great conversation pieces and friends love to remember that they were a part of the puzzle hanging on the wall.) If keeping a puzzle-in-progress is a problem, I recommend puzzle keepers, a felt piece of fabric with a cardboard tube that gently “rolls” over the puzzle and can be stored just about anywhere.
For Siblings and Friends over to play
If your budget allows, a card table, pool table, pin ball machine and air hockey would be very welcome additions that provides the best in an entertainment area. Happy adolescents will be the byproduct of this fun space that provides stimulation, enjoyment and socialization. Chase that boredom away!
Linda Tiani is an experienced gift advisor and party organizer for adolescents and a new CHADD consultant residing in Northern Virginia. Getting Organized! January 1, 1998, has come and gone, with the New Year’s resolution about “Getting Organized” still dangling as the daunting challenge. Sick of the constant nagging of well-meaning friends and family, you choose today to tackle the mounds of paper piled on and around your desk. The first thing you touch is a photo from a recent Christmas card. “Oh, I must call my friend.” While looking up the phone number, you stumble across the number of the repairman, which reminds you to go to the basement to check the hot water heater. On the way there, you stop for a snack and begin reading the newspaper. Seeing an advertisement for the sale of the century, you rush out to take advantage of it. So once again, nothing gets organized. Sound familiar? Many adults with symptoms of Attention Deficit Disorder have difficulty getting organized. They are easily distracted, impulsively jump from one thing to another, and have trouble planning and completing tasks. The positive side to this is that they see possibilities beyond other people’s “tunnel vision.” They are highly creative, intuitive, and spontaneous thinkers – the generators of great ideas! But being disorganized costs them time, money, and more importantly, self-esteem. Don’t fret – there are ways to learn to organize yourself that will liberate, not imprison, you. Remember that there is no one right way to organize. Each of our minds is wired uniquely, so you have to experiment to find what works for you. The following is just a suggestion. The New Year’s Resolution is still dangling. To get motivated, think about the benefits of being more organized – even write them down. If the benefits aren’t compelling enough, you won’t make this a priority. Next, take out your planner and write down appointments with yourself to “get organized.” If your energy level is highest at night, don’t schedule morning sessions. If your attention span is 15 minutes, don’t schedule a three-hour block of time. Begin by looking at the entire month ahead and block in several work sessions. If an emergency arises, be sure to reschedule, as you would an appointment with a business contact. It’s essential to tell people close to you what you are embarking on and ask them for their emotional support in carrying this out. Then choose a small area that’s bothering you the most. Let’s use a cluttered desk drawer as an example. Dump everything out of the drawer and take a few minutes to envision what you would like the drawer to look like. Begin sorting the contents. The categories are limited only by your imagination. You can sort by types (such as all the pencils, scraps of papers, stamps, etc.). Or you can sort by function (such as these things get tossed, these get distributed to others, these need to be answered, etc.). If you’re having trouble staying focused, arrange to have someone nonjudgmental by your side as a sounding board for your decision-making process. As you look at each item, refrain from paying the bill, filing the tax item, or answering a letter. To stay focused on sorting and replacing, schedule time in the future to handle the other tasks. Once things are sorted, think back to what you envisioned your drawer to look like, keeping in mind how you want it to function. Begin putting back only those things that coincide with your image. You’ll find a home for the other items elsewhere. One “trick of the trade” is to “contain” like items. If a segmented desk organizer isn’t available, use small cardboard or plastic containers to house your things. When items begin spilling out of the container, it’s time to discard or give away the excess. When one small task is complete, reward yourself with something you’ve established ahead of time. Let others know of your accomplishment so that you’ll be encouraged to tackle the next small chunk at your next scheduled “appointment.” The benefits (which you listed earlier) of having an organized desk drawer will be the motivating factor to maintain it that way and continue on to other areas. Scheduling time to do the maintenance is every bit as important as scheduling time for the initial organizing. If beginning the task is too daunting and the help of a nonjudgmental person is not sufficient, you may want to contact the Washington/Baltimore Chapter of the National Association of Professional Organizers (202-362-6276) for names of professionals in your area to help you get started. Ann Weinfeld Saunders, President of S.O.S. – Simple Organizing Solutions (410-532-7571). She is a member of the National Association of Social Workers and the National Association of Professional Organizers.
Summer Camp for Kids with ADHD
When looking for a summer camping program for your ADHD youngster, what questions do you need to ask in order to assure a successful experience? First, you must be honest with yourself in regard to the amount of individualized attention your child requires for success. Does he need to be redirected fairly often, occasionally, or rarely? Does he need “time out” more than once a day? How does he relate to his peers when upset? Does he need mediation to resolve conflicts or can he manage with occasional reminders of fair play? Would he be more successful in a “special needs” program or can he be in a non-specialized program and still feel good about himself? After your initial evaluation, the next step is to contact the Web site of the American Camping Association (ACA) at www.aca-camps.org. This site has a searchable database of all nationally accredited day and resident camps, and notes disabilities receiving specialized service by each camp, if any. If you don’t have internet access, the Guide to Accredited Camps is available at most libraries. The only nationally accredited day camp in our area that has a special program for mainstreaming children with ADHD is the Jewish Community Center’s Camp Milldale, (410)356-5200. For a list of other accredited camps in the area that may be able to serve your child successfully in their regular program, call the A.C.A. local office at (410)484-1409. There are also other programs that are not nationally accredited but do meet the State’s minimum health and safety standards. Their names may be obtained from the Health Department at (410)767-8417. Be sure you understand the significance of considering a program that isn’t nationally accredited or even state licensed. Your honesty about your child’s needs are crucial in helping you and the camp decide if a specific program is likely to make your child’s summer successful and memorable. Will your child be successful in a general population program, or does a program staffed with specially trained adults sound more like what you are looking for? All non-specialized summer camps staff for group, not one-on-one, supervision. Even the most well-intentioned camp director at a top-notch camp may not be able to provide the special staff required to give your child the individual supervision he may need. The goal is to set your child up for success, not to send him to camp “no matter what”. Do all you can to help your child’s summer be a fun-filled experience. ~Sheila B. Eller, Parent Liaison Beth Tfiloh Camps,Owings Mills, MD
Day Camps
The Baltimore County Department of Recreation and Parks, Therapeutic Recreation Services, and the Overlea-Fullerton Rec. will offer a five week summer day camp for children, ages six through twelve, with Attention Deficit Disorders and/or level five learning disabilities. Arts and crafts, drama, sports, games, swimming, nature study and field trips are part of the fun. The camp will be held at Overlea High School and will cost $200 for the entire session. For further information call the Overlea Fullerton Rec. Office at 410-887-5307.
The camp is for young people ages six through eleven with mild disabilities including LD and ADHD in the Catonsville area.The five week full day session costs $280. Call Adapted Re. and Sports Program Office at 410-744-8140 or 410-887-5370 Topside Odyssey School’s Summer Tutoring/Sailing Camp runs from June 15 through July 24 and costs $2,100. Call 410-467-6668 for further information. Residential Camps
The Baltimore County Department of Parks and Recreation, Therapeutic Recreation Services, offers this camp for children with Attention Deficit Disorder or Traumatic Brain Injury. The first session is for children entering grades 4, 5, or 6 and runs from June 28 through July 4. The second session is for children entering grades 7 or 8 and runs from July 5 through 11. The camp is held at Bishop Claggett Center in Frederick County and costs $200 per session. For further information call the camp hotline 410-339-6652.
The Norbel School offers two sessions for students with ADD or LD. The camp is held at Catoctin Mountain Park. The July 5 through 10 session is for children entering 4th through 8th grades. The July 12 through 17 session is for children entering 1st through 6th grade. The cost is $400 per session. Call 410-358-1233 for further information.
The Jemicy School offers this residential camp at St. Timothy’s School. The camp offers a special blend of education and activities for children with dyslexia. For further information call 410-653-2700. ~ Tish Michel
Expressions from an adult with add
and when I die. . . there’ll be one child born How did I get to this place of indecision and impotence? Overwhelmed on every front and gaining on none? How does it all go so fast, and the people so certain in their way? No false moves on their part, it seems. And yet I doubt every move and must do it over, check it, undo it, correct it, re-do it, apologize for the inconvenience I’ve caused, and then never have the energy to complete it. (the next crisis interlopes.) Longer hours for fewer results. More time with less to show for it.
My solution is isolation. Self-imposed. My default answer to requests is NO. No one depending on me, no one to disappoint. DON’T BITE OFF MORE THAN YOU CAN CHEW. I can’t let people down. To be seen as shirking my responsibilities. To seem cavalier, careless, thoughtless, or unaware to others. To cause injury or pain accidentally simply by not paying attention or not trying hard enough or being seen as not trying hard enough. BE ALERT. PAY ATTENTION. WATCH OUT. YOU’RE RIDING FOR A FALL.
Pretty soon I will have pulled in the four sides of my square so much that all that will remain is a small dot. Easily flicked away. ~ anonymous ADD Adult Comment: When reading this very moving poem, I was saddened by the clear suffering and depression this author must be experiencing. Given that the author has ADHD, this poem also reflects a hopelessness frequently seen in Major Depression. Historically, we have considered a depressed mood to be part of ADHD. Recently researchers and clinicians have had excellent results when treating these depressive symptoms with antidepressants concurrently with the stimulant used for ADHD. Major Depression occurring simultaneously with ADHD is a very treatment-responsive disorder for which a person need not suffer unduly. I only hope that the author reads this commentary and seeks help from an experienced clinician. ~David Goodman, M.D.
As adults with ADD many of us look back to a time when we were captives of our symptoms, possessing neither knowledge nor understanding of ourselves. Restless and dissatisfied, we had struggled alone, suffering silently the all-too-familiar failures and frustrations that beset ADDers, completely unaware that we truly were different from others–and with legitimate reason for being so. But that time has passed–gone forever! As CHADD members we are moving forward step by step, gaining understanding and acquiring skills to free us from our earlier bondage while putting us in command of our symptoms. No longer must we wage war on our weaknesses or withdraw in worthlessness, because through building on our strengths we can realize our value. CHADD is our life raft, plucking us from the waters that overwhelm us. Some climb aboard while still strong swimmers, others require assistance, frantically gasping for breath, while still others need to be pulled aboard and resuscitated. But once in the boat we are on our way to safety. Supported by a network of people and information we become stronger, both as individuals and as an organization. The arsenal of books, tapes, and videos is abundant and the stockpile increases steadily. Our army grows rapidly, right through the ranks from new recruits to the most experienced and respected commanders. Not everything we are told (even by professionals) fits our personal experience and we must trust ourselves to sift out what is erroneous or unhelpful, keeping in mind that research to date is limited and that a full picture of ADD has yet to appear. We who experience it from an inside perspective can do much to educate others and promote understanding of our condition. We do wish to thank our CHADD speakers who have all given generously of their time and talents because of their interest in us. We welcome suggestions for improvement, and even more welcome are any resources you can offer to carry them out (coming up with good ideas is the easy part!) Our Monday night peer support group will be discontinued at this time due to minimal participation; however, we will use the hour (7-8 p.m.) prior to our guest speaker at monthly CHADD meetings for discussion and peer support. Thank you for the support you have given to our organization as well as to one another.
~ Gayle Voigt If you wish to purchase any of these books through this web site, Baltimore County CH.A.D.D. will receive 5% of the proceeds
Parent Helping The Child Who Doesn’t Fit In by Stephen Nowicki, Jr., Ph.D., and Marshall P. Duke, Ph.D. Peachtree Publisher, 1992 While only one reference to ADHD and no mention of CH.A.D.D is made in this book, I chose to review it because it is about Dyssemia, which is defined as difficulty in using and understanding nonverbal signs and signals. Any parent who feels his child has difficulty making and maintaining friends and succeeding in social situations, -ex. school- will want to read this book. Teachers will also find this an extremely helpful “how to” book. Six chapters are devoted to discussing various forms of nonverbal language such as use of space and touch, facial expressions, gestures and postures. The authors show how a parent or teacher can informally assess a child’s needs and offers numerous tips at the end of each chapter to help the child improve each nonverbal skill. The second part of the book discusses formal assessment of auditory and visual perception. They detail The Diagnostic Analysis of Nonverbal Accuracy (DANVA) which these authors developed is detailed. The subtests include understanding and sending facial expressions, gestures, tone of voice, postures, and personal space. Nowicki and Duke attribute Dyssemia to (1) the environment where the child lacks appropriate situations and experiences, (2) neurological learning disability in social perception and (3) emotional difficulties. The authors maintain that once dyssemia is diagnosed, timely and ongoing remediation at home and school can help the child learn to discriminate nonverbal cues, understand the meaning of nonverbal cues, learn to express specific nonverbal cues, and apply what has been learned about nonverbal cues to social situations. Nowicki and Duke conclude “children must be encouraged to remain aware of their potential processing difficulties, to practice the ways they have learned to overcome these weaknesses, and then to apply what they have learned to their activities with others.” ~ Tish Michel Daredevils and Daydreamers by Barbara Ingersoll, Ph.D., Doubleday, 1998. Whether this is the first book you will read on ADHD or the one hundredth, you will want to own this book. It is an excellent resource that should be shared with others. All of Dr. Ingersoll’s books are easy to understand, enjoyable to read and full of valuable information. This comprehensive text on ADHD includes information from Dr. Ingersoll’s other books (Your Hyperactive Child; Attention Deficit Disorder and Learning Disabilities; Distant Drums, Different Drummers, and Lonely, Sad and Angry: A Parent’s Guide to Depression in Children and Adolescents), yet in no way is it a “rewrite”. The text contains over 175 citings of cutting-edge research. I have circled many of the references for future readings. Each chapter begins with a “Then and Now” section to show the development of understanding of ADHD in the past ten years and future direction. The book begins by defining ADHD and related co-existing learning, emotional and behavioral disorders. She then discusses how to obtain an appropriate evaluation. A chapter is devoted to discussing medical management making it clear that medication is now recognized as the first line of treatment. While the text is geared toward helping children with ADHD, it also presents much valuable information for adults with ADHD. Since many people require a multimodal approach to treat ADHD effectively, Dr. Ingersoll provides a comprehensive discussion of psychotherapy and training approaches. A chapter is devoted to treating problems often associated with ADHD such as sleep problems, lying and stealing, social problems, and the like. I was particularly interested in her chapters entitled “Bless This House: Holding it Together on the Homefront” and “School Days, School Daze”. In closing, I was so favorably impressed with this book that Dr. Michael Sherlock will include this text in his workshop on March 14 (see description in workshop section). ~ Tish Michel
On parenting: In the past few months, I have come across several new and wonderful parenting lectures, manuscripts and books; I have also rediscovered an old favorite. If you are raising one or more ADD kids you probably feel as I do and welcome all the help you can get on how to make our jobs as care givers more effective and less stressful for us and our children. Several common themes are present in these books. We need to be firm, fair and consistent with our children. Children need ABC’s: A for Antecedents (clearly communicated rules and expectations); B for Behavior (child’s actions); and C for Consequences (positive and negative results of behavior). Positive/Affirmative discipline techniques are needed to help our children achieve their potential. My all time favorite is How To Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlish, Avon Books, 1982. I continue to rank this 17 year old book among the most helpful and informative. I have had one of the cartoons from this book on my refrigerator for at least five years; it’s the one about granting a child his wish in fantasy. This technique has helped be defuse many a potentially stressful situation. Also I still occasionally write my son a “please remember to do” note, fold it into a paper airplane, and launch it in his direction when I have his attention. Written reminders delivered in a fun way are a helpful tool in my home. Who’s In Charge by Ruth Peters is excellent if you feel as if your child is out of control and running the family. Dr. Peters will clearly show your how to regain control with a positive behavioral management system. This is a wonderful book for any parent to own; however it is most helpful to those of us who have “high maintenance” kids. She has written an entire chapter about children with ADHD. Another chapter is devoted to helping children achieve academically through her study skills program. This book is easy to read, concise, practical and most comprehensive. Marvin Silverman (Parent Survival Training) states ” just as an automobile comes with an operating manual, each child should come with a copy of Who’s In Charge. I bought Power Parenting for Children With ADD/ADHD A Practical Parent’s Guide for Managing Difficult Behaviors by Grad Flick because I liked the title and Harvey Parker (CH.A.D.D.’s founder) wrote a glowing foreword. This book is hot off the press and bound to be around for many years to come. This is not your typical “quick fix/how to” book. It is an outstanding textbook for parents of children with ADD. The book is well written and has a summary at the end of each chapter. The 38 pages before the table of contents and the six appendices (including information for teachers and a comprehensive recommended resource guide and glossary) add to the integrity of this book. It is jampacked with clearly explained techniques and strategies. Do you know what “time in” is? This is when you catch your child being good and acknowledge and reinforce the behavior through your gentle touch and words of clearly expressed praise for appropriate behavior. Dr. Flick also teaches you games to play with your child to help build visual and auditory attention skills. This book will be a most valuable addition to your ever growing ADD library. I hope I have enticed you to read some of these parenting books. Please let me know what you think after you have had the opportunity to read one or more of the above books. and also let us know about books you recommend for our future newsletter book review section. ~Tish Michel
On Study skills: It is critical for students with ADHD to develop good study skills. There are many resources on this subject, several of which were presented at the CH.A.D.D. National Conference. I recommend Study Strategies Made Easy by Leslie Davis M.Ed and Sandi Sirotowitz, M.Ed., Specialty Press, 1996. Written for the student, parent or teacher, this curriculum is presented in easily understood language which could be used independently by the student or serve as a program guide for course use. It guides the learner through basic skills of organization, communication and reading comprehension to more advanced levels of note-taking, memorization and test-taking strategies. And of course what would a study guide be without addressing the four letter words home*work? Not only do the authors attempt to provide guidelines to follow but they also try to help the student develop an understanding of why and how homework is meaningful. Too cerebral? Maybe, but it is our job to present the avenues for education and not necessarily to walk them! ~Betsy Campochiaro, RN, MSN
Do you have ADHD and want to know more about it? The best book for you is Distant Drums, Different Drummers by Barbara Ingersoll, Ph.D., Cape Publications Inc., 1995. This book is about the problems ADHD kids might have and how to solve the problems. For instance, one of the solutions to the problems is taking a medicine like Dexedrine or Ritalin. Another solution is to keep your room really well organized, so that you can find everything easily. At the end of the book is a self-assessment checklist with things such as: “I get along with my Mom”, “I take turns and play fair”, “I stick with my homework until it’s done”, and “I take care of my room and my belongings”. You would check off either “no problem” or “needs work”. Dr. Ingersoll is a very good writer. This book tells almost every little detail that a child with ADHD might want to know about, except not enough what is good about having ADHD, which is too bad. The author is trying to write a book to teach children about their disorder. The moral is, “no matter what color, race, or disorder, everyone can be friends if you try”. This book is wonderful, telling children scientific facts in an understandable way that makes the facts un-boring. This book makes children feel good about themselves, though they have the disorder. I try my hardest to have a few more criticisms for the book, but I fail to think of even one more bad thing about the book. It tells how maybe ADHD may be the living warrior of the past disorder. That could make almost any little boy I know with ADHD feel much better about himself. This book is a wonderful book for any child who battles ADHD. This book is a book that I recommend to especially little boys, this is because there are a few chapters which are about age-old warriors, cavemen, and the Middle Ages. The beginning of the book is for either girls or boys. Adolescents may like the book, but there is a pretty good chance that they will not want to read this book. That is because this book seems to be mostly aimed at younger-than-adolescents. The second bad thing about the book is that through the whole book the author writes ADHD, when some of the people who read the book might have only Attention Deficit Disorder, or ADD. I think that the writer should have written “Attention Deficit Hyperactivity Disorder” or “Attention Deficit Disorder”. That was only a small part of the book though. Still, my overall summary is: Outstanding! ~Nicole W. Brynes (age 9)
parents: Willie by Ann Colin, Viking, 1997. Have you at times felt f r u s t r a t e d and e x h u s t e d trying to raise a child with ADD? Have you felt that raising a child with ADD is like running a maize which has far too numerous brick walls and blind alleys? If your answer is yes, then you will surely relate to life with Willie. Ann Colin has kept an eloquently written journal about the first five years of her son’s life. This is a compelling account of a family’s persistent effort to help their child. We see the struggles Willie has in various preschools as his family consults numerous doctors. The searches for knowledge, teamwork and unconditional love for their son helps this family eventually achieve an appropriate academic environment, competent medical management, and an affective behavioral plan for home. This diary will touch your heart.
~ Tish Michel
Voices From Fatherhood: Fathers, Sons and ADHD by Patrick J. Kilcarr, Ph.D. and Patricia O. Quinn, M.D., Brunner/Mazel, 1997. This book addresses the often neglected issues of Dads and their sons. Typically at work all day, fathers are often not as involved in raising the children as are mothers although there are noteable exceptions. Fathers are in a very favorable position to help their sons discover their strengths and abilities and overcome the problems so often encountered with ADHD. This book declares the importance of this relationship along with the joys and problems often encountered when one or both father and son have ADHD. The dynamics of parenting, family structure and function emphasis Dad’s unique role. Management, discipline and medication issues are reviewed. There contains many self reports from Dads depicting struggles and successes with their sons. These depictions are all too familiar demonstrating the common treads that run through ADHD families. Some guilt may be diffused by a “oh it happened to him too” experience. It even provides the reader with insight from grandfathers! This book hits home with many of the issues and makes it a very worthwhile book for fathers, mothers and grandparents. It’s easy to read and understand and should be in the library of every family that deals with ADHD.
~Betsy Campochiaro RN, MSN
Adults The ADDed Dimension – Everyday Advice For Adults With ADD by Kate Kelly, Peggy Ramundo, and D. Steven Ledingham. Scribner, 1997. “I’m in a phone booth at the corner of Walk and Don’t Walk.” I laughed when I read this quote because I too have experienced the frustration of being so lost I could not give even the least helpful information to save myself. Not that every ADD adult is directionally challenged as I am, but we all have been–I’m quite sure–and will again be lost in some sense. We get lost in details, lost in space, lost in confusion, even lost in our own minds. As Kelly puts it, “We can’t give directions to save our lives, we forget our own phone numbers, and we put the paper upside-down in the copier every time . . ..” The ADDed Dimension is packed full of real-life situations that the three ADD authors have collectively encountered. The book is written in short vignettes, mostly no longer than a page. So in real ADD style, the reader can open the book anywhere, complete a reading in a few minutes, and either put it aside or progress (backwards or forwards) for as long as his interest and attention span holds up. (Don’t forget to mark the pages you’ve read as it could be a long time before you stumble across the book again–no doubt while trying to locate some other lost item). Each page comprises three parts: a notable quote, a related experience, and a suggested strategy for coping for example, “abilities and disabilities in memory and attention are not the measure of someone’s worth, [and] as much as possible, we should seek out and surround ourselves with people who understand this.” I must confess to not having read the book from cover to cover–not yet anyway–so perhaps I should be judged unfit to review it; but so far it has made me laugh, and it has made me cry, and above all, it has encouraged me. It also inspires me to want to write my own ADD experiences. Perhaps I’ll have it published someday! ~ Gayle Voigt
Adult ADD Reader, $16.00, Adult Support of Washington, (206) 759-5085. (the book includes addresses and phone numbers of the authors). There are a number of good books currently on the market containing excellent information. This booklet in particular is unique because rather than being just one book, it presents a vast array of articles written by numerous experts in the field. Even though much of the information is geared towards adults, it targets children’s issues as well. Personal experiences are shared with a sense of humor and compassion. Dr. Daniel Amen’s “Healing the chaos within: The interaction between ADD, Alcoholism and the children and Grandchildren of Alcoholics” is a compelling report noting the many similar characteristics between adults with ADD and adult children of alcoholics. Interestingly enough, he states that alcoholics with ADD seem to stay sober longer providing both disorders are diagnosed and properly treated. On a different note, Dr. Edward Hallowell’s article “The Emotional Experience of Attention Deficit Disorder” conveys the misunderstandings, deep emotions and challenges facing an ADHD/ADD child. He captures the ADD struggle through a heart-warming portrayal of a fictional character, Max McCarthy, who represents many of Dr. Hallowell’s patients. In closing, I would like to say that I highly recommend this book. Although I have only reviewed a few of the authors, every writer included in this booklet has been enlightening in their own way. Newcomers will find it a tremendous resource. Experienced ADDer’s will find the articles regarding medications and coping strategies to be informative and up-to-date. ~Anna Ballon Attitudes, Satisfaction, Knowledge and Medication Experiences with ADHD Treatment: Results of the ASK-ME Pilot Study Susan C. dosReis, BS Pharm, Julie M. Zito, PhD, and Daniel J. Safer, MD Attention deficit hyperactivity disorder (ADHD) is the most common childhood psychiatric disorder and Ritalin® (methylphenidate) is a psychostimulant widely used for treatment among youth with this disorder. A sizable increase in Ritalin® use is occurring across the nation. This increase merits further investigation. Assessment of the families’ attitudes and satisfaction with medication treatment for ADHD can provide some potentially important information on treatment effectiveness and can identify aspects of the child’s clinical care that need further attention. Thus, additional research that will assess medication treatment for ADHD from the parents’ vantage point is warranted. To address this need, we have developed a survey of parents’ Attitudes, Satisfaction, Knowledge, and Medication Experiences (ASK-ME) with the medication their children are receiving for treatment of ADHD. This survey address our hypothesis that parents experiences with their children’s medication treatment will directly impact attitudes toward and satisfaction level with the medication treatment. This “second hand” impact may in fact be very important in medication treatment. Parent members of Children and Adults with Attention Deficit Disorder (CH.A.D.D.) were recruited for a pilot study of the survey. Parents were eligible to participate if a) their child had taken medication in the past twelve months; b) their child was less than 20 years old; c) they knew what medications their child was taking for ADHD; and d) they were currently living and had lived with the child for the past two years. Thirty parents completed the survey. Findings from the pilot study are presented here (15 surveys were completed by Baltimore County CHADD parents). The demographic profile of this sample is characteristically similar to what is reported in the literature. Ninety percent of the children are between the ages of 5 and 14 years and there are four times as many boys as there are girls in the sample. The vast majority (90%) of these children are receiving care from a pediatrician, although one-third of parents indicated that a psychiatrist is also involved in the child’s care. A similar proportion indicated that a psychologist is also providing care for their child’s ADHD. Seventy-seven percent of the sample is Caucasian, 7% is African-American and 13% is Hispanic. Several questions pertain to the child’s medication history. Nearly 50% of the parents indicated that they first identified their child’s ADHD problems and referred them for treatment, while one-third reported that a school agency first referred their child for treatment. The average age at which a child is first referred for treatment is six years old. The majority of children take one medication for ADHD. Just over 20% of parents reported that their child takes two or three medications. Approximately two-thirds of children take medication all year round, 20% take it during school days only, and the remainder take it during school days and occasional non-school days. The average length of time that children have been taking medication for ADHD is three years; and approximately 66% of the children have been taking the medication continuously since it was started. With regard to alternative treatments, nearly 75% of children have received counseling therapy and only 7% indicated that their physician had prescribed a special diet to treat their child’s ADHD. An assessment of parental knowledge suggests that the majority of parents are well-informed regarding medication treatment for ADHD. Approximately three-fourths of parent responses were accurate with respect to the effect of Ritalin® on ADHD symptoms, the effect of diet on hyperactivity, and the effect of alternative treatment modalities. With regard to parental attitudes, 90% feel that medication helps a child with ADHD. In general, 80% of parents are satisfied or very satisfied with their child’s ADHD medication treatment. We are presently expanding the study to include additional parent members of CH.A.D.D. as well as parents from other populations. This will help to validate some of the preliminary findings from this small pilot study of well-informed parents. Furthermore, administration of the ASK-ME survey to a large group of parents may identify whether socioeconomic status and parental education are related to knowledge, attitudes, and satisfaction with medication to treat ADHD. Educational programs with a consumer-oriented perspective regarding ADHD medication therapy will help to improve the clinical care for children with this disorder. This survey will identify areas where educational programs, as part of a comprehensive treatment program, should be directed. Susan dosReis is a graduate student working on her dissertation at The University of Maryland. She will be at the March meeting to answer questions and to recruit more parents in her study.
NIH Study Needs Participants We would like you to help us with a 5-year research study. The National Institutes of Health on the Johns Hopkins Bayview Campus in Baltimore, MD, seeks adolescents between the ages of 12-14 with or without Attention-Deficit Hyperactivity/Disorder. This study will compare adolescents who may be at risk for developing substance abuse with adolescents who are not at risk. To do this, we will examine how young people solve problems. Parents and adolescents will be financially compensated. Adolescents can earn up to $240 during the initial phase of the study and parents may earn up to $140. Additionally, this study offers a free psychological and medical evaluation of the adolescent. All information is confidential, and will not be shared with any agency or person without your Governor’s Task Force Formed A multidisciplinary group composed of health professionals, educators, and parents, will be establishing the prevalence and uses of medications for ADHD in Maryland school children. More importantly, the task force is charged with the development of educational materials and implementing a state-wide conference on ADHD for health professionals, educators, and families. Meetings of the Task Force began in September, 1997, and work must be completed by January, 1999. Public hearings will be scheduled in early spring, 1998, to allow the public to provide comments and discuss issues and concerns. Specific information will be shared as soon as dates and locations are determined. ~ Mary Shiner, RN, MS, PNP National CHADD———————— —–954-587-3700 CHADD of Baltimore County March 4, 1998 April 1, 1998 Adult: David Goodman, M.D. May 6, 1998 Chapter Elections Location: Greater Baltimore Medical Center, 6701 North Charles Street, Physicians Pavilion East Conference Center Directions: I-695 to Exit 25 (Charles Street), Go 2 miles south , past Towsontown Blvd., turning left into the hospital. Park in the Pavilion East Parking Garage, free of charge (see also attached map of the complex) AGENDA: 6:30- 9:30——Library & Book sale 7:00- 8:00——Adult Small Group Support 7:00- 8:15——Parent Guest Speaker 8:15-9:30——-Adult Guest Lecture 8:30-9:00——-Parent Small Group Support *Combined meetings will begin at 7pm. Donation: Members—–free Non-members——$5.00 (fee can be applied towards membership) COMMENTS: Board meetings are held on the third Wednesday of each month, 7:30-9:00 PM. All are welcome. Special Presentation Internationally known Educator, Singer/Songwriter and Recording Artist
What You See… Creating Positive Outcomes For All Learners”
Location: To be determined, please call the CH.A.D.D. line at 410-377-0249 after February 6, 1998 Time: 6:30 – 7:00 registration and seating 7:00 – 9:00 program Donation: $5.00 Please refer to page for more information on this exciting event. All area Parents, Educators and Child Service Professionals are encouraged to attend!
Any changes will be announced on the CH.A.D.D. PHONE LINE 410–377-0249
Special Presentation: Jerry mills in Baltimore! Further Information Educator/Songwriter Presents Award Winning Workshop, “What You See…” Internationally recognized teacher, songwriter and recording artist, Jerry Mills, will present his acclaimed concert workshop, What You See… Creating Positive Outcomes for ALL Kids, for one night only, on Tuesday, March 24, 1998 from 7:00 to 9:00 PM. The location has not yet been finalized. Please call the CH.A.D.D. line at 410-377-0249 after February 6, 1998. Offered for parents, educators, child service professionals and students (age 10 and up), “What You See…” has been called “the most personal and powerful workshop on challenged and challenging students available anywhere today.” Mills combines original songs, stories and multimedia into this dynamic and inspiring program. He offers insights and solutions to the challenges faced by all students – especially those considered to be at risk due to learning disabilities, attentional difficulties and related concerns. “I have never, in my thirty plus years in education, experienced a program which so clearly depicts the needs of a young person and then so clearly provides the tools and ideas for what we can do,” says Joe Coyner, Professor of Education at Eastern Michigan University. In recognition for his outstanding work with schools and communities nationwide, Mills was recently named “National Mentor and Role Model” by the National Attention Deficit Disorder Association (ADDA). “This program changes lives because it goes beyond facts and statistics and takes people inside the hearts and minds of these students who often learn and behave differently,” Mills said, and added, “It creates unforgettable new awareness about why so many young people have a tough time learning in school.” Mills will offer a brilliant, first hand look at the challenges faced by those who, as he puts it, “learn and behave differently”. More importantly, he offers proven strategies on how all adults can help create positive outcomes for all young people. He couples his talent as a speaker with his gift for singing and songwriting, performing songs from his widely acclaimed recordings, “Urgent Reply” and “The Real You”. Please plan to attend and bring your child’s teacher and everyone that touches his/her life. Please note that we are unable to meet at GBMC due to scheduling conflict. We will announce the meeting location on the CHADD line at 410-377-0249. Workshop offering: Michael Sherlock, MD, will present this workshop to assist parents, educators and health care professionals interested in learning more about ADHD. He will speak about the nature and varieties of ADD and ADHD, and their treatment with medication and other modalities. He will discuss which children are suitable for medication, and what can and cannot be expected of medication. What parents can do themselves to help their children will be covered, as well as what can be expected from the school system and how parents can work with their doctor as advocates for their children and their needs. Time will be left for questions and answers. Handouts and suggested readings will be provided. Enrollment is limited to ensure that you can come meet with the Doc and have all your questions answered. Participants in the workshop will receive a copy of Daredevils and Daydreamers, Dr. Barbara Ingersoll’s latest text, which is reviewed in this newsletter. The cost of the workshop, text and handouts is $20 for members and $35 for non members. Please call us with any questions about this workshop. 410-377-0249 Workshop Registration *Workshop will be held at The Greater Baltimore Medical Center Conference Center*
Name___________________________________________ Occupation ______________________________________ Address _________________________________________ City ____________________________________________ State__________________ Zip_____________________ Telephone___________________fax/e-mail:______________
Send a check made payable to CH.A.D.D. of Baltimore County for the total amount. Mail check and registration form ASAP, no later than two weeks before the workshop is scheduled to CH.A.D.D. of Baltimore County * 920 West Lake Avenue* Baltimore * Maryland * 21210 March Lecture: Family Support in ADHD Lori W. Hollander, LCSW-C, BCD, and Robert J. Hollander, JD, LCSW-C Loving, trusting and caring parental and marital relationships are critical elements in successfully addressing the needs of a child or adolescent who is struggling with ADD or ADHD. A healthy marriage can promote an atmosphere of hope and motivation that support efforts to work toward desired behavioral change and improved communication. Too often the efforts toward behavioral change and true understanding and appreciation of the ADHD child’s struggles are derailed and sabotaged by conflict, tension and poor communication between parents. With a clear understanding of the conflicts in a marriage and the focused application of specific skills that assist with resolution of these conflicts, parents can ensure that a child’s struggles with self esteem, self regulation and the environment may be greatly reduced. Our presentation in March will explore marital and relational dynamics that significantly impact a parent’s ability to work successfully with his or her child. The added dimension of dealing with the ADD spouse/partner will also be addressed. We will examine the impact of the marital relationship on the self regulation and self esteem of the child. Specific communication concepts and skills for couples will be adapted for you to implement directly within your own family. Many of the theories and techniques that will be presented are based upon the principals and approaches that have been developed by Dr. John Gray, Ph.D., author of the best selling book, MEN ARE FROM MARS, WOMEN ARE FROM VENUS. ADDA 1997 Conference
Editor’s Note: This fine article inadvertently missed the last issue of Hyper-talk. Please accept apologies and understand that it is a review of 1997 ADDA Conference. Let it encourage you to attend this year’s conference in March (see below). Well, another year has gone by and we’re a little further along the road to understanding ourselves in the light of ADD–understanding being the first step towards managing it. Thanks to an array of resources available to us there is little reason why adults with ADD should not make progress in our perpetual search to understand ourselves and make sense of our experiences in order to live productive, satisfying lives. The search to be validated in our experiences and needs can be pretty discouraging at times but it pays never to give up. Help is there for us in many forms, including knowledgeable professionals, support groups, books, tapes, videos, the internet, good friends, and conferences designed specifically to address the concerns of people with ADD. One such conference is the annual ADDA Conference which convened this year in St. Louis, Missouri. The facilities there at the Regal Riverfront Hotel proved ideal for the purpose of bringing together adults with ADD and professionals dedicated to helping us from all over the country, and in fact, attracting quite an international contingency. We can be proud that the u.s. is leading the world in the recognition and treatment of Attention Deficit Disorder. As usual, this year’s conference was tremendously informative making the “ADD journey” a little easier for all who made the effort to attend. The array of seminars was all-encompassing, and deciding what we had to miss was most difficult. ADDA’s commitment to helping adults who have ADD means that as the Association grows it evolves to fit our specific needs. This year’s conference addressed, for the first time, topics such as “ADD Adults Parenting their ADD Children”, “Spirituality: A Healing Resource for ADD”, and “ADD & Sexuality”. There is also growing recognition of the special issues faced by women with ADD, opening new areas for research, while networking efforts are underway to give women a voice and break the silence that kept our needs unmet. ADDA is successfully pulling together a growing group of young adults to address relevant issues and provide them with support. My eighteen year old daughter, Emily, attended this year for the first time and found the conference so affirmative and informative that she plans never to miss another. Now that says it all because it takes a lot to captivate the attention of a teenager these days–especially a teenager with Attention Deficit Disorder. ADDA’s 4th annual conference is in the planning stages for March next year. For those of us who have attended before it has become like a family reunion–a place to catch up with old friends, make new ones, and together celebrate our uniqueness, while at the same time supporting an organization working just for us. ~ Gayle Voigt ADDA 1998 Conference, March 26-28 in Washington, D.C. Three full days of workshops and lectures from nationally known presenters are scheduled. Special interest tracks on ADD and The Workplace, ADD and Secondary Education, Issues for Professionals only, and ADD Management and Life Skills. Special forums include Women With ADD and ADD coaching. Please call 440-955-4647 for more information.
DRADA’s 12th Annual Mood Disorders Research/Education Symposium will be held on Thursday, April 30, 1998, at Johns Hopkins Please call Depression and Related Disorders Association (DRADA) at 410-955-4647 for more information.
Learning Disabilities Association International Conference March 11-14, 1998, at the Washington Hilton in Washington, D.C. More information can be obtained at 412- 341-1515.
Montgomery County CHADD Healing ADD, Thom Hartman. March 25, 1998 Bethesda, Md. Cost free! Call 1- 800-542-5096 to register.
ADHD Symposium to be held at The Radisson Hotel Philadelphia Airport on Saturday, March 14, 1998. Dr. Russell Barkley, Ph.D. will conduct this symposium to provide psychologists. social workers, psychiatrists, nurses, pediatricians, neurologists, and educators; with an intensive course on the nature and treatment of children, adolescents, and adults with ADHD and oppositional or defiant behavior. Cost for the all day program is as low as $99.00 for a group of three or more. For more information and registration call: 413-499-1489, e-mail: [email protected], fax: 413-499-6584.
Jemicy School presents The David Malin Lecture– Ned Hallowell will be presenting on April 7, 1998. Please call The Jemicy School for more information. Information about our Presenters March: Lori Wilder Hollander, LCSW-C, BCD. is a psychotherapist in private practice since 1981. She received her Masters in Social Work from Rutgers University. Before entering full-time private practice, she worked in the areas of child welfare, trauma and crisis intervention, and pediatric chronic illness. For several years, she was a management development trainer for large corporations. Robert J. Hollander, JD, LCSW-C, is a psychotherapist and attorney who has been practicing psychotherapy since 1984. He received his Masters in Social Work from San Diego State University and Doctor of Jurisprudence from Rutgers University Law School. Prior to engaging in his full time practice of psychotherapy, Mr. Hollander practiced law in Santa Rosa, California, and taught as an adjunct professor at Rutgers University Graduate School of Social Work. Currently, Mr. and Mrs. Hollander are specializing in couples and singles counseling based on the principles developed by Dr. John Gray and popularized through his national bestsellers Men Are From Mars, Women Are From Venus; Mars and Venus Together Forever; Mars and Venus on A Date; and Mars and Venus in the Bedroom. Both have been personally trained by Dr. John Gray, and are the first clinicians to open a Mars & Venus counseling center in the Baltimore metropolitan area. Jerry Mills was named by the National Attention Deficit Disorder Association as National Mentor and Role Model. Teacher, singer/songwriter, recording artist and ADD adult Jerry Mills touches the hearts of thousands of teachers, parents and students across the country each year through his inspiring Teacher, Tell Me What You See… workshop. Presenting on a full time basis for school districts, parents and professional organizations, Mr. Mills touches all who attend his program. Through his spell-binding storytelling and brilliant original songs, Jerry offers audiences an intensely powerful look at the challenges faced by those who live with ADD/ADHD, and insights and strategies to meet these challenges in the classroom, home and community. A prolific songwriter, he has produced two audio recordings, his widely acclaimed CD/tape Urgent Reply: Creating New Understanding of the ADD & At Risk Experience and his newest release People Like You.
Michael Sherlock, M.D., is an old and dear friend of the Baltimore County CH.A.D.D. Chapter. He is a pediatrician in private practice who has had interest in ADD/ADHD since spending two years as a fellow in child psychiatry at Johns Hopkins Medical Institution and almost twenty years as a consultant in behavioral pediatrics at schools for special education in Baltimore County. Dr. Sherlock has been on our Professional Advisory Board since its inception and has given many presentations on ADHD. April: John T. Walkup, M.D., received his B.A. and M.D. from the University of Minnesota. He did a general psychiatry residency at Yale University Medical school and a Research Fellowship in Child and Adolescent Psychiatry and Residency in Child and Adolescent Psychiatry at Yale as well. He is currently Deputy Director of the Division of Child and Adolescent Psychiatry and Department of Psychiatry and Behavioral Sciences at The Johns Hopkins Medical Institutions. He serves as the Medical Director of the Research Unit of Pediatric Psychopharmacology and is Associate Professor of Psychiatry in the division of Child and Adolescent Psychiatry at JHMI. He is also the Director of the OCD, Tic and Anxiety Disorders Clinic. His other professional activities include being the editor of the Psychopharmacology Column of the Newsletter of the American Academy of Child and Adolescent Psychiatry, Co-editor of The Medical Letter, Tourette Syndrome Association, Bayside, New York, and Consultant, Committee on Research Training, Council on Research, APA. He has published numerous articles and book chapters on the subjects of adolescent psychopharmacology, obsessive compulsive disorder, anxiety disorders, Tourette Syndrome and Mood Disorders. Dr. Walkup’s talk will focus on how children develop problem behaviors, and what Mom and Dad can do to prevent them and will address current problems.
David Goodman, M.D., received his B.A. from the University of Rochester and M.D. from Albany Medical College. His internship was done at Baltimore City Hospital and residency in the Department of Psychiatry at The Johns Hopkins Hospital. He is currently Assistant Professor at The Johns Hopkins University School of Medicine Department of Psychiatry and Behavioral Science and Director of the Adult Attention Deficit Disorder Center of Maryland. Dr. Goodman serves on the Professional Advisory Board for CH.A.D.D. of Baltimore County. May: Patricia O. Quinn, M.D. is a developmental pediatrician in Washington, D.C. and a 1971 graduate of the Georgetown University Medical School. She did her internship and residency at the Georgetown Medical Center where she later served as director of Medicine at the Child Development Center before going into private practice in child development in 1978. She is a Clinical Assistant Professor of Pediatrics at the Georgetown University Medical School. Dr. Quinn is the co-author of Putting On the Brakes: Young People’s Guide to Understanding Attention Deficit Hyperactivity Disorder for children in the 8-13 year old group and the companion workbook, The “Putting On the Brakes” Activity Book for Young People with ADHD. She is also co-author of Voices From Fatherhood, author of Adolescents and ADD: Gaining the Advantage. She is editor of the book for high school and college students with ADHD entitled ADHD and the College Student: A Guide for High School and College Students with ADD . Her most recent endeavor is co-editing a journal on women’s issues called ADDvance. She is a very popular national speaker on all of the above topics. Plan time to browse our library before the next meeting. We have over 80 books, audio-tapes and videos related to these issues available for circulation among members. A copy of our complete catalogue listing is available to members upon request. You must be a current CH.A.D.D. member in good standing to borrow materials. Materials may be borrowed for up to one month. A $5.00 fine will be charged for overdue materials, and a replacement cost may be charged after two months. A deposit is requested for all videos borrowed. The library will be open at every general meeting. The materials are due back the following month or may be exchanged sooner by contacting the CH.A.D.D. line. Please make use of this great opportunity to broaden your knowledge base!! Check out some of our new books and videos:
New Videos
Membership has continued to grow rapidly in 1997. CH.A.D.D.’s national membership is over 37,000 individuals and our Baltimore Chapter membership has surged from 155 active members to 250 active members. That is over 40% in one year! We hope that this growth continues throughout 1998. There is strength in numbers, so please join our efforts in Baltimore. Our members receive the most up-to-date, reliable information available about ADD. If there is a new research breakthrough, our members read about it in the CH.A.D.D.ER BOX or ATTENTION! If there is an important issue before the US Congress, our members are alerted. Baltimore Chapter members receive
Ch.a.d.d. Membership form: Name___________________________________________ Occupation ______________________________________ ____ Mastercard ____ American Express________ Organization _____________________________________ Address _________________________________________ City ____________________________________________ State__________________ Zip_____________________ Telephone________________________________________ New Member____________ Renewal ________________ Regular Membership Chapter Affiliation Baltimore County CH.A.D.D. # 168 _____ $35.00 family or educator _____ $65.00 health care professional _____ $100.00 individual international membership ______$200.00 organizational membership Detach and mail to: Buy Books Through this Site
Animated GIF from Jo’s World |
