Multi Sport

This is a story of the trials and tribulations of two caring parents with a child with ADD symptoms and behavioral problems. Different names are given to protect the privacy of the family.

CAPTAIN CHAOS
A personal account of dealing with an ADHD child.

I always knew he was different. My gregarious, impulsive, noisy, affectionate boy. I know he hates that he is different; this child who can evoke pride, dislike, joy, frustration, laughter and tears within the space of an hour! He burst into this world screaming and squirming and still enters a room at full speed, chattering away even before he sees you. I have always felt the need to overprotect him, mostly from himself, as he hurtles through life without stopping to see what he might have collided with.

The first time I heard about ADD was when Matt was 5 years old. His teacher at the time felt Matt showed signs of ADD but she herself was unsure other than it being a lack of concentration skills. After searching the local library and coming up with very little information other than it possibly being diet related, we decided to wait before we pursued it further. Up until this stage Matt proved to be a somewhat challenging child, but we were used to his quirky nature. He was extremely energetic, needed minimal sleep, was a fussy eater and disliked school enormously. He once declared that “school was for people who did not know how to play”. The only positive thing he liked about school was his friends, of which he had many.

In the meantime we started eliminating sugars and colourants from Matt’s diet. This helped by calming him and he had fewer mood swings. But as he progressed through school and the homework increased so did our frustrations. Homework became a chore I dreaded. Matt flew through any task, not caring whether it was correct or looked neat. As long as it was finished it was done. His handwriting was tiny, difficult to read and his spelling atrocious. He disliked reading and skimmed through his books. He would ‘tune out’ and be oblivious to his surroundings. I was always having to reel him back in.

I tried everything to encourage him to tackle his homework with the same enthusiasm he did his playing. At school, his teachers were also having limited success. He was easily distracted and turned to his classmates for fun. He could not sit quietly during reading and never listened to instructions, starting projects before he even knew what was expected of him. His school reports always started with “Matt is a lively member of this class but…..”. We came to dread their arrival.

He started getting into trouble at school for not bringing homework or projects to school on time, losing his temper, lashing out at his peers, fighting in the playground.

These ‘troubles’ became a daily occurrence either at school or at home. He would niggle and fidget with his classmates, disrupt classes and eventually end up outside the classroom. His mood swings became unbearable. No one was spared. Every task became a battle of wits and the result was that Matt was constantly being punished at home and at school.

We consulted with his teacher on a regular basis, started remedial classes and enrolled him into every sport he liked. Matt is a natural athlete and gifted ball player and loves most sports. When his energy levels threatened to overwhelm us we could always turn to a bat and ball to soak up the excess. This has helped us from going completely insane.

The sporting activities helped for a while and then he slowly started losing interest. He was frustrated playing with team mates who were slower, could not catch a ball, and who were not as competitive. He was not a good team player and was rarely made captain even though he was one of the better players. His behaviour at home and school started filtering onto the playing fields and soon enough, everywhere he turned was trouble and right behind trouble were the consequences. It became almost impossible to find something positive with which to reward him. His sisters gave him a very wide berth and only his most faithful mates called round. He was difficult to like.

He was working one-on-one with his remedial teacher who was making positive progress. His class teacher started a diary, recording his behaviour, which we received home every day, and started a reward system. We began making more changes to his diet. We limited dairy products and cut sugary foods and drinks further. This led to him eating even less at meal times and snacking more. He would not eat salads or vegetables, only frozen peas, and he craved sweet foods.

We would have periods of success, then crash back to the bottom and start again. We were going round in circles and I could not see how we were going to move ahead with our lives. Each day was a battle and I was beginning to lose the war.

Matt too had lost his passion for everything. He no longer wanted to play his favourite sport, his toys were boring, school was a nightmare. He moved from the computer to game boy to television to the playground in a constant frenzied cycle. He wore himself out during the day, collapsing into bed at night, sweating even while sleeping only to rise early and start again. He moved like a hurricane through our lives, collecting the negative vibes from all around him and just pushing through.

In his last year of junior school we decided to find a boarding school back in South Africa for Matt. He needed the space, the structured day of a boarder and the endless playing fields South African schools could provide. He would be a weekly boarder spending weekends with his father.

At first Matt was apprehensive, not sure how he would handle being away from home but curious about his father having not lived with him since age three. The school looked perfect; long standing traditions but small and homely. Two of his cousins attend the same school and he was 30 minutes drive from home. We felt confident that the clean air, healthy lifestyle and strict boundaries would help Matt flourish.

We fretted over the first few weeks and received a message from the school’s psychologist that she wished to have Matt tested for Attention Deficit Disorder which we agreed. Before enrolling Matt into school we had mentioned Matt’s behavioral record and they had seen all his reports from school in Hong Kong. The tests showed that Matt was Attention Deficit with Hyperactivity and the suggested method of treatment was Ritalin, a psychotropic drug, which they wished to start immediately.

Not knowing anything about this drug we started researching. The deeper we dug the more we needed to know. I spoke to my local GP who proved to be extremely helpful and knowledgeable as he treats patients with both Ritalin and alternative methods.

It seems half the medical world approve the use of Ritalin for children and the other half do not. Unfortunately there is very little information about young adults who have taken this drug as a child and the effect on them in later life.

Interestingly Ritalin is shown to interfere with learning and emotional growth. No long-term studies of Ritalin has been done but the high side effects are well documented. The pack insert warns of insomnia, heart palpitations, loss of appetite, depression, headaches, high blood pressure as well as slow growth over a period of time. Ritalin is described as an amphetamine and is cocaine-like in effect. Both drugs being amongst the most addictive and brain injurious known.

During 1993 in the United States, Ritalin was prescribed in such large quantities that a shortfall occurred. This popularity with Ritalin is, in many physicians’ opinion, not an indication of its merit – but rather a ‘quick fix’ for a condition in which the underlying cause is not being dealt with. It is an easy option; often pushed on parents for selfish reasons by ‘experts’ because it’s easier than making the effort in helping children through other means. Ritalin is the most commonly used drug, but Dexedrine, Cylert, Tofranil, Norpramin, Prozac and Paxil are also used to treat ADD and ADHD. Children as young as 12 months old are treated with these drugs.

During Matt’s first term break we had him assessed by our GP back in Hong Kong who had allergy tests, toxic mineral & metal tests done and gave him an overall health check. The results showed that he was sensitive to certain foods including wheat and dairy and had high levels of lead and aluminum which have been proven to be linked with learning/behaviour disorders. He also had a yeast gut infection which interferes with food absorption.

Armed with this information, bottles of essential vitamins and minerals and a new strict diet, we went back to his school with our alternative method of treating his disorder. I also read numerous books and articles proving the theory that ADD and ADHD can be controlled by diet without the use of radical drugs. I felt confident the school would be willing to help, as I was sure that Matt was not the only child in this situation.

The class teacher was disappointed by our decision and disdainful of our approach. Matt’s remedial teacher was skeptical but happy to go with our decision. His psychologist was appalled and frankly told me that I was ruining my son’s life. That I was making a selfish decision without having his best interests at heart. Her parting comment to me was that she still had adults return to her for medication whenever they had a big decision to make in their lives.

Matt’s dad was in a quandary. He wanted to do the right thing but felt that we should take the professionals’ advice and put Matt on medication. He was afraid I was making this decision as an emotional mother - too new age for her own good.

The school nurse suspiciously eyed all the bottles of medication required to heal Matt. She has on many occasions told Matt that these ‘lotions and potions’ are a waste of time and will accomplish nothing.

Matt was horrified to learn he would initially have to take a dozen tablets a day until the infection cleared when slowly the number of tablets would ease off until it would be just vitamins and minerals. He had to be cajoled into taking them in the first place and it was essential he take them to clear all infections and lower the toxic metals in order to build up his immune system to get him fighting fit. The diet and his prescribed medication was essential at this stage. Without either, nothing could be accomplished. The school too decided it was too difficult and inconvenient to change anything. So we tackled Matt’s kitchen instead. I threw out all items he could not have and filled it with things he could.

It was tough and Matt fought me. His dad baulked as he also has a very sweet tooth. I was radical and I know they sneaked a few items back into the pantry when I left, but they both know which foods Matt reacts to and these foods they avoid.

Matt still takes the vitamins and minerals including Essential Fatty Acids which are vital for the transmission of messages in the brain which allows him to interpret information he is receiving such as reading, hearing and learning.

Progress has been slow, but progress no less. I was thrilled when he recently took up model building. He has always loved this hobby but never had the ability or patience that this hobby requires. He spent many hours gluing and painting and proudly showed them off to everyone. His appetite has improved and he now eats a whole range of foods never considered before, including salads and vegetables. He still loves sweet foods but happily accepts the limited quantity he can have. His passion for sport is back. His reports are no longer focused on his behaviour problems but rather his academic progress. The subjects he enjoys are outstanding but the ones he does not like still require much more effort.

All his teachers feel that he is capable of achieving great things. He read all four Harry Potter books back to back and I can hardly keep up with his requests for more books. I can finally read his handwriting. His mood swings are greatly diminished. He can stay focused for longer periods of time and has developed a wicked sense of humour. We have not reached the end but are at the beginning of putting the pieces together to form the whole picture that is Matt.

He has settled down and loves the life he is building with his dad, his school and his friends. At home we are reminded of his presence by his mislaid watch beeping on the hour from somewhere within his box of treasures. I have not encouraged him to find it. His absence is sorely felt. Matt is different, he is a special boy who touches the lives of those he connects with, passionately.

The use of Ritalin as a treatment for ADD/ADHD is controversial and inconclusive. The consistent findings are, that despite the improvement in core symptoms, there is little improvement in academic achievements, self-esteem or social skills. Based on this and the side effects mentioned, I am extremely reluctant pursuing this method of treatment. On the other hand, dietary eliminations strategies, have shown positive results. It takes time, effort and commitment, but has no negative side effects.

ADD/ADHD is not easy to deal with. It tests our parenting skills to the limit and fills us with guilt and frustration. I know the feeling of discussing my child with someone who does not have a clue what I am talking about. Many times I too have cried out ‘Why my child?’ Even with the support of my friends and family I often feel alone. I am interested in hearing from you, regardless of which treatment you are using. After all, we are searching for the same answers.