ADD / ADHA / Aspergers

garden01_croppedADHD .ADD .ASPERGES. survival kit

What is the difference between ADD and ADHD?

The difference between ADD and ADHD is easy to explain. ADD stands for “attention deficit disorder” and is exactly that. It’s characterized by an inability to pay attention, and can impact what happens at home, work, school, even in social settings. People with ADD often have a hard time listening to–and remembering–what other people tell them. They can also find it difficult stay focused long enough to accomplish tasks, including reading and writing. More often than not, people who struggle with ADD find their minds wandering a thousand different directions instead of staying focused on the conversation or task at hand. You can imagine how embarrassing or troublesome this can be!

ADHD is a little different. The “H” in ADHD stands for hyperactivity, and can show up in one of two forms: ADHD-Hyperactive is characterized by hyperactivity without inattention. ADHD-Combined means that someone is showing both inattention and hyperactivity. All three forms–ADD, ADHD-Hyperactive and ADHD-Combined are considered types of ADHD.

Here’s a quick summary: ADD: Inattention only ADHD-Hyperactive: Hyperactivity only ADHD-Combined:

Attention deficit hyperactivity disorder (ADHD) is a not being able to focus, being overactive, not being able control behavior, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person’s age and development.

ADHD is a common condition that affects children and adolescents, ADHD is the most commonly diagnosed mental disorder of children and is more common in boys than in girls. Children with ADHD generally have greater problems paying attention or concentrating. They can’t seem to follow directions and are easily bored or frustrated with tasks. They also tend to move constantly and are impulsive, not stopping to think before they act

What Are the Symptoms of ADHD?

Children with ADHD are usually hyperactive, impulsive, and inattentive. While these behaviors are normal in children at times, those with ADHD have symptoms that are more frequent and severe.

Symptoms of hyperactivity include:

  • Fidgeting and squirming
  • Can’t sit still
  • Nonstop talking
  • Difficulty with quiet or calm activities

Symptoms of impulsiveness include:

  • Impatience
  • Difficulty waiting their turn
  • Saying inappropriate things
  • Interrupting others
  • Acting without regard for consequences

Symptoms of inattention include:

  • Being easily distracted
  • Difficulty focusing on tasks
  • Difficulty staying organized
  • Trouble completing homework or other activities
  • Struggle to follow instructions

The exact cause of ADHD is not known. There are no laboratory tests for ADHD.

How Do I Know if My Child Has ADHD?

Most children show signs of inattention, hyperactivity, and impulsiveness as part of normal behavior and development. In children with ADHD these behaviors are more severe and frequent. In order to be diagnosed with ADHD, these behaviors must persist for six months or more, and be observed in multiple settings (such as home, school, and other places), and interfere with the child’s schoolwork or relationships. The average age of onset for ADHD is 7 years old.

Treatment for ADHD is multifaceted. It consists of ADHD medications or behavioral modification therapy or both. Studies have established the safety and effectiveness of using stimulant medications, other drugs, and behavioral therapy.

ADD (attention deficit disorder):

The diagnosis is made based on the child’s symptoms and behaviour. health care professionals, such as pediatricians and child psychologists can diagnose ADHD with the help of standard guidelines .The doctor may ask for input from the child’s parents, teachers, and other adults who are familiar with the child’s symptoms. while ADD is more common in adults.

Asperger’s syndrome ASD

What is Asperger’s syndrome?

Asperger’s syndrome, also known as Asperger disorder or Asperger syndrome, is one of a group of neurodevelopmental disorders that have effects on an individual’s behavior, use of language and communication, and pattern of social interactions. Asperger disorder was formerly characterized as one distinct autism spectrum disorder although a milder, or higher-functioning, range of this spectrum.Those diagnosed with Asperger’s disorder were felt to have a higher-functioning form of autism or autism-related condition. People with Asperger’s syndrome typically have normal to above-average intelligence but typically have difficulties with social interactions and often have pervasive, absorbing interests in special topics

Today, many experts in the field stress the particular gifts and positive aspects of Asperger syndrome and consider it to represent a different, but not necessarily defective, way of thinking. Positive characteristics of people with Asperger syndrome have been described as beneficial in many professions and include:

  • the increased ability to focus on details,
  • the capacity to persevere in specific interests without being swayed by others’ opinions,
  • the ability to work independently,
  • the recognition of patterns that may be missed by others,
  • intensity, and
  • an original way of thinking.

What are the signs and symptoms of Asperger’s syndrome?

Social-behavioral symptoms can begin as early as infancy. Characteristic differences are seen in social development, but these changes are hard to identify in toddlers and may be attributed to another condition or not perceived as abnormal. Most cases of Asperger’s syndrome are identified when the child is school-aged or older; studies have shown an average age at diagnosis of 11 years. Some of the symptoms that may be present are:

  • lack of social awareness;
  • lack of interest in socializing/making friends;
  • difficulty making and sustaining friendships;
  • inability to infer the thoughts, feelings, or emotions of others;
  • either gazing too intently or avoiding eye contact;
  • lack of changing facial expression, or use of exaggerated facial expressions;
  • lack of use or comprehension of gestures;
  • inability to perceive nonverbal cues or communications;
  • failure to respect interpersonal boundaries;
  • unusually sensitive to noises, touch, odours, tastes, or visual stimuli;
  • inflexibility and over-adherence to or dependence on routines; and
  • stereotypical and repetitive motor patterns such as hand flapping or arm waving.

Another defining characteristic of Asperger’s syndrome is the presence of perseverative and obsessive interests in special topics (such as cars or trains, or even more narrow topics such as vacuum cleaners), which may be of little interest to others.

These interests are unusually repetitive and intense when compared to other children’s interests.

Specific or narrow interests remain the focus of the child’s interest and conversation in spite of efforts to redirect the child’s attention.

Language development in children with Asperger’s syndrome is generally normal, in contrast to other autistic conditions. Children with Asperger’s syndrome have normal scores on tests for language function involving vocabulary, syntax, and grammar. In fact, some experts believe the presence of normal language development distinguishes Asperger’s syndrome from high-functioning autism. However, the use or application of language skills is altered in people with Asperger’s syndrome:

Their speech may be disorganized or not relevant to the discussion, or they may focus too intently on their defined area of interest (see above) in conversations. The child may switch topics for no apparent reason in conversation, often in an attempt to steer the conversation toward his or her area of interest.

Changes in voice and speaking (for example, speaking too loudly or dramatically, using an invariant tone or incorrect intonation, loud pitch, or speaking too rapidly or too slowly) can also be seen.

Language may be interpreted literally, and difficulties can arise with interpreting language in a specific context.

There are difficulties with understanding the subtle use of language, such as irony or sarcasm.

In school, children with Asperger’s syndrome tend to excel with the rote learning often required in the early grades. As they get older, they may have more difficulties in school due to the nature of reading comprehension and written assignments. Special education support is sometimes, but not always, necessary.

Sometimes, people with Asperger disorder have other associated psychiatric conditions or may show behaviors that are typical for other conditions.


1  Parental help

Children with ADHD often benefit from well-defined schedules and routines. Knowing what to expect helps the child manage daily tasks. Set schedules for getting ready for school, doing homework, and chores around the house so the child can complete them in a timely manner. Time management skills and cues can help them, such as timers for homework or play time.

Charts and checklists can also be used to help the child know what has been done and what tasks need to be completed. As the child finishes each task, he or she can check them off themselves.

2  Take Care of Yourself

It can also be stressful and frustrating as the parent or caregiver of a child with ADHD. Remember to take care of yourself. It can help to remember your child cannot control his behaviors and they are due to a disorder. Take a break if you need one, and don’t be afraid to ask for help. You will be a more effective parent if you take care of yourself.

3  Show Your Unconditional Love

Like all children, kids with ADHD need to know they have their parent’s unconditional love and support. Even if you are angry or frustrated at your child’s behaviors remember to tell them you love them no matter what.

4  Promote a Healthy Lifestyle – Sleep

Lack of sleep can make it more difficult for children with ADHD to focus and pay attention. Falling asleep is often a challenge for children with ADHD who are frequently over-stimulated to begin with. A scheduled and consistent bedtime should be part of your child’s schedule.

5  Promote a Healthy Lifestyle – Exercise

Children with ADHD often have a lot of excess energy and regular exercise can help them release their pent-up energy in healthy and constructive ways. Organized sports can provide regular exercise, a predictable schedule, and an area for your child to receive positive rewards and praise. Activities such as martial arts or yoga can be beneficial as these emphasize the mental and physical aspects of activity. For some children, highly active sports where there is more constant motion such as running track may be better than sports with a lot of ‘down time’ such as baseball.

Also coming up with a bedtime routine where the child is calm and quiet before bed can help them relax. Children with ADHD should avoid caffeine, and the television, computer, and cell phones should be turned off well before bed time so they don’t interfere with the child’s sleep.

6  Promote a Healthy Lifestyle – Nutrition

Physical and emotional health is also important. Many children with ADHD are so distracted or disorganized they neglect to eat proper balanced meals. Limit sugary and junk foods, as many parents find they worsen ADHD symptoms. In addition, many of the medications used to treat ADHD can cause decreased appetite so it is important to make sure your child eats regularly. Make healthy choices for yourself and your children will follow your example.

7  Find Areas in Which the Child Excels or Succeeds

All children are good at something. Children with ADHD are often criticized for their negative behaviors and as a consequence their positive behaviors and accomplishments are overlooked. Help your child find out what they are good at, whether it’s a sport, a musical instrument, a class at school, art, or any other activity. It doesn’t matter what the hobby is – having something they can be successful at and receive praise for will improve self-esteem

8  Focus on One or Two Challenging Behaviors at a Time

Take it one step at a time as far as attempting to change challenging behaviors. Remember your child is not behaving this way purposefully and changing will take time and patience. Expecting change all at once is stressful and frustrating for the child. Pick just one or two things to change such as not interrupting, or putting toys away, or not arguing about homework. Changes may be gradual and it is important to praise your child for every positive.

9  Set Small, Attainable Goals

Set small, gradual, and attainable goals. It is unrealistic and stressful for a child to be expected to change overnight. Just as with losing weight you cannot expect to lose 25 pounds overnight and need small increments along the way, your child needs small steps to accomplish behaviors that are important. If you want your child to sit still when you go out to dinner, break up the meal into small attainable segments such as not interrupting conversations for five minutes, then remaining seated for ten minutes. Offer praise and rewards for each goal met.

10  Eliminate Distractions

Children with ADHD can easily become over-stimulated and quiet spaces are important. There are many distractions at home from televisions, computers, video games, and siblings. If your child has ADHD make sure to have a space free of distractions so they can complete homework assignments or other tasks.

11  Develop Organizational Aids

Children with ADHD often have difficulty organizing tasks and belongings (also referred to as executive functioning skills). Doing homework and performing in a classroom may be stressful for these children. Parents and teachers often find using color-coded binders and notebooks for each subject along with a checklist of homework for the day to be helpful. Having a second set of textbooks at home may help the child who forgets to bring books home. Create an organizing system for your child and help him follow it.

12  Ignore Within Reason

Often, children with ADHD may whine, nag, yell, or argue for attention. Ignoring these undesirable behaviors may be an effective consequence when done consistently. Another way to respond to these attention-seeking behaviors is telling the child in a calm and quiet tone that they will be listened to when they are calm and quiet themselves. If a child is doing something where they or others could be injured this should not be ignored

13  Use Time-Out Effectively

One type of effective consequence can be time-outs. These can be particularly useful for younger children, and can remove the child with ADHD from the situation that may be stressful or over-stimulating. Time outs should be immediate (at the time of the behavior) and should last no longer in minutes than the child’s age in years (for example, a 6-year-old should get a time out for no longer than 6 minutes).

14  Discipline, Rewards, and Consequences

A clear-cut system of rewards and consequences helps children with ADHD to manage behavior. Use positive rewards such as praise or privileges when the child behaves well. Avoid rewards such as food or toys. Consequences for negative behaviors may include time-outs or removal from activities.

Try to praise your child with ADHD, even for small things. Children with ADHD often hear a lot of criticism and it is important for them to know they can do things well.

Consequences must be consistent and fair. A child with ADHD should know in advance what the consequences of negative behaviors are, and those consequences must be predictable and acted upon immediately. Delayed consequences are less effective. Consequences may include time-outs, withdrawing the child from the situation where they are acting inappropriately, or restricting privileges. Every time the child exhibits negative behaviors, consequences should be implemented.

15  Give Clear Instructions

Make sure instructions are clear. Children with ADHD may have difficulty following vague requests. Instead of telling your child to “clean the mess,” tell him to “make the bed and put your clothes in the closet.” Instead of saying, “play nicely,” ask your child to “give your friend a turn to play with the video game.” Give step-by-step instructions for larger tasks. Stay calm and speak clearly, and make eye contact to keep your child focused on you. Ask your child to repeat instructions back to you to make sure they are understood.

16  Set Clear Rules and Expectations

Clear-cut rules with reasonable expectations are important for children with ADHD. Write down the rules and post them if this is helpful. Children with ADHD often respond well to rewards and consequences. Make sure your child understands the rules that are set, and stick to them. When the child follows the rules, provide positive feedback and rewards. If the rules are not followed, there needs to be fair and consistent consequences.

17  Think Positively

An important part of helping a child with ADHD to overcome their challenges is to provide positive support and encouragement. Many children with ADHD are bright and creative, and can use those strengths to their advantage. When parents, teachers, and coaches find something the child is good at, it is important to praise them and encourage those positive traits. Remember your child is not behaving badly on purpose, and know that your child can learn and grow