Celebrating our neuro-diverse lives across the region ...
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Apologies for taking to long to start updating the website.
[Ed.] |
(1) 2026 Calendar
(2) Overview of some of our work
- Our monthly meetings take place in:- Middlesbrough (twice monthly), Durham, Gateshead, Sunderland, Seaton Delaval, South Shields, and Newcastle (with the exception of December), with additional locations to be added in due course.
- Our meetings are informal and welcoming to adults with AD/HD or related neurodiverse conditions, those seeking a diagnosis, or anyone curious to learn more. Partners, family, friends, support workers, and professionals are also invited.
- These informal gatherings focus on sharing personal experiences with AD/HD (and other co-morbid neuro-diverse conditions), celebrating the positives of living outside 'prescribed boxes' and discussing helpful skills for managing challenges.
- While we cannot diagnose or offer medical advice, the meetings provide a safe, non-judgmental space for people at different stages of their AD/HD journey to connect and learn.
- We kindly ask that you email, text, or call us in advance, if you are planning to attend for the first time. If requested, we can send you meeting flyers and additional information. Thank you.
- In addition to our meetings we deal with referrals and
(3) APRIL 2026 meetings, at a glance, further details shown below*
- Middlesbrough: Tuesday 7 APRIL - 6-8pm (ish) at Lingfield Ash Meeting Hall, 78 Lingfield Ash, Coulby Newham, Middlesbrough TS8 0SU
- Seaton Delaval: Wednesday 8 APRIL- 16:00 - 19:00 The North Tyneside and Blyth Valley ADHD Support Group at FOOD FOR THOUGHT (upstairs) 26-28 Astley Road, Seaton Delaval, Whitley Bay NE25 0DG
- Durham: Thursday 9 APRIL 6-9pm at Waddington Street Centre, 3 Waddington Street Durham City DH1 4BG
- Gateshead: Friday 10 APRIL- 11am-1pm in the Berry Room, Gateshead Recovery Partnership, 47 Jackson Street NE8 1EE
- South Shields: Thursday 16 APRIL- 6-9pm at Age Concern(ACTS) Dora Dixon House, 29 Beach Road, near the corner of Anderson Street, South Shields NE33 2QU
- Sunderland: Friday 17 APRIL- 10:00 am to 12:30 at Weights & Cakes, The King's Road, Southwick, Sunderland SR5 2LS
- Middlesbrough: Tuesday 21 APRIL- 6-8pm (ish) at Lingfield Ash Meeting Hall, 78 Lingfield Ash, Coulby Newham, Middlesbrough TS8 0SU
- Newcastle: Thursday 23 APRIL- 6-9 pm Re-co-co (The Recovery College), 1 Carliol Square, Newcastle NE1 6UF
(4) APRIL support group meetings / venues information in full:-
MIDDLESBROUGH: two meetings every month:-
TUESDAYS: 7th and 21st APRIL - 8 pm - ish
Lingfield Ash Meeting Hall, 78 Lingfield Ash, Coulby Newham
Middlesbrough TS8 OSU
Thanks to Gordon Williams* AND Neuro Key, meetings are held in Coulby Newham on the first and third Tuesdays of every month.This gives us a grand opportunity to fully embrace all types of Neurodiverse conditions. Please check out Gordon's recent articles on his blog
https://neurologically-challenged.co.uk/
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Live map below, please use the + and - to zoom in and out of the area
SEATON DELAVAL (North Tyneside & Blyth Valley ADHD Support Group)
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Wednesday 8th APRIL
4-7pm Food For Thought 26-28 Astley Road Seaton Delaval, Whitley Bay NE25 0DG (upstairs) |
Thanks to Sandra & Stef Michelson we have our meetings upstairs in their long-established complimentary health clinic, bakery and healthfood shop, in the heart of Seaton Delaval! There is good public transport:-
- Buses: X7, 57/57A, 19 & 58
- Trains: Seaton Delaval has a shiny new railway station down the road, part of the Northumberland Line which links or will link to Ashington, Bedlington, Blyth Bebside, Newsham, Northumberland Park and Manors.
- Parking nearby, next to the Coop, behind the shop etc.
DURHAM
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THURSDAY 9th APRIL
6-9pm Waddington Street Centre 3 Waddington Street, Durham City DH1 4BG |
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- The amazing Waddington Street Centre is situated between the CIU Offices and the United Reformed Church, directly behind the former County Hospital (on North Road) and runs onto Sutton Street which passes under the railway viaduct.
- It is approximately a five minute walk from Durham Bus Station on North Road, and a five minute walk down the bank from Durham Railway Station.
- On-street metered parking is available free after 6pm.
GATESHEAD
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The Berry Room, Gateshead Recovery Partnership
47 Jackson Street, Gateshead NE8 1EE
47 Jackson Street, Gateshead NE8 1EE
- Thanks to Norman and his colleagues at the Gateshead Recovery Partnership Recovery Connections, we are able to run monthly support group meetings in the centre of Gateshead, very close to the Metro and also Gateshead bus station.
- The meetings are now extended to ~ 2 hours but please try to be on time if you decide to come along. We always have a lot of things to discuss as quickly as possible!
SOUTH SHIELDS
Thursday 16th APRIL 6-9pm
Age Concern Tyneside (ACTS) Dora Dixon House, 29 Beach Road / Corner of Anderson Street South Shields NE33 2QU
Age Concern is an excellent venue, next to the small roundabout on the intersection of Beach Road and Anderson Street. There are various local car parks. Places nearby are opposite the side of the Town Hall on Beach Road where parking restrictions end at 5pm.
There is also free parking in the back lane between Age Concern and the Voyager pub (access first left, 100 yards past ACTS further down Beach Road, heading East).
SUNDERLAND
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There is parking at the side plus good local transport links.
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Middlesbrough - 21st APRIL (see above for details)
NEWCASTLE:
Thursday 23rd APRIL 6-9pm
THE RECOVERY COLLEGE (RE_CO_CO)
1, Carliol Square, Newcastle upon Tyne NE1 6UF
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Our Newcastle meeting takes place on the 4th THURSDAY of each month at Recoco.
NB We are based on Floor 4
Please use the intercom on the left hand side near the front door to let us know when you arrive (or phone or text, if there are any intercom glitches).
Based near to the Tyne Bridge, Recoco provides a peer led, peer-delivered education and mental health support service where people can learn from each other’s insights, skills and lived experience. To find out more about their remarkable courses etc:
www.recoverycoco.com/about
NB We are based on Floor 4
Please use the intercom on the left hand side near the front door to let us know when you arrive (or phone or text, if there are any intercom glitches).
Based near to the Tyne Bridge, Recoco provides a peer led, peer-delivered education and mental health support service where people can learn from each other’s insights, skills and lived experience. To find out more about their remarkable courses etc:
www.recoverycoco.com/about
www.recoverycoco.com/
BY BUS…
The bus stops on Market Street, Blackett Street and John Dobson Street are less than a 5 minute walk. Bus services include 1, 10, 12, 22, 38, 39, 49, 58, 62, 63, 100.
BY METRO…
Monument - 5 minute walk
BY CAR…
There are public car parks nearby. Manors multi-story is the nearest. Park on floor TWO. The stairs nearest to the Tyne Bridge end of the car park the street, near where Recoco is located.The car park is free from 6pm but closes at 10pm. Standard opening hours involve a payment system on the ground floor which no longer accepts cash, It involves other irritations like having to input your registration number. Recoco is about 100 yards to the right as one exits from the bottom of the stairs.
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SPRING PROSPECTUS 2026
RECOCO Provides a peer led, peer delivered education and support service where people can learn from each other’s insights, skills and lived experience. To check out the kind of courses and activities that they facilitate that you may be interested in attending, their quarterly prospectus is a great starting point. In printed form and downloadable PDF from Recoco www.recoverycoco.com/ See also below ... |
An article about us: published in the Recocco Autumn 2022 prospectus
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(5) Three Important Local Research Projects Seeking Participants, Please participate!
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5.1 Exploring how individual traits shape the way we form new memories Joanna Kubiak BSc, MSc, PhD Student | Demonstrator, Faculty of Health and Wellbeing, School of Psychology As Joanna notes “I am a PhD researcher investigating the impact of autism- and ADHD-related traits on the formation of new memories. The study involves completing two memory tasks and a questionnaire and altogether takes approximately 40-45 minutes to complete”. We're studying how different personality traits affect one’s ability to form new memories. Many people experience challenges with focus, sensory experiences, and thinking skills, and we want to understand how these factors might make remembering things harder. By looking at a wide range of traits and their impact on memory, we hope to learn more about common difficulties in retaining newly obtained information. This could help us find better ways to support people who struggle with memory in daily life. Some people find taking part in research interesting and enjoy learning more about how memory works. By completing this study, you will be helping us understand how different characteristics influence how people remember new information over time. This is important because it can help researchers better understand why some people find it easier or harder to retain information, which could eventually inform approaches to education and healthcare. Please use this link to participate https://nupsych.qualtrics.com/jfe/form/SV_1Xhi834fqwQkqmW Please note: Joanna has found that the survey application can occasionally experience issues when accessed using Safari on MacBooks, it would therefore be useful to access it on another browser (e.g., Chrome or Edge). |
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5.2 The Impact of Pre-learning Techniques on Learning Outcomes Across a Continuum of Neurodiverse Traits: How different learning techniques impact performance in tasks, and whether levels of neurodiverse traits have an impact on this.
Leah Marley As Leah notes: “The aim of this study is to examine how different learning techniques impact performance in a task. You will get to learn about photosynthesis and the water cycle, and in turn will learn how different learning techniques are beneficial. You can therefore enhance your own learning and recall by using techniques which benefit you”. Leah goes on to say that people often find completing studies like this interesting. You gain knowledge of how different learning techniques impact your learning and recall, allowing you to tailor your own learning to be as beneficial to you as possible. Furthermore, a link is provided at the end of the study if you wish to research effective learning techniques further. |
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5.3 Neurodivergent Experiences of Door-To-Door Journeys involving Public Transport: A Participatory Study In Tyneside, North East England.
Robin Edge Those of you who attended our February Newcastle meeting will remember Robin introducing his new research project which will explore how neurodivergent individuals experience door-to-door journeys involving public transport in Tyneside. “The research takes a participatory, collaborative approach, where participants are treated as co-researchers and can shape the research focus, methods used and analysis. These choices will be discussed primarily in workshops or individually if required. Rooted in lived experience, the study explores how both external surroundings and internal senses shape emotions and influence behaviour and decisions. It aims to inform inclusive transport design and offer ethical, practical ways to involve neurodivergent people in research. Previous studies highlight that public transport can be challenging for neurodivergent individuals due to sensory overload and social communication differences. However, most existing research focuses on autism only or gathers perspectives indirectly from caregivers, not neurodivergent individuals themselves. Additionally, less is understood about the role of affective (external and internal senses, feelings and emotions) experiences in shaping how neurodivergent individuals interact with these environments, how that leads to behaviour and how this may differ from neurotypical individuals”. |
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(6) Local Support projects, services etc
Our website Support Page (cf the relevant pull down menu) is gradually being expanded to include more North East cross-sector projects and support services. Current news will be shown here:-
6.1 divergence
The divergence information on our support page will be updated soon. These are three snapshots from it
The divergence smartphone app :
* Checked and Validated Advice Community Links
* Support Groups & Networks
*Useful Resources and other Handy Links
To get the app go to their webpage https://www.divergenceuk.org/app-subscriber-home
The divergence TALK ADHD podcast.
Which is now fully integrated into their CIC
The divergence ADHD Exchange Felling Family Hub
Our website Support Page (cf the relevant pull down menu) is gradually being expanded to include more North East cross-sector projects and support services. Current news will be shown here:-
6.1 divergence
The divergence information on our support page will be updated soon. These are three snapshots from it
The divergence smartphone app :
* Checked and Validated Advice Community Links
* Support Groups & Networks
*Useful Resources and other Handy Links
To get the app go to their webpage https://www.divergenceuk.org/app-subscriber-home
The divergence TALK ADHD podcast.
Which is now fully integrated into their CIC
The divergence ADHD Exchange Felling Family Hub
6.2 Tyneside and Northumberland: Mind Autistic & ADHD Adult Service
Emma Herdman, the AAA Project Lead, kindly invited us to visit one of her projects and it was great to see how much of a positive impact it is having on clients who were a joy to meet!
Our Adult Autism and ADHD Service (also known as Triple A, or AAA Service) is designed by and for neurodiverse adults and aims to support those awaiting a diagnosis.
Our Autism and ADHD Service supports Gateshead residents with five-week courses, named ‘Autism and Me’ and ‘ADHD and Me’, developed to support the person, help you learn about yourself and enact coping strategies to help in your daily life. As a client of our Triple A Service you will also gain access to a monthly social group.
Whether formally diagnosed, or self-identifying, you are welcome to access this service.
To join our next available course please self-refer. Click here to get started.
We also accept referrals on someone’s behalf, with their consent, by health, charity and other practitioners from services.
I have also added the link to refer and the home page!
AAA - Autism and Me, ADHD and Me interest form – Fill in form
Home – Tyneside Mind
Emma Herdman, the AAA Project Lead, kindly invited us to visit one of her projects and it was great to see how much of a positive impact it is having on clients who were a joy to meet!
Our Adult Autism and ADHD Service (also known as Triple A, or AAA Service) is designed by and for neurodiverse adults and aims to support those awaiting a diagnosis.
Our Autism and ADHD Service supports Gateshead residents with five-week courses, named ‘Autism and Me’ and ‘ADHD and Me’, developed to support the person, help you learn about yourself and enact coping strategies to help in your daily life. As a client of our Triple A Service you will also gain access to a monthly social group.
Whether formally diagnosed, or self-identifying, you are welcome to access this service.
To join our next available course please self-refer. Click here to get started.
We also accept referrals on someone’s behalf, with their consent, by health, charity and other practitioners from services.
I have also added the link to refer and the home page!
AAA - Autism and Me, ADHD and Me interest form – Fill in form
Home – Tyneside Mind
(7) What on Earth is AD/HD then? ...
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If you have ever found it difficult to explain to someone else what AD/HD actually is, or wondered if AD/HD was relevant to you, this animated video from Jessica McCabe might be just what you need! |
(8) Personal Stories & Interviews
As a prelude to the blogs that we will be adding in future, which will feature the thoughts and experiences of our friends and allies, here are some observations from Gordon from the south of the region and Bill from the north.
As a prelude to the blogs that we will be adding in future, which will feature the thoughts and experiences of our friends and allies, here are some observations from Gordon from the south of the region and Bill from the north.
Gordon Williams
Gordon is one of the most inspiring characters one could ever meet. Here is an article about Gordon which was featured in the local Teeside newspaper
https://www.gazettelive.co.uk/news/teesside-Tourette’s is now spending his time lecturing to university students - and it all came about by accident.
”A man who struggled to find work due to Tourette’s is now spending his time lecturing to university students - and it all came about by accident. Gordon Williams, who also has ADHD and OCD, has spent long periods out of work and even had brushes with the law, but now the 45-year-old’s life is finally on the up. Gordon can now be found lecturing students at Teesside and Durham universities about his conditions, and has found new ways to live with them, including photography .. he says that he ended up lecturing completely by accident”.
Gordon later refers to his street photography, which is shown in a video montage on the same page
“I do street photography and I’m trying to get an exhibition together for my photographs. I use photography as therapy. My condition is very environmental and it can flare in different situations".
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Radio Interview with Gordon
You can also hear more about Gordon in this recent interview that he did with Radio Tees >>>>>>>>>>> |
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Bill
Bill contacted the Richie Allen phone on 28/3/18, in response to Richie's forthright comments about AD/HD during the first segment. Here are the links to them both. It was good to see that Richie provided a right of reply in a very courteous and friendly manner.
Bill contacted the Richie Allen phone on 28/3/18, in response to Richie's forthright comments about AD/HD during the first segment. Here are the links to them both. It was good to see that Richie provided a right of reply in a very courteous and friendly manner.
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Richie Allen's Monologue, including his perception of AD/HD
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Bill's (now renamed Bob!) responds to Richie Allen's monologue on the listener's phone in
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9 Various articles etc
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This NHS service info urgently needs to be update and added to the support page and section 6 above. Other additions to follow.
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9.1 NTW NHS Foundation Trust Adult ADHD Service HQ address and Patient Information Leaflet
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9.2 We've not forgotten the south of the region's AD/HD service (based in Stockton) that serves people who live in the Tees, Esk and Wear Valleys NHS Foundation Trust area. Update due soon
9.3 Stereotype: New Facts About ADHD
By Thomas Brown, Ph.D.
Published on ADDitudeMag.com - Copyright © 1998 - 2016 New Hope Media LLC. All rights reserved.
ADHD 2.0!
Findings from neuroscience, brain imaging, and clinical research have dramatically changed the old understanding of ADHD as essentially a behavior disorder. Experts now see ADHD as a developmental impairment of the brain's self-management system, its executive functions. There are many other myths about ADHD, as you will see. So update your thinking about the condition with the facts.
New vs. Old Models: The new model of ADHD differs in many ways from the earlier model of this disorder as a cluster of behavior problems in young children. The new model is a paradigm shift for understanding ADHD. It applies to children and adolescents and adults. It focuses on a wide range of self-management functions linked to complex brain operations, and these are not limited to readily observable behaviors. But there is substantial overlap between the old and new ADHD models.
On-and-Off Focus: Clinical data indicate that executive function impairments are situationally-variable; each person with ADHD tends to have some specific activities or situations in which she has no difficulty in using executive functions that are significantly impaired for her in most other situations. Typically, these are activities in which the ADDer has a strong personal interest or about which he believes something unpleasant will follow quickly if he does not do the task right now.
Signs in Childhood: Recent research has shown that many with ADHD function well during childhood and do not manifest any significant symptoms until adolescence or later, when greater challenges to executive function are encountered. Over the past decade research has shown that impairing symptoms of ADHD often persist well into adulthood. However, studies have also shown that some individuals with ADHD during childhood experience significant reductions in their impairments as they grow older.
High IQ and ADHD: Intelligence as measured by IQ tests has virtually no systematic relationship to the executive function impairments described in the new model of ADHD. Studies have shown that even extremely high-IQ children and adults can suffer impairments of ADHD. This causes them problems in deploying their strong cognitive skills consistently and effectively in many life situations.
Emotional Connection: Recent research has shown the important role of emotions in ADHD. Some research has focused solely on the problems in regulating emotions without sufficient inhibition. Research has also shown that a chronic deficit in emotions that comprise motivation is an impairment for most individuals. This makes it hard for them to arouse and sustain motivation for activities that don't give immediate and continuing reinforcement.
Mapping Deficits: Executive functions are complex and involve not only the prefrontal cortex, but many other components of the brain. Individuals with ADHD have been shown to differ in the rate of maturation of specific areas of the cortex, in the thickness of the cortical tissue, in characteristics of the parietal and cerebellar regions, as well as in the basal ganglia, and in the white matter tracts that connect and provide critically important communication between various regions of the brain.
Chemical Imbalance: Impairments of ADHD are not due to a global excess or lack of a specific chemical within or around the brain. The primary problem is related to chemicals manufactured, released, and reloaded at the level of synapses, the junctions between certain networks of neurons that manage the brain's management system. Persons with ADHD tend not to release enough of these essential chemicals, or to release and reload them too quickly. ADHD medication helps to improve this process.
The ADHD Gene: No single gene or genes have been identified as a cause of the impairments known as ADHD. Recent research has identified two different groupings that together are associated with, though not definitively causal of, ADHD. At this point, the complexity of the disorder is likely to be associated with multiple genes, each of which, in itself, has only a small effect upon development of ADHD.
ADHD and ODD: The incidence of oppositional defiant disorder (ODD) in children with ADHD ranges from 40 to 70%. The higher rates are usually for persons with the combined type of ADHD. ODD is characterized by chronic problems with negativistic, disobedient, defiant and/or hostile behavior toward authority figures. Typically, ODD is apparent at about 12 years of age and persists for about six years and then gradually remits. More than 70% of kids diagnosed with ODD never develop Conduct Disorder.
ADHD and Autism: Research has demonstrated that many individuals with ADHD have significant traits related to Autistic Spectrum Disorders, and that many persons diagnosed with disorders on the Autistic Spectrum also meet criteria for ADHD. Studies have also shown that ADHD medications can be helpful in alleviating ADHD impairments in individuals on the Autistic Spectrum. ADHD medications can also help those on the Autistic Spectrum with ADHD to improve on some of their impairments.
Meds and Brain Changes: Studies and clinical trials have shown that ADHD medications give the following benefits to some children and adults:
Meds for Different Ages: Fine-tuning the dose and timing of stimulants is important because the most effective dose depends on how sensitive the patient's body is to that specific medication. Usually doctors start with a very low dose and gradually increase it until an effective dose is found, significant adverse effects occur, or the maximum recommended dose is reached. Some adolescents and adults need smaller doses than those taken by children; some young children need larger doses than most of their peers.
Preschoolers and Meds: Research has shown that a majority of children aged 3 to 5 1/2 years with moderate to severe ADHD had significant improvement in symptoms when treated with stimulants. Side effects are slightly more common than is usually seen in older children, but still minimal. In 2012, the AAP recommended that children aged four to five with significant ADHD impairments should be treated with behavior therapy. If not effective after nine months, stimulant medication is recommended.
Impulsive Forever? Many with ADHD never manifest excessive levels of hyperactivity or impulsivity in childhood or beyond. Among those who are more "hyper" and impulsive in childhood, a substantial percentage outgrow the symptoms by middle childhood or early adolescence. But impairments in focusing and sustaining attention, organizing tasks, managing emotions, and using working memory may persist and become problematic, as the person enters adolescence and adulthood.
ADHD Is Different: ADHD differs from many other disorders in that it cross-cuts other disorders. The executive function impairments that constitute ADHD underlie other disorders as well. Many learning and psychiatric disorders could be compared to problems with a specific computer software package that, when not working well, interferes with a few functions. ADHD might be compared to a problem in the computer's operating system that is likely to interfere with the operation of many different programs.
Findings from neuroscience, brain imaging, and clinical research have dramatically changed the old understanding of ADHD as essentially a behavior disorder. Experts now see ADHD as a developmental impairment of the brain's self-management system, its executive functions. There are many other myths about ADHD, as you will see. So update your thinking about the condition with the facts.
New vs. Old Models: The new model of ADHD differs in many ways from the earlier model of this disorder as a cluster of behavior problems in young children. The new model is a paradigm shift for understanding ADHD. It applies to children and adolescents and adults. It focuses on a wide range of self-management functions linked to complex brain operations, and these are not limited to readily observable behaviors. But there is substantial overlap between the old and new ADHD models.
On-and-Off Focus: Clinical data indicate that executive function impairments are situationally-variable; each person with ADHD tends to have some specific activities or situations in which she has no difficulty in using executive functions that are significantly impaired for her in most other situations. Typically, these are activities in which the ADDer has a strong personal interest or about which he believes something unpleasant will follow quickly if he does not do the task right now.
Signs in Childhood: Recent research has shown that many with ADHD function well during childhood and do not manifest any significant symptoms until adolescence or later, when greater challenges to executive function are encountered. Over the past decade research has shown that impairing symptoms of ADHD often persist well into adulthood. However, studies have also shown that some individuals with ADHD during childhood experience significant reductions in their impairments as they grow older.
High IQ and ADHD: Intelligence as measured by IQ tests has virtually no systematic relationship to the executive function impairments described in the new model of ADHD. Studies have shown that even extremely high-IQ children and adults can suffer impairments of ADHD. This causes them problems in deploying their strong cognitive skills consistently and effectively in many life situations.
Emotional Connection: Recent research has shown the important role of emotions in ADHD. Some research has focused solely on the problems in regulating emotions without sufficient inhibition. Research has also shown that a chronic deficit in emotions that comprise motivation is an impairment for most individuals. This makes it hard for them to arouse and sustain motivation for activities that don't give immediate and continuing reinforcement.
Mapping Deficits: Executive functions are complex and involve not only the prefrontal cortex, but many other components of the brain. Individuals with ADHD have been shown to differ in the rate of maturation of specific areas of the cortex, in the thickness of the cortical tissue, in characteristics of the parietal and cerebellar regions, as well as in the basal ganglia, and in the white matter tracts that connect and provide critically important communication between various regions of the brain.
Chemical Imbalance: Impairments of ADHD are not due to a global excess or lack of a specific chemical within or around the brain. The primary problem is related to chemicals manufactured, released, and reloaded at the level of synapses, the junctions between certain networks of neurons that manage the brain's management system. Persons with ADHD tend not to release enough of these essential chemicals, or to release and reload them too quickly. ADHD medication helps to improve this process.
The ADHD Gene: No single gene or genes have been identified as a cause of the impairments known as ADHD. Recent research has identified two different groupings that together are associated with, though not definitively causal of, ADHD. At this point, the complexity of the disorder is likely to be associated with multiple genes, each of which, in itself, has only a small effect upon development of ADHD.
ADHD and ODD: The incidence of oppositional defiant disorder (ODD) in children with ADHD ranges from 40 to 70%. The higher rates are usually for persons with the combined type of ADHD. ODD is characterized by chronic problems with negativistic, disobedient, defiant and/or hostile behavior toward authority figures. Typically, ODD is apparent at about 12 years of age and persists for about six years and then gradually remits. More than 70% of kids diagnosed with ODD never develop Conduct Disorder.
ADHD and Autism: Research has demonstrated that many individuals with ADHD have significant traits related to Autistic Spectrum Disorders, and that many persons diagnosed with disorders on the Autistic Spectrum also meet criteria for ADHD. Studies have also shown that ADHD medications can be helpful in alleviating ADHD impairments in individuals on the Autistic Spectrum. ADHD medications can also help those on the Autistic Spectrum with ADHD to improve on some of their impairments.
Meds and Brain Changes: Studies and clinical trials have shown that ADHD medications give the following benefits to some children and adults:
- improve working memory, classroom behavior, the motivation to execute tasks, and to persist in solving problems
- minimize boredom, distractibility when doing tasks, and emotional outbursts
- increase test performance, rates of graduation, and other achievements that can have lasting effects
- normalize structural abnormalities in specific brain regions
Meds for Different Ages: Fine-tuning the dose and timing of stimulants is important because the most effective dose depends on how sensitive the patient's body is to that specific medication. Usually doctors start with a very low dose and gradually increase it until an effective dose is found, significant adverse effects occur, or the maximum recommended dose is reached. Some adolescents and adults need smaller doses than those taken by children; some young children need larger doses than most of their peers.
Preschoolers and Meds: Research has shown that a majority of children aged 3 to 5 1/2 years with moderate to severe ADHD had significant improvement in symptoms when treated with stimulants. Side effects are slightly more common than is usually seen in older children, but still minimal. In 2012, the AAP recommended that children aged four to five with significant ADHD impairments should be treated with behavior therapy. If not effective after nine months, stimulant medication is recommended.
Impulsive Forever? Many with ADHD never manifest excessive levels of hyperactivity or impulsivity in childhood or beyond. Among those who are more "hyper" and impulsive in childhood, a substantial percentage outgrow the symptoms by middle childhood or early adolescence. But impairments in focusing and sustaining attention, organizing tasks, managing emotions, and using working memory may persist and become problematic, as the person enters adolescence and adulthood.
ADHD Is Different: ADHD differs from many other disorders in that it cross-cuts other disorders. The executive function impairments that constitute ADHD underlie other disorders as well. Many learning and psychiatric disorders could be compared to problems with a specific computer software package that, when not working well, interferes with a few functions. ADHD might be compared to a problem in the computer's operating system that is likely to interfere with the operation of many different programs.
Maudsley Learning Online
9.5 Thanks to Alison for finding this reseource
www.maudsleylearning.com/maudsley-learning-online
"Maudsley Learning Online is a social learning platform where everyone is welcome to learn more about mental health and wellbeing. It acts as a repository of world class information and features topic based communities with optional eLearning modules"
Once you subscribe, you can find useful groups including Adult AD/HD.
www.maudsleylearning.com/maudsley-learning-online
"Maudsley Learning Online is a social learning platform where everyone is welcome to learn more about mental health and wellbeing. It acts as a repository of world class information and features topic based communities with optional eLearning modules"
Once you subscribe, you can find useful groups including Adult AD/HD.
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9.6 EFDD: a ADDitude webinar was helpful in terms of gaining a clearer understanding of the Executive Functions, the key component of AD/HD. Furthermore, Barkley powerfully argues that Executive Function Deficit Disorder could eventually become a more realistic term to use rather than AD/HD.
How ADHD Affects Executive Function in Adults and Kids Identifying and treating executive function disorder in adults and children with ADHD
"Is your forgetfulness, inability to plan, and impulsivity a symptom of ADHD, or could it be an executive function disorder?"
In this audio and slide presentation, hosted by Russell A. Barkley, Ph.D., learn how ADHD can wreak havoc on your executive functions, and what you can do about it. Barkley discusses:_
How ADHD Affects Executive Function in Adults and Kids Identifying and treating executive function disorder in adults and children with ADHD
"Is your forgetfulness, inability to plan, and impulsivity a symptom of ADHD, or could it be an executive function disorder?"
In this audio and slide presentation, hosted by Russell A. Barkley, Ph.D., learn how ADHD can wreak havoc on your executive functions, and what you can do about it. Barkley discusses:_
- How to identify executive function deficit disorder in adults and children with ADHD
- The seven major types of executive function and how they control behavior
- Treatment strategies for managing executive function deficits."
Source:
#85 ref http://www.additudemag.com/RCLP/sub/11114.html
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The Slides from the webinar:
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The Audio of the webinar:
NB: This is from a podcast site that does not require you to use itunes or force you to subscribe to anything (unless you choose to). This webinar page also features other ADDitude broadcasts. http://podbay.fm/show/668174671 Podbay also has an Android app https://play.google.com/store/apps/details?id=com.fountainla.podbay Please also our audio page for further fascinating AD/HD podcasts .... |
