ADHD BreakthroughsFor Dallas elementary school principal Denise Hampton, the miraculous journey that was about to unfold started with her niece Ashley’s concentration problems in school.
Ashley, who was ten years old at the time, was having the same problem that many kids her age experience in school: lack of focus and concentration. Far too often, kids with these issues are hastily labeled with ADD or Attention Deficit Disorder. Ashley’s fate, however, was taking a turn for the better.
Hampton was exploring therapy options for her niece when a Dallas physician suggested a new class of nutrients called glyconutrients. Hampton found that these nutrients provide the body with eight special sugars called monosaccharides.
She also discovered that mainstream science had validated these newly discovered sugars as absolutely necessary for the healthy functioning of the body. Without these sugars in the diet, a variety of health issues cold arise including poor concentration.
For Hampton, the clincher was research showing that these special sugars are rarely found in kid’s (or adult’s) diets. She reasoned that if these nutrients were added to her niece’s diet, then perhaps she would see a change in Ashley’s behavior.
Hampton ordered some of the supplements and started Ashley on them right away. She didn’t have to wait long. Within two weeks, Ashley began to show obvious improvements in her ability to focus and concentrate. Over the following weeks it became even more evident something very special was happening. Not only were Ashley’s powers of concentration increasing but remarkably, so were her grades.
Seeing such obvious changes in her niece, it occurred to Hampton that similar transformations might also be possible in some of the other students in her school. It was known to Hampton that many of the kids in her school had learning and concentration difficulties and that a number of them were on prescription medications.
Having seen such a remarkable turnaround in Ashley, she wondered what would happen if she could get some of the more difficult kids in her school on the same glyconutritional regimen.
As luck would have it, Hampton made a connection with a charitable group that provides glyconutritional supplements to disadvantaged children around the world. Working with this group (Manna Relief), as well as with parents and medical professionals, Hampton’s dream of providing these supplements to some of Ashley’s classmates became a reality.
It wasn’t long before a large group of kids in Ashley’s school with severe learning and emotional disabilities were started on a glyconutritional regimen. As Hampton predicted, within two weeks, she and her staff began to see positive changes. Not only were these kids focusing better but they were also retaining information more fully and becoming more emotionally stable.
As the kids continued their glyconutritional regimen, an unexpected side benefit occurred: the school’s poor academic standing climbed to one of the highest in the state of Texas.
Hampton has no doubt that these supplements are playing a pivotal role in helping kids to excel in their studies. Based on everything she’s seen, Hampton believes that parents would greatly increase their kid’s chances of success at school by providing them with these remarkable supplements.
David Lear is an independent nutrition researcher and free-lance writer. His main interest is in cutting-edge supplements that improve health and reverse illness. For further information, visit http://a1-add-adhd.com
Do young children outgrow Attention Deficit Disorder/ADHD? Are Attention Deficit Disorder/ADHD troubles subjective, relying upon who is looking at them? Does the classroom environment impact a child’s capacity to focus?
A new Duke University research shatters a standard belief that Attention Deficit Disorder/ADHD is something that stubbornly continues through childhood, while also exploring the idea that classroom surroundings affects a student’s ability to focus and pay attention. This research, published in March 2010, learned that a number of young children with substantial attentional difficulties one year do not have the same troubles the next school year.
Researchers of this study reviewed three groups of young children. The first two groups consisted of 1st-graders and 4th-graders, all of whom were rated by teachers as being highly inattentive. These children did not have an formal Attention Deficit Disorder/ADHD diagnosis. The third group of children were officially diagnosed as Attention Deficit Disorder/ADHD and were from the first, second, third and fourth grades.
The previous year’s teachers rated the children as being highly inattentive. Research workers were interested in how the present teacher rated these same pupils. Of all the children, about half were still deemed highly inattentive while the other half either fell within the normal ratings for inattention or had no troubles at all with attention.
Research workers said that new medicinal drug therapies were not responsible for the enhanced attention. Alternatively, they proposed that classroom surroundings could be responsible for a student’s ability to pay attention. A well structured classroom helps children focus better and pay better attention in the classroom. It was also suggested that teachers who reflect on the beneficial aspects of their Attention Deficit Disorder/ADHD children instead of focusing on the troublesome aspects of the subject could have an effect on the student’s attention levels.
Based on US Centers for Disease Control and Prevention records, between 3 to 7 percent of school-aged young children have problems with Attention Deficit Disorder/ADHD. The Attention Deficit Disorder/ADHD diagnosis has increased an average of three percent each year since 1997. As of 2006, there were 4.5 million young children between the ages of 5-17 years diagnosed with Attention Deficit Disorder/ADHD.
Oddly, Attention Deficit Disorder/ADHD varies dramatically from state to state. Colorado enjoys a lower occurrance of Attention Deficit Disorder/ADHD at five percent of the population while Alabama’s rates top eleven percent. Also, the Attention Deficit Disorder/ADHD diagnosis is substantially higher among non-Hispanic, primarily English-speaking, insured young children.
However, this research shows that Attention Deficit Disorder/ADHD difficulties are not always permanent and can change from year to year. Because of that, young children who take ADHD prescription drugs should be re-evaluated on a yearly basis so that medicinal drug adjustments can be made if their Attention Deficit Disorder/ADHD difficulties have diminished or maybe faded altogether.
This information should also offer hope to parents of young children currently experiences troubles in the classroom.
The Attention Deficit Disorder/ADHD troubles the child right now faces can end up being a passing obstacle. Just because a child has been diagnosed as Attention Deficit Disorder/ADHD right now does not mean they will have Attention Deficit Disorder/ADHD the next year or the year after that. Not all Attention Deficit Disorder/ADHD children’s troubles will persist into their adult years.
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People classify people just on the way the act do you think people should classify ADD kids and ADHD kids?
Also what pills can you take for ADD and ADHD i know i take aderal but what are the other kinds out there?