ADHD & Other Medical Conditions
ADHD & other Medical Conditions
Overlapping Symptoms and Complex Relationship: Exploring PTSD and ADHD
​
PTSD and ADHD are two distinct mental health disorders with overlapping symptoms. PTSD is a response to a traumatic event, causing prolonged anxiety and requiring professional treatment. ADHD is a chronic neurodevelopmental disorder characterized by hyperactivity, impulsivity, and difficulty paying attention. While both disorders share symptoms such as impulsivity, difficulty concentrating, and irritability, ADHD includes unique symptoms like organizational difficulties and excessive talking. Diagnosis for PTSD involves traumatic event exposure and specific symptom criteria, while ADHD diagnosis requires the presence of specific symptoms for an extended period. Comorbidity is common, with individuals experiencing trauma more likely to be diagnosed with ADHD. The causes of these disorders involve various factors, including genetics, trauma, and brain differences. The relationship between PTSD and ADHD is complex and bidirectional, with ADHD potentially increasing the risk of PTSD and vice versa. Treatment approaches differ, with ADHD often treated with stimulant medication and behavioral therapy, while PTSD benefits from psychotherapy and medication. Treating one disorder may help improve symptoms of the other. Further research is needed to enhance understanding and improve treatment outcomes for individuals with comorbid PTSD and ADHD.
Adolescents & Social Media
The American Psychological Association's presidential panel has released recommendations for adolescents' use of social media. While acknowledging the potential benefits of these platforms for socialization, the panel emphasizes the importance of social media literacy training to ensure balanced, safe, and meaningful experiences. The panel suggests that social media's impact on youth varies due to differences in maturity levels, making instruction in safe and healthy usage necessary. The panel's 10 recommendations aim to guide educators, parents, policymakers, mental health practitioners, technology companies, and youths themselves. The report highlights the need for psychological competencies and periodic training to mitigate harm and maximize benefits. It also emphasizes the importance of tailoring social media use to developmental capabilities and minimizing exposure to harmful content. Monitoring, limiting usage, and addressing specific risks such as discrimination and cyberbullying are among the report's recommendations. The panel acknowledges the need for further research and data access to better understand the effects of social media on diverse populations. The APA intends to stay vigilant in safeguarding youth and promoting positive aspects of social media while adapting to the evolving landscape.
What is Executive Function?
​
EXECUTIVE FUNCTION ASSESSMENT
Executive Function is an umbrella term that refers to brain functions that activate, organize, integrate and manage other functions. Furthermore, it allows individuals to make real time evaluations of their actions while considering short and long term consequences, planning and modifying their behavior as necessary if outcomes are not desirable. The proper function of this process insures academic and subsequent occupational success, deficits of these skills can result in disorganization, difficulties in getting started and finishing work, remembering homework, memorizing facts, writings essays or reports, solving complex math problems, reading comprehension, long-term products, being on time, controlling emotions, and generally planning for future events. A useful metaphor to understand this concept is by comparing executive function to the role of a conductor in an orchestra, according to an expert in the area of Executive Function, Dr. Tom Brown. Dr. Russell Barkley, a noted authority on ADHD, reported that 89-98 percent of children with ADHD have deficits in executive skills. Dr. Barkley believes that evaluating and understanding a person’s executive function, breaking it down across several domains, is a better predictor of real world functioning than merely reporting they have a deficit.
​
Executive Function can be broken down into six different clusters:
-
Activation: Organizing, Prioritizing and Getting Started on Tasks (getting started; paying attention; organizing time, projects, materials, and possessions, finishing work)
-
Focus: Focusing, Maintaining and Shifting Attention (changing activities, stopping existing activity, stopping and thinking before acting or speaking)
-
Effort: Regulating Alertness, Sustaining Effort, Processing Speed (complex problem solving).
-
Emotion: Managing Frustrations and Regulating Emotions (ability to tolerate frustration; thinking before acting or speaking)
-
Memory: Using Working Memory and Accessing Recall (holding facts in mind while manipulating information; accessing facts stored in long-term memory.)
-
Action: Monitoring and Self-Regulating Action (self-monitoring and prompting, using “self-talk” to control one’s behavior and direct future actions)
Understanding which area(s) of executive function are impaired allows recommendations for accommodations and support be the most successful in helping an individual in their daily life.
WHAT IS SENSORY PROCESSING DISORDER?
SENSORY PROCESSING ASSESSMENT
Sensory processing (SP), sometimes called sensory integration (SI), is a concept that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. Everything we do, from exercising, eating, to reasoning, requires processing sensation or sensory integration. A Sensory Processing Disorder (SPD) is a neurological condition in which sensory information is received but isn’t organized into appropriate responses then what is typically expected.
​
A useful metaphor coined by pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD, compares SPD to a neurological “traffic jam.” This jam of signals prevents certain parts of the brain from receiving the signals needed in order to interpret the sensory data accurately. A person who struggles with SPD can find it difficult to process and act upon information received by the senses, creating countless, seemingly simple everyday tasks more difficult.
Signs of SPD may include:
• difficulty planning and organizing
• carrying out self care skills and activities of daily living
• completing school work or job tasks
• avoiding activities
• frequent distress or agitation
• fear of trying new things.
This disorder can affect people in a single sense, for example just sight, or in multiple senses, giving the impression that there is too much or too little sensory input. For example, a person whose SPD leads to over-stimulus may find clothing, physical contact, food, sound, light, etc. to be unbearable. Some who suffer from under-stimulus may show little to no reaction to stimulus, even pain or extreme temperatures. An impairment of sensory processing of the muscles and joints can further negatively affect posture and other motor skills. Children who develop an appetite for perpetually increased sensations are sometimes misdiagnosed with Attention Deficit Hyperactivity Disorder (ADHD).
​
SENSORY PROCESSING DISORDER AND ADHD
ADHD and SPD have several striking similarities, and one can easily be confused for the other. Both disorders lead children to display issues and behaviors with hyperactivity, lack of focus, fidgeting, and impulsivity. Children may run or skip through the halls to class, struggle to focus on reading assignments, and fidget by repeatedly touching a toy or moving their seat. Both SPD and ADHD can cause difficulties with learning, pear relationships, and the ability to comply and complete activities.
-
Office HoursMonday–Friday: 9:00 a.m. – 7:00 p.m. By Request: Early morning or Saturday appointments available
-
Session FAQSessions are 50 minutes long Your session time is reserved just for you We can talk about anything you wish to bring up
-
Session CancellationsPlease cancel or reschedule at least 48 hours in advance Late cancellations or missed sessions will be charged the full session fee
-
Getting in TouchYou can contact me anytime, but please note: I cannot answer calls during sessions If I’m unavailable, leave a voicemail I aim to return calls within 24 hours
-
For New PatientsPlease download and complete the forms before your visit You may fax the forms to: (858) 263-4206 To protect your privacy, please do not email confidential information