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Achieving Your Highest Potential with Attention-Deficit by dfsdf224s

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									  Achieving Your Highest Potential with
 Attention-Deficit Hyperactivity Disorder
                          Author: Dr. Timothy Bilkey
                          Dr. Timothy Bilkey is an Adult Psychiatrist specializing in Attention-Deficit Hyperactivity Disorder in
                          adolescents and adults. He is the Director of the Bilkey Adult ADHD Clinic, where he has assessed
                          over 2000 adolescents and adults for this condition. He is a member of the American Psychiatric
                          Association. He conducts Consultation Liaison ADHD assessments for Ontario universities and
                          colleges and is Adjunct Mentor for the Ontario College of Family Physicians Collaborative Mental
                          Health Project. He is an Academic Consultant for the Ontario Medical Association in the Physicians
                          Helping Physicians program (Toronto District). Dr. Bilkey also conducts scientific research
                          concerning new medication for the treatment of adult ADHD. He regularly provides professional
                          lectures on ADHD in order to educate other physicians, healthcare professionals, teachers and
                          parents about this condition. Dr. Bilkey has just completed a medical documentary on ADHD Across
                          the Lifespan.




          ttention-Deficit   Hyperactivity   Disorder            SETTING GOALS AND ACHIEVING YOUR

A         (ADHD) affects between 7% and 16% of all
          school-age children.1 During childhood,
symptoms include easy distractibility and homework
                                                                 HIGHEST POTENTIAL
                                                                 It is important to recognize that ADHD is a serious
                                                                 medical condition that can significantly hinder a
which is poorly organized, contains careless errors              child’s or adolescent’s ability to excel academically
and often is not completed. In classroom settings,               and socially. Once a diagnosis has been made, an
children with ADHD often blurt out answers before                individual should set goals for his or her treatment.
questions have been asked, and can be seen as                    These goals may include being able to pay attention
disruptive. They may interrupt others and have                   in the classroom without getting distracted, finishing
difficulty in socialization. Children with ADHD have             a project on time, fostering friendships, or keeping a
more accidents than children without ADHD.2                      tidy desk space.
Of these children, more than 80% will continue into
                                                                 The best way to achieve your goals regarding the
adolescence with some symptoms of the condition.3
                                                                 management of your ADHD is through a total
However, the symptoms may change over time. Typically,
                                                                 treatment plan. While medications are a cornerstone
adolescents with ADHD experience feelings of internal
                                                                 of treatment, an individual treatment plan would also
restlessness, and they continue to have poorly
                                                                 involve non-medication strategies. These include
organized schoolwork. They may also experience
                                                                 various kinds of therapy and academic assistance,
poor peer relations and low self-esteem.
                                                                 as well as classroom accommodations individualized
Approximately 30% of teenagers with ADHD will not
                                                                 to the student’s needs. The combination of medication
graduate from high school.4
                                                                 and these strategies offers the highest potential for
THE TREATMENT HISTORY OF ADHD                                    reaching goals.

The treatment history of ADHD dates back to 1937;                WHAT MEDICATIONS ARE AVAILABLE?
ADHD is one of the most scientifically studied                   Since the late 1950s, medications to treat ADHD have
neurobiological conditions in the world.5 Since the              been available. In the past, the disadvantage of these
late 1950s, medications to address the symptoms of               medications was that they were very short-acting,
ADHD have been available. Over the years,                        requiring multiple doses throughout the day. We now
treatments have evolved, and many people can now                 have long-acting medications available to treat ADHD.
see their symptoms successfully managed by following             These newer medications act over the course of the
a total treatment plan.                                          day, not only providing effective treatment covering
the school day, but also providing time for important          ACHIEVING YOUR HIGHEST POTENTIAL
after-school homework. Since these medications do              WITH ADHD IN ADOLESCENCE
not need to be taken in the school setting, a child’s
                                                               Adolescents with ADHD who have realized the
classmates do not need to know about his or her
ADHD. The long-acting treatments that are currently            benefits of a total treatment plan are better able to
available in Canada are Concerta, Adderall XR, and             attend to tasks, and again there is a reduction of
Strattera.                                                     stress in the family home. They will be more successful
                                                               in the academic environment, reducing their chances
REMISSION AS A GOAL OF TREATMENT
                                                               of leaving school prematurely. Importantly, there will
Sometimes, when an individual is following a total             also be a reduction in “risky behaviours,” such as
treatment plan, they are able to achieve “remission,”          speeding while they drive.
meaning that there is a significant improvement in
ADHD symptoms with only very mild symptoms being               CONCLUSION
observed. Achieving remission in ADHD means that
                                                               By implementing a total treatment program for ADHD,
while on treatment, an individual shows a significant
                                                               including both medications and assistive programs at
improvement in all aspects of life, including social,
                                                               school and at home, individuals with ADHD are better
emotional and academic functioning. Once a person
                                                               able to reach their personal goals.
has achieved remission, it is important that they
continue adhering to their treatment plan in order for
the remission of symptoms to persist.

ACHIEVING YOUR HIGHEST POTENTIAL
WITH ADHD IN CHILDHOOD
                                                               1. Barbaresi W, Katusic S, Colligan R, et al. How Common is Attention-
Once a child’s ADHD has been successfully treated, the            Deficit/Hyperactivity Disorder? Archives of Pediatrics and Adolescent Medicine
core symptoms of ADHD (i.e. inattention, hyperactivity            2002:156;217-224.

and impulsivity) are no longer observed. He or she is          2. DiScala C, Lescohier I, Barthel M, et al. Injuries to Children with Attention Deficit
                                                                  Hyperactivity Disorder. Pediatrics 1998:102;1415-1421.
no longer distractible, can attend to homework, and
                                                               3. Barkley R, Fischer M, Edelbrock C, et al. The Adolescent Outcome of Hyperactive
can socialize much more easily with his or her peer               Children Diagnosed by Research Criteria: I. An 8-Year Prospective Follow-up
                                                                  Study. Journal of the American Academy of Child and Adolescent Psychiatry
group, and there is much less stress in the family                1990:29;546-557.
home. Teachers notice that children adhering to                4. Barkley R. ADHD: A Handbook for Diagnosis and Treatment. 2nd edition. New York:
total treatment plans are more attentive in school                Guilford Press, 1998.

                                                               5. Greenhill L, Pliszka S, Dulcan M, et al. Practice Parameter for the Use of Stimulant
and are successfully completing projects, essays                  Medications in the Treatment of Children, Adolescents, and Adults. Journal of the
and other schoolwork.                                             American Academy of Child and Adolescent Psychiatry 2002:41;26S-49S.




                           This brochure contains information that was current as of June 2006.




                                                                                                                                           CJRP061358E

								
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