Suicidal Kids linked to ADD/ADHD more than Depression


New Study on a “hidden” problem
Kids who kill themselves

Madelyn Griffith-Haynie, CTP, CMC, ACT, MCC, SCAC

an edited reblog for ADD Awareness Month
from Devon Frye, September 20, 2016

Looking at the overlooked

Children under the age of 12 are often overlooked in conversations about suicide and suicide prevention. The sobering reality is that a small number of U.S. children between the ages of 5 and 11 kill themselves every single year.

A new study finds that ADHD* — not depression — is the most common diagnosis for children who commit suicide between the ages of 5 and 11.

The study adds another dimension to the story of suicide’s youngest victims: more of them lived with ADHD* than any other mental health diagnosis — even depression.

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* The original article uses “ADHD” — even though I avoid that “H”
unless I am quoting others or directly referring to gross motor hyperactivity
only one symptom in a profile that is only sometimes part of an ADD diagnosis.

About the Study

The study, published September 19th in the journal Pediatrics, looked at 87 children between the ages of 5 and 11 who took their own lives between 2003 and 2012.

They were compared with 606 adolescents, between the ages of 12 and 17, who committed suicide in the same period.

Data was drawn from the National Violent Death Reporting System (NVDRS), a U.S. database that collects information from coroners, police officers, and death certificates to track violent deaths.

All the children hailed from one of 17 states that participate in the NVDRS and allow outside researchers to access the data. Approximately one-third of the children overall had a documented mental health diagnosis.

Age seems to matter

In adolescence, children who committed suicide were most likely to be suffering from depression — nearly two-thirds of teens who took their own lives showed depressive symptoms before their deaths.

But in children under the age of 12, depression only showed up in a third of the children. An overwhelming majority — more than 60 percent — had ADHD (primarily hyperactive type).

CDC Statistics & Strategies

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Balance Balls for On-Task Classroom Focus?


Does sitting on a balance ball help children with ADHD in the classroom?

Guestpost from David Rabiner, Ph.D.
Dept. of Psychology & Neuroscience, Duke University
©
ATTENTION RESEARCH UPDATE; September 21, 2016

Let’s NOT discount the science

Could sitting on a balance ball help children with ADD/ADHD/EFD be more focused and on-task in the classroom?

While the idea may strike many as implausible, several small but interesting studies conducted since 2003 suggests there may be something to this.

Really?

Dr. Rabiner recently received a question from a long-time subscriber and teacher about whether there was any research to support a practice in her school of having children with ADHD sit on fidget cushions when seated on the floor or chair.

The idea behind this approach is that children with ADHD may benefit from more movement in the classroom because being in motion allows their brains to be more fully engaged.

He was not immediately aware of any research on this issue, and it initially struck him as a bit far fetched. When he searched the literature, however, he came across several small but interesting studies that yielded promising results.

Scroll DOWN for his excellent summary
of this small body of work.


Please feel free to forward this content to others you know who may be interested. If you would like to receive Attention Research Update on a regular basis, visit http://www.helpforadd.com for a no-charge subscription.

ABOUT:  I have been a huge fan of Dr. David Rabiner’s ATTENTION RESEARCH UPDATE since its inception in 1997. Not only do I count on his comprehensive, plain-English explanations of up-to-date research trends and developments as key resources in my drive to keep my information base current, I also archive them for future reference.

I urge any professional working with individuals with Attentional Spectrum deficits and struggles — whether teachers, counselors, coaches, therapists or physicans — to sign yourself up before the idea falls through the cracks.  (Parents and ADD/EFDers themselves can benefit too!)

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New Study: CBT Looks Promising for ADD Teens


New Study shows Teens w/ ADHD helped by
Cognitive Behavioral Therapy

Guestpost from David Rabiner, Ph.D.
Associate Research Professor;
Dept. of Psychology & Neuroscience, Duke University
ATTENTION RESEARCH UPDATE
August 2012

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I have been a huge fan of Dr. David Rabiner’s ATTENTION RESEARCH UPDATE since its inception in 1997. Not only do I count on his comprehensive, plain-English explanations of up-to-date research trends and developments as key resources in my drive to keep my information base current,  I also archive them for future reference.  

For those who aren’t already among the over 40,000 people currently subscribed (sponsored now by CogMed, so no longer a charge to you), at the conclusion of this post I tell you how to get your own monthly copy in your very own email box.

I urge any professional working with individuals on the Attentional Spectrum — whether teachers, counselors, coaches, therapists or physicans — to sign yourself up the second you see those instructions, before it falls through the cracks.  (Parents and ADDers themselves can benefit too!)

Madelyn Griffith-Haynie, CTP, CMC, A.C.T, MCC, SCAC

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Is Your Child on the TEAM?


TEAMS: A New ADHD Treatment for Preschoolers

Guestpost from David Rabiner, Ph.D.
Associate Research ProfessorDept. of Psychology & Neuroscience, Duke University
ATTENTION RESEARCH UPDATE – April 2012

=====================================================================================
I have been a huge fan of Dr. David Rabiner’s ATTENTION RESEARCH UPDATE since its inception in 1997. Not only do I count on his comprehensive, plain-English explanations of up-to-date research trends and developments as key resources in my drive to keep my information base current,  I also archive them for future reference.  

For those who aren’t already among the over 40,000 people currently subscribed (sponsored now by CogMed, so no longer a charge to you), at the conclusion of this post I tell you how to get your own monthly copy in your very own email box.

I urge any professional working with individuals on the Attentional Spectrum — whether teachers, counselors, coaches, therapists or physicans — to sign yourself up the second you see those instructions, before it falls through the cracks.  (Parents and ADDers themselves can benefit too!)

Madelyn Griffith-Haynie, CTP, CMC, A.C.T, MCC, SCAC
=====================================================================================

TEAM Training

In this month’s issue of Attention Research Update I review a recently published study that examined a new intervention for preschool children with ADHD called TEAMSTraining Executive, Attention, and Motor Skills.

The premise of this interesting and important study is that through regular parent-child engagement in games designed to exercise important neurocognitive skills, it may be possible to affect enduring reductions in core ADHD symptoms.

Thus, in contrast to current evidence-based interventions like medication treatment and behavior therapy, the goal of TEAMS is to produce more fundamental and enduring change.

I think this is very important work for the field and I believe you will find this to be an interesting study.

Sincerely,
David Rabiner, Ph.D.; Associate Research Professor
Dept. of Psychology & Neuroscience; Duke University; Durham, NC 27708

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mgh note:
 Although this post is longer than usual, I chose to present the entire April issue instead of writing a summary, in answer to the many requests I have received for more information about non-pharmaceutal treatment alternatives.

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