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New ADD diagnosis here - HELP!!!

post #1 of 5
Thread Starter 

I don't think I even have the frame of mind to give you my history because my mind is swimming right now, but the basics...


It's my 5 yo boy and he fits the ADD hyperactive type mostly due to his tendancy towards aggression, poor impulse control, talkative nature, always interrupting, etc.  It's been a long road to get here and I thought once I had some sort of diagnosis, something to point to and say, "SEE?!  That's why!", I would feel better, but I don't.  I am more confused than ever in what we should do.


Fortunately, so far in Kindergarten, his teacher and the aide think he is doing great.  However, I think that is due to the calm nature of the classroom and the structure.  When he is in the playground, inevidently, he gets in trouble or starts to throw a fit or get angry at someone.  At home it happens far too often as well.  We were offered stimulants for him, but decide not yet, not sure and very scared to go there due to side effects.  I'm researching Dr. Amen's Clinic and bought "Healing ADD" (I already have "Change Your Brain, Change Your Life" and a book called "Scattered".  I have always wanted to try Feingold, but have had a hard time being brave enough to eliminate some of these foods (the naturally occurring salactilytes).  There are non-meds healing people around here, but the studies are not clear.  He's been in therapy for over a year. 


I was told to talk to the social workers at the school, but not to necessarily tell her he has ADD, but impulse control issues.I'm not sure why.  Do I tell the teacher?  Will that hurt him? Will I be pressured to give him meds then if the school knows?  Do I get him protective status?


Should I now go to his ped and talk with him?


Do I tell friends and family? 


We now suspect that my husband and daughter (who is almost 11) had ADD too.  My husband has suspected it of himself for quite awhile, but I've suspected something with my daughter for quite some time as well, but the ways it comes out aren't the "norm".  Anyway, how do we tackle a potentially household full of ADD-ers?  Are there support groups for someone like me?


I hope there's someone out there who can help me get a little more sane and focused to take some steps forward.  Thanks to you for reading.



post #2 of 5

Take a deep, cleansing breath.  :-)   I'm feeling the same bewilderment, as I'm in a similar situation. Except my son is 12 y.o. and I am the genetic link, not my dh.  The ladies here have been really helpful!  love.gif

Originally Posted by coleslaw View Post

I was told to talk to the social workers at the school, but not to necessarily tell her he has ADD, but impulse control issues.I'm not sure why.  Do I tell the teacher?  Will that hurt him? Will I be pressured to give him meds then if the school knows?  Do I get him protective status?


Should I now go to his ped and talk with him?


Do I tell friends and family? 



Has your son been evaluated and diagnosed by any kind of specialist?  If not, that's why you were told not to say 'he has adhd'. 


I'm not sure about this (like I said, I'm new at this) but I think that in order to for your son to be qualified for the various special services the school might provide, as well as accommodations, your son needs to be diagnosed by some sort of specialist. 


The gals here suggested I start by getting my son evaluated by an educational specialist, like an educational psychologist, and that's what I'm researching now. 


Edited to add, here's the link to my thread:





post #3 of 5
Thread Starter 

Thank you for your reply.  I really appreciate it.  Yes, he was diagnosed by a psychologist.  I'm assuming that is enough?  Maybe not?  I'm going to be talking with his ped tomorrow and his regular therapist tomorrow as well.  I'll have my list of questions ready to ask.  And I will check out your link, thank you.


Does anyone have any recommendations on needed questions to answer by these people, particularly in regards to meds and school? 


I'm breathing, I swear, barely, but I am.  :)



post #4 of 5

Whether or not you medicate is up to you, the school has no say. Since he is having behavior/aggression/impulse control issues on the playground I would go ahead and tell the school as this can affect how he is dealt with discipline wise. If he qualifies as OHI under IDEA (special education services) he would have behavioral support and legal protections.


My story is loooong (I've posted it a few times), but the short story is my ds was pretty much non-functional in Kindergarten--in and out of the classroom and had many in school suspensions and a couple out of school suspensions. His (old) school said they did not consider ADHD before 2nd or 3rd grade and essentially treated him as a behavior problem. Ds has been on medication since 6.5, and is doing well on the second dose of his second med with no apparent side effects (Vyvanse).


Though stimulants are usually tried first because they are quick acting (and can be stopped at will) and generally produce good results, there are non-stimulant options, like guacafine (Intuitive / Tenex).



Under IDEA/IEP, if your child has a disability that adversely affects educational performance, your child is entitled to an education that is designed to meet the child's unique needs and from which your child receives educational benefit.


A 504 is helping your child get the same education that everyone else is getting--more for a student that needs accommodations to help them learn (like sitting next to the teacher) or for behavior, and that they are not punished for things that they cannot control due to the ADHD (like needing to work standing up or not sit inside a group).


[A IEP or 504 is not an escalation or punishments for the teacher/school. It's more about getting all appropriate parties involved and on the same page. The student, parent/legal guardian, teachers, principals, Pupil Services administrators, support staff (i.e. nurse, counselor, psychologist, language/speech pathologist) as well as the student's physician or therapist may be involved in the placement process including the 504 meeting.]


Eligibility under IDEA for Other Health Impaired Children

Key Differences Between Section 504, the ADA, and the IDEA.




Key Differences Between Section 504 and IDEA


Is a Child with ADD/ADHD Eligible for Special Education? - Wrightslaw

Wrightslaw - IEP FAQ

Do IEPs Cover Executive-Function Problems? | ADDitude - Attention ...

Don't forget Executive Dysfunction Goals in the IEP ...

Google Search: IEP executive dysfunction goals -- http://www.google.com/webhp?rls=ig#r...fp=GfJSJdxUFlI


What is Executive Function? - National Center for Learning Disabilities


Helping Parents Secure ADHD School Accommodations: IEP & 504 Plans for ADD Children | ADDitude - ADHD & LD Adults and Children


Parents as Experts

Special Education Law and Advocacy

Handling a Manifestation Determination Review


What Causes ADHD--Web MD


Sleep and ADHD - Lack of Sleep and ADHD

ADHD and Food Allergies - ADD ADHD Advances

ADHD and Food Allergies - Adhd in Child

Food Allergy Testing for ADHD and Autism

Google search: "ADHD and food sensitivities"  http://www.google.com/search?q=ADHD+and+food+sensitivities&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

The Hows and Whys of ADHD Medication

A Full List of ADHD Medications

ADHD Stimulant Medications

ADHD Non-Stimulant Medications


Doctors Advice

post #5 of 5

Still thinking about this, specifically about titles of disorders, like adhd.  It stands for attention deficit hyperactive disorder.  Well, if you break it down into its various iterations, impulse control is one of them.  Fortunately anyone can observe a child and realize they have a problem controlling their impulses.  You don't have to be a specialist.


Go ahead and do what it takes to avail your son of all the special help he deserves.  The school system requires your child be labeled.  Just don't forget that your child is not that label.  He is child, a human being.  He has many qualities, and impulse control is one of them.  But that's not your whole boy. 





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