ADHD - Making Strides with the International Brain Research Foundation

Flanders, NJ, March 09, 2012 --(PR.com)-- It is not uncommon for students to become distracted and bored in school especially when the subject or lecture is not of high interest. However, when these behaviors significantly interfere with academic performance or result in conduct problems, parents and teachers become frustrated. Often such students appear or seem bright enough to master the educational material, so it is not uncommon that they are mischaracterized as lazy, oppositional, or underachieving.

In such cases, the possibility of Attention Deficit Hyperactivity Disorder or ADHD should be investigated. The International Brain Research Foundation (http://www.ibrfinc.org/) is committed to developing improved diagnostic techniques and treatment options for this common, puzzling condition.

Philip A. DeFina, PhD, Chief Scientific Officer and Chief Executive Officer of IBRF (http://www.ibrfinc.org/) describes that "ADHD is diagnosed in an estimated 3% to 10% of children according to various sources worldwide." There are three types of ADHD: primarily inattentive; primarily hyperactive; combination of both. ADHD appears early in life, usually prior to the age of seven, although it may not be identified until many years later, "especially if the case is mild, or the child is bright enough that she or he is able to compensate until the later school grades, when the workload is greater and it is harder to keep up," DeFina adds.

Hallmark symptoms of ADHD may include, but are not limited to: inattention, loss of focus or concentration, forgetfulness (like homework and books), difficulty remembering multistep commands, daydreaming, problems learning new information, difficulties making transitions or being flexible, "not listening", problems following instructions, being easily bored, difficulty staying on task or working independently, missing details, fidgetiness, talkativeness, and impatience.

DeFina stresses that it is important to identify the student with ADHD early for a number of reasons. First, students who experience ADHD miss details and take longer than expected to learn material; thus as they pass through grades in school and years go by, they also miss more and more information and may fall behind. Second, these students may try very hard in their efforts to learn, but when they don't produce the results expected, others may label them as lazy or oppositional or not trying hard enough. These labels may erroneously follow them through school resulting in feeling demoralized and understood. It is not uncommon for such students to experience low self-esteem and a negative self-image.

Unfortunately, ADHD treatment options have been limited. Medication and Behavioral Treatments are the most utilized at this time. However, there are a number of tools that are showing promise, and gathering support with scientific work sponsored by the International Brain Research Foundation. Currently, the International Brain Research Foundation is developing protocols to better diagnose ADHD through neuroimaging and brain wave mapping. It has also developed algorithms, or formulas, to tailor neurofeedback treatments to the student. Neurofeedback is a noninvasive tool that allows doctors to help the child "normalize" his or her brainwaves through thinking exercises. The idea is that if a dysfunctional pattern of brain waves is changed to look more normal, than thought processes, which include attention and concentration, will also become more normal and more under control.

DeFina explains, "We at IBRF are committed to providing students and their parents with possible complementary options for this sometimes debilitating disorder. Our work and research although still in its preliminary stages offers hope and support to many."

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