Ideas | Possibilities Clinic Blog about ADHD and Learning Disabilities

Comprehensive Behavioural Intervention for Tics

Bye Bye Annoying Tics: Introducing Comprehensive Behavioural Intervention for Tics (CBIT) What is CBIT? Comprehensive Behavioural Intervention for Tics (CBIT) is a non-drug powerful behavioural treatment that helps patients to (1) become more aware of tics and early signs a tic is about to occur, (2) use competing responses (voluntary behaviours that are designed to be physically incompatible with tics thereby disrupting the tic cycle), and (3) change their environment in ways that can help reduce tics. CBIT is more than basic supportive therapy and education. CBIT is a highly structured and specialized treatment, provided by a therapist who is trained and certified in CBIT. CBIT is generally delivered over 8 sessions (although the length depends on the child and family’s needs). In CBIT, Jonny learned that before his neck cracking tic, he feels a pressure build up in his neck. Instead of doing the tic, he began tilting his head slightly forward when he felt that pressure, so that he could not crack his neck at the same time. After a week of using his competing response consistently, the pressure began decreasing and he no longer felt the urge to do this tic. He was super happy since this tic was causing him...

21 June, 2016

Cognitive Behaviour Therapy for ADHD

Cognitive Behaviour Therapy or CBT was developed over 40 years ago and has empirical support in proving effective in treating depression and anxiety. More recently CBT has been shown to be an effective addition to medication in treating ADHD. Unlike regular supportive therapy, results come more quickly with CBT. Benefits accrue even after a dozen therapy sessions. The focus of CBT is on the way momentary thoughts and long-lasting beliefs about ourselves and others control how we feel and behave. CBT is a tool for getting organized, keeping focused and becoming better at controlling anger and improving relationships with others by tackling the illogical thoughts and unfounded expectations that stop us from interacting the way we want. CBT explores the “distorted thinking” that keep us from doing what we want. Some examples: Over-generalizing. Making a broad conclusion based on a small misconception. This small faulty conclusion becomes the basis for looking at other situations which may have nothing to do with the situation which cased the initial misconception. For instance, “I’ll never be able to pass the physics exam, if I can’t remember what movie I saw last night.” All or nothing thinking. (also known as black or white thinking). Interpreting a situation we...

25 April, 2016

Tips To Help You Have A Better Day With Your ADHD Child

Parenting an ADHD child can be one of the most rewarding yet challenging experiences in your life. Here are some ideas to assist you. 1)Provide structure and routine. Children with ADHD need help with organization and following through. They do better when rules and expectations are clearly stated. Behaviour charts are a good way to establish clear rules and encourage compliance. Children love to earn rewards, and they will feel proud of themselves for being successful. 2) Catch a kid doing something good. Children with ADHD thrive on positives. Unfortunately, they often experience the opposite. Praise your child efforts as well as the outcomes. This focus is important to build confidence, encourage the child to try new things and set a tone for positive interactions. There are many strategies that are important, but they won’t be effective in the long run if the child does not feel worthwhile, valued and confident. 3) Set situations up for success. ADHD children need to be reminded of the rule/expectation before doing it. This is because they often rush into situations without thinking things through. For example, before a friend comes to visit, remind him or her of what to expect and how to respond. Role play...

23 November, 2015

5 Ways Mindfulness Can Help Self-Regulation in Children with ADHD

Mindfulness has become a buzzword as more and more people are looking for a way to combat stress and find peace within our busy lifestyles. Mindfulness meditation is a therapeutic technique derived from eastern philosophy that aims to reduce arousal, guide attention to the present moment, increase awareness and promote non-judgmental observation. Not only is mindfulness useful for bringing calm to our busy, anxious and hectic society, it is also an excellent therapeutic tool for children with ADHD to increase self-regulation and harness a greater ability to focus. 1. Mindfulness can strengthen the neurodevelopment of self-regulation When introduced at a young age, mindfulness has the ability to strengthen a child’s neurodevelopment of their capacity for reflective reprocessing. This means that a child’s ability to reflect. on and interpret their actions and the consequences of their actions can be heightened. By strengthening a child’s reflective reprocessing mindfulness addresses the core factor of self-regulation. 2. Mindfulness can aid in a child’s learning process experience increased levels of stress and anxiety compared to children without ADHD. Symptoms of hyperactivity and inattention, especially in the classroom, create a barrier to learning and increase anxiety for children, parents and teachers. With the practice of mindfulness meditation children with ADHD...

20 October, 2015

Stickley wins Gold!

We're pleased to announce that "Stickley Sticks To It!" written by Possibilities Team member Dr. Brenda S. Miles has been awarded the Gold Moonbeam for Mind-Body-Spirit/Self Esteem. "Stickley Sticks To It!" follows the adventures of Stickley the Frog as he makes a plan, sticks to it, and gets things done! Each year The Moonbeam Children’s Book Awards are presented to authors, illustrators, and publishers of children’s books that not only celebrate the joys of childhood, but also help kids and families deal with its challenges. The Moonbeam Awards recognize and reward the best of these books and bring them to the attention of booksellers, librarians, parents and children. Congratulations Dr. Miles...

09 October, 2015

11th Annual CADDRA ADHD Conference

11th Annual CADDRA ADHD Conference Friday, October 16th / Saturday, October 17th / Sunday, October 18th Vancouver Marriott Pinnacle Downtown Hotel 1128 West Hastings Street, Vancouver, British Columbia V6E 4R5 Canada This conference will focus on the diagnosis, assessment and treatment of attention deficit hyperactivity disorder (ADHD) in children, adolescents and adults.Medical and health care professionals working in the field of ADHD will enhance their knowledge and skills by attending keynote talks, seminars and workshops scheduled in the two-day meeting. It will be preceded by two accredited pre-event options: ADHD Institute workshops or ADHD Research Day. Who Should Attend Paediatricians, psychiatrists, family physicians, psychologists, neurologists, nurse practitioners, social workers, other professionals and trainees. Conference Committee Doron Almagor, Lauri Alto, Matt Blackwood, Don Duncan, Karen Ghelani, Martin Gignac, Andrew Hall, Julia Hunter, Declan Quinn, Joseph Sadek, Derryck Smith. To register or for more information please click here....

10 September, 2015

ADHD and Autism Spectrum Disorder: Comorbidity and Treatment

Dr. Almagor, Possibilities Director and President Elect of CADDRA will be presenting at this year's CADDRA ADHD conference in Vancouver which runs October 16-18. Seminar Abstract. In recent years the link between ADHD and Autism Spectrum Disorder (ASD) has been recognized as an increasingly important issue for consideration in clinical practice and research. Clinicians have long recognized that individuals with ADHD frequently exhibit the same type of social deficits associated with ASD. Conversely, individuals with ASD often display attention and hyperactivity issues common to ADHD. Neurobiological and genetic underpinnings linking these two disorders have been identified. The importance of recognizing commonalities will be examined. Methodology and issues associated with making comorbid diagnoses will be discussed. Treatment approaches will also be explored, including pharmacological trials and psychosocial strategies that acknowledge commonalities across these conditions. Learning Objectives. After this presentation, participants will be better able to: Appreciate the differential diagnosis of ADHD and Autism Spectrum Disorder (ASD). Assess issues and dilemmas in the diagnosis of comorbid ADHD and ASD. Discuss validated medical and psychosocial strategies in the treatment of comorbid ADHD and ASD. Audience: Psychiatrists, family physicians, pediatricians, psychologists, nurse practitioners, allied health professionals Knowledge Level: Intermediate, Advanced For a complete list of all seminars and guest speakers...

10 September, 2015

ADHD Research Continues

Dr. Almagor is currently helping to recruit participants for a joint research project being conducted by professionals from CAMH and York University. The purpose of the study is to better understand the performance calibration in children aged 8 -12 with attention-deficit/hyperactivity disorder (ADHD) with/without Comorbid oppositional defiant behaviours and a community sample of typically developing children. See below for more information or click here to download the brochure as a PDF. Purpose of Research: Children with Attention-Deficit/Hyperactivity Disorder (ADHD) and disruptive behaviours tend to overestimate performance with scholastic achievement, social interactions, athletics, and behaviour, in comparison to parent and teacher ratings, despite experiencing difficulty in these domains. The current study aims to evaluate confidence in performance, termed performance calibration, as children complete tasks in general knowledge, mathematics, and emotional recognition. The goal of this work is to contribute to the current literature by providing a developmental lens to performance calibration, comparisons across groups and domains of performance, as well addressing the utility of in-vivo judgments about performance. Who Can Participate? We are seeking children with a pre-existing diagnosis of Attention-Deficit/Hyperactivity Disorder made by a professional, with/without oppositional behaviours between the ages of 8-12 years old. What is Involved? The study has 3 components: Children will be asked...

20 July, 2015

CADDAC Invites You to Participate…

Making decisions about the treatment of behavioural problems in children is very difficult for most parents, who experience uncertainty regarding the use of psychosocial and pharmacological therapies, and who may feel overwhelmed. CADDAC invites caregivers to participate in a one-day meeting of clinicians, researchers, parents and representatives from the Centre for ADHD Awareness Canada and Tourette Canada to discuss the creation and use of decision aids for parents of youth with disruptive behaviour disorders. The goal of this one-day meeting is to discuss the use of decision aids for families to help reduce decisional conflict and encourage active decision-making. Participants will receive an honorarium of $200 for transportation costs to the meeting and child care expenses. This study has been approved by the University of Calgary Conjoint Health Research Ethics Board. The meeting will take place on Wednesday, September 23rd at the Tourette Canada headquarters at 175-5945 Airport Road, Mississauga, starting at 9:30am. Please contact CADDAC by email or phone if you would like to participate, 905-471-3524 or heidi.bernhardt@caddac.ca The meeting will be divided into two parts. PART ONE Interactive educational discussions of the rationale for the creation of decision aids for families with youth with disruptive and aggressive behaviour. PART TWO Small group interviews involving up to 7...

09 July, 2015

iNeedtofocus: ADHD in the age of Tablets

“Difficulties with attention? Yes she does, but not all the time. She can pay attention to her tablet for hours” - are the words we often hear from parents who visit our clinic. These parents are not strangers to the mesmerizing power of tablets, which seem to draw the attention of children like moths to their iridescent glow. Many have experienced the profound ability that tablets have to calm fussing babies, enrapture busy toddlers and entertain children and teens who otherwise can’t seem to focus for long enough to finish their math homework. But what is the nature of the power that these tablets seem to wield on children’s attention? And what is its relationship to ADHD? Those who are reading this are likely from a generation when the mode of play was tinker toys rather than tablets. The launch of the first ipad was in 2010, meaning that these devices, Ontario’s most popular hand-held object next to a Tim Horton’s double-double, are also younger than the average child we see at our clinic! Because of their newness, the literature on these devices and their impact on ADHD is scant, often leaving more questions than answers. But this is not to...

21 May, 2015