Simply frustrated ADHD, ODD,.... | ADHD Information

What other interventions are being done for him? For instance, does he have
an ed tech to help him stay focused? Can he work in a small room by
himself when he's having trouble focusing?

It does sound like his meds should be addressed, but also make sure that
non-medical interventions are happening that could nudge him toward
success rather than letting him flounder by himself.

I honestly skimmed the email, but read enough to understand. It really sounds like his meds aren't working. Do you think he could use an increase? My son is 11 as well and is at 90 mg's of concerta AND guanfacine. I really recommend the guanfacine or tenex (same thing) because it helps relax my son from anxiety and impulsive behaviors. Once the meds are where they need to be, all the impulsive behaviors really change.

I also want to note that it can't be just HIM, your son. There has to be something going on with other students AND him. He can't be the ONLY ONE!! Do you think your teacher has him labeled?????

Also, your son may be going through puberty. It can change his meds totally. Mention this to his doctor

My son will be 12 the end of June and even though concerta is working, it needs an increase. He really has changed come the afternoon. School is still going well, but boy is he becoming a teenager. I am getting the mouthing off, fresh words, etc. His meds have worn off and HE is coming out!!

I would call and ask for a face to face meeting with the teacher. It honestly takes two to tango. She seems to be blaming your son for everything, even though others are involved!!

Keep us posted!

Just a update my son only weighs 52 lb and  is very small for his age, the doctor did say something about increasing it but it will be such a high dose.  I know that there are some others in his class who help create the problems.  I have a very good relationship with the teacher and he doesn't want to go outside of his class for help ( it is his first year teaching) but I think he has to. 

My son was on 72mgs when he was 7 in second grade. It is not size, weight, age based, it is where they are most successful.

I would try the increase. It will be gone when it wears off from his system, as I am sure you know.

Maybe try it on the weekend before trying a new med all together, that is so long and difficult, especially while in school!

Meds will be addressed at his next doctors appointment on Monday but they have not done any interventions in class.  I truely think it is all who the teacher is.  The teacher is new and i think does not want to be the mean teacher but its time to step it up and take charge.  My son does not have an IEP or a 504 plan.  I have had thoughts requesting a 504 plan as our kids take many standard tests to see how their skills are and he does terrible on them (for example MAPS tests and Iowa test of basic skills) and not just test other things would take a role in his sucess at school.  Thanks for listening and the advice 

My son is on a 504 plan but has no special ed for classes. It helps him with organization, and taking tests untimed ( if ever needed) he is also getting speech again, which is great for us ( he hates it ). I feel good having a safety net in place, just in case.

Meds would help him make the right decision when necessary and the meds are where they need to be.

I hope this helps, please keep us posted!!

I just need some suggestions what to do about school.  My son is 9 and is driving me crazy (i feel terrible saying that) he is diagnoised with ADHD, ODD, conduct disorder, and seperation anxiety.  He currently takes the following meds: 72mg Concerta, 1.5mg Risperdal, 10mg Lexapro, and Trazodone 100mg.  Sounds like a lot but we tried to wean him off the risperdal but that made things horrible at home and school.  We go back to the doctor next week but after getting a e-mail from his teacher I just don't know what else to do until then.    Here is the e-mail from the teacher that I requested him to send to me to tell me what is going on....I will try not to make this too long!

 

 Most of the things I observe with
your child regard his impulsivity when he is questioned or when he has to make
decisions socially or academically.  He likes to work standing up when he is
concentrating.  If I ask him a math question he simply blurts out any number
that pops into his head that he thinks is related to the question.  When I
make him slow down and go through problem solving strategies he does much
better giving the correct answers.  He does not go through this process on
his own.  When he finishes required tasks he does not use time wisely to
work on other things or follow directions given verbally and on the board.
Most of the time, students are asked to do something with reading after work
is completed, and his disinterest in reading drives him not to want to
follow the directions. He walks around talking to others disrupting them
from their work or the tasks they should also be finishing.  This can be a
big problem sometimes considering he is usually one of, if not the first
one, done with assignments.  While he is actually working he does not easily
get distracted because he wants to get done.  In most tasks it appears as
though he wants to do well on things, but his quick responses without
problem solving lead to many incorrect answers in math.  When writing about
things he is interested in, he does quite well.  He remembers most of the
conventions in writing and adds a unique voice to his work.  If he would
rather get work done quickly, his writing can be illegible because he tries
to write so fast and can't control himself to slow down.  During instruction
he does not seem to stray attention away from what is being discussed too
often, unless what is being discussed is totally not of interest or if his
mind is totally occupied by something else. If he is uninterested he will
try talking with others beside him which can be a big distraction, but he
will usually stop when asked unless it's something he just has to get off
his chest to someone.  He does not blurt out answers or comments often, but
when he does it often pertains to something of interest or if he is
struggling to calm down after a difficult situation.  There have been times
where he feels wronged by a classmate or by me because I am constantly
asking him to follow directions and will use blurting innappropriate or
smart aleck comments as a way to express how he's feeling.  He will also
find it necessary to shout out something that someone else is doing during
instruction at times if he wants to get someone in trouble.  This is where
he struggles socially.
    Often times, he wants to be the center of attention with peers and when
others steal the limelight he will take it upon himself to push those people
away literally and figuratively.  Sometimes he feels the only means of
getting this accomplished is through trying to get them in trouble.  He will
come up to me anywhere from 3-10 times a day with complaints about someone
else or with stories about someone else wanting me to punish them in some
way.  When he has been outside the classroom, whether it be at recess (where
most infractions occur) or at PE, he has tried to take manners into his own
hands with hitting or shoving fellow classmates.  He consistently blames it
on the other person starting it, but never denies doing something wrong.  He
does not seem to be able to problem solve or think through scenarios before
he acts out, another sign of impulsivity.
    Most of the issues that have occurred seem to have sprouted up the past
month or so.  Before that, he was less likely to blurt out or get defensive.
I hope some of these insights into the classroom can help.  Let me know if
there is anything else you need.  If I'm thinking of the right book that you
gave me, it is  next to my desk.

Any suggestions at this point is greatly appreciated!!  Thanks for listening.