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| ADHD |
| (I chose the cartoon of the rhino on this page because often Devon charges around very much like a rhino. I also added the stick figure boys appearing and disappearing because they remind my of Devon, seeming to be more than one kid, in more than one place at a time and disappearing before I realize he's gone.) I didn't realize Devon was any different from any other child until he went to kindergarten. He was my first, so I had no one to compare him to. I knew he was an active child, but I thought "boys will be boys" and assumed every mother was as exhausted as I was at the end of the day. But when Devon went to kindergarten, I realized that not every child was as active as Devon. His teacher suggested we have him tested for ADHD. We said no, as we didn't want any labeling, chalked it up to immaturity and lack of experience in a classroom setting. He was one of the youngest in his class and he had never been to daycare or preschool, to learn classroom etiquette. Surely, that was the root of his problems! Well, first grade was similar to kindergarten. We got him into counseling. The counselor suggested testing for ADHD, which we refused. After all, if they found him to have ADHD, they would want to "drug him up" and we were DEFINITELY not going to allow that! Second grade was much like kindergarten and first grade. Academically, Devon was sailing through school, but behaviorly he was not. He was disruptive, fidgety and had NO organizational skills. He could never find any of his school supplies in his desk, never returned items to their homes in the classroom and couldn't seem to remember to raise his hand and wait to be called on! (A teacher's nightmare!) Although his answers were usually correct, he would impulsively blurt them out without being called on. Again, the teacher suggested testing and again, we declined. Third grade was the year we began rethinking our philosophy concerning testing and medicating. We had now heard the same suggestion four years in a row. We had tried all kinds of alternative treatments, such as diet, aromatherapy and homeopathy. Many worked well, but just were not enough to get him through a school day. It was in January of his third grade year that we went to the doctor, asking for more alternative solutions. She asked about medication and I said no. Devon turned and looked at me and said, "You mean they have medicine to help me and you won't let me take it?" After much discussion, Darryl and I decided to "try" the medication for a period of two weeks. The results were amazing! Devon was able to sit at his desk, instead of pacing around his desk. He was able to raise his hand and wait to be called on. The teacher said she had never seen a child change so dramatically in such a short amount of time. Devon seemed happier, too. He was beginning to develop real friendships for the first time. He was finally feeling successful in school! I've had to "do battle" with family members and well-meaning friends concerning our choice to medicate Devon. But we have seen the changes in Devon, the successes he would never have achieved had we not decided to "try" it for a couple weeks. Devon was able to dance the role of the nutcracker in his ballet troup's version of "The Nutcracker Suite" a couple years ago. That would never have happened if he wasn't on Ritalin. I'm not saying there were no side effects. There were. He had some trouble falling asleep nights at first and he doesn't like to eat during the day, while the meds are in affect. (He eats a large breakfast and then eats continuously from about 7 PM until he goes to bed around 10 PM.) He is smaller than most kids his age. (Ritalin delays growth, but does not stunt it. He will reach his full height, but probably later than most.) And although these are definite undesirable side effects to the medication, the benefits by FAR outweigh them. Below are some links that may be helpful in learning more about ADHD: ADHD CHADD ADD-ADHD NIMH EDUTECH |
| Attention Deficit Hyperactivity Disorder |