Aandagafleibaarheid

Aandagafleibaarheid-hipereaktiwieteitssindroom (ADHD), voorheen as ADD bekend, is ñ sindroom wat gekenmerk word deur probleme om aandag te handhaf (aangedui as onoplettend) as ook oormatige hiperaktiwiteit of ñ kombinasie van die twee simptome. Ñ Diagnose sal aandui of jy of jou kind voorkom as onoplettend, hiperaktief of a kombinasie van die twee. Onoplettenheid kom in kinders en volwassenes voor as dagdrrom, nalatige foute in werk of skoolwerk, probleme met die organisasie van take, vergeetagtigheid en afleibaarheid, Hiperaktiwiteit word waargeneem as impulsiwiteit, vroeteling, oormatige bewegings soos rond hardloop of klim, oormatige gebabbel, moeilikeheid met beurte neem ofom vir ñ beurt te wag so wel as onderbreking van gespreke of speletjies. Die moontlikheid bestaan dat iemand eienskappe van albei onoplettenheid en hiperaktiwiteit kan betoon, of net van een. Dit is nie nodig dat al die eienskappe betoon word om ñ diagnose van ADHD te handhaaf nie end it is belangerik om te onthou dat die eienskappe op verskillende maniere oor verskillended ouderdoms groepe betoon.

Met kinders verskyn die simptome van ADHD gewoonlik voor 7 jaar, alhoewel dit meestal geidentifiseer word wanneer ñ kind skool toe gaan en verwag word om vir langer periodes stil te sit en aandag te behou. Naarvorsing toon aan dat ten spyte hiervan kan kinders so jonk as vier jaar gedianoseer word. Kinders van vier en vyf jaaris gewoonlik impulsief en baie aktief, en daarom is dit moeilik om simptome van ADHD te indentifiseer. Kinders van die ouderdom wat wel hiperaktiwiteit betoon sal gewoonlik sukkel om vir kort periodes stil te sit, dit moeilik vind om hul beurt uit te wag en sal dus antwoorde uitroep en in rye in druk, terwyl hulle portuurgroep nie hierdie gedrag betoon nie. Dit is die frekwensie en intensiteit waarmee hierdie gedrag voorkom wat hulle laat uitstaan van hulle portuurgroep. Teen die ouderdom van ses of sewe jaar word onderig meer formeel en dit is wanneer kinders met ADHD sukkel om met die ander kinders in die klas by te bly. Dit is op die punt Dt die onopletendheid begin uitstaan. Dit is belangerik dat kinders vergelyk word met ander van dieselfde ouderdoms groep, om rede dat kinders in dieselfde graad ñ jaar in ouderdom kan verskil en die verskille in gedrag wat voorkom kan a.g.v. volwassenheid in plaas van ADHD wees. Dit is belangerik om al op die stadium te weet dat ADHD nie ontgroei kan word nie end at eienskappe en simptome tot en met volwassenheid sal voortduur, alhoewel dit anders mag voorkom.Dit is om die rede dat vroeȅ intervensie belangerik is, sodat kinders van vroeg af verskaf word met die vaardighede om hulself te kan bestuur, en sodat hulle aan die beste leergeleenthede blootgestel kan word.

Om formeel gediagnoseer te word moet die simptome in meer as een omgewing voorkom (huis, skool, werk), maar gedrags probleme by die skool is gewoonlik die rede waarom ouers hulp uit soek. Kinders wat hiperaktiwiteit en impulsiwiteit betoon kan in die klaskamer ontwrigtend wees en daardeur kan hulle hule eie prestasie en die leer geleenthede van ander in die klas beinvloed. Verder kan kinders met ADHD ook met angstigheid, paniek aanvalle, woede, OCD en selfs depressive gediagnoseer word. Met behandeling en struktuur by die huis en die skool kan ADHD en die bykomende gedrags en emotionele probleme bestuur word en die simptome kan beheer word. Leer probleme kan ook ADHD aandui omdat kinders sukkel om aandag te behou as ook dit moeilik vind om take te voltooi en vir lang periodes stil te sit. Dit beteken nie jou kind kan nie die skoolwerk doen nie, dit mag dalk net nodig wees om dit op ñ ander manier voor te sit, en jou kind sal dalk hulp nodig hȇ om hul gedrag te bestuur en om hul eie behoeftes te identifiseer. Ander leer probleme soos disleksie en auditiewe verwerkings versteuring kan dikwels saam met ADHD gediagnoseer word, dit verduidelik ook waaron medikasie alleenlik nie altyd a verbetering in akademiese prestasie veroorsaak nie. Kinders wat laat gediagnoseer word of wat laat therapie begin kan hulp nodig hȇ met akademiese, gedrags en sosiale vaardighede. Daarom is vroeȅ interwensie belangerik en dit is belangerik dat ñ verskeidenheid vaardighede, insluitende gedrags, akademiese en sosiale varrdighede geteiken word. Dit is belangerik om te onthou dat ADHD nie die enigste oorsaak van leer en gedrags probleme is nie. Kinders wat angstigheid of trauma ervaar mag soms dieselfde simptome betoon a.g.v. hulle ervaarings. ñ Diagnose kan allenlik gemaak word as a kind vir meer as ses maande simptome betoon en as die ñ negatiewe impak op hul sosiale en akademiese aktiwiteite het. Die simptome moet verder oor ten minste twee omgewings voorkom en moet nie a.g.v. ñ episode verwant aan ñ sielkundige versteuring wees nie.

Dit is nie nodig om ñ diagnose van ADHD te hȇ om behandeling uit te soek nie, en as jy bewus is van simptome is dit belangerik, maar ñ diagnose kan jou en jou kind albei help om tot terme te kom met moeilikhede en jou beter toerus om jou kind te kan ondersteun. Of die simptome a.g.v. ADHD of ñ onderliggende versteuring voorkom is dit belangerik om die ADHD simptome te behandel en enige gapings in akademiese en ander gebiede te vul.

Medikasie is die eerste voorgeskrewe behandeling vir ADHD. Die wat gewoonlik voorgeskryf word is Ritalin en Concerta, wat albei stimulante is. Stimulante stimuleer die brein en die senuweestesel en verhoog gereedheid, sovel as om buie te verbeter en dit verminder impulsiewe gedrag. Hierdie medikasie is effektief vir kinders en volwassenes, maar, hulle het heelwat newe-effekte soos; vermindering van eetlus, angstigheid, slaaploosheid e nook naarheid, Medikasie is ñ tydelike oplossing want die effek verminder wanneer ñ mens nie langer die medikasie gebruik nie. Deesdae sal doctors ook Selektiewe Norepiniferien Heropname Inhibeerders (SNHI) voorskryf. Hierdie medikasie verander die manier waarop di brein norepiniferien  absorbeer en daardeur word buie verbeter en impulsiwiteit en hiperaktiwiteit word verminder.Die newe-effekte is soortgelyk aan daai van stimulante. Hulle verskaf ook net ñ tydelike oplossing. ñ Verdere behandeling vir ADHD is natuurlike middels, vitamiene, omega olies en diet. Natuurlike middels maak net ñ matige verskil. Oor die algeheel verminder medikasie die simptome van ADHD, maar daar is nie ñ lang termyn verskil soos wat met spesifieke terapieȅ gemaak kan word nie. Ons aanbeveling is therapie voor medikasie. As jou kind reeds medikasie gebruik is on bereid om saam te werk om die effektiwiteit van die medikasie te bepaal, en om te vorder na ñ toekoms waar jou kind dit nie langer nodig het nie.

Dit kan moeilik wees om ñ skool te vind vir jou kind wat met ADHD gediagnoseer is. Skole wat wel vir kinders met ADHD ondersteuning verskaf is nie altyd hoofstroom skole nie. ñ Hoofstroom skool is wenslik omdat dit waarborg dat jou kind aan ouderdoms toepaslike akademiese, sosiale en emotionele ondervindings blootgestel gaan word. Meeste kinders met ADHD kan goed reg kom in ñ hoofstroom skool wanneer die ADHD oor ñ verskeidenheid omgewings behandel word. Om die rede is dit belangerik om ñ skool te vind wat na jou kind se behoeftes kan omsien,met kleiner klas kamers en ñ benadering aan onderwys wat nie net by ñ bank stil sit behels nie , maar jou kind insliut terwyl daar van buite af hulp verskaf word om gapings te vul en hulle help om hul ADHD te hanteer. By Catch Up Kids werk ons saam met onderwysers om bekommernisse te indentifiseer en om skoolgerigte doelwitte te stel. As gevolg hiervan het ons ondervinding met ñ verskeidenheid leerplanne en skole en dus kan on hulp by enige skol wat aan jou kind verskaf aanbied.

Meeste ouers soek hulp vir hul kinders met ADHD. Met ñ weie verskeidenheid opsies en standpunte wat verskaf word kan dit moeilik wees om te weet wat sal voordelig wees of nie. By Catch Up Kids het ons ervaaring met ñ groot verskeidenheid kinders met ADHD en elke kind benodig ondersteuning wat spesifiek vir hul aangepas is. Ons verstaan ook dat dit belangerik is dat die terapie reeds met ander kinders suksesvol was. Ons therapie word gebasseer op ñ bedragsbenadering. Ons teiken vele domeine  van leer en ontwikkeling sowel as om ñ verskeidenheid simptome en bekommernisse te adresseer, om vir jou as ouer en kind te help om die ADHD te bestuur. Alhoewel ons vroeȅ interwensie aanbeveel, werk ons met kinders van enige ouderdom. Ons stel ñ individuele program vir jou kind saam, gebasseer om jou insette, raporte en terugvoer van die skool. Ons benader terapie in alle omgewings en sal dus aanbevelings maak vir veranderinge by die huis en by die skool. Ons programme teiken die simptome van ADHD sowel as enige akademiese gapings wat mag bestaan, om te verseker dat jou kind sy potensiaal bereik. Ons het ook ervaaring met ñ verskeidenehid kondisies wat dikwels saam met ADHD voorkom. Ons sal jou kind toerus met stratigieȅ om die moeilikehede te hanteer en hulle Catch Up Kids program aanpas om ñ leermetode te vind wat werk, en hul verskaf met strategieȅ die metodes in hul daaglikse akademiese en sosiale lewens toe te pas. Somige van die domeine wat on teiken word nie altyd geidentifiseer as verwant aan ADHD nie, maar ons wil verseker dat jou kind op niks uitmis a.g.v. die ADHD nie. Hierdie domeine sluit fyn motorise vaardighede, ñ verskeidenheid geheue tiepes, emotionele hanteering, self-reguleering sowel as die domeine wat spesifiek met ADHD verband hou soos inhibisie en volgehoue aandag. Ons sal al die bogenoemde env eel meer evalueer en ñ program saamstel wat jou kind sal help om op te vang, simptome te bestuur en om hul volle potensiaal te bereik.

/by
,

ADHD School

ADHD School

ADHD School : ADHD (attention deficit and hyperactivity disorder) is a neurological disorder that is characterised by impulsiveness, being easily distracted, having minimal organisational skills and a lagging attention span. This is prevalent in young children typically more in boys than girls and shows a tendency to decline with age over time. Before it was a well-known disorder, children would often be subject to meaningless punishment to a condition that can be, fundamentally, adjusted with consistent therapy procedures such as Applied Behaviour Analysis (ABA) and other alternatives.

ADHD School : Being diagnosed with ADHD as a child is demotivating. You are aware of your limitations but as you are often very young, or not made aware by it at all, you can’t overcome them alone. I say this as a person who has suffered the effects of having an irregular attention condition. As attention is the basis of learning having ADHD in school was a challenge. Being labelled a delinquent is common of those who are afflicted with ADHD. Medication was the only viable solution at the time and although it came with unpleasant side effects it brought stability and consistency in my schooling. Fortunately, there has been a method proven to be as effective as medication but without the side effects, that is ABA therapy. Anne Schuchat, MD (RADM, USPHS), Principal Deputy Director CDC says, “Parents of young children with ADHD may need support, and behavior therapy is an important first step. It has been shown to be as effective as medicine, but without the risk of side effects”.

ADHD School: Although medication does help counter the effects that makes having ADHD in school a nightmare for some children there is a better alternative. ABA training can help train children with ADHD(continue) with Catch Up Kids we offer a personalised program for children and a team of well-trained passionate instructors employ these ABA principles in order to bring about practical change. During behaviour training parents play a key role. They will attend eight or more sessions where they learn strategies to: encourage positive behaviours, discourage negative behaviours develop more pertinent relationships with their child and promote better communication. This all translates directly to battling ADHD in school. ADHD isn’t a permanent sentence. With suitable behaviour training it can be treated and, eventually, a diligent, motivated and holistically developed individual can be created. Training is arduous, requires more time, effort and resources than just giving a child medicine but it is an investment will be worth all of it. The most important aspect of this all is to understand that the child suffering from the tenuous task of having ADHD in school is fighting their own battle, a battle of self-acceptance, self-esteem and courage to keep moving forward and learning regardless of how difficult the task of concentration proves to be.

/by
,

ADHD private schools

Child with ADHD? Private school or public school?

ADHD private schools:

If you have a child with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD), you have probably asked yourself what type of school would be best for your child. Would you want your child to be in a big class or a smaller class? Is it worth it to pay the extra money for ADHD private schools? What is the curriculum quality like in a private school?

More about ADHD:

According to the DSM 5 classification of Attention Deficit Hyperactivity Disorder, a child with ADHD will show 6 or more of the following symptoms:

  1. Often fail to give close attention to detail and therefor make mistakes.
  2. Often has difficulty remaining focused on one thing
  3. Often seems like they are not listening when you speak to them
  4. Often starts a task but does not finish it
  5. Has difficulty organising material or tasks
  6. Does not like to do things that can take time and concentration to complete (like homework)
  7. Often loses things that are needed to complete tasks
  8. Easily distracted by things happening around them
  9. Often forgetful when it comes to things they need to do in their daily routine
  10. Fidgets a lot
  11. Can’t sit still and often moves around where it is not allowed
  12. Talks a lot
  13. Answers a question before the full question is given
  14. Has difficulty waiting for something
  15. Often interrupts a conversation

To sum it up, the child has difficulty to keep concentration where it is needed, the child can struggle to control their impulses and is constantly busy. Such a child needs help to improve their sustained attention, redirect them back to what they are supposed to do, and they need help to improve their memory so that they can cope in their academic tasks.

In ADHD private schools, the classes are generally smaller which means that the teacher is more likely to be able to spend more time with your child during class time. Most teachers are trained to work with children with special needs and they work hard to make sure that their children strive.

In a public school the classes are bigger, but the teachers work just as hard to make sure that their pupils are striving.

At the end, it is more about what is right for your child. ADHD private schools might work for someone else’s child with ADHD, but not for your child, or it can be the other way around.

There are also other possibilities to consider helping your child improve in their school work and other important functions. There are a lot of extra classes outside of school time that your child can go to.

One example to give is a place like Catch Up Kids. They help children with their attention span, memory span, coping skills, self-monitoring and much more (all that is needed to help children with special needs to cope more efficiently at school).

To conclude, each child needs requires different settings and attention. It is up to you as a parent to determine what that is and make sure your child is happy.

/by
,

ADHD education

ADHD education:

ADHD is a term that is being used more often but not many people have researched it. ADHD stands for Attention Deficit Hyperactivity Disorder. Children with ADHD often struggles with their education. Their academics do not stay on par as they find difficulty in being attentive to what the teacher is saying and following instructions. They often act impulsively and they find it difficult to remain quiet while in class. These children sometimes do not meet the standards set out by the education system.

Before someone decides to pursue a career in education, they should keep themselves well informed with learning difficulties in students and disorders associated with it. ADHD learners can benefit greatly academically if some adjustments are made within the classroom for ADHD education. These strategies can be implemented for all learners as to not isolate the ADHD learner. Routines in the classroom will help the ADHD student. These routines can help the learners to complete tasks systematically. By writing instructions down, they will have a point of reference throughout the day. Establishing rules for them to follow will assist in managing their behaviour. These rules can be coupled with reinforcement so that the ADHD learner is motivated to follow the classroom rules in ADHD education.

ADHD education : Educators needs to give ADHD learners more attention as they are often disorganised and they struggle with social interaction. The teacher can give this attention in two different ways: the teacher can have the ADHD learner check in with them daily or weekly or they can put a peer as a positive role model in place. This will help build the learner’s confidence and to give them channels for discussing when they are not coping with their ADHD education.

Some ADHD learners are easily distracted, removing distractions in their environment could help them. This may be difficult as the students in the classroom may be enough of a distraction but small adjusts like placing them in a spot where there’s not too much on the wall and being placed where they cannot see out the door or the window may help them to pay attention to the educator. Another adjustment that could be made is the teacher doing regular-check ins with the ADHD learner to make sure that they are keeping up with the work pace in the classroom. This could be implemented as a routine for the educator and the ADHD pupil.  Another good routine is to give the class access to the daily time table so that the ADHD learner will know which events will take place.

As ADHD children are hyperactive, allowing them to expel this energy will help them greatly with their education. Some ways of doing this is encouraging the class to do a quick gross motor exercise before academic lesson which will require long periods of paying attention. They should also be given the opportunity to request for breaks when they become fidgety. This can be placed on a schedule so that they do not take advantage of the fact that they can take breaks.

One of the most important strategies is for the parents and the teacher of the ADHD student to be in constant communication. If the parent and the teacher are implementing consistency in the learner’s life, they will be able to assist in the student’s education and to promote success.

The adjustments to help the ADHD student and their education may seem tedious at first but it is beneficial to the learner. If parents and teachers give the correct and constant assistance from the beginning to the ADHD learner, it will be easier to manage in the long run.

/by

ADD teacher

ADD teacher:

Attention deficit disorder (ADD) causes difficulties in being attentive, focusing, following instructions, finishing activities and interacting with peers. These children are often hyperactive and compulsive. The prevalence of ADD in school going learners is 2%-16%. Teachers often label these children as being ill-mannered or naughty as the learners are often not diagnosed with ADD. It is always a good idea for teachers to suggest for the learner to go for an assessment as parents are not aware that their children may have ADD. This means that with the increase in learners with ADD, it is beneficial for teachers to do research on ADD and the signs of ADD. Some of the signs of ADD that teachers can look out for are making mistakes as the learner overlooked details, being easily distracted, difficulty in listening and following instructions, being disorganised, incomplete school work as well as fidgeting, find it difficult in remaining quiet, constant talking and interrupts others while they’re talking or involved in an activity.

Teachers should although try to be attentive to the child before suggesting that a child’s behaviour may be as a result of ADD. There may even other factors causing the child to behave in that way such as disruptions in their home life, being bullied at school, anxiety, learning disorders, sensory issues and dyslexia. These factors as well as others could be causing the learner to behave in a way that may be seen as ADD but is something else entirely. Schools in South Africa have been placing importance on employing a counsellor for the school. If a school has this facility, it is a good idea for the teacher to refer the child to the counsellor as opposed to labelling the leaner as being “naughty.” The counsellor will be able to make an informed decision on whether the child may have ADD or if other factors are causing the behaviour. The counsellor and the teacher(s) may become an important part of what we call the “treatment team”, which should be headed up either by the counsellor or by a Catch Up Kids case supervisor.

Children that show signs of ADD can be helped with their school life by the ADD teacher. The methods used at Catch Up Kids are easily enforced and it may make the ADD teacher’s classroom environment a more accessible learning space for the child with ADD. As a general rule, having set classroom routines will make it easier for an ADD learner to be successful in the class. Reducing distractions in the learner’s immediate environment will help them to concentrate, as will giving them some time to engage in gross motor activities between activities to release some of their energy. This can be as simple as choosing the child with ADD when an errand across school needs to be run. Learners benefit from reinforcement and this includes children with ADD. Teachers can set up a reinforcement schedule for the entire classroom as not to single anyone out. The teachers using positive role models in peers will also help ADD learners.

An ADD teacher showing interest in the ADD learner will make their teaching easier as well as the child’s ability to learner. There is a great number of articles available on the Internet for teachers to read based on strategies for ADD learners to cope in the classroom. Taking this time will make a big difference for both the teacher and the ADD student. A Catch Up Kids supervisor can also help shortcut the process by conducting a school observation and attending meetings with the teacher on a regular basis.

/by
, ,

ADHD Remediation

ADHD Remediation

Attention deficit hyperactivity disorder (ADHD) is a developmental disorder that affects a child’s behaviour or development (learning). ADHD Remediation can be successfully implemented with enough support from family and teachers.

Children with ADHD experience the following difficulties:

1) Impulsivity

These symptoms could include:

-Being impatient

-Being accident-prone

-Talking out of turn.

-Answering before questions have been completed

2) Overactivity

These symptoms could include:

-Restlessness.

-Fidgeting with their hands or feet or squirm in their seat.

-Leaving their seat in the classroom or in other situations in which remaining seated is expected.

3) Inattention:

These symptoms could include:

-Have difficulty sustaining attention in tasks or play activities.

-Forgetting instructions or not following full instructions.

-Not finishing school work, chores or other duties. (At school or at home)

-Leaving things behind or losing belongings. (Items like school books, clothes, sport equipment etc.)

Children with ADHD struggle with Executive Functioning because some of the main executive functioning skills are responsible for attention and self-regulation.

Example:

1) Working memory- Being able to keep information in mind then using it in some way. A good work example would be your child needs to read a passage, keep information in mind, and use it to answer questions later.

2) Cognitive Flexibility- Being able to think about something in different ways. Answering a maths questions in two different ways.

3) Inhibitory Control- Resisting temptation, and being able to ignore distractions.

How can an ADHD Remediation programme with Catch Up Kids assist your child?

Catch Up Kids is a learning programme which addresses the individualized needs of learners who are struggling academically or falling behind in the classroom. Each child’s programme is tailor-made to meet their specific needs.

We teach children executive function skills such as planning, attention, time management, emotional coping, flexibility, memory, social skills and more. While also adding classroom/homework accommodations to improve and help your child learn easier in any environment he finds himself.

Examples of Classroom or Homework accommodations:

  • For classroom learning- Provide seat cushions, foot rests or resistance bands on chair legs to help satisfy the need to move around.
  • For organization- Colour-code material, written schedules for daily routines and using notebooks etc.
  • Taking tests- Breaking up long assignments into smaller chunks and quieter space for work and tests.
  • For behaviour- Implementing of a reward system.

We provide:

-Catch Up programme design by your Catch Up Supervisor.

-One on one sessions with a team of well-trained tutors to meet your child’s individual needs.

-School observations and IEP meetings with the school and your Catch Up supervisor.

-Monthly evaluations and progress assessments with your child and the Catch Up tutors.

-Recommendations are made for one on one sessions and/or school facilitation which may occur, at home, school or our Catch Up facilities.

Is your child:

Falling behind in the classroom? Struggling to keep up at playschool/preschool? Or is your attending remedial school or bridging class? We can help!

For more information on ADHD Remediation, please contact the Catch Up Kids Coordinator.

/by
,

ADHD Program

ADHD Program for Kids:

What is ADHD?

ADHD is an acronym for Attention Deficit Hyperactivity Disorder, which in layman’s terms is the inability to sustain concentration, regulate emotions, inhibit inappropriate behaviours and impulses.

How will Catch Up Kids develop an ADHD program for kids?

  • Catch Up Kids has a specific focus on an ADHD program for kids by addressing issues in emotional coping, attention, planning, inhibition, memory, flexibility, self monitoring, time management, meta-cognition, problem solving and social skills.
  • Parents are required to fill out a parent questionnaire before meeting with supervisors, this will allow for an appropriate representation of challenges faced by both parent and child. After meeting with the parents, supervisors will evaluation the child by typically conducting a school observation in order to identify both strengths and weakness in developing an ADHD program for kids. Supervisors will also conduct an IEP meeting with the school and your Catch Up Supervisor.
  • Workshop and Catch Up Programme Design – an experienced team of tutors are trained to meet your child’s individual needs. The programme itself is designed by the Catch Up supervisor.
  • Recommendations are made for one on one sessions and/or school facilitation which may occur at home, at one of our Catch Up facilities, at school or in the community depending on the needs of each child.
  • Monthly workshop evaluations and progress assessments with your child and the Catch Up tutors and/or monthly or bi-monthly IEP meetings.

How will my child benefit from an ADHD program with Catch Up Kids?

Executive Functioning skills allow individuals to organize and plan their thoughts and actions. Many individuals with ADHD or other learning difficulties lack the ability to self regulate both internally and externally. The purpose of an ADHD program for kids is to better integrate their skills and thoughts as so to prevent the occurrence and frequency of challenging behaviour that are a result of poor or the lack of the ability to self regulate.

Catch Up kids designs programs for children with ADHD that have child specific goals that focus on the following goals;

  • Inhibition: The ability to inhibit inappropriate thinking, vocal inhibition and non-vocal inhibition such as waiting, standing still (lining up) and not touching under instructions.
  • Auditory Memory: The ability to follow instructions in a classroom setting with a time delay from the teacher or other instructors.
  • Working Memory: The manipulation of novel information such as mathematics, and the ability to hold various aspects of information while selecting the most appropriate.
  • Shifting attention: To block out external stimuli and focus on the task at hand.
  • Divided attention: Focusing on not loosing or sustaining train of thought.
  • Self-management: Such as self monitoring; for example, self presentation, expressive behaviour and non-verbal displays of behaviour in a social setting.
  • Problem solving: Involving both academic and organisational skills.
  • Meta-memory: Also known as Socratic awareness, involving introspective knowledge of an individual’s memory processes.
/by

ADHD medication

Catch Up Kids – an alternative to ADHD medication.

Attention Deficit Hyperactivity Disorder (ADHD) is not a diagnosis to take lightly as it can affect your child’s academic performance and may lead to academic regression – a sudden decrease in academic performance. According to the DSM – 5, ADHD is divided into 3 criteria (inattention, hyperactivity, and impulsivity) which affects functioning, and in this case your child’s performance at school. It is at first understandable as a concerned parent to seek out a medical and quick fix solution in a panic, but under closer observation ADHD medication such as the most commonly prescribed ones, Ritalin and Concerta, have serious and often permanent side effects.

According to Medical Doctor (MD) Roy Boorady, some of these side-affects are sleep problems, decreased appetite, delayed growth, headaches and stomach aches, rebound (irritability when the medication wears off), moodiness and irritability, and Tics – a habitual spasmodic contraction of the muscles, most often in the face presenting as twitches.

A healthy alternative to ADHD medication is Applied Behavior Therapy (ABA). ABA is based on the premise that a child will be more inclined to learn and stretch their current academic capabilities if they are motivated by a desirable outcome. In this case the desirable outcome will be a reinforcer – something the child absolutely loves and does not have access to often such as jumping on a trampoline.  Catch Up Kids offer Individualised Education Programmes (IEP) that assist your child in eliminating their learning difficulties in a fun and natural way to achieve academic excellence and become confident learners in the classroom. At Catch Up Kids we address issues such as emotional coping, attention, planning, inhibition, memory, flexibility, self-monitoring, time management, meta-cognition, problem solving, social skills and more.

A practical example of how ABA works: if we want to increase your child’s sustained attention, one of our Case Supervisors will take a baseline of how long your child can currently sustain his or her attention, and slowly increase their sustained attention to where it should be. For example, if your child’s current sustained attention is at 3 minutes, the Case Supervisor might put in a 30 second increment target (depending on your child). If your child reaches 3 minutes and 30 seconds they then get access to their reinforcer. Your child will be more motivated to achieve that 30 second increment if they know there is a desired consequence at steak.

If you would like one of Catch Up Kids Case Supervisors to draw up an Individualised Education Programme (IEP) for your child or you would like to find out more information please get in contact www.catchupkids.co.za or 011 440 1666.

/by

ADHD in Children

When thinking about ADD in children we tend to think that it means that the child can’t focus and ADHD in children that the child really can’t focus. This however is not true at all. ADD and ADHD are merely separated by a timeline and the better understanding of what it actually means.

ADHD includes being inattentive as well as being hyperactive. Stating that these two symptoms are what makes up the classification of ADHD does not mean that both will be present. The current DSM-V distinguishes the disorder by the presence of one or the other, or both. This classification of the disorder and the subtypes are divided further by subcategorising both hyperactivity and inattentiveness into nine possible symptoms for each. The inattentive branch includes symptoms such as: being careless, making mistakes, not listening and being easily distracted. The hyperactivity branch includes symptoms such as: fidgeting, moving around a lot (ant in the pants) and having to physically adjust the location the individual finds themselves at. ADHD in children can only be diagnosed when at least six of the nine symptoms are present, for at least six months and has to have been present between the ages of six to twelve years of age.

The question at the end of this is, what are the chances of progression or at least stability?

You’ll be satisfied to know that through medicinal and behavioural intervention programmes it is possible to progress, gain stability, gain control or even be cured of ADHD in children. The road ahead does not lie empty with challenges, it does not cater for the light-hearted, it does not pretend and does not warn. But at Catch Up Kids we embrace all of these, we need challenges, we don’t want easy as easy never made you learn neither did it make you strong, we never pretend when it comes to the best possible behavioural intervention programme out there, we don’t need warning as we invite a world full of unexpected circumstances. This is what makes the road ahead on we always choose.

Providing comfort through expertise is what makes the “challenge” of a “naughty child” one we wake up every morning wanting to embrace.

ADHD has created a world of opportunity for growth and progression in one where others have seen only the opportunity to discard. It’s easy to label a child with ADHD as one who is impossible to work with and pass them along to the next willing candidate, but so much more rewarding finding an environment which embraces all of the negative and changes it to a positive.

ADHD? We say game on.

/by

ADHD Help

ADHD help for kids

A parent hears the words: “Your child has ADHD.”

What follows is what does the parent do next. How does one help a child with ADHD?

ADHD help for kids: When a child is diagnosed with ADHD, there are understandable concerns faced by a parent. The first thoughts to follow those of how to best help a child with ADHD, are often those of well-known stimulants and medically prescribed treatments, such as Ritalin. It is important to remember that medication may be the first thought when considering treatment, but it is certainly not the only treatment.

ADHD is a condition which cannot be cured. It can however, be successfully managed. When helping a child with ADHD, considerations with regard to treatments which show effectiveness in assisting a child cope with ADHD, and not only cover up symptoms, must be first taken into account.

By teaching children executive functioning skills such as emotional coping, planning, attention, time management, flexibility, meta-cognition, memory, problem solving, and social skills, children are empowered and better able to successfully manage their ADHD.

In order to empower children and provide them with the skills which are necessary in order for them to keep up with academic and social demands, it is important to look at long-term aspects, rather than short term treatments and medical treatments on their own.

Behavioural therapy, at the level of quality offered at Catch Up Kids, has extremely successful results as a treatment or an intervention, to help a child succeed with their ADHD. Each child’s needs are distinctive and unique, and every child has their own individual set of needs. A learning programme which is tailored to a specific learners needs, is able to address areas which could best help that child and their needs.

By teaching children executive functioning skills such as emotional coping, planning, attention, time management, flexibility, meta-cognition, memory, problem solving, social skills and more, students are empowered to achieve academic excellence and to catch up with their peers.

Remediation programmes that address the specific needs of a child and which are tailored to meet those needs, are extremely effective in helping children with ADHD. A programme such as this needs to be provided by experienced tutors who are trained to meet your child’s individual needs and which are designed by an experienced case supervisor. This method of treatment allows for evaluations and progress assessments to be conducted with a child where recommendations can be made for one on one sessions and/or school facilitation. These may occur at home, at a specialised teaching facility, at school or in the community, depending on the needs of each child.

When considering ADHD help for kids it is vital to think about what would be the most helpful for that specific child in order for the child to develop the skills needed to succeed academically, as well as socially. Any attempt to hide or pretend that the symptoms are present, is not enough to adequately help a child with ADHD. Skill development is something which medications cannot provide and therefore, an effective treatment programme should include skill development and a programme to teach skills to the child, in order to empower the child.

/by