Care plans often include recommen- dations and guidance in the following areas:
• Conventional Medicine • Nutrition • Exercise
• Botanical/Herbal Medicine • Vitamins/Supplements • Manual Medicine (Osteopathy, Massage, PT, Chiropractic, Reflexology)
• Whole Body Systems (Traditional Chinese Medicine -TCM/Acupuncture, Ayurveda, Naturopathy, Homeopathy) • Spirituality • Mind-Body Medicine (Hypnosis, Biofeedback, Guided Imagery)
Neuropsychological testing is a very important first step in the process of eval- uating for ADHD. Through this testing, a neuropsychologist can acquire data about a subject’s cognitive, motor, behavioral, linguistic, and executive functioning. More specifically, neuropsychological tests evaluate a person’s functioning in a number of areas including: intelligence, executive functions (such as planning, abstraction, and conceptualization), at- tention, processing, memory, language, perception, sensorimotor functions, mo- tivation, mood state and emotion. These data can provide information leading to
the diagnosis of a cognitive deficit or to the confirmation of a diagnosis, as well as to the localization of organic abnormali- ties in the central nervous system. The data can also guide effective treatment methods. This is extremely useful in providing necessary support services for students within the school setting as well as the home and community. An Integrative Medicine approach to ADHD places a strong emphasis on nutri- tion. Nutritional guidance is paramount, as the standard American diet (SAD) is notoriously deficient in so many nutrients. Research shows a strong link between the foods children eat and the symptoms of ADHD. Understanding the relationship nutrition plays in ADHD can help parents make important dietary modifications that correct deficiencies and improve symp- toms. Almost 75% of children older than 2 years are deficient in Zinc; 60% are low in Magnesium, and just under 40% are deficient in Iron. Deficiencies in these minerals have been linked to ADHD. Omega-3 fats have also been found to be lacking in children with ADHD. Appro- priate blood tests can identify deficien- cies.
An understanding of the concept of glycemic index is also important. Glyce- mic index (GI) is the measurement of the body’s increase in blood sugar level from
carbohydrate consumption. Although no studies have examined this issue specifi- cally, it makes sense that children who eat foods high on the glycemic index may have volatile blood sugar levels which are reflected in their behavior. As Dr. David Ludwig of Boston’s Chil- dren Hospital explains, “A child eats a breakfast that has no fat, no protein, and a high glycemic in- dex—let’s say a bagel with fat-free cream cheese. His blood sugar goes up, but pretty soon it crashes, which
triggers
the release of stress hormones like adren- aline. What you’re left with, at around 10 a.m., is a kid with low blood sugar and lots of adrenaline circulating in his bloodstream. He’s jittery and fidgety and not paying attention. That’s going to look an awful lot like ADHD to his teacher.” Sensitivities to certain foods or
additives like dyes, preservatives, and flavorings can affect behavior in certain individuals, so guidance thru an elimina- tion diet can also be an important step.
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