What is Listening Comprehension and why is it important?

Listening comprehension is not only hearing the words that were said, but also the ability to understand the meaning of the words that were heard and how to relate to them in some way. (Keyser, 2016)

Good listening comprehension enables children to understand a story read to them, remember it, talk about it and retell it in their own words. Listening comprehension is an important skill to develop at an early age to become a good communicator. There are three different processes in the action of listening comprehension: (Keyser, 2016)

Hearing – The physical act of receiving sound stimulation and sending it to the brain for reception.

Listening – Tuning into a sound, recognizing its importance and interpreting the information in the brain

Attention – The ability to hear and listen to sounds and voices for a sustained period of time.

Problems ADHD children experience with Listening Comprehension

Looking at the three processes in the action of listening comprehension, listening, understanding and staying focused on a task does not come easily to children with ADHD. Your child may be listening to your instructions, only to be distracted by a sound outside the room. If instructions involve several steps, your child may remember only one or two. (ADHD editorial board, 2017)

The specific way in which you give instructions to your child with ADHD is a key factor in determining whether they will comply. Even at an age when most children can work independently, children who have ADHD may still need guidance. (ADHD editorial board, 2017)

Why is the action of listening comprehension such a difficult task for an ADHD child? ADHD represents a deficit in executive function, a skill set that includes attention, impulse control and many more skills, so managing ADHD is never about addressing attention or impulsivity alone. ADHD is seen as a disorder of self-regulation and can impact anything that requires planning and coordination, from sleep and eating habits to plan a long-term school project, all the way to how someone speaks and listens in conversation. (Bertin, 2014)

Executive function coordinates our thoughts, actions and ability to plan. It is responsible for organising and sorting complex information we receive, from paying attention to the right voice in a conversation to organizing responses during a rapidly paced discussion. Extensive ADHD care requires a broad view of the often subtle effects it has on everyday life, addressing its impact wherever it is visible. One of the more commonly overlooked aspects of ADHD is its direct effect on communication and listening comprehension. In ADHD, listening comprehension can be impaired, in particular because of difficulty handling rapidly-spoken language or managing distracting, noisy environments like a party or a busy classroom. Even though the child has no language delays or the capacity to understand, they miss details in both conversation and stories because of ADHD. Paying attention to the theme and valuable information of a conversation or story can become even more problematic for a child with ADHD in groups or when in a noisy environment. These problems in understanding spoken language are often incorrectly labelled as an ‘auditory processing disorder.’ There is nothing wrong with the actual auditory pathway; the information gets in, but the executive function impairments mismanage it. (Bertin, 2014)

How can parents help their ADHD child with listening comprehension?

One of the frustrations for teachers and parents of children with ADHD is getting a child to stop, focus, listen, and understand what is being taught or asked of them. (Barnes, Whiting & Amberson, 2020)

Here are a few tips for parents on how to help with listening comprehension.

Predictable routine: Stick to an established routine in the household and try to use the same words to give directions. When the child knows what to expect they will feel a sense of security and calmness which will increase the child’s listening comprehension. Children with ADHD may need reminders to attend to routine tasks. If the child is old enough, make a checklist to help your child operate independently. Photos or drawings can also be used for those who can’t yet read. (Barnes, Whiting & Amberson, 2020)

 

Oral, written and repeated directions: Walk through the steps of a task with the child. Stop talking and do not elaborate. Let the child repeat the steps back to you. Write down the task you want done as reference to the child. It can be words or pictures. This continuous reminder of the task at hand keeps your child focused and helps the executive function to develop listening comprehension skills. (Barnes, Whiting & Amberson, 2020)

Single instructions: Break complex tasks into small, simple steps. If the task is an unfamiliar one, demonstrate how it is done. When your child becomes adept at following a one-step command introduce more steps. Give praise or reward for accomplishments and slowly make your commands more complex. (ADHD editorial board, 2017)

Gently redirect when side tracked; If the child gets side tracked before accomplishing the task, repeat the instruction gently by saying “Remember, you’re supposed to………” while removing the distraction or the child from the distraction. (ADHD editorial board, 2017)

Movement and games to remember: Movements like hand gestures, exercises and dance moves help with listening comprehension and memory. Make a game out of chores or play your child’s favourite song and dance while doing tasks. (ADHD editorial board, 2017), (Barnes, Whiting & Amberson, 2020)

Recall: Ask the child what they are watching while watching TV. Ask the child what a person said after a phone call. Never interrupt while they are talking. (Barnes, Whiting & Amberson, 2020)

Silence: Turn off music, video games, or the television to get your child’s full attention when giving instructions. Do not compete with noises. (ADHD editorial board, 2017), (Barnes, Whiting & Amberson, 2020)

Written by Jessica Loots

References

Keyser, A. (2016). 9 Ideas to Improve Your Child’s Listening Skills. [Electronic version]. Retrieved February 20, 2020, from https://www.worksheetcloud.com/blog/9-ideas-to-improve-your-childs-listening-skills/

ADHD editorial board. (2017). Say It Once. Know They’ll Listen. And Follow. [Electronic version]. Retrieved February 20, 2020, from https://www.additudemag.com/teaching-adhd-kids-how-to-follow-directions/

Bertin, M. (2014). That’s ADHD again? You Don’t Say! Listen Closely and Hear the Effects of ADHD on Communication. [Electronic version]. Retrieved February 20, 2020, from https://www.addrc.org/effects-adhd-communication/

Barnes, B., Whiting, G., & Amberson, S. (2020). First, Learn to Listen. Then, Listen to Learn. [Electronic version]. Retrieved February 20, 2020, from https://www.additudemag.com/how-to-improve-listening-skills-in-children-with-adhd/

Attention Deficit Hyperactivity Disorder (ADHD) is a condition that includes attention difficulty, hyperactivity and impulsiveness. It often starts in childhood and can continue into adulthood. It can contribute to difficulties at school and work, challenging relationships and low self-esteem. ADHD is an umbrella with varied symptoms, actual varied lived experiences and varied deficiencies in skills necessary for social and academic development.

The concern most parents have is will my kid be able to catch up with skills and activities necessary for a fulfilling academic and social life? Are there ADHD experts near me who can assist my kid in Catching Up?

Rest assured Catch Up kids has ADHD experts trained in scientifically tested and proven skills, one on one programs tailor made for each individual child’s needs and workshops and training for parents, care-givers.

The question of proximity, efficiency and convenience for parents and care-givers is one that ADHD experts at Catch Up kids prioritize as most loved ones wonder “ are there any ADHD experts near me who can fit my child’s schedule?”

At Catch Up kids ADHD experts are available to provide training on a schedule that fits the child with daily hours of ABA therapy recommended by highly experienced supervisors, the programs involve training in the natural environment and can be conducted at the family home, around the school hours for children in mainstream schooling. Catch Up kids has experts around the country and growing developments in the continent and other countries in order to bring the expertise to the kids we love and cherish.

The variety and spectrum of symptoms of ADHD have loved one’s asking themselves “are there ADHD experts who can cater specifically for my kid’s diagnosis to help them Catch Up?”

The ADHD experts at Catch Up kids design IEPs – Individualised Education Plans. This is a set of regular on-going interventions designed specifically to train each individual child, in one on one sessions with a team of highly trained therapists and each child learn the specific social and academic skills they need to catch up with. There is no one-size fits all with ADHD diagnosis and Catch-Up kids ADHD experts provide training in self-management, time-management, emotional intelligence development to fit each individual child.

ADHD diagnosis can be threefold difficulty sustaining attention, hyperactivity or both.

As a parent it’s common to ask if there are any ADHD experts near me who know which skills to teach my kid and how to help them sustain them.

At Catch Up kids there are highly trained ADHD experts trained in Applied Behaviour Analysis Therapy to train children using specific activities and lessons to sustain attention, manage their activity and emotions.

Amongst many lessons that have helped children is the sustained attention lesson that teaches children to sit in a workspace tailored for their needs, pay attention for measured incremental time goals, complete an academic activity and in a socially educated way ask for assistance when genuinely in need of assistance without causing disruption. Upon completion of activities children engage in a preferred rewarding activity in order to develop a positive association of a sustained attention, doing good work and good behaviour with positive outcome which is each parent’s goal in raising children that are eventually independent.

The question of proximity matters most with information and parents ask themselves whether there are any ADHD experts near them who can work with their children and inform them on their child’s progress.

At Catch Up kids daily, weekly and monthly reviews are conducted by the highly trained experts on acquired skills to ensure their maintained and integrated into a child’s everyday life. Daily feedback is sent to parents before 8 PM daily on each day’s activities. Supervisors and team leads keep a close contact with each therapist around the clock for support on each individual child’s program and progress.

Catch Up kids has offices in Johannesburg, Durban, Cape Town and Pretoria. If you’re asking yourself “are there any ADHD Experts near me?”Get in touch with our offices and have an assessment initiated to set your child up for a fulfilling social and academic life.

ADHD can be overcome with caring therapists, care-givers and loving parents armed with the knowledge of Applied Behaviour Analysis.

Written by Benny Mojela

Have you ever felt that you’ve got so many different things to do and so many thoughts running through your head at the same time, which has resulted in you not successfully completing any of those tasks? Imagine feeling like this every single day. I will be explaining a child’s perspective on ADHD in more simple terms in the following.

ADHD is the abbreviated term for Attention Deficit and Hyperactivity Disorder. Being diagnosed with ADHD means that an individual has a brain which functions and develops in a different way and there is common misperceptions and perspectives which claims ADHD to be against the norm.

A child with ADHD has a uniquely coded brain which differs in the amount of brain activity from those of other individuals resulting in the inability to sit still and sustain attention throughout an activity. With this being said, it could be assumed that ADHD also has an impact on relationship building, academic performance and personal identity.

ADHD has an impact on relationships in the form of not being able to sustain attention throughout a conversation and could cause a family member or peer to feel ignored and diminished. This could lead to a damaged relationship and could also induce strain on the social support structure.

ADHD has an impact on the academic performance of a child.
Being unable to experience continued focus on a specific topic or task, has the result of learners having to deal with lower average marks, more failed grades and a higher expulsion rate which could ultimately affect or change their personal identity.

The personal identity of a child is a very important factor and should not be taken lightly. Children are very sensitive to changes and differences and from ADHD child’s perspective, could easily feel devalued when realizing that they are not exactly like the other learners are. Within the personal identity of a child is the characteristic called “Self-Awareness”. By being self-aware, a child could get to know himself and in the process learn adaptation and regulation skills that he could use to benefit himself during task completion, regardless of being labelled as inattentive and hyperactive.

The more an individual understands about ADHD, the better that individual’s chances are to work with it as an advantage to overcome challenges and not against it as a disadvantage which holds them back.

Children don’t necessarily understand why they feel and act different and can therefore create feelings of loneliness within them, being out of the ordinary and label themselves as weird. This could have the result of depression, sadness and aggression between the child and close friends or family.

To me ADHD is not just the inability to sustain attention for a certain period of time, to me ADHD is the inability to sustain attention throughout a specific task of which an individual has no interest in whatsoever.

Hanu Reyneke

I recently started at The Star Academy as a Junior ABA Instructor, I got to know children who’ve been diagnosed with Autism Spectrum Disorder (ASD). According to Autism Speaks ADHD is prevalent in 30% to 60% of children diagnosed with autism. To put this into context, only 6% to 7% of people in the general public is diagnosed with ADHD. This statistic piqued my interest and I immediately wondered what ADHD feels like to parents.

Harpin (1: 2005) states that, during the pre-school years of children suffering from ADHD, parental stress is extremely high- children don’t respond to ordinary parental requests or behavioural advice as expected. Stress can be relieved by utilising targeted work to improve parent- child interaction.

During primary school years the child begins to be seen as being different, fellow learners start to develop the necessary skills that enable them to learn successfully. Comorbid problems may start to surface further impacting the child. At this stage the parent may find that other family members may hesitate to take care of the child, or that the child isn’t being invited to parties or playdates. As a result, family relationships and friendships may start to break down, placing further emotional stress on the parent.

Harpin (2: 2005) states that research concluded that parents of children with ADHD experience an increase in likelihood of disturbances in marital functioning, increased levels of stress, and strained parent- child relationships. Young adulthood may bring a decrease in hyperactivity, although inattention, impulsiveness and restlessness still cause difficulties. Parent- teen conflict may be more severe than the average household, putting more strain on the family system.

Although the above picture seems grim, Templeton (2016) shares her experience on what ADHD feels like.

• ADHD feels like being an undergraduate student, reading every possible article and watching all the videos Youtube can produce regarding ADHD.

• It feels like the child’s whole future can be saved or jeopardised by deciding whether to medicate or not.

• ADHD feels like self- doubt. Constantly wondering whether the right decision is being made.

• It feels like being judged constantly for all decision made regarding the child’s discipline, medication and treatment.

• It feels like heartbreak, knowing the child underneath the diagnosis, knowing that the child is being misunderstood and judged.

Templeton warns that the journey of parenting a child with ADHD is not easy and that it may feel like a lonely journey, it rarely is. Templeton suggests the use of online forums which offer assistance and the support of other parents on the journey. Templeton encourages all parents to keep on being brave, supportive and loving, no matter what ADHD may feel like.

By Elzanne van Dyk

References

Harpin, V.A. (2020). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood. [online] pp.1-3. Available at: https://adc.bmj.com/content/archdischild/90/suppl_1/i2.full.pdf

Templeton, R. (2016). 12 Truths That Every Mom Of An ADHD Kid Knows. [online] Scary Mommy. Available at: https://www.scarymommy.com/12-truths-that-every-mom-of-an-adhd-kid-knows/

It is not uncommon for children with Attention Deficit Hyperactivity Disorder to be active and progressing in school systems. However ADHD can negatively impact a child’s performance and hinder them in school. Though parents have no need for concern, as even with ADHD. With dedication, loving support and structured discipline, a child can soar in their academics and not be hindered at all by their ADHD

Now to explain what ADHD truly is. ADHD stands for Attention Deficit Hyperactivity Disorder. If a child is “Attention Deficit” that would mean that they struggle to stay focused on one or more tasks, especially for longer periods of time. This can be quite disruptive for a child, as this will stunt their progress and growth in school

On the other side of ADHD, we have “Hyperactivity”. Plainly put, hyperactivity is the state of being constantly active. Many children that are “hyperactive” are said to possess endless energy and are a whirlwind. Again this behaviour can be quite disruptive, especially in a classroom setting for the child, and even the children around them.

Though there is a positive in all of this that can put parents hearts at ease. And that is that a child can only be “Attention Deficit” or “Hyperactivity”, a child can never be both. Which greatly simplifies the situation, especially for parents who may be worried that their child may be both.

Though with this information in mind, one should not fret. As it is not at all impossible for children with ADHD to become accustomed to a school setting and perform incredibly well in academics, sports and socially.

There are many possible routes that parents and children can take that will aid in their day to day life with ADHD. These include at home and at school. These treatments include but are not limited to; therapy, teaching a child discipline to stay focused on a task(s), and even after-school programmes such as Catch Up Kids. These can all help a child to reach their potential in school and at home. ADHD is very treatable, and school is by no means a battlefield that a child cannot conquer. With time and treatment, parents and children can treat assured that they will conquer ADHD.

Another possible treatment for ADHD are medications (especially calming medications). These are incredibly effective at helping a child maintain attention for longer periods of time, and preventing their performance from being hindered by their ADHD. This can be very useful information in cases where parents would like to utilise medications with their child, whilst they goes to school.

However in the long run, therapy and learning discipline over time will benefit a child with ADHD more than purely medicinal forms of treatment. This is especially true in school in order for a child to one day perform well independently in their later years of schooling.

In conclusion, Attention Deficit and Hyperactivity Disorder can be quite a disturbance for a child in school. However that does not mean that this will be the case forever, as with time and treatment all children with ADHD can improve and ultimately perform their best in school. ADHD shall not hold any child back, so long as they have loving support behind them and the dedication needed to do their best. Which all children possess in their hearts

Written by Matthew Cowan

Tantrums and outbursts are a common occurrence amongst most children growing up, but for children with ADHD and tantrums, these occurrences are more frequent and challenging to control. The complexities that surround and follow children with ADHD often make it a lot harder to pinpoint the triggers of their tantrums, but once identified it can assist parents and peers in understanding what the child is trying to convey and/or express. Within the following article we will look at some of the common tantrum triggers for children with ADHD as well as the do’s and do nots in those situations.

The first trigger we will be looking at, and often the most common reason for children with ADHD to have an outburst or tantrum, is emotional conflict. Emotional conflict refers to the difficulty children with ADHD experience in regulating their emotional behaviour and when paired with strong emotions such as disappointment, frustration and anger it doesn’t take much for outbursts to be triggered.

The best way to handle tantrums that arise from emotional conflict is to establish a clear and efficient line of communication, in which the child feels they are safe to express their emotions and in turn that how they are feeling will be acknowledged. It is beneficial to encourage children with ADHD to express themselves as it can not only assist them in learning to share and process their emotions orderly, but it can also allow you as a parent to gain insight into what events and scenarios will trigger outbursts and certain emotions within your child.

The second trigger is often referred to as a sensory overload. Sensory overload can be defined as “getting more input from your five senses than your brain can sort through and process” (Unknown, nd). Sensory overloads can result in outbursts or tantrums due to the child believing it is the best way to relieve the stress, anxiety and external demands they may be experiencing.

As a parent being aware of what environments trigger outbursts can be very beneficial as it not only allows you to avoid those environments but also if those environments are unavoidable to gain a bit of an upper hand. This can be done by either explaining and preparing your children for the environment through describing what they are going to experience [visually, audibly and physically] or through providing incentives for good behaviour. As mentioned earlier creating a safe and open communication channel is vital as it allows your child to feel as if they have some aspect of control over the environment.

So now that you are aware of the main triggers of outburst as well as the “do’s” in those scenarios, what are the “do not’s” when it comes to ADHD children and tantrums. The first and most important one is, don’t get angry. Anger is a natural response when dealing with a defiant child, but it rarely solves the issue. Instead of resorting to anger, providing your child with love and support allows them to not only feel safe but know that you are in control.
With that said the second “do not”, is do not get emotional. Allowing your child to see that their behaviour has some control and influence over the response that your give will in turn encourage them to make their tantrums and outbursts more frequent. It is often easier said than done but keeping a blank face, speaking in a normal toned voice and remaining calm not only masks your emotional response but reinforces that you as the parent are in control of the situation.

Sabrina van Wyk
20-02-2020

For a lot of parents, an ADHD diagnosis can be a prediction of doom; ADHD in school is often viewed as a synonym for “failure”. Is that an accurate representation of children with ADHD? Keep reading to find out how ADHD can affect your child’s performance in school.

Some of the defining symptoms of ADHD include inattention, hyperactivity, and impulsivity. Unfortunately, these traits do not mix well with a classroom. It is therefore no surprise that children who suffer from ADHD struggle to concentrate and pay attention during lessons. Furthermore, they find it difficult to sit still and work in the conventional manner that is necessary in a classroom environment. This can not only be detrimental to their own education, but it can also serve as a distraction for the students around them. With these qualities, it is easy for children with ADHD to just give up, and it is in these cases that they fail in school.

An unfortunate fact is that ADHD is often comorbid with other conditions, including anxiety, depression, disruptive behaviour disorders and learning problems. The combination of these problems can be a very difficult reality for a child. Suddenly they not only have to deal with their inability to concentrate and “behave” as a child is expected to, but they also find themselves in a situation where they have to deal with more problems. Anxiety and depression can be a very difficult thing to handle in a school environment, where you are expected to interact with other students and teachers. Children with these mental health problems alone are more prone to failing in school, and that is without considering ADHD added to the mix.
.
While the symptoms of ADHD alone are difficult to deal with, a lot of children also face the struggle of the stigma that surrounds it. Children tend to make fun of those that are different, and a hyperactive child ticks that box. Furthermore, a lot of teachers tend to look down on children with ADHD and treat them differently. They refer to them as troublemakers and consider them to be nothing but a disruption to their well organised class. Not only that, but children with ADHD tend to grasp concepts in a unique way. Their minds work differently, and typical ways of teaching often doesn’t work for them. Once teachers realise this, they tend to write the children with ADHD off as slow and expect them to fail in school, which can easily turn into a self-fulfilling prophecy.

When taking all of these struggles into consideration, it is no surprise that a study done by Joshua Breslau revealed that between 32% and 35% of children with ADHD will fail or drop out of school, as opposed to the 15% of neurotypical children. This is a depressing fact, and one that many parents of children with ADHD have to face every day.

Unfortunately, the minds of children with ADHD is often simply not fitting for a school environment. That is not to say that your child is slow and will never be a success; on the contrary, a lot of children with ADHD are particularly smart (in areas they are interested in). You just have to figure out a way to get through to them and teach them in a method that they understand. Studies show that between 30% and 40% of children with ADHD require special education. This is a way to avoid failure on your child’s part and can provide them with a sense of belonging.

ADHD is not a synonym for failure, and you can rest assured that your child is not doomed to fail at school. You might have to adjust the learning methods to better suit your child’s needs, but there is hope after all. Finally, keep in mind that statistics are just numbers; you know your child best, and you can decide what is best for them.

Mieke de Muelenaere

Eleven percent of children (20% of all boys) are diagnosed with ADHD. Most are on ADHD medication. Parents are told that ADHD is chronic and lifelong. And, they are told that drugs are the “best chance” to get kids on track. Did you know that side effects include psychosis and death?

When a child receives a diagnosis of ADHD, it’s hard for parents to deal with the emotional repercussions. In addition, it is hard to sort out the mass of information. However, there is one message that will be coming through loud and clear from doctors, teachers, psychiatrists, and practitioners — and that’s:

“You should get him on ADHD medication immediately!”

To use ADHD medication or not, that’s the big question

An ADHD diagnosis is particularly prone to this knee-jerk response from professionals who are so convinced these children have a genetic disorder that they have called off the search for a better understanding of the underlying conditions. Sadly, our society has become conditioned to trust the physicians and jump to a pill for the ‘quick fix.’

Of course, conventional medicine is a powerful tool, and certainly the best place to start if you have a broken leg or a heart attack. However, it falls short against a more nuanced disorder like ADHD. Parents will be told that ADHD is complex in nature, possibly a result of genetic, psychological, and other unknown factors. In general, however, allopathic doctors do not address the wide range of physical symptoms often shared by kids with this disorder, such as:

  • allergies and asthma

  • chronic illness

  • gastrointestinal distress

  • food sensitivities

  • yeast overgrowth

  • leaky gut syndrome

  • malnutrition and obesity

  • hypoglycemia

  • adrenal fatigue

  • hormone imbalances

  • sleep disturbances

  • skin conditions, including eczema

  • Pediatric Autoimmune Neuropsychiatric Disorder (PANS and PANDAS)

As a psychotherapist who has worked for over a decade in mainstream medicine, I empathize with parents seeking a quick fix with ADHD medication. However, I feel it is important for parents to look deeper to search for underlying causes. In addition, to consider the results that parents are seeing with holistic approaches and dietary changes.

What you won’t hear from a conventional doctor

Your child is probably suffering from genetic mutations and a nutritional deficiency combined with a food sensitivity.

Genetically modified foods, food dyes and preservatives, and chemicals are having an adverse reaction on your child’s attention, focus, and sleep.

For every medication, there is a natural plant or remedy that can achieve the same result without side effects.

Our emotions are largely governed by our intestinal system. There is more serotonin in our bowels than in our brains.

Bear in mind

Every child is unique. A well thought out integrative treatment plan needs to be tailored to each child’s specific immunologic, digestive, and metabolic conditions. So, find physicians and practitioners who will listen to you and conduct a thorough investigation. You will most likely need a team or different practitioners.

Changes can take time. Move slowly but steadily with dietary changes and protocols.

Treatment can be expensive. You are not letting your child down if you can’t afford the most expensive therapies. Check with special needs associations about the Department of Education services, government subsidies, financial aid, and therapists who provide sliding scales. You may also have to make lifestyle changes.

Focus on love, patience, and hard work. Know that the most important therapy takes place at home.

Trust your gut! You know your child best. Your intuition is the best guide.

Important first steps

1. Look for a qualified naturopath or integrative MD in your area who specializes in ADHD and related disorders. Google Naturopathic (ND), Defeat Autism Now (DAN), Medical Academy of Pediatric Special Needs (MAPS) physician, Functional Medicine, or Integrative Medical Doctor (MD) practitioners in your area

2. Do your research. Have a list of questions for your selected doctor. Ask for a complete metabolic workup including blood, urine and fecal testing. Also request a food sensitivity test (IgG) or ALCAT, Organic Acids Test to determine nutritional deficiencies.

3. Read the books and scientific journal articles most of your doctors aren’t reading.

4. Continue with mainstream therapies like OT and PT, behavioral plans, and psychotherapy. Also investigate other modalities such as acupuncture, craniosacral, brain balance therapies, and so on. Biomedical treatment enhances the effects of other therapies.

Our children deserve a healing-oriented approach. One that, considers the whole person — body, mind, and spirit. In fact, the best results come from tailor-made therapies, both conventional and alternative. Good medicine should be based on good science, be inquiry-driven, and be open to new paradigms.

Therefore, we need a system that promotes prevention of illness as well as a healthier treatment of disease.  So, I urge parents to consider natural, effective interventions whenever possible.

To learn more about how to treat our children without mind altering chemicals, read my award winning book Healing without Hurting. Investigate the 101 ways to treat ADHD, Apraxia and Autism Spectrum Disorders Naturally and Effectively Without Harmful Medications.

Article from: www.healingwithouthurting.com

This paper serves to explore ADHD, which stands for Attention Deficit Hyperactivity Disorder. It is a neurological condition which can cause difficulties with paying attention, controlling impulses, and regulating activity levels.

This paper serves to explore the reasons for children in South Africa receiving recommendations to move from mainstream to remedial schools and the current state of affairs in terms of the education system’s ability to accommodate those recommendations.