posted June 28, 2010 01:14 PM         

I am a neurodivergent. I have Dyslexia,Dyspraxia,and ADHD. I was in special education for 3 years. As a little kid, I resembled somebody with autism because of my problems with verbal communications and hypersensitivity.

I was misplaced with the intellectually handicapped in 1st grade too. Auditory therapy, speech therapy, phonics, and motor skills therapy helped remediate my Dyslexia and Dyspraxia. There have been misdiagnoses of bipolar disorder with schizoaffective disorder by psychiatrists without any psychological testing being done in 1999 and 2002. I learned about neurodivergence in 2003, and I owe a lot to Dr. Harold N. Levinson's books.

I was diagnosed as having Inattentive type ADHD, Dysthymic Disorder, Generalized Anxiety Disorder, and Avoidant Personality Disorder in 2004 after a neuropsychological testing by a psychologist. I went to see Dr. Levinson in New York and got tested by him, and he diagnosed me as having cerebellar vestibular dysfunction which he believed was the root of neurodivergent conditions. His testing made it possible for me to be examined by Veteran Affairs neurologists. They and a neuropsychologist tested me which led to the confirmation of my Dyslexia and Dyspraxia.

I succeeded in getting my own neurodivergence recognized and documented for the first time since my special education years. For many years, I thought I was stupid, incompetent, and worthless. Many other people thought I was that way too. I have above average intelligence like many neurodivergents have. I know what it's like to be viewed as being stupid but also be viewed as being smart too. I am a paradox because I can seem stupid and smart at the same time. I have both considerable weaknesses and considerable strengths.

My strengths are in visualization, imagination, intuition, outside the box thinking, and long term memory. My weaknesses are in sequences, routine, time, coordination, organization, short term memory, auditory processing, and visual tracking. I use my strengths to compensate for my weaknesses. I am the uneven type. I can confuse a lot of people. I am an extremely sensitive, emotional person like many neurodivergents are, and I have taken cod liver oil or fish oil with its Omega 3 fatty acids DHA and EPA to help decrease my hypersensitivity and hyperemotionality. Because of my experiences as a neurodivergent, I believe in treating others like I want to be treated - a human being with a soul. It's part of my idealism in regards to my belief that there should be unity and universal love as well as tolerance and accepting of diversity. Therefore, I feel that my life mission is to be a neurodiversity advocate. I recently founded the Developmental Neurodiversity Association (DNA) which is nonprofit organization to help people with neurological,learning differences.

I want to put a lot of emphasis on non-drug alternative remedies like herbs, massage/bodywork, aromatherapy, biofeedback, vitamins/minerals, meditation, audio-visual stimulation, Davis methods, color therapy, and other things. I want to help with preventing misdiagnosing too. The symptoms of neurodivergence overlap quite a bit with psychiatric disorders (i.e. poor coordination, left/right confusion, problems with memory/concentration, disorganization, and speech problems are not just symptoms of disorganized type of schizophrenia but also dyspraxia). I also want to raise better awareness and understanding of Dyslexia. Too many people think it's a visual processing problem, but most Dyslexics have auditory/phonological processing problems and that's recognized by the International Dyslexia Association.

Just because a person has a brain difference doesn't mean that they have a disorder. These seem like perceptions in regards to people that don't fit what is termed as "normal" which is actually determined by what the majority of society believes is right and acceptable. Norms can change over time. What's a disorder today can be a difference that is tolerated tomorrow. Homosexuality was once viewed as disorder and listed in the Diagnostic Statistic Manual of Mental Disorders, and it is not now. People of different races have been viewed as inferior, but they aren't now. 100 years from now, neurodivergent conditions will not be viewed as disorders.

I believe that as we advance more and more into a high tech society to the point that schools will be high tech to the point of virtuality reality equipment being used in hands-on learning environment, the brains of neurodivergents will be more appreciated for their ability to think outside the box. Schools will nurture independent minds. They won't be sent home,labeled "stupid" to the point they don't want to go school and so have to be homeschooled. Schools will have teaching methods that will reach all types of learners and not just the auditory sequential learners which will cut down on learning disability diagnoses,boredom in the classroom,and high school drop-out rate. Education will be interesting,fun,and appealing to the novelty-seeking student. People that are made to be explorers, entrepreneurs,leaders, artists, musicians,and pioneers will not be trained to be factory working types. No more medicating them to make their minds conform to what "normal" minds are supposed to be.

That's what I envision for everybody that doesn't fit the neurological norms of society.

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Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 28, 2010 01:46 PM         

The Developmental Neurodiversity Association's Objectives are the following:

1. To help people with Developmental Dyslexia, Dyspraxia, AD(H)D, Autistic Spectrum, Tourette Syndrome, Dyscalculia, and related conditions reach their full potential by providing and improving emotional and practical support, particularly for those conditions for which there has been less provision such as dyspraxia.

2. To raise awareness and understanding of these conditions,particularly their assessment, their effects, their traditional treatment and the inter-relationship between the different conditions.

3. To establish networks of groups to help people with these conditions get involved in activities for interaction, mutual support, and education, provided that the activities shall be charitable.

4. To help bring about psychiatric reform that includes psychiatrists to have their patients do neurological and psychological testing and not just go by what they observe to differentiate neurodivergence from psychiatric disorders like schizophrenia and bipolar. It would help prevent psychiatric misdiagnoses and unnecessary medicating.

5. To help bring about education reform that includes multisensory teaching methods as primary teaching in schools to cut down on learning problems in school. It would help decrease unnecessary learning disability diagnoses, the drop-out rate, and misplacement of neurodivergent children in special education classes for the intellectually handicapped.

6. To educate about natural and chemical-free ways to feed and raise neurodivergent children. It would include raising awareness of alternative interventions that can be used in place of psychiatric medications.

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 28, 2010 01:51 PM         

This is going to be the official logo for Developmental Neuro-Diversity Meetup Group and Neurodiversity Association (DNA).

It's a picture of the Metatron cube and a brain representing the complexity of the neurodivergent mind.

According to Doreen Virtue: Metatron is also known as the archangel that watches over the Indigo,Crystal Children.

The 6 points,outside circles represent the 6 neurodivergent conditions that are going to be included for Developmental Neurodiversity Association (DNA) to advocate for. These are based on Developmental Adult Neuro-Diversity Association (DANDA).

The top left - Dyspraxia
The top center - Dyscalculia
The top right - Dyslexia
The bottom left - Autistic Spectrum
The bottom center - Tourette's Syndrome
The bottom right - AD/HD

like the diagram for DANDA's The Make-up of Neuro-Diversity http://www.danda.org.uk/pages/neuro-diversity.php

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Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 28, 2010 04:03 PM         

Autism forms the core of the autism spectrum disorders. Asperger syndrome is closest to autism in signs and likely causes; unlike autism, people with Asperger syndrome have no significant delay in language development. PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. Some sources also include Rett syndrome and childhood disintegrative disorder, which share several signs with autism but may have unrelated causes; other sources combine ASD with these two conditions into the pervasive developmental disorders.

The terminology of autism can be bewildering. Autism, Asperger syndrome, and PDD-NOS are sometimes called the autistic disorders instead of ASD, whereas autism itself is often called autistic disorder, childhood autism, or infantile autism. Although the older term pervasive developmental disorder and the newer term autism spectrum disorder largely or entirely overlap, the former was intended to describe a specific set of diagnostic labels, whereas the latter refers to a postulated spectrum disorder linking various conditions. ASD, in turn, is a subset of the broader autism phenotype (BAP), which describes individuals who may not have ASD but do have autistic-like traits, such as avoiding eye contact.

Symptoms

Social development
have social impairments and often lack the intuition about others that many people take for granted.
Unusual social development becomes apparent early in childhood. Autistic infants show less attention to social stimuli, smile and look at others less often, and respond less to their own name. Autistic toddlers differ more strikingly from social norms; for example, they have less eye contact and turn taking, and are more likely to communicate by manipulating another person's hand. Three- to five-year-old autistic children are less likely to exhibit social understanding, approach others spontaneously, imitate and respond to emotions, communicate nonverbally, and take turns with others. Most autistic children display moderately less attachment security than non-autistic children, although this difference disappears in children with higher mental development or less severe ASD. Older children and adults with ASD perform worse on tests of face and emotion recognition.

Communication

About a third to a half of individuals with autism do not develop enough natural speech to meet their daily communication needs. Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. In the second and third years, autistic children have less frequent and less diverse babbling, consonants, words, and word combinations; their gestures are less often integrated with words. Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others' words (echolalia) or reverse pronouns. Joint attention seems to be necessary for functional speech, and deficits in joint attention seem to distinguish infants with ASD: for example, they may look at a pointing hand instead of the pointed-at object, and they consistently fail to point at objects in order to comment on or share an experience. Autistic children may have difficulty with imaginative play and with developing symbols into language.

Repetitive behavior

Autistic individuals display many forms of repetitive or restricted behavior, which the Repetitive Behavior Scale-Revised (RBS-R)[32] categorizes as follows.
Young boy asleep on a bed, facing the camera, with only the head visible and the body off-camera. On the bed behind the boy's head is a dozen or so toys carefully arranged in a line, ordered by size.
A young boy with autism, and the precise line of toys he made

* Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling, or body rocking.
* Compulsive behavior is intended and appears to follow rules, such as arranging objects in stacks or lines.
* Sameness is resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted.
* Ritualistic behavior involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual. This is closely associated with sameness and an independent validation has suggested combining the two factors.
* Restricted behavior is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game.
* Self-injury includes movements that injure or can injure the person, such as eye poking, skin picking, hand biting, and head banging.

Aspergers

Social interaction

The lack of demonstrated empathy is possibly the most dysfunctional aspect of Asperger syndrome. Individuals with AS experience difficulties in basic elements of social interaction, which may include a failure to develop friendships or to seek shared enjoyments or achievements with others (for example, showing others objects of interest), a lack of social or emotional reciprocity, and impaired nonverbal behaviors in areas such as eye contact, facial expression, posture, and gesture.

Unlike those with autism, people with AS are not usually withdrawn around others; they approach others, even if awkwardly. For example, a person with AS may engage in a one-sided, long-winded speech about a favorite topic, while misunderstanding or not recognizing the listener's feelings or reactions, such as a need for privacy or haste to leave.

The cognitive ability of children with AS often allows them to articulate social norms in a laboratory context, where they may be able to show a theoretical understanding of other people's emotions; however, they typically have difficulty acting on this knowledge in fluid, real-life situations. People with AS may analyze and distill their observation of social interaction into rigid behavioral guidelines, and apply these rules in awkward ways, such as forced eye contact.

Restricted and repetitive interests and behavior

People with Asperger syndrome often display behavior, interests, and activities that are restricted and repetitive and are sometimes abnormally intense or focused. They may stick to inflexible routines, move in stereotyped and repetitive ways, or preoccupy themselves with parts of objects.

Pursuit of specific and narrow areas of interest is one of the most striking features of AS. Individuals with AS may collect volumes of detailed information on a relatively narrow topic such as weather data or star names, without necessarily having genuine understanding of the broader topic

Stereotyped and repetitive motor behaviors are a core part of the diagnosis of AS and other ASDs. They include hand movements such as flapping or twisting, and complex whole-body movements. These are typically repeated in longer bursts and look more voluntary or ritualistic than tics, which are usually faster, less rhythmical and less often symmetrical.

Speech and language

Although individuals with Asperger syndrome acquire language skills without significant general delay and their speech typically lacks significant abnormalities, language acquisition and use is often atypical. Abnormalities include verbosity, abrupt transitions, literal interpretations and miscomprehension of nuance, use of metaphor meaningful only to the speaker, auditory perception deficits, unusually pedantic, formal or idiosyncratic speech, and oddities in loudness, pitch, intonation, prosody, and rhythm.

Three aspects of communication patterns are of clinical interest: poor prosody, tangential and circumstantial speech, and marked verbosity. Although inflection and intonation may be less rigid or monotonic than in autism, people with AS often have a limited range of intonation: speech may be unusually fast, jerky or loud. Speech may convey a sense of incoherence; the conversational style often includes monologues about topics that bore the listener, fails to provide context for comments, or fails to suppress internal thoughts. Individuals with AS may fail to monitor whether the listener is interested or engaged in the conversation.

Children with AS may have an unusually sophisticated vocabulary at a young age and have been colloquially called "little professors", but have difficulty understanding figurative language and tend to use language literally. Children with AS appear to have particular weaknesses in areas of nonliteral language that include humor, irony, and teasing.

posted June 29, 2010 11:21 AM         

The term, Neurodiversity was first coined in the USA in the nineties on a computer list for people with Autism and Asperger’s Syndrome. Internet searches on the term tend to direct you to sites dealing with these conditions. It was also used by dyslexics on one of their lists in the USA. Unlike most names for ‘medical’ conditions, it was not chosen by the professionals.

However, many have now adopted it. Neurodiversity is an idea which asserts that atypical (neurodivergent) neurological development is a normal human difference that is to be recognized and respected as any other human variation. Differences may arise in ways of processing information, including language, sound, images, light, texture, taste, or movement. The concept of neurodiversity is embraced by some autistic individuals and people with related conditions.

Information comes in many forms, including written and spoken language, sounds, visual images, light, temperature, touch, texture and taste – as well as movement and coordination signals form the brain. The processing of all these things includes not only receiving and interpreting, but also transmitting, concentrating and storing. For most people, i.e. the Neurotypical (NT), the cognitive profile is relatively smooth, with little variation in effectiveness of information processing. This is in line with their general level of intellectual and reasoning ability. In contrast, a minority of people, i.e. the Neurodivergent (ND) have a cognitive profile which shows significant peaks and troughs, denoting significant disparity between the best and worst of their information processing.

The processing differences are present from birth, and are independent of any basic physical malfunctions, for example of eyes, ears or limbs. It is thought that 10% of the population is significantly ND, with many more having some degree of neuro-diversity. The norms of ‘easy’ and ‘difficult’ tend not to work for NDs, and in many cases are actually reversed. For some, complex mathematical analysis is ‘a walk in the park’, where an actual walk in the park can be a nightmare.

The conditions that Neurodivergence include:

• The conditions currently considered part of Neurodivergence are Dyspraxia, Dyslexia, Dyscalculia, Autistic Spectrum, and Tourette syndrome as well as other related conditions such as Auditory Processing Disorder, Sensory Processing Disorder, Semantic Pragmatic Disorder and Oppositional Defiant Disorder (ODD).

• Over and above the difficulties that can be caused by Neurodivergence itself, there are a number of issues that arise as a result of a lack of awareness of Neurodivergence by NDs themselves, and by society at large. Many NDs, even as adults, are not aware of the condition, let alone that they have it.

There is a very low level of awareness among the medical profession in relation to adults. Many NDs have got themselves into a pattern (consciously or unconsciously) of masking or over-compensating for their difficulties from birth, and may find it hard to be assertive.

As a result of having to deal with their conditions in a world not willing to accommodate them, the ND can have mental health problems, including anxiety, depression and low self-esteem, and some can end up with drug/alcohol abuse which may also mask their condition. Many have problems realizing their (often considerable) potential.

For example, the workplace is designed around the needs/features of the Neurotypical e.g. open plan offices without screens to reduce distractions, and an expectation of organizational/administrative skills and an ability to multitask.

The sooner the associated conditions are diagnosed and people given the necessary support and opportunities, the more likely it will be that they can lead fulfilled lives.

Direct Manifestations:

Not everyone has all of the following problems and some NDs can excel in some of these areas.

The ND often finds the tasks of daily life such as reading, writing, driving, household chores, cooking, grooming and organizing personal finances difficult.

Coping with work and other people can also be hard. There are usually a combination of problems including:

Perception - receiving and interpreting of information from the senses:
• Difficulties with reading and spelling.
• Difficulties interpreting visual images, tracking and relocating from one place to another
• Difficulties with numbers, arithmetic and geometry
• Often only able to interpret language literally and thus trouble with metaphors
• General and/or specific over (or under) sensitivity to light, touch, taste, pain and sound
• Trouble judging time, distance, space and speed

Communication - Transmitting information to others:
• Difficulty constructing communication in your head
• Problems planning and writing essays and sequencing of ideas
• Problems being succinct or giving sufficient information.
• Brain working at a greater speed than mouth or hand, e.g. handwriting and typing - the hands can’t keep up with the brain
• Speaking too loudly or softly
• Not having control of pitch and tone
• Difficulties with pronunciation

Gross and Fine Motor Skills - Transmitting brain signals to effect movement:
• Problems with team sports
• Tendency to bump into things
• Poor hand-eye coordination
• Slow and/or untidy hand-writing
• Difficulties with craft-work
• Problems with driving
• Tendency to drop things (“butterfingers”)
• Involuntary movements (e.g. tics)
• Failure to limit motion to the intended part of the body (e.g. hips gyrate when hand whisking.

Memory - Storage of information (exacerbates problems with other information processing):
• Problems following instructions
• Problems remembering sequences
• Problems following discussion, especially in a group
• Short-term memory problems/forgetfulness
• Difficulties with concentration/attention control - can find it hard to concentrate or hard not to hyper-focus (be totally absorbed/preoccupied)

Organizational Skills:
• Difficulty prioritizing
• Poor time management
• Problems with planning
• Problems with delegating
• Ineffective multitasking
• Untidy (self and environment)

Social Skills/Behavioral Problems:
• Timidity/aggressiveness, due to lack of confidence and self esteem
• Communicating misleading body language
• Problems interpreting body language of others
• Difficulty working out the unwritten ‘rules’ in work or a social setting
• Inappropriate/spontaneous comments
• Difficulty listening, especially in groups
• Phobias and obsessive/compulsive behavior
• Impulsive and/or erratic behavior/outbursts
• Easily frustrated, difficulty controlling impatience, argumentative/defiant

Neurodivergence is often linked to enthusiasm, creativity, originality, lateral 'outside the box' thinking and the ability to take the strategic perspective (Skills desperately needed within the workplace). Attention/concentration control problems can have a positive flip-side in terms of hyper-focusing (i.e. being totally absorbed and preoccupied) and not knowing when to give up.

Many of the world's innovators are NDs, who have found their niche. This may well be a combination of original thinking coupled with hyper-focusing resulting in achieving what may well have been considered impossible and even madness to attempt. NDs also make a very significant contribution in terms of art and drama. Because of having to deal with their condition, many NDs are hard working, determined and compassionate.

The world would be a poorer place if we were all NTs, as it would be if we were all NDs. The skills and talents of many NDs are complemented nicely by the organization, implementation and multitasking skills that many NTs have.

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:24 AM         

Dyslexia is thought to be the result of a neurological defect/difference, and though not an intellectual disability, it is variously considered a learning disability, a language disability, and a reading disability, among others.

Pre-school age children

It is difficult to obtain a certain diagnosis of dyslexia before a child begins school, but many dyslexic individuals have a history of difficulties that began well before kindergarten. Children who exhibit these symptoms have a higher risk of being diagnosed as dyslexic than other children. Some of these symptoms are:

* Delays in speech
* Learns new words slowly
* Has difficulty rhyming words, as in nursery rhymes
* Low letter knowledge
* Letter reversal, ex: e b f p (normal)
* Difficulty learning the alphabet or in order
* Difficulty with associating sounds with the letters that represent them (sound-symbol correspondence)
* Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)
* Difficulty segmenting words into individual sounds, or blending sounds to make words (phonemic awareness)
* Difficulty with word retrieval or naming problems
* Difficulty learning to decode words
* Difficulty distinguishing between similar sounds in words; mixing up sounds in multisyllable words (auditory discrimination) (for example, "aminal" for animal, "bisghetti" for spaghetti)
* Slow or inaccurate reading, although these individuals can read to an extent.
* Very poor spelling
* Difficulty reading out loud, reads word in the wrong order, skips words and sometimes says a word similar to another word
* Difficulty associating individual words with their correct meanings
* Difficulty with time keeping and concept of time, when doing certain task
* Difficulty with organization skills
* speaking incorrectly, some children become withdrawn and shy or become bullies out of their inability to understand the social cues in their environment
* Difficulty comprehending rapid instructions, following more than one command at a time or remembering the sequence of things
* may fail to see (and occasionally to hear) similarities and differences in letters and words, may not recognize the spacing that organizes letters into separate words, and may be unable to sound out the pronunciation of an unfamiliar word.

International Dyslexia Association http://www.interdys.org/

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Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:25 AM         

It is an "an impairment or immaturity of the organisation of movement. It is an immaturity in the way that the brain processes information, which results in messages not being properly or fully transmitted. The term dyspraxia comes from the word praxis, which means 'doing, acting'. Dyspraxia affects the planning of what to do and how to do it. It is associated with problems of perception, language and thought."

Dyspraxia is described as having two main elements:

Ideational dyspraxia
Difficulty with planning a sequence of coordinated movements.
Ideo-Motor dyspraxia
Difficulty with executing a plan, even though it is known.

Speech and language
* Difficulties controlling the speech organs.
* Difficulties making speech sounds
* Difficulty sequencing sounds
o Within a word
o Forming words into sentences
* Difficulty controlling breathing and phonation.
* Slow language development.
* Difficulty with feeding.

Fine motor control

* Learning basic movement patterns.
* Developing a desired writing speed.
* The acquisition of graphemes – e.g. the letters of the Latin alphabet, as well as numbers.
* Establishing the correct pencil grip
* Hand aching while writing

Whole body movement, coordination, and body image

* Poor timing.
* Poor balance (sometimes even falling over in mid-step). Tripping over one's own feet is also not uncommon.
* Difficulty combining movements into a controlled sequence.
* Difficulty remembering the next movement in a sequence.
* Problems with spatial awareness, or proprioception.
* trouble picking up and holding onto simple objects owing to poor muscle tone and or proprioception.
* clumsy to the point of knocking things over and bumping into people accidentally.
* have difficulty in determining left from right.
* Cross-laterality, ambidexterity, and a shift in the preferred hand
* trouble determining the distance between them and other objects.

In addition to the physical impairments, dyspraxia is associated with problems with memory, especially short-term memory. This typically results in difficulty remembering instructions, difficulty organizing one's time and remembering deadlines, increased propensity to lose things or problems carrying out tasks which require remembering several steps in sequence (such as cooking.) Whilst most of the general population experience these problems to some extent, they have a much more significant impact on the lives of dyspraxic people. However, many dyspraxics have excellent long-term memories, despite poor short-term memory. Many dyspraxics benefit from working in a structured environment, as repeating the same routine minimises difficulty with time-management and allows them to commit procedures to long-term memory.

People with dyspraxia may have sensory integration dysfunction, including abnormal oversensitivity or undersensitivity to physical stimuli, such as touch, light, and sound. This may manifest itself as an inability to tolerate certain textures such as sandpaper or certain fabrics and including oral toleration of excessively textured food (commonly known as picky eating), or even being touched by another individual (in the case of touch oversensitivity) or may require the consistent use of sunglasses outdoors since sunlight may be intense enough to cause discomfort to a dyspraxic (in the case of light oversensitivity). An aversion to loud music and naturally loud environments (such as clubs and bars) is typical behavior of a dyspraxic individual who suffers from auditory oversensitivity, while only being comfortable in unusually warm or cold environments is typical of a dyspraxic with temperature oversensitivity. Undersensitivity to stimuli may also cause problems. Dyspraxics who are undersensitive to pain may injure themselves without realising. Some dyspraxics may be oversensitive to some stimuli and undersensitive to others.

People with dyspraxia sometimes have difficulty moderating the amount of sensory information that their body is constantly sending them, so as a result these people are prone to panic attacks. Having other autistic traits (which is common with dyspraxia and related conditions) may also contribute to sensory-induced panic attacks.

Dyspraxia can cause problems with perception of distance, and with the speed of moving objects and people. This can cause problems moving in crowded places and crossing roads and can make learning to drive a car extremely difficult or impossible.

Many dyspraxics struggle to distinguish left from right, even as adults, and have extremely poor sense of direction generally.

Moderate to extreme difficulty doing physical tasks is experienced by some dyspraxics, and fatigue is common because so much extra energy is expended while trying to execute physical movements correctly. Some (but not all) dyspraxics suffer from hypotonia, which in this case is chronically low muscle tone caused by dyspraxia. People with this condition can have very low muscle strength and endurance (even in comparison with other dyspraxics) and even the simplest physical activities may quickly cause soreness and fatigue, depending on the severity of the hypotonia. Hypotonia may worsen a dyspraxic's already poor balance.

Dyspraxia USA http://www.dyspraxiausa.org/

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:26 AM         

ADHD is classified as a disruptive behavior disorder along with oppositional defiant disorder, conduct disorder and antisocial disorder

ADHD has three subtypes:

* Predominantly hyperactive-impulsive
o Most symptoms (six or more) are in the hyperactivity-impulsivity categories.
o Fewer than six symptoms of inattention are present, although inattention may still be present to some degree.
* Predominantly inattentive
o The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree.
o Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice symptoms of ADHD.
* Combined hyperactive-impulsive and inattentive
o Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present.
o Most children with ADHD have the combined type.

Symptoms

Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. The symptoms of ADHD are especially difficult to define because it is hard to draw the line at where normal levels of inattention, hyperactivity, and impulsivity end and clinically significant levels requiring intervention begin.[15] To be diagnosed with ADHD, symptoms must be observed in two different settings for six months or more and to a degree that is greater than other children of the same age.

The symptom categories of ADHD in children yield three potential classifications of ADHD—predominantly inattentive type, predominantly hyperactive-impulsive type, or combined type if criteria for both subtypes are met.

Predominantly inattentive type symptoms may include:

* Be easily distracted, miss details, forget things, and frequently switch from one activity to another
* Have difficulty focusing on one thing
* Become bored with a task after only a few minutes, unless they are doing something enjoyable
* Have difficulty focusing attention on organizing and completing a task or learning something new
* Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
* Not seem to listen when spoken to
* Daydream, become easily confused, and move slowly
* Have difficulty processing information as quickly and accurately as others
* Struggle to follow instructions.

Predominantly hyperactive-impulsive type symptoms may include:

* Fidget and squirm in their seats
* Talk nonstop
* Dash around, touching or playing with anything and everything in sight
* Have trouble sitting still during dinner, school, and story time
* Be constantly in motion
* Have difficulty doing quiet tasks or activities.

and also these manifestations primarily of impulsivity:

* Be very impatient
* Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
* Have difficulty waiting for things they want or waiting their turns in games.

Attention Deficit Disorder Association http://www.add.org/

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:27 AM         

It affects a person's ability to understand, remember, or manipulate numbers or number facts (e.g., the multiplication tables). The term is often used to refer specifically to the inability to perform arithmetic operations, but it is also defined by some educational professionals and cognitive psychologists as a more fundamental inability to conceptualize numbers as abstract concepts of comparative quantities (a deficit in "number sense").

Potential symptoms

* Frequent difficulties with arithmetic, confusing the signs: +, −, ÷ and ×.
* Difficulty with everyday tasks like checking change and reading analog clocks.
* Inability to comprehend financial planning or budgeting, sometimes even at a basic level; for example, estimating the cost of the items in a shopping basket or balancing a checkbook.
* Difficulty with multiplication-tables, and subtraction-tables, addition tables, division tables, mental arithmetic, etc.
* May do fairly well in subjects such as science and geometry, which require logic rather than formulae, until a higher level requiring calculations is obtained.
* Difficulty with conceptualizing time and judging the passing of time. May be chronically late.
* Particularly problems with differentiating between left and right.
* Difficulty navigating or mentally "turning" the map to face the current direction rather than the common North=Top usage.
* Having particular difficulty mentally estimating the measurement of an object or distance (e.g., whether something is 10 or 20 feet (3 or 6 metres) away).
* Often unable to grasp and remember mathematical concepts, rules, formulae, and sequences.
* An inability to read a sequence of numbers, or transposing them when repeated, such as turning 56 into 65.
* Difficulty keeping score during games.
* Difficulty with games such as poker with more flexible rules for scoring.
* Difficulty in activities requiring sequential processing, from the physical (such as dance steps) to the abstract (reading, writing and signaling things in the right order). May have trouble even with a calculator due to difficulties in the process of feeding in variables.
* The condition may lead in extreme cases to a phobia or durable anxiety of mathematics and mathematic-numeric devices/coherences.
http://www.dyscalculia.org/

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Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:28 AM         

Tourette's was once considered a rare and bizarre syndrome, most often associated with the exclamation of obscene words or socially inappropriate and derogatory remarks (coprolalia). However, this symptom is present in only a small minority of people with Tourette's.

Characteristics

Tics are movements or sounds "that occur intermittently and unpredictably out of a background of normal motor activity", having the appearance of "normal behaviors gone wrong".The tics associated with Tourette's constantly change in number, frequency, severity and anatomical location. Waxing and waning—the ongoing increase and decrease in severity and frequency of tics—occurs differently in each individual. Tics also occur in "bouts of bouts", which vary for each person.

Coprolalia (the spontaneous utterance of socially objectionable or taboo words or phrases) is the most publicized symptom of Tourette's, but it is not required for a diagnosis of Tourette's and only about 10% of Tourette's patients exhibit coprolalia. Echolalia (repeating the words of others) and palilalia (repeating one's own words) occur in a minority of cases, while the most common initial motor and vocal tics are, respectively, eye blinking and throat clearing.

In contrast to the abnormal movements of other movement disorders (for example, choreas, dystonias, myoclonus, and dyskinesias), the tics of Tourette's are stereotypic, temporarily suppressible, nonrhythmic, and often preceded by an unwanted premonitory urge. Immediately preceding tic onset, most individuals with Tourette's are aware of an urge, similar to the need to sneeze or scratch an itch. Individuals describe the need to tic as a buildup of tension, pressure, or energy which they consciously choose to release, as if they "had to do it" to relieve the sensation or until it feels "just right". Examples of the premonitory urge are the feeling of having something in one's throat, or a localized discomfort in the shoulders, leading to the need to clear one's throat or shrug the shoulders. The actual tic may be felt as relieving this tension or sensation, similar to scratching an itch.

Tourette Syndrome Association http://www.tsa-usa.org/

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 11:30 AM         

Learning Disability/ADHD Assessment by a psychologist in 2004.
It led to a diagnosis of the following:
Inattentive Type ADHD
Generalized Anxiety Disorder
Dysthymic Disorder
Avoidant Personality Disorder
Per History: Developmental Coordination Disorder http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_000 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_001 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_002 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_003 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_004 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_005 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=LD_ADHD_Assessment_006

Medical Diagnostic Testing including testing of nervous system and cerebellar vestibular system by Dr. Harold N. Levinson in 2005
It led to a diagnosis of cerebellar vestibular dysfunction which he believed is the root of neurodivergent conditions except for autism which he believes is caused by cortical dysfunction. http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_000 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_001 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_002 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_003 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_004 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_005 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_006 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_007

Neurological and Neuropsychological Testing by Veteran Affairs Neurologists and Neuropsychologist in 2006.
It led to a diagnosis of Dyslexia and Dyspraxia.

Neuropsychological Testing by Veteran Affairs Neuropsychologist http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neuropsychological_Exam_page_1 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neuropsychological_Exam_page_2 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neuropsychological_Exam_page_3 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neuropsychological_Exam_page_4 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neuropsychological_Exam_page_5

Neurological Testing by Veteran Affairs Neurologists http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_000 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_001 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_002 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_003 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_004 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_005 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_006 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_007

Getting a second opinion is also important if you feel that you weren't examined right. I had that issue with the psychologist who did the LD/ADHD assessment. She used a multiple choice reading test to test for reading issues. She also made statements that I can't be Dyslexic because I learned from phonics. Most Dyslexics have problems with auditory,phonological processing. International Dyslexia Association even stresses that. Phonics programs are often used with Dyslexics. If it wasn't for the combination of auditory therapy and speech therapy, I wouldn't have the phonemic awareness to be able to learn from phonics. Some of the stuff on the reading test is stuff that I have read before that included stuff on Carl Jung and Homer. I also have a habit of going back to the reading portion while answering the questions. My issue with reading is that I remember very little that I read. I can easily go blank after reading a page. The Veteran Affairs neuropsychological testing showed that my immediate visual memory was in the impaired range and my immediate verbal memory was in the borderline impaired range, and those immediate memory easily cause difficulty with remembering what's being read and said. The TOVA test is a computerized test that involves looking at rapidly moving stuff on a screen. I had extreme difficulty with it,and it wasn't because of attention deficits nor impulsivity. I had problems with the test because my eyes couldn't keep up with the fast moving stuff on the screen. I also ended up getting very dizzy that I felt like I was feeling the ground moving. I was pretty much getting motion sickness. I closed my eyes,and then I ended up putting my head down for the remainder of the test. Dr. Levinson's testing and Veteran Affairs neurologists' testing showed that I have problems with neurological processing,visual tracking, auditory processing,balance as well as the cerebellar vestibular system. TOVA is not a good test for testing ADHD. People with sensory integration issues,poor visual tracking,and vestibular problems can have serious problems with the test. Even ultrasensitive people can have problems with the test.

The Veteran Affairs psychoneurologist told me that I am slow to get something at first but REALLY learn it when I do learn it. In other words, my short term memory makes it hard for me get things at first and I am quick forgetter. With time, I learn better as it gets into my long term memory. People with Dyslexia,Dyspraxia,ADHD tend to have problems with short term/immediate memory but have long term memory strengths. This makes Dyslexics,Dyspraxics,and ADHDers to have problems with learning by rote and auditory sequential teaching methods that are used in most schools. She also told me that I have problems with strings of words, and that it didn't matter if it was visual or auditory. It means that I tend to have problems being overloaded with words that are being read and said. I find that it can be caused by a combination of auditory processing issues,eye tracking issues,and short term/immediate memory issues. It is also can be caused by my problems remembering sequences which effect my reading,listening,speech,writing,and coordination/motor skills. The LD/ADHD assessment psychologist, Dr. Levinson, Veteran Affairs neurologists, and Veteran Affairs noted that I have speech irregularities. They are connected to my Dyslexia (phonological issue) and Dyspraxia (coordination issue).
The Veteran Affairs neurologists confirmed that I have Dyslexia and Dyspraxia. They said that there were no apparent progression of impairments suggesting genetic rather than acquired. A lot of people in my family have neurodivergent symptoms, and so I am very sure that they are genetic.

The positives of the Veteran Affairs neuropsychological testing were:

I scored high average in visual construction as measured by block design. I earned time bonus points for the last and most difficult design. I actually did them faster as they got harder. The neuropsychologist confirmed my belief that I am a visual thinker. Of course, I don't need a test to know that. I think in pictures and visualize in my mind's eye all the time. I use visualization to help me comprehend what is being read and said. I also use it to help me write and speak. I use visualization to help me perform motor skills tasks that includes my visually planning before I do anything and visualizing visualize while I am doing things like I am seeing myself in a mirror. Verbal,word thinking is secondary thinking for me. I had to be taught to think like that. It did not come naturally to me as it did with most children. Auditory therapy,speech therapy,and phonics made it possible for me to be a verbal,word thinker. It was my showing visual spatial strengths in early childhood which got me recognized as having above average intelligence and didn't belong in the special education classroom with the intellectually handicapped. The neuropsychologist said that persons with strong visual skills who lack comparable verbal facility can often be frustrated because they have difficulty communicating their ideas in a highly verbal society, and that can be connected to my problems with speech. Like I said before, visual/picture thinking is my primary thinking and verbal/word thinking is my secondary thinking, and the latter had to be taught. This tends to be common with many neurodivergents.

l also scored high average range on list generation to a sound cue. She gave me letters and had me give me as many words that start with that letter.
I was just going through a lot of words in my head. I used a combination of visualization and using alphabetical order.

She noted that both tasks require complex and strategic thinking and suggest that I have some well-developed mental skills.
She told me I should be assured that I have learned to cope with my childhood learning problem and should feel confident about my ability to think through problems outside of the speeded academic settings which I have experienced failues. She said that the statement is not intended to to convey that I do not continue to experience these difficulties, but that I have learned effective ways to cope with them when I am not stressed. She told me that I should be encouraged to find ways to make betteruse of my strong visual spatial skills whether through a hobby or some other outlet.

She told me that I should consider seeking to establish a trusting relation with a mental health professional. She noted that I articulated my problems with self-esteem, sensitivity, and reactivity well. She noted that my childhood problems in school and with a difficult family situation that provides me with little emotional support combine to make me vulnerable to recurring episodes of depression and professional support would be useful for me.
Many people with neurological,learning differences have history of mental health problems. Learning issues can lead to mental health problems and vice versa. That's why learning disability assessment always includes mental health screening. Futhermore, neurological disorders can cause depression. That's why the Veteran Affairs neurologists had me tested for Wilson's Disease and Huntington's Disease because of my having both neurological processing irregularities and depression. I tested negative for them. My Depression stemmed from insecurity and low self esteem due to my experiences as a neurodivergent. Many neurodivergents can relate.

This is gives you and idea of the testing of a neurodivergent.

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 12:12 PM         

I got it from the book, Understanding Developmental Dyspraxia by Madeleine Portwood. I copied the questions in my book and had my mom answer them and then had her sign it to give to the Dr. Levinson and the Veteran Affairs neurologists.

Is there any family incidence of learning disability, Dyslexia, Dyspraxia, autistic spectrum disorder, ADHD or diagnosed conditions? My paternal uncle w/ Dyslexia, My brother w/ speech problems and hyperactivity, my niece diagnosed ADHD, Raymond's father had speech/auditory processing problems

Is there any family incidence of allergy, eg. food intolerance, eczema or asthma? my niece,my paternal aunt,my cousin,and I have asthma

Is there a family history of epilepsy or diabetes? My paternal aunt, my great aunt,and I have Diabetes

Is there a family incidence of depression or psychiatric illness? my father had depression and alcoholism, my brother had depression,and I had depression and anxiety

Can you remember whether you had any illness during your pregnancy? measles

How did you your weight progress? went way up

When did you have your scan and was it repeated later during pregnancy?

Were there any concerns? no

Was there anything unusual about the last trimester (6-9 months) no

Did you a maintain a good diet? yes

Did you smoke during pregnancy? no

Did you take any medication? no

Any drugs taken? no

Were there any complications, eg. eclamsia? no

Birth Details

Stage Birth was delivered - 2 1/2 weeks early

Was delivery induced - yes

any indication of fetal distress before birth - no

how long was the labor - 23 hours

any concerns immediately after birth - no

Developmental Profile

Child Presentation

Levels of activity (hyper,hypo) - hypo

feeding (was weight gain appropriate, any evidence of lactose intolerance)yes- weight gain appropriate, no evidence of lactose intolerance

sleeping (settled quickly or very irritable) - settled quickly

was he/she a demanding child? no

Motor skills

sitting independently - 4 months

crawling - 4 months

walking independently - 13 months

Social skills

finger feeding - 6 months

coordinating a knife and fork - 4 years

toilet trained - 3 1/2 years

Language

made initial sounds (m,m-da,da) - 5 to 6 months

able to say 20+ distinguishable words - 5 years

used 3+ words to construct simple phrases - 5 years

Were there any other difficulties during the first 12 months? severe ear infection at 3 months old

Later Development

hearing checked on - 4 yrs old

vision checked on - 4 yrs old

Describe child's fine motor skills - poor

Describe child's gross motor skills - poor

Have there been any problems with health, eg. eczema, asthma? problems with whole milk and put on lowfat milk at 6 months.

At what age and which immunizations have been given?

Has the child had any additional assessment? (pediatrician,speech therapist, physio/occupatonal therapist,optometrist,psychologist) pediatrician,speech therapist,physio/occupational therapist,psychologist

Do you have any additional information? Nuns in Grace Day preschool noticed problems with Raymond's speech. He was seen by a psychologist at Grace Day preschool,and he ruled out psychological problems. He recommended Raymond to go to Alta Regional Center for speech and hearing. Counselor at Sutter Diagnostic Center said that Raymond had a form of Dyslexia that involved his turning stuff around when he heard it,and so that affected his speech. He was trained to hear things differently. He had intensive speech therapy and motor skills therapy during 3 yrs of special education. He had problems with distinguishing left from right. He started off as a regular student in kindergarten. He was returned to mainstream education class in 3rd grade after 3 yrs of special education. There were no concerns about attention.

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted June 29, 2010 12:14 PM         

I got it from the book, Understanding Developmental Dyspraxia by Madeleine Portwood. I copied the questions in the book and had my mom answer them and then had her sign it to give to the Dr. Levinson and the Veteran Affairs neurologists.

Speech Delays/problems are early warning signs of Dyslexia, Dyspraxia,and Autism.

In my case, my speech delays were connected to Dyslexia and Dyspraxia.

With Dyslexia, it was an issue with language
With Dyspraxia, it was an issue with coordination

0 - 3 months - cries and makes other vocalizations, gurgles, shouts - yes

3-6 months - makes 2+ speech sounds "ooh,aah" - yes

6-9 months - babbles 4+ syllables - yes

9-12 months - says mama,dada, uses gestures, shakes head for yes and no - yes

12 - 18 months - recognizes own name, babbles tunefully, likes rhyme and jingles, uses 20+ clear words and responds to simple request with gestures (pointing) Where is the ball? - no

18 - 24 - vocabulary 50+ words, understands simple sentences, names given objects, eg. car, doll, cup - no

2 -3 years - can repeat and talks in sentences of 6+ syllables eg. My cat is black and white. Uses 2+ descriptive words big,hat, perepositions in,on - no

3 - 4 years - takes turns to speak in conversation, was 2+ personal pronouns(my,his), knows 3+ colors,consistently uses plurals - no

4 - 5 years - speech intelligible, although some the,u, r confusion, uses sentences at 10+ syllables e.g." I go to school in the car with my Dad." Pronouns and tense used appropriately - no

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted July 03, 2010 04:29 AM         

I am a member of Dyspraxia group on yahoo.
One of the members had disagreed that Dyspraxia can be a gift. He just sees it as a disability and hindrance. He thought of himself as being dumber than most. I tried to explain to him that many neurodivergents are very intelligent but tend to have feelings of intellectual inadequacy because they process information differently from most and are being compared to normal people. Then he told me that his was caused by brain damage connected to accident. He told me that somehow the umbilical cord got around his neck which resulted in severe oxygen deprivation.

I couldn't relate to that at all. I don't have brain damage. Neurologists examined me when I was in preschool because of my problems with coordination and balance, and they ruled out brain damage. In 2006, Veteran Affairs neurologists ruled out brain damage when I got examined by them. They also confirmed my Dyslexia and Dyspraxia and ruled that it was genetic and not acquired because my symptoms weren't progressive. They even said that they couldn't do anything for me. After all, I had already had auditory therapy,speech therapy,phonics training,and motor skills therapy to correct my Dyslexic,Dyspraxic issues when I was a child. My Veteran Affairs neuropsyche tests also confirmed that I had significant strengths in visual spatial thinking,strategic thinking,and problem solving even though I had weaknesses in short term memory(both visual and verbal), eye tracking, auditory processing,motor skills,and overall coordination. A lot of people in my family have neurodivergent traits. I even showed my mom a list of neurodivergent symptoms that Dr. Levinson wrote about, and she told me that she had a lot of them. My aunt (my mom's half sister) told me that she did too,and her daughter was diagnosed as having ADHD at the age of 7 because of her hyperactivity. My grandmother (my mom's stepmother) told me that my Uncle Eddie was recommended to be medicated for being very hyperactive, but she refused because she didn't want drugs messing up his brain. She also said that she's hyperactive,and so was my grandfather and they weren't taking medication for their hyperactivity. My Uncle Eddie's son, Joey is very hyperactive like his father. He is gifted and gets straight A's if he is disciplined. He gets F's when he is without discipline. His father disciplines him,and he gets straight A's again.

I am thinking of a nonprofit neurodiversity organization just for people that have developmental neurodivergences and not for ones that are acquired. I believe that ones that are acquired and created by brain damage need advocacy too. I was told that my main life purpose is to help indigo,crystal types. I am thinking that's referring to the genetic neurodivergents to tend have significant strengths in certain areas and not just weaknesses as well as are highly intelligent,ultrasensitive,and nonconformist. That's exactly how I am. I definitely have a genetic neurodivergence.

Take Ronald D. Davis' theory for instance. He has Autism and Dyslexia. He was labeled a Kanner's baby. He is an engineer,artist,and business man that heads an international organization to help people with neurodivergence through his methods.

This is what Ronald D. Davis said about basic abilities connected to neurodivergence:

1. They can utilize the brain's ability to alter and create perceptions (the primary ability)
2. They are highly aware of the environment.
3. They are more curious than average.
4. They think mainly in pictures instead of words.
5. They are highly intuitive and insightful.
6. They think and perceive multi-dimensionally (using all the senses)
7. They can experience thought as reality.
8. They have vivid imaginations.

That seems like stuff that pertains to Indigo,Crystal types

I can totally relate to that stuff,
especially thinking in pictures. I visualize things in my mind's eye nonstop. When I am doing things, I automatically see myself doing them like seeing myself in a mirror. It's like I am turning my mind's eye onto myself. When I look at a side of an object, I automatically visualize other sides of that object too. Man...I go see a dentist, get a root canal or filling done, I visualize the drill going into my tooth,seeing the inside,blood,nerves. I read a book,and it's like watching a movie. When I am listening to people talk, it's the same way. My mind automatically associates a word with a certain picture. When I massage a person, I visualize the muscles and the direction of the muscle fibers. I always visualize something before I do it
like visualizing myself walking to the door,putting my hand on the door knob and opening the door before I actually do it. It's just an automatic thing that I do.

I go to a club and visualize my dance moves in my head as well as visualize myself dancing in front of myself before I carry out my actual dance moves.

When I was a little child, I had no ability to think in words. I had to be taught to do that through the special education therapies that I had. Verbal thinking didn't come natural to me like it did with most children. Therefore, I had problems with overall language.
My mother told me that she thinks the same as I do as in thinking in pictures,visualizing things in her mind's eye nonstop. She is even right-handed but left ear dominant and left eye dominant just like myself. She has the same cross dominance like myself. So my neurological processes are definitely genetic.

I can totally relate to what Ronald D Davis is talking about. It seems that there are neurodivergents that can't relate. Those might be the ones that have acquired neurodivergence.

I can't help thinking that there is an issue with ADHDers with the DRD4 7R types (novelty-seeking types) getting looped up with ADHDers whose ADHD was caused by other things like vitamin/mineral deficiencies, fetal alcohol syndrome,food sensitivities/allergies, omega 3 fatty acid deficiencies,heavy metal poisoning,toxins.
I can totally relate to the novelty-seeking traits of DRD4 7R gene. I see these novelty-seeking traits throughout my whole family. Could it be possible that psychiatric community believes that ADHDers need to be medicated based on the acquired ADHDers and not the genetic ADHDers? I believe that is the case.

Autism is another one. There are low functioning autistics and high functioning ones. Some of the nonverbal autistics that have been thought as being mentally retarded are actually very intelligent with strong visual spatial problem solving skills, suggesting complexity in thinking. They are not just rigid types that are paying extreme attention to details like it was once thought. Autistic traits tend to run in families too. Some people believe that vaccines are causing autism. Maybe that is true but for only the low functioning autistics. I don't believe that brain damage linked to vaccines would cause high intelligence with strong visual problem solving skills,nor complex thinking. That makes no sense to me. Scientists have already found genes and spontaneous genetic mutations connected to autism. Genetic mutations make a lot of sense. That is how we humans evolved and branched into various haplogroups and subclades. For instance, I belong to Haplogroup J with J1c subclade on the matrilineal line.

Some Dyslexics acquire their Dyslexia through glue ear which causes problems with their hearing. This makes it difficult for them to process sounds in words,and so leads to problems with listening,reading,and speaking. This is completely different from a Dyslexic who has problems with language due to the right hemisphere being always being overactive and interfering with left hemisphere processing. This is true for me. I continuously think in pictures,visualizing in my mind's eye (right hemisphere) and that includes when I am reading,listening,speaking,and writing (left hemisphere). As for my hearing, I was asked if I need ear plugs when I go to sleep. My auditory processing issues used to include auditory reversals, but they now just including memory and speech input lags, and some confusion at times as well as problems with strings of words.

I can't help wondering that what New Age people think are Indigo,Crystal types are actually the genetic neurodivergents including even people with spontaneous genetic mutations. They are different from acquired neurodivergents whose issues were acquired by certain things like ear infections/glue ear,heavy metal poisoning,vaccines,Omega 3 fatty acid deficiencies,as well as overall brain damage of some kind. It's very possible that the genetic neurodivergents are getting the short end of the stick based on being judged by how acquired neurodivergents are.

My nonprofit organization would be about genetic neurodivergence because it is something that I can strongly relate to. Acquired neurodivergence is not something that I can relate to. Talking about neurodivergence having certain strengths won't apply to them. Even saying that neurodivergence can be a gift would totally rub them the wrong way. It would be like saying polio or cancer is a gift. Some Dyspraxics in the group have already done that in yahoo group. I could understand some people telling me that ADHD is disorder and calling me "stupid" because I disagree with their views. That's already happened. Maybe they are right. Maybe it's the acquired ADHD that is a disorder but genetic ADHD isn't. Because of the overlap with Dyslexia and Dyspraxia, I believe that some ADHDers could also be misdiagnosed Dyslexics and Dyspraxics.

I believe that the Indigo,Crystal types aren't just people that fall under genetic neurodivergences of Dyslexia,Dyspraxia,ADHD,Autism. I believe that these are also types that are just gifted but don't conform to mainstream environments. I also believe that some of the schizophrenics and bipolars are misdiagnosed Indigo,Crystal types too. After all, metaphysical stuff isn't recognized by psychiatric,scientific communities. Astronomical community totally look down on Astrology. It's not far-fetched that many Indigo,Crystal types are misdiagnosed as bipolars,schizophrenics for talking about their beliefs and perceptions. I believe that bipolar and schizophrenia have other causes that include not only vitamin/mineral deficiencies but also certain things like drugs,toxins,and even pyroluria. Even taking psychiatric medications could ironically cause bipolar,schizophrenic symptoms. Indigo,Crystal types are ultrasensitive, and so they would be hypersensitive to medications which could lead to certain side effects. Heck..taking a little Paxil or Effexor gave me temporary impotence.

Neurodivergence isn't cut and dry.

------------------
Raymond Andrews,
President,Executive Director of Developmental Neurodiversity Association
Supporting the Neurodiversity Movement

posted September 09, 2010 12:03 AM         

DRD4 7R gene has been strongly linked to both ADHD (Attention Deficit Hyperactivity Disorder) and a behavior trait called "novelty seeking" which often underlies addiction. Scientists suggest that DRD4 7R gene occurred recently in human evolution between 10,000 and 40,000 years ago which was the period that anthropologists concur that humans were developing the first signs of complex societies involving agriculture,rudimentary governments,and the creation of cities for the first time. Humans were also rapidly expanding and exploring the planet. The DRD4 7R Gene is shown to be an unusual, spontaneous mutation which became an advantage for humans, and so it became increasingly prevalent. It could explain why ADHD is very common today.

Even though DRD4 7R gene is strongly connected to ADHD with approximately half of ADHDers having DRD4 7R gene, it doesn't mean that all nor most DRD4 7R gene people have ADHD. Many DRD4 7R gene people aren't diagnosed as having ADHD, and it could be for a variety of reasons like not dealing with the public school system and were in schools like Montessori,Waldorf,and Sudsbury. They could have been homeschooled. They could have learned a lot of discipline,and some may have been spanked by their parents a lot. Some might have been viewed as troublemakers and delinquents. Some might even be misdiagnosed as having Bipolar Disorder. Some might even have been thought of as "he's just one of those Tom Sawyer-like boys,Huckleberry Finn-like boys." Some might have found outlets to channel their DRD4 7R traits. Some of those could be sports like football,track n' field,swimming,hockey,and basketball. They could also have been involved in creative and/or artistic outlets. There are numerous reasons that DRD4 7R gene types aren't diagnosed as having ADHD. Even neurodivergent conditions that tend to be comorbid with ADHD could mask the DRD4 7R gene traits like Dyslexia and Dyspraxia. The more severe the Dyslexia,Dyspraxia (especially if having both), the more likely they will be viewed as being disordered and placed in special education classes which tend to have negative stigma attached to them, being known by many as "retard classes".

Thom Hartmann's view of ADHD as an adaptive trait that was helpful for hunter-gathering types makes the most sense to me,and it's seems verified by the findings of the DRD4 7R gene. He even titled one of his books,THE EDISON GENE and the book goes over the DRD4 7R gene in relation to ADHD in regards to the hunter-gatherer view,the strengths, but also how it's a mismatch for mainstream education that focus on auditory sequential teaching methods. He is the same type. He got more involved with dealing with ADHD after one of his sons was diagnosed as having ADHD,and he was recommended to take medication for it. Both Thom Hartmann and his son are the Edison Gene types.

page 4 - 5 THE EDISON GENE ADHD And The Gift Of The Hunter Child by Thom Hartmann

What exactly defines those bearing this genetic makeup? Edison-gene children and adults are by nature

Enthusiastic
Creative
Disorganized
Non-linear in their thinking (they leap to new conclusions or observations)
Innovative
Easily distracted (or,to put it differently, easily attracted to new stimuli)
Capable of extraordinary hyperfous
Understanding of what it means to be an "outsider"
Determined
Eccentric
Easily Bored
Impulsive
Entrepreneurial
Energetic

All of these qualities lead them to be natural:

Explorers
Inventors
Discoverers
Leaders

I also believe that the Edison-gene children and adults can be good at things that involve anything that involves thinking outside the box,creativity,art,athletics,sports,being an entrepreneur, intuitive healing arts,metaphysical sciences like Astrology,anything that is nontraditional, computers,electronics,massage,acting,show business,and show business.

Thom Hartmann points out that those carrying the gene often find themselves in environments where they're coerced,threatened,or shoehorned into a classroom or job that doesn't fit. He said when Edison-gene children can be have great emotional and spiritual wounding when they are aren't recognized for their gifts but instead are told that they're disordered,broken,or failures. He points that the wounding can bring all sorts of problems for children,for the adults they grow into,and for our society.

He and many scientists,educations,physicaisns,and therapists believe that when these unique chilcren don't succeed in public schools,it's often because of a disconnect between them---their brains are wired to make them brilliant inventors and entrepreneurs--and our schools,which are set up for children whose brains are wired to make them good workers in the structured environments of a factory of officle cubicle.

I think that there are a lot of things factor in the life of an ADHDer,Edison Gene person like nurturing,upbringing,and the environment that they are in. That includes the domestic environment and the school environment. Support,love,and care is very important for neurodivergent children so they can grow up to be secure and believe in themselves. If they are abused in any kind of way and treated like they are stupid,incompetent,damaged,and/or defective(especially get placed in special education programs with the mentally retarded or being medicated), they can grow to be insecure and have low self esteem because their ultrasensitivity can make them highly vulnerable,susceptible to being strongly impacted by negativity.

ADHD is not some widespread epidemic either. They say that 5 percent of the population have ADHD. It runs in families. It's not even new. The traits of ADHD were recognized in 1798 by a Scottish-born physician and author, Sir Alexander Crichton. ADHD was recognized to be in adults by 1978. Long time ago,ADHD was known as other things like minimal brain dysfunction and hyperkinetic disorder.

In my opinion, ADHD isn't a disorder that needs to be medicated nor fixed in some way which is a view that many health practitioners(both conventional and alternative)share. There are strengths that come with it and not just weaknesses. It's not like Diabetes that some psychiatrists compare ADHD to. ADHD is no Ritalin deficiency like Diabetes is an insulin deficiency. The ADHDers don't need Ritalin. They need themselves and not be fitted in a box that they don't fit. Mainstream education isn't for these people. It certainly didn't fit Thomas Edison. His mother homeschooled him. There really needs to be multisensory teaching methods like that are used in Waldorf,Montessori schools. They need their imagination,sensitivity,and other strengths to be nurtured and not suppressed. ADHDers aren't made to be routine 9-5 workers,and so they need to stop being trained to be like them.

Psychiatrists believe that ADHDers need to be on medication like Ritalin or Adderall to treat abnormal levels of dopamine in their brain. They view abnormal levels of dopamine in the brain as a a chemical imbalance. Maybe there is such thing as chemical imbalances in the brain, but I believe that chemistry in the brain vary in people without their having a mental disorder. It's possible that personalities that vary in us humans are in synchronicity with brain chemistry that vary in us humans.I did read about matchmaking based on brain chemistry. They seem to think that brain chemistry in people vary with personality types without viewing it as a disorder. Helen Fisher began an exhaustive review of the scientific literature and eventually came to believe that there were four broad biological personality types associated with four specific neurotransmitters and hormones: dopamine, serotonin, testosterone and estrogen. Fisher suspects we are all some combination of these four types, which she has named the explorer (risk-taking, associated with dopamine), the builder (calm, traditional, associated with serotonin), the director (analytical, tough-minded and decisive, associated with testosterone) and the negotiator (emotionally expressive and empathetic, associated with estrogen). Dopamine is said to be the chemical that is found to be abnormal concentration in ADHDers. DRD4 7R gene is a dopamine gene that is connected to novelty-seeking. Therefore, people with the DRD4 7R Gene and/or ADHD fit the Explorer type.

I view ADHD as just a label, and I don't mind it. I mind using the label, Attention Deficit Hyperactivity Disorder. I don't believe that ADHD is a disorder. That's why I prefer the term, Attention Divergent Hyperactivity Difference. That's ADHD from the neurodivergent perspective.

http://en.wikipedia.org/wiki/Attention-deficit_hyperactivity_disorder http://www.sciencedaily.com/releases/2002/01/020109074512.htm http://www.popsci.com/scitech/article/2002-06/your-caveman-gramps-had-ants-his-pants http://abcnews.go.com/2020/Story?id=6761212&page=1 http://innerself.com/Parenting/hartmann_2135.htm

Raymond

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No..I am not a Virgo.

posted September 09, 2010 09:25 AM         

I do think that they tend to think that they are superior to us and iview us as being disordred. Therefore,they tell us that there is something wrong with us and try to fix us so we can think like they do including want to medicate us into conformity. That's how I feel about it. It's not safe to be neurodivergent in this society.

An autistic person expressed her feelings about how neurotypicals are.

Out of humor,sarcasm as well as outrage,she came up with Neurotypic Disorder

What Is NT?

Neurotypical syndrome is a neurobiological disorder characterized by preoccupation with social concerns, delusions of superiority, and obsession with conformity.

Neurotypical individuals often assume that their experience of the world is either the only one, or the only correct one. NTs find it difficult to be alone. NTs are often intolerant of seemingly minor differences in others. When in groups NTs are socially and behaviorally rigid, and frequently insist upon the performance of dysfunctional, destructive, and even impossible rituals as a way of maintaining group identity. NTs find it difficult to communicate directly, and have a much higher incidence of lying as compared to persons on the autistic spectrum.

NT is believed to be genetic in origin. Autopsies have shown the brain of the neurotypical is typically smaller than that of an autistic individual and may have overdeveloped areas related to social behavior.

* The Diagnostic and Statistical Manual of Normal Disorders: 666.00 Neurotypic Disorder

How Common Is It?

Tragically, as many as 9625 out of every 10,000 individuals may be neurotypical.
Are There Any Treatments For NT?

There is no known cure for Neurotypical Syndrome.

However, many NTs have learned to compensate for their disabilities and interact normally with autistic persons.
Could I be NT?

isnt.autistics.org/index.html

DSN-IV (The Diagnostic and Statistical Manual of 'Normal' Disorders)
Disorders Usually First Evident in Infancy, Childhood, or Adolescence
666.00 Neurotypic Disorder

The essential features constitute a severe form of Invasive Developmental Disorder, with onset in infancy or childhood.
Diagnostic criteria for 666.00 Neurotypic Disorder

At least eight of the following sixteen items are present, these to include at least two items from A, one from B, and one from C.

Note: Consider a criterion to be met only if the behavior is abnormal for the person's developmental level.

A. Qualitative impairment in independent social interaction as manifested by the following:

(The examples within parentheses are arranged so that those first mentioned are more likely to apply to younger or more handicapped, and the later ones, to older or less handicapped, persons with this disorder.)

(1) marked delusional sense of awareness of the existence or feelings of others (e.g., treats a person as if he or she were an extention of himself; behaves as if clairavoyant of another person's distress; apparently projects own concepts and needs onto others)

(2) extreme or abnormal seeking of comfort at times of distress (e.g., constantly comes for comfort even when ill, hurt, or tired; seeks comfort in a stereotyped way, e.g., cries, whines needs demands for attention whenever hurt)

(3) constant or mindless imitation (e.g., always wave bye-bye; copies mother's domestic activities; mechanical imitation of others' actions whenever perceived to be in context)

(4) constant or excessive social play (e.g., always actively participates in simple games; prefers group play activities; involves other children in play only as long as the other children are exactly like themselves with no differences "mirrored images")

(5) gross impairment in ability to make peer friendships (e.g., obsessive interest in making peer friendships with other Neurotypics; despite interest in making friends and afore mentioned delusion of clairavoyance, demonstrates lack of understanding for those who are different and an obsessive rigidity for social convention, for example, constantly seeks attention/positive reinforment while staring mocking or laughing at others while they stim and rock and remain mute)
B. Qualitative impairment in verbal and nonverbal communication, and in imaginative activity, as manifested by the following:

(The numbered items are arranged so that those first listed are more likely to apply to younger or more handicapped, and the later ones, to older or less handicapped, persons with this disorder.)

(1) blatent overuse of all modes of communication, such as communicative babbling, facial expression, gesture, mime, or spoken language

(2) markedly abnormal nonverbal communication, as in the use of eye-to- eye gaze, facial expression, body posture, or gestures to initiate or modulate social interaction (e.g., anticipates and enjoys being held, does not stiffens when held, constantly looks at the other person or smiles when making a social approach, compulsively greets parents or visitors,insists on invasively stares into the eyes of others in social situations)

(3) excessive imaginative irrelevant activity, such as playacting of adult roles, fantasy characters, or animals, lack of interest in computers or other logical fullfilling pastimes

(4) marked abnormalities in the production of speech, including volume, pitch, stress, rate, rhythm, and intonation (e.g., gregarious grandious tone, overly emotional or syrupy melody, or overcontrolled pitch)

(5) marked abnormalities in the form or content of speech, including stereotyped and repetitive use of speech (e.g., immediate mindless or mechanical repetition of NT peers' latest 'in' or catch phrases) (e.g., "whatever" to mean "I am saying I disagree with you but I want you to be upset by my saying so in this way"); idiosyncratic use of words of phrases (e.g., "are you dissing me?" to mean "don't disrespect me"); or frequent irrelevant remarks (e.g., starts talking about the behavour of autistics at a table nearby during a meal at a restaurant)

(6) marked impairment in the ability to refrain from initiating a conversation or once initated to sustain a full thought during conversation with others, despite adequate speech (e.g., unable to stay ontopic/on thought due to the interjections from other Neurotypics)
C. Markedly restricted repertoire of activities and interests, as manifested by the following:

(1) inability or lack of understanding for or interest in stereotyped body movements, e.g., hand-flicking or -twisting, spinning, head-banging (except for during certain types of rock concerts), complex whole-body movements

(2) persistent lack of awareness or inability to perceive parts of objects (e.g., seeing 'a windmill' but failing to see the existance of the many beautiful finite parts which comprise the whole object, oblivion to feelings of texture of materials, spinning wheels of toy cars) or has an attachment to unusual objects (e.g., insists on driving around in a BMW, wearing Rolex watches, carrying a cellular phone or briefcase)

(3) marked oblivion to changes in aspects of environment, e.g., when a vase is moved from usual position

(4) unreasonable insistence in sameness in others in precise detail, e.g., insisting that exactly the same social behaviours always be followed when shopping

(5) markedly restricted range of interest and a preoccupation with one narrow interest, e.g., interested only in status quo climbing, impressing friends, or in pretending to be smarter or better than they are.
D. Onset during infancy or childhood.

Specify if childhood onset (after 36 months of age).

http://isnt.autistics.org/dsn.html

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No..I am not a Virgo.

posted September 09, 2010 10:27 AM         

Since many neurotypical don't understand neurodivergence, and can easily mistake neurodivergent conditions as psychological problems/psychiatric disorders as well as even laziness,apathy,irresponsibility,and/or not trying, I propose that a Neurodivergent Empathy program be developed to help neurotypicals understand neurodivergence by simulation of neurodivergent experiences

Visual processing problems - the use of 3D Optical Scanner.....speeding up a series of letters,words....so they can be blurry,make you dizzy to simulate visual processing issues. Dr. Harold N. Levinson uses one to detect visual processing problems. It could be used to overstimulate the eyes to induce visual processing issues. http://www.dyslexiaonline.com/information/testing.html

Auditory processing problems - the use of 3D Auditory Scanner as produce auditory overloading,speeding up a series of sounds,letters,words.....so they can be blurry,make you feel confused,dizzy to simulate auditory processing issues
Dr. Harold N. Levinson uses one to detect auditory processing problems. It could be used to overstimulate the ears to induce auditory processing issues.

Highly bright flourescent lights used to simulate oversensitivity to light

Highly loud sounds used to simulate oversensitivity to sound

Slapping on the hand and body to simulate oversensitivity to touch

Electric moving platform while standing,walking to simulate gross motor,balance problems

Field Sobriety Tests
determine possible intoxication of drivers stopped on suspicion. The tests varied widely: a driver might be asked to touch his or her finger to the nose, stand on one leg, or walk a straight line. No studies were available to determine the fairness of these tests. http://www.fieldsobrietytests.org/fieldsobrietytests.html

Here is my neurological tests and ENG tests by Dr. Harold N. Levinson in 2006
This consists of a series of standardized neurological tests commonly administered to assess the status of the integrated function of the cerebellar-vestibular (CV) system as well as other central nervous system (CNS) structures. Difficulties with any of these tests indicates a dysfunction within the CV or CNS systems.
The ENG is a standardized neurophysiological test in which eye movements are induced and measured under various testing conditions. Fine and reflexive eye movements are controlled by the cerebellum and the vestibular system. As a result, the ENG can help determine whether or not an inner-ear abnormality exists. http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_002 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Dr_Levinson_exam_003

Here is my neurodlogical tests by Veteran Affairs neurologists http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_002 http://astynaz.myphotoalbum.com/view_photo.php?set_albumName=album01&id=Veteran_Affairs_Neurology_Assessment_and_Follow_Up_003

The same tests that are used for drunk driving are the same tests that are used to test for cerebellar vestibular dysfunction and neurological problems in general. Even the horizontal gaze nystgamus test is used to test for drunk driving,and that tests the eye coordination.
Therefore, people with neurodivergent issues would fail the testing given to drunk drivers,and so they could be mistakened for being drunk. It seems that alcohol could also impair the cerebellar vestibular system.

DRUNK BUSTERS Impairment Goggles™ simulate effects of impairment, including reduced alertness, slowed reaction time, confusion, visual distortion, alteration of depth and distance perception, reduction of peripheral vision, poor judgement and decision making, double vision, and lack of muscular coordination. http://www.piplus.com.au/drunk_busters.htm

these symptoms are also symptoms of neurodivergent issues)
If the drunk impairment goggles simulate effects of drunkeness, then then they can simulate neurodivergent issues

Maybe we can come up with virtual reality program that simulates neurodivergence in neurotypical people

Using virtual reality glasses - visual processing problems
headphones - auditory processing problems simulator
sensory gloves with biofeedback interaction to experience fine motor skill problems
moving platform to simulate gross motor skill problems

A 3Dimensional Screen with rapid moving stimuli to simulate issues with disorientation that can lead to confusion with directions as well as can lead to difficulty with body movements. Very Bright Screen to simulate problems with hypersensitivity to light

Symptoms of neurodivergent issues

Reading

* Memory instability for letters, words, or numbers.
* A tendency to skip over or scramble letters, words, and sentences.
* A poor, slow, fatiguing reading ability prone to compensatory head tilting, near-far focusing, and finger pointing.
* Reversals of letters such as b and d, words such as saw and was, and numbers such as 6 and 9 or 16 and 61.
* Letter and word blurring, doubling, movement, scrambling, omission, insertion, size change, etc.
* Poor concentration, distractibility, light sensitivity (photophobia), tunnel vision, delayed visual and phonetic processing, etc.

Writing

* Messy, poorly angulated, or drifting handwriting prone to size, spacing, and letter-sequencing errors.

Spelling, Math, Memory, and Grammar

* Memory instability for spelling, grammar, math, names, dates, and lists, or sequences such as the alphabet, the days of the week and months of the year, and directions.

Speech

* Speech disorders such as slurring, stuttering, minor articulation errors, poor word recall, and auditory-input and motor-output speech lags.

Direction

* Right/left and related directional uncertainty.

Time

* Delay in learning to tell time.

Concentration and Activity

* Impaired concentration, distractibility, hyperactivity, or overactivity

Behavior, Temper, or Impulse disturbances

Balance and Coordination

* Difficulties with balance and coordination functions, i.e., walking, running, skipping, hopping, tying shoelaces, and buttoning buttons.

Psychosomatics

* Difficulties with headaches, nausea, dizziness, vomiting, motion sickness, abdominal complaints, excessive sweating, and bed-wetting.

Self-esteem

* Feeling stupid, ugly, incompetent, brainless.

Phobias and Related Mood and Obsessive/Compulsive Disorders

* Fears of the dark, heights, getting lost, going to school.
* Fear or the avoidance of various balance, coordination, sports, and motion-related activities.
* Mood disturbances.
* Obsessions and compulsions. http://www.levinsonmedical.com/information/syndrome.html

DYSMETRIC DYSLEXIA AND DYSPRAXIA
Hypothesis and Study http://www.levinsonmedical.com/evidence/papers/ddd_study.pdf?cmd=Retrieve&db=PubMed&list_uids=4783406&dopt=Abstract

DYSMETRIC DYSLEXIA AND DYSPRAXIA:
synopsis of a continuing research project http://www.levinsonmedical.com/evidence/papers/ddd_synopsis.pdf

COMPENSATORY MECHANISMS IN CV-DYSFUNCTION,DYSMETRIC DYSLEXIA AND DYSPRAXIA http://www.levinsonmedical.com/evidence/papers/comp_mech_cv.pdf

THE CEREBELLAR-VESTIBULAR BASIS OF LEARNING DISABILITIES IN CHILDREN,ADOLESCENTS AND ADULTS:
Hypothesis and study http://www.levinsonmedical.com/evidence/papers/cv_basis_ld.pdf

THE DIAGNOSTIC VALUE OF CEREBELLAR-VESTIBULAR TESTS IN DETECTING LEARNING DISABILITIES,DYSLEXIA,AND ATTENTION DEFICIT DISORDER http://www.levinsonmedical.com/evidence/papers/cv_tests.pdf

This is scientific papers that show that anxiety,mood disorder,and phobias aren't necessarily psychological(especially involving emotional weakness,a dysfunctional childhood) but could be stemming from cerebellar-vestibular dysfunction

A CEREBELLAR-VESTIBULAR EXPLANATION FOR FEARS/PHOBIAS:
Hypothesis and study http://www.levinsonmedical.com/evidence/papers/cv_fears.pdf

THE CEREBELLAR-VESTIBULAR PREDISPOSITION TO ANXIETY DISORDERS http://www.levinsonmedical.com/evidence/papers/cv_predis_anxiety.pdf

ABNORMAL OPTOKINETIC AND PERCEPTUAL SPAN PARAMETERS IN CEREBELLAR VESTIBULAR DYSFUNCTION AND RELATED ANXIETY DISORDERS http://www.levinsonmedical.com/evidence/papers/optokinetic_cv_anxiety.pdf

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No..I am not a Virgo.

posted September 09, 2010 10:28 AM         

He believed that ADDers and Hunters are one and the same. He believes that ADD traits are hunter-gatherer traits. He believe that the "normal" people who are good with routine,order,obedience,conventional are the farmer types.

Thom Hartmann was referring to the whole ADD, ADHD thing

In the DSM-IV-TR

There are 3 types

ADHD,inattentive type
ADHD,combined type
ADHD,hyperactive type

A New View of ADD,
Not as a Disorder but as a natural adaptive trait
page 73 from Thom Hartmann's Complete Guide to ADHD

1.Trait As It Appears In the Disorder View
2. How It Appears In The Hunter View
3. Opposite Farmer Trait

1. Distractible
2.Constantly monitoring their environment
3. Not easily distracted from the task at hand

1. Attention span is short,but can become intensely focused for long periods of time
2. Able to throw themselves into the chase on a moment's notice
3. Able to sustain a steady, dependable effort

1. Poor planner: disorganized and impulsive (makes snap decisions)
2. Flexible;ready to change strategy quickly.
3. Organized,purposeful. They have a long-term strategy and they stick to it.

1. Distorted sense of time: unaware of how long it will take to do something
2. Tireless: capable of sustained drives,but only when hot on the trail of some goal.
3. Conscious of time and timing. They get things done in time,pace themselves,have good staying power.

1. Impatient
2. Results oriented. Acutely aware of whether the goal is getting closer now.
3. Patient. Aware that good things take time; willing to wait.

1. Doesn't convert words into concepts adeptly, and vice versa. May or may not have a reading disability.
2. Visual/concrete thinker, clearly seeing a tangible goal even if there are no words for it.
3. Much better able to seek goals that aren't easy to see at the moment.

1. Has difficulty following directions.
2. Independent.
3. Team player.

1. Daydreamer.
2. Bored by mundane tasks; enjoys new ideas, excitement, the hunt, being hot on the trail.
3. Focused. Good at follow-through, tending to details,taking care of business.

1. Acts without considering the consequences.
2. Willing and able to take risks and face danger.
3. Careful, look before you leap.

1. Lacking in the social graces.
2. No time for niceties when there are decisions to be made!
3. Nurturing; creates and supports community values; attuned to whether something will last.

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No..I am not a Virgo.

posted September 09, 2010 10:29 AM         

In a previous post, I wrote that DRD4 7R gene is connected to novelty seeking and approximately half of ADHD cases.

What things are connected to the other half?

50 Conditions that Mimic ADHD
ADHD is often diagnosed by health professionals who form their opinion by observing a child's behavior. There are no brain scans, blood tests, or anything else definite that is used during diagnosis. The problem with this is there are many other problems that have the same symptoms of ADHD. Many parents, because of not knowing, settle for ADHD as a diagnosis before looking at everything. For example, any problem dealing with the fuels of the body: water, food, blood and air can cause behavior problems. Water, food, blood and air to the body are just like gas and oil to a car. If you put bad gas or have old or the wrong oil in your car, it will act up just like a child acts up when eating foods they are allergic to, drinking or breathing contaminated water or air or having blood disorders.

There are also many medical, biological, emotional and mental conditions that mimic ADHD also. For those who are searching for reasons behind their child's behavior, here are some possibilities. Only settle for the diagnosis of ADHD after checking out all of these problems and many more.

! Conditions most over looked.

1.(! 1.) Hypoglycemia (Low Blood sugar) Low blood sugar can stem from thyroid disorders, liver or pancreatic problems, or adrenal gland abnormalities, or even an insufficient diet. Hypoglycemia can display the same ADHD like symptoms.

2.(! 2.) Allergies: 15 to 20 percent of the world has some type of allergy. A person can be allergic to nearly anything so check for all forms. Food is one of the primary causes of allergic reactions. Just like the Car and human analogy stated above. If a child eats food they are allergic to, the body will not run properly and that may affect behavior. Everyone has different sensitivities to allergens so just because you aren't affected does not mean your child won't be also. (Some examples, Allergic reactions to food dye, milk, chocolate, and grains, ect.)

3.(! 3.) Learning disabilities: If the primary place of behavior problems is at school, learning disabilities may be the cause of ill behavior. One of the main things that affect a child's self-esteem is how well they do in school. If a child has an undiagnosed learning disorder that makes school much harder and sometimes impossible. Children with undiagnosed learning disabilities are labeled as lazy, stupid, and many other downgrading opinions that affect self-esteem. And many times when a child's self-esteem is at jeopardy they try to make up for it in other sometimes-nonproductive ways such as acting out, bullying, or becoming the class clown.

4.(! 4.) Hyper or hypothyroidism: An imbalance in metabolism that occurs from an overproduction or underproduction of thyroid hormones. This imbalance may cause a variety of behaviors and may affect all body functions.

5.(! 5.) Hearing and vision problems: If a child can't see or hear properly, school and daily things in life are nearly impossible and it may cause ADHD like symptoms especially in educational settings.

6. (! 6.) Mild to high lead levels, even in the absence of clinical lead poisoning: research shows that children with even mildly elevated lead levels suffer from reduced IQs, attention deficits, and poor school performance. Lead is the leading culprit in toxin-caused hyperactivity..

*Other good possibilities to check for

7.(*1.) Spinal Problems: Some spinal problems can cause ADHD like symptoms because if the spine is not connected to the brain properly nerves from the spinal cord can give the brain all of signals at once making a child rambunctious and always on the go.

8.(*2.) Toxin exposures: Children are more vulnerable to toxins than adults. Such as pesticide-poisoning (Eating vegetables and fruit not washed thoroughly, they can be exposed to them by playing outside on the ground), also by gasoline fumes, and herbicides. Inside there are also many toxins. Disinfectants, furniture polishes and air fresheners are toxins that can affect some children's behaviors. Beds and carpets are one of the most dangerous places in the house because they are full of different types of dust, and other toxins. Toxins can cause hyperactivity, attention deficits, irritability, and learning problems.

9.(*3.) Carbon Monoxide poisoning : Thousands of children each year are exposed to toxic levels of this gas each year. Sources include gas heaters, and other gas appliances such as fireplaces, dryers, and water heaters.

10.(*4.) Seizure disorders: The most overlooked is the absence Seizures. During an absence seizure, the brain's normal activity shuts down. The child stares blankly, sometimes rotates his eyes upward, and occasionally blinks or jerks repetitively, he drops objects from his hand, and there may be some mild involuntary movements known as automatisms. The attack lasts for a few seconds and then it is over as rapidly as it begins. If these attacks occur dozens of times each day, they can interfere with a child's school performance and be confused by parents and teachers with daydreaming.

11.(*5.) Metabolic disorders: They reduce the brain's supply of glucose, the bodies fuel and can cause ADHD like symptoms.

12. (*6.) Genetic defects: Some mild forms of genetic disorders can go unnoticed in children and display some of the same symptoms of ADHD. Mild forms of Turner's syndrome, sickle-cell anemia, and Fragile X syndrome are some examples. Almost any genetic disorder can cause hyperactivity or other behavior problems, even if the disorder isn't normally linked to such problems. Many genetic diseases disrupt brain functions directly, through a variety of paths. A simple blood test can rule out genetic disorders.

13.(*7.) Sleeping disorders or other problems causing fatigue and crankiness during the day.

14.(*8.) Post-traumatic sub clinical seizure disorder: It causes episodic temper explosions. These fits of temper come out of the blue for no reason. Some of these seizures can be too subtle to detect without a twenty-four-hour electroencephalogram (EEG).
15.(*9.) High mercury levels: One of the most interesting things regarding high mercury levels is that it can relate to dental fillings. Children who have mercury amalgam fillings in their mouth and grind their teeth are at risk of high mercury levels. American dental associations are defensive on the subject of mercury fillings but many European countries have discontinued the use of them because of side effects. There are also other causes of high mercury levels.

16.(*10.) High manganese levels

17.(*11.) Iron deficiency: Iron is an essential component of hemoglobin, the oxygen carrying pigment in the blood. Iron is normally obtained through the food in the diet and by the recycling of iron from old red blood cells. The causes of iron deficiency are too little iron in the diet, poor absorption of iron by the body, and loss of blood. It is also caused by lead poisoning in children.

18.(*12.) B vitamin deficiencies: Many experts believe that one of the main causes for inattention, hyperactivity, impulsivity, temper tantrums, sleep disorders, forgetfulness, and aggression are caused by faulty neurotransmissions a problem with the neurotransmitters in the brain. Vitamin B-6 is a necessary vitamin used in the making of neurotransmitters that affect behavior. A lack of this vitamin or really any other vitamin can cause a child to act inappropriately.

19.(*13.) Excessive amounts of Vitamins: Excessive amounts of vitamins can be toxic to the body and may cause the same ADHD like symptoms. It is possible to overdose when taking vitamins so make sure you contact a physician and check for vitamin deficiencies before taking extra vitamins.

20.(*14.) Tourette's syndrome: Tourette's syndrome is a rare but disruptive condition. It involves multiple tics (small, repetitive muscle movements), usually facial tics with grimacing and blinking. Tics may also occur in the shoulders and arms. This is usually accompanied by loud vocalizations, which may include grunts or noises, or uncontrollable (compulsive) use of obscenities or short phrases. The tics are worse during emotional stress and are absent during sleep. The cause is unknown. It occurs most often in boys, and may begin around age 7 or 8 or not until the child is in his or her late teens or early twenties. It may, at times, run in families. This disorder can be mistaken for not being able to sit still or impulsive behavior.

21.(*15.) Sensory Integration Dysfunction: Sensory Integration Dysfunction is the inefficient neurological processing of information received through the senses, causing problems with learning, development, and behavior. These children are over-sensitive or under-sensitive dealing in touch, taste, smell, sound, or sight. For example, some of these children crave fast and spinning movement, such as swinging, rocking, twirling, and riding the merry-go-round- without getting dizzy. These children may move constantly, fidget, enjoy getting into upside down positions and be a daredevil. These children may become overexcited when there is too much to look at words, toys, or other children. They may cover their eyes, have poor eye contact, be inattentive when drawing or doing desk work, or overreact to bright light. These children often act out in an attempt to cope with their inability to process sensory information such as acting out in crowded or loud places.

**Definitely check if there is a family history of the condition
22.(**1.) Early-onset diabetes: Symptoms include aggression, depression, and anxiety. If you have a family history of diabetes checking for this is a must.

23.(**2.) Heart disease: It affects blood and oxygen flow to the brain affecting brain function that in-turn affects behavior.

24.(**3.) Cardiac conditions: It can reduce the supply of blood, oxygen and nutrients to the brain. Defective blood vessels between organs to the brain.

25.(**4.) Early-Onset Bi-Polar disorder: Also know as child-like Bi-polar. The experts state that 85% of children with child-like Bi-polar also meet the criteria for ADHD. The symptoms are extremely close. Most people when they think of Bi-polar disorder, think of Adult like Bipolar which mood swings happen over a somewhat long period of time. In child-like Bipolar, the mood swings can happen many times within a twenty-four hour day, known as rapid cycling. At one moment they're calm and the next minute they could be in a full fledge temper tantrum. Some of the symptoms are Distractibility, Hyperactivity, impulsivity, separation anxiety, restlessness, depressed mood, low self-esteem, and many more. Early-Onset Bi-polar should be ruled out before ADHD is considered mainly because they are treated with different medications if you choose medications that is. ADHD is treated with stimulant medications which will make a Bipolar child worse possibly psychotic.

***General problems you can think about yourself and check if you see fit.

26.(***1.) CAPD (Central Auditory processing Disorder) will sometimes occur in children who have had a history of ear infections and/or PE tubes. Symptoms include distractibility, inability to follow a set of verbal instructions, "space out", etc.

27.(***2.) Worms: Such as Pinworms lay their eggs in the anal area, causing tickling and itching, which are most bothersome at night. The lack of sleep from this type of infestation can cause crankiness or bad behavior during the day. When asleep, nightmares may be present. This problem is mostly found in very young children preschool to kindergarten because of primitive toileting skills, they tend to put their fingers in their mouths, and they participate in a lot of hands-on activities with other kids and with pets. Roundworms, hookworms, and tapeworms are other examples that can make a child display ADHD like symptoms. Worms cause hyperactive behavior, learning problems, depression, or attention deficits by making children miserable on the inside.

28.(***3.) Viral or bacterial infections: When a child is affected by an infection that might cause problem behavior.

29.(***4.) Malnutrition or improper diet: Many children in the United States do not eat a well balanced diet. A proper diet is necessary to growing children. An improper diet can affect a child's behavior in an ill way.

30.(***5.) Head injuries: Such as the post concussion syndrome. Some of the symptoms include Irritability, emotionality, memory problems, depression, and sleep disturbances. A concussion can disrupt brain functioning causing ADHD like symptoms.

31.(***6.) Dietary Factors: (For example to much caffeine and sugar) At doses as low as 250 milligrams a day, a level many American children exceed- caffeine can cause rambling speech, attention and concentration problems, agitation, heart palpitations, insomnia, and hyperactive behavior. In a way, it is true we are what we eat.

32.(***7.) Some disorders such as anemias reduce oxygen to the brain causing disturbance in the brains chemistry causing ADHD like symptoms.

33.(***8.) Fetal alcohol syndrome (FAS) or Fetal alcohol effects (FAE): FAS is a name that doctors use to describe the damage done to children's brains and bodies when their mother drink heavily during pregnancy. It is the leading form of mental retardation today. Prenatal alcohol impairment, however, also comes in a milder form called fetal alcohol effects (FAE). Children with FAE often don't look disabled, and they tend to score in the low-normal or even normal range of intelligence. But these kids aren't normal. Their mal-developed brains cause them to exhibit a wide range of behavior problems, including hyperactivity, attention problems, learning disorders, and ethical problems such as stealing, lying, and cheating.

34.(***9.) Intentionally or unintentionally sniffing materials such as modeling glue or other house hold products.

35.(***10.) Some drugs:, (both prescription and illegal) can cause the brain to atrophy, leading to disturbed cognition and behavior. If your child routinely takes prescription or over-the-counter medications for asthma, hay fever, allergies, headaches, or any other condition, consider the possibility that the drugs are causing or contributing to behavior problems.
36.(***11.) :A beta-hemolytic streptococcus better known as "strep.") Although these bacteria are most commonly thought of as the cause of strep throat. Left untreated, strep can cause rheumatic fever and a movement disorder called Sydenham's chorea. Moreover, recurrent infections can lead, in susceptible children, to a group of symptoms collectively known as PANDAS (Pediatric autoimmune neuropsychiatric disorders) Some symptoms of PANDAS include obsessive-compulsive behavior, Tourette's syndrome, hyperactivity, cognitive problems, and fidgeting.

37.(***12.) Lack of exercise: "Hyper Couch Potatoes" are children who aren't moving enough. Some children because of lack of exercise may seem as though they are always in motion, but often that motion is in fits and spurts: leaping up from a chair, spinning around in the lunch line, bouncing in a chair while watching TV. Quite a few hyperactive children actually do not get enough sustained, strenuous exercise to stay healthy mentally and physically. Exercise can make people happier, less anxious, less hyperactive, and less depressed. One reason is that exercise increases serotonin levels in the brain exactly what Prozac, Elavil, and similar drugs do.

38.(***13.) Gifted Children: Gifted children often display ADHD like symptoms because most of the time they are bored with what other kids their age are doing. Behaviors associated with Giftedness are poor attention, boredom, daydreaming, low tolerance for persistence on tasks that seem irrelevant, their judgment often lags behind their development of intellect, their intensity may lead to power struggles with authorities, and they may have a high activity level. They may need less sleep compared to other children, and they may question rules, customs, and traditions. If your child scores above average on IQ tests, aces exams, has no trouble with homework, has no apparent learning disabilities, and primarily exhibits his or her problems mostly at school, maybe seeking a more challenging class or school would help.

39.(***14.) Emotional problems: Kids who are experiencing emotional problems most often display ADHD like symptoms. For example, kids who are constantly subjected to bullying at school can display ADHD like symptoms. These are normal kids that act out because they are scared. They experience sleeping problems, sadness, and they develop physical symptoms, especially if they think those symptoms will keep them home from school. Often they can't concentrate in class, partly because they are worried and partly because they are suffering from sleep deprivation. Really any emotional problem at school or home in which a child is having trouble coping with can result in ADHD like symptoms.

40.(***15.) Some kids are spoiled and undisciplined: A number of children labeled hyperactive are merely under-disciplined children. They tend to run their household and get away with anything. Dr Syndey Walker stated this problem best of why parents under-discipline their children. He stated that he blamed not the parents but on the psychological experts who have counseled parents for several decades that children are fragile, easily traumatized little flowers who could be ruined for life by a cross look or a scolding which is very untrue. Children need firm discipline and strict rules not abuse but setting rules and standards and demanding those standards be met, and giving consequences when your rules are broken. Labeling undisciplined kids as ADHD who are not gives them an excuse for their misbehavior, which will often make it worse.
41.(***16.) Spirited children: When dealing with spirited children the problem usually does not lie with the child but with society's perception of what normal childhood behavior is. Many normal children, according to some people, display ADHD like symptoms not because they are hyperactive or lack sufficient attention spans but because the person forming the opinion has unrealistic standards of how a child should behave.

42.(***17.) Lack of understanding and communication skills: One of the main reasons why a child acts out and throws temper tantrums when they have a problem is because of their lack of understanding of a problem and lack of expressing how they feel. Children do not have the vocabulary or know how to express their emotions like adults do, that's why many act out when they are in a difficult situation. They are not able tell you something is wrong so they show you instead. This is one reason why any emotional or medical problem can cause acting out behavior in children.

Rare Rare conditions but still good to check for and know about.

43.(Rare 1.) Early stage brain tumors: Found rarely in children but should still be considered. Statistically, this diagnosis may not be important but to individual families, they assuredly are.

44. (Rare 2.) Brain cysts: Another rare cause of hyperactivity but should still be considered when searching for the reasons behind displayed ADHD like behavior.

45. (Rare 3.) Temporal lobe seizures: The Temporal lobe is a part of the brain. Any brain malfunction can cause inappropriate behavior. That's why conducting brain scans is a must when trying to figure out behavior problems.

46. (Rare 4.) Klinefelter syndrome: A Genetic disorder in which a male has an extra X chromosome (XXY). Many individuals experience learning, behavior, and social problems. A degree of subnormal intelligence appears in some affected individuals. Many affected individuals are skinny and taller than most of their peers. A simple blood test can rule this disorder out.

47.(Rare 5.) Genetic Disorder XYY: The extra Y chromosome has been associated with antisocial behavior.

48. (Rare 6.) Porphyria: A hereditary enzyme-deficiency disease. Enzymes are very important to our body's chemical reactions. Really nothing occurs in our body without enzymes. A lack of enzymes causes body malfunctioning which can cause ill behavior.

49. (Rare 7.) Candida Albicans infestation (Yeast Infection) : Candida infestations cause hyperactivity in children. Most children who do suffer from Candida infestations have some underlying problem frequently an immune disorder, or a disorder affecting carbohydrate metabolism and thus altering blood sugar levels. So immune disorders can cause other problems that also have the same symptoms of ADHD.

50. (Rare 8.) Intestinal parasites: Parasites rob the body of needed nutrients which in-turn affects behavior.
http://www.incrediblehorizons.com/mimic-adhd.htm

They really need to distinguish these conditions from the DRD4 7R gene types

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No..I am not a Virgo.

posted September 09, 2010 10:31 AM         

Could ADHD be the acquired ADHD that has multiple causes like vitamin/mineral deficiencies,fetal alcohol syndrome?

Here is an article about differentiating between ADHD and giftedness, and it makes me wonder if the giftedness is what is DRD4 7R gene which is connected to 50 percent of ADHDers , and could also fit with Indigos.
Many people that say that ADHD is an attention inconsistency, and it's not that they attention deficits. It is noted that ADHDers have their strengths.

Characteristics of Gifted Students Who Are Bored

* Poor attention and daydreaming when bored
* Low tolerance for persistence on tasks that seem irrelevant
* Begin many projects, see few to completion
* Development of judgment lags behind intellectual growth
* Intensity may lead to power struggles with authorities
* High activity level; may need less sleep
* Difficulty restraining desire to talk; may be disruptive
* Question rules, customs, and traditions
* Lose work, forget homework, are disorganized
* May appear careless
* Highly sensitive to criticism
* Do not exhibit problem behaviors in all situations
* More consistent levels of performance at a fairly consistent pace
(Cline, 1999; Webb & Latimer, 1993)

Characteristics of Students with ADHD

* Poorly sustained attention
* Diminished persistence on tasks not having immediate consequences
* Often shift from one uncompleted activity to another
* Impulsivity, poor delay of gratification
* Impaired adherence to commands to regulate or inhibit behavior in social contexts
* More active, restless than other children
* Often talk excessively
* Often interrupt or intrude on others (e.g., butt into games)
* Difficulty adhering to rules and regulations
* Often lose things necessary for tasks or activities at home or school
* May appear inattentive to details
* Highly sensitive to criticism
* Problem behaviors exist in all settings, but in some are more severe
* Variability in task performance and time used to accomplish tasks.
(Barkley, 1990; Cline, 1999; Webb & Latimer, 1993)
http://giftedkids.about.com/od/giftedandld/a/gt_and_ld_3.htm

also ADHDers can be gifted too

here is stuff on ADHD and gifted http://www.ldonline.org/article/5631

The problem with ADHD is that there is a lot of overlap with other neurodivergent conditions like Dyslexia,Dyspraxia,Autistic Spectrum. It's common for people with a certain neurodivergent condition to be misdiagnosed as having another neurodivergent condition. It is also common for neurodivergents to have overdiagnoses of neurodivergent conditions. What's even worse is that these conditions overlap with psychiatric disorders like schizophrenia,bipolar.

I wasn't even sure if I had ADHD because I thought that everyone of my symptoms/traits could be explained by my Dyspraxia and Dyslexia. There were no concerns about attention when I was a kid like there were concerns about my language and coordination. The Veteran Affairs psychiatrist had me take an ADHD questionnaire after my diagnosis of Dyslexia,Dyspraxia from Veteran Affairs neurologists. She told me that ADHD is common in people with learning disabilities. Of course, I could relate to a lot of the symptoms on the check-off list. It was mainly that qualified me for inattentive type ADHD. However, I never took medication for ADHD. Ever since reading Thom Hartmann's books, I believe that my ADHD is not a disorder but an alternative way of being,thinking,and learning. I believe that my ADHD is about novelty seeking,and I strongly suspect that I have that DRD4 7R gene because I see these traits strong in my family whether it's my maternal uncles,my maternal aunts,my cousins,or my mother. The family history of ADHD was in the reasons that I considered to have ADHD. Of course, it can be argued that ADHD traits could be the gifted traits too. It's possible that those the gifted traits could the DRD4 7R gene. Thom Hartmann's description of the Edison Gene types strongly resemble gifted and creative types.
http://www.thomhartmann.com/blog/2003/01/edison-gene-adhd-gifted-creative

Many neurodivergents do have more than one neurodivergent condition like I have Dyslexia,Dyspraxia,ADHD. Mary Colley,founder of DANDA does too. http://www.dyspraxiaireland.com/news_biog_marycolley.php http://www.jkp.com/catalogue/author.php/id/1507

This Diagram is from Developmental Adult Neuro-Diversity DANDA showing the neurodivergent conditions and how they overlap http://www.danda.org.uk/pages/neuro-diversity.php

DANDA has grown out of the Dyspraxia Foundation Adult Support Group, as it became clear that most people connected to the Group did not have dyspraxia alone. Most, in fact, had AD(H)D (Attention Deficit (Hyperactivity) Disorder, Asperger’s Syndrome or dyslexia as well. It was the norm rather than the exception. http://www.danda.org.uk/pages/about-danda.php

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No..I am not a Virgo.

posted September 09, 2010 10:48 PM         

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Echoes fade and memories die:
Autumn frosts have slain July