ADD/ADHD Stephen's Feedback

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) WITH INDEPENDENT MONITORING ON WESCHLER TEST

In June, Stephen was diagnosed as having ADD with hyperactivity. His main problems were his relative inability to convert his articulate skills to paper, an overly competitive attitude towards his peers, and occasional temper tantrums. Stephen seemed to live on the edge. Although potentially a high achiever academically, his grades showed a wide range both in terms of achievement and effort.

In seeking a solution to the problem we were not attracted to the prospect of our son being prescribed ritalin and when the consultant suggested an alternative treatment which, although relatively unknown in the UK, was non-invasive we had no hesitation in investigating Neurofeedback.

Stephen was only ten years old but understood with great clarity his problems. After his first visit to Dr Kaur he was asked if he could perceive any difference. His immediate response was to explain how he had managed to retrace his steps in order to find something - one might say this was not a remarkable achievement - until he explained that he had never been able to do this before. His short term memory was such that he never got passed first base.

At the outset of the treatment we were asked to set out goals that it was hoped Stephen might achieve. These were set out and we were asked to measure his attainment, on a scale of 1-10, prior to each session together with a detailed report setting out our own observations in the interim period.

Our first observations were changes in Stephen's behaviour. He was less frustrated and more able to cope with the invariable teasing from his peers. He was less prone to outbursts, developing a calmer and less competitive approach. These were measurable improvements which were noted not only by ourselves but by school staff.

As his feelings of success and confidence increased so did his ability to organise his work. Homework was not only recorded but also known. He was less forgetful and more likely to have the right books at the appropriate time. As his treatment progressed his ability to focus and sustain his attention to complete a task increased. The greatest leap was noticed at around four months when one week homework seemed to become less of a battle. Stephen settled down to the task in hand and completed it with enthusiasm in the allocated time.

At times stabilising the hyperactivity was problematic but with persistence it has become controlled. There was a period when things seemed to stabilise without tangible signs of further improvements. However this was short-lived and once the brain seemed to have acclimatised further progress was once again visible.

Stephen's treatment is coming to an end. The difference has been startling. Not only is he a much easier little boy to live with he is beginning to achieve his potential. His latest school grades show a marked improvement in both the standard achieved and the effort made. He is clearly more relaxed, integrated with his peer group and enjoying his new found feelings of confidence and success.

Stephen's original psychological report by the educational psychologist showed a weakness in the digit span memory and arithmetic tests which together make up the freedom from distractibility index which is frequently a pointer to ADD. Recent retesting in this area found that both had improved significantly (from the 66th to the 99th percentile), bringing it into line with his other scores, indicating that Stephen should no longer be classed as having ADD. However, perhaps the best evidence of Stephen's progress is his own words - "I have a clear head." For a child with ADD such words are indeed precious.