ADHD symptoms and problems at school

[Guest guest]

Our son has been on the GFCF diet for almost 5 months and is doing

great. He has a sweet disposition and the only symptoms that we see

now for the most part is occassional, mild ADHD symptoms. I know

there is more to be done and have found a health care practicioner to

work with (I want to obtain and follow the DAN protocol). The thing

is, although my son is at preschool only 3 hours a day, and does well

most of the day, his teacher told me Friday that she wished there

was " something " that could take the " edge " off during big room and

circle time. (Gee, wonder what she was alluding to..) This school

was built up to me as one with teachers and administrators who had

special education backgrounds (Whoopee!) and special skills with

special needs kids. Well I could have kept him at the school he was

at if I wanted to medicate him. (He was expelled last October from

his former preschool because they couldn't handle him-this was pre-

diet and he was aggressive and oppositional and had a much bigger

problem with his ADHD symptoms). He does well in the classroom when

he is attending to a task-he is able to filter out distractions and

focus on what he is doing. However he doesn't do as well in

unstructured " big room " when they do large muscle movement type

things or at circle time. He had been doing better even in these

areas but has basically been sick since the first of the year (strep

throat, ear infection and a couple of viral illnesses) and that is

problematic for him behavior-wise. Last week he was back after

having been out the entire week before due to illness. I feel that

part of the problem is just readjustment after being away. I have

been focusing on the biological aspects of his PDD-NOS/ADHD and not

the behavioral end of it (I'm overwhelmed now with what I am trying

to do on my own) but when I contacted the Educational Consultant of

the local Special Education system, she basically told me that she

was too busy to observe my son and make recommendations to help. She

suggested that I tell my son's teacher to give my son more structured

things to do or to take him out of those situations and do something

else with him. I have tried to work with this Educational Consultant

before and I'm afraid she knows less than I do about behavioral

interventions. Really, my son is doing so well that I can't believe

his teacher even hinted at medicating him. I feel it is for her

convenience. Any thoughts? Rosie (Sorry so long)

[Guest guest]

I have a huge personal grudge about the use of the word

oppositional. These kids live in a confusing world with often

painful sensory input and a whole different sense of logic. Then

they don't do what's unrealistically expected of them because they

can't do " it " or they don't understand " it " and they get the

oppositional label and a whole new set of stressful, confusing,

painful issues thrust on them. Sorry...rant over.

So maybe these bright, specially trained teachers can simply halt

circle time for the moment, then reintroduce it slowly and

supportively while being alert to any behaviorial triggers? Such as

is that room hotter/colder than the one he's coming from?

Brighter/dimmer. Does sound echo? Fluorescent lighting? A/c?

Change from high structure to low structure? Has he been trained &

practiced what to do when in circle time? One-on-one aide? Does

snack time precede circle time? Is the transition abrupt? The list

can go on forever - but of course analyzing the situation is harder

then medicating....ok, rant is really over now.

HI

.... although my son...does well

most of the day, his teacher told me Friday that she wished there

was " something " that could take the " edge " off during big room and

circle time. (Gee, wonder what she was alluding to..) This school

was built up to me as one with teachers and administrators who had

special education backgrounds (Whoopee!) and special skills with

special needs kids. Well I could have kept him at the school he was

at if I wanted to medicate him. ....He does well in the classroom

when he is attending to a task-he is able to filter out distractions

and focus on what he is doing. However he doesn't do as well in

unstructured " big room " when they do large muscle movement type

things or at circle time....

[Guest guest]

> Our son has been on the GFCF diet for almost 5 months and is doing

> great. He has a sweet disposition and the only symptoms that we

see

> now for the most part is occassional, mild ADHD symptoms

>

It sounds like your son is improving really well, so I bet that given

time he will continue to improve. My daughter is also had a Pdd-Nos

diagnosis and is in typical preschool. At first she had a tough time

in the same areas as your son, but she is now dong great in these

areas. It just took time. I hope it works this way for you too! Good

luck!

[Guest guest]

I feel that whenever a teacher reccomends to medicate a child it is for their

(the teachers) benefit. He is only in pre-school right now and once my son

got on the diet it did take him awhile to learn the appropriate behaviors in

school. He still has some learning to do but if it is taught I believe he

will learn it. Just let her know that you are willing to help out and if

there are any suggestions for things you can do at home then she should let

you know. If you are opposed to medicating your son then let her know

straight out that way she won't go that route with you again. If you show

that your more than willing to do anything ( and sometimes it takes alot of

persistence) than they will more than likely work with you.

MA