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ADHD and the Christian Home

By Dr. James Thomas

(Editor's Note: As you may know there is no small controversy surrounding the diagnosis ADHD. There are three basic "camps".

Camp # 1: ADHD is a totally medical condition and should be treated by a physician using medication (usually Ritalin)

Camp # 2: ADHD is a real problem and it is not in the best interest of the child or family to medicate. Instead eliminate external sources of over stimulation (ie. TV, School setting, gatherings of any kind that are "out of control"; avoid foods that exacerbate the problem; patient training of the child by loving self-controlled parents.

Camp # 3: ADHD does not exist.

As you can tell by the way I have framed the issue about 98% of the families in NATHHAN who are dealing with ADHD fall into camp # 2.

Dr. Thomas is a Christian pediatrician in Indiana and Rita Jamison teaches special education in an Indiana school district and is a youth counselor in a Baptist counseling ministry.

Hundreds of parents and even children dealing with ADHD have contacted NATHHAN. Most are wondering if there isn't some other solution to their attention difficulty than the normal procedure of medication and worldly counseling and/or behavior modification. They want reassurance that they aren't "crazy". They want to be normal. They want a Biblical solution. In answer to NATHHAN's prayers of over 2 years, the Lord lead a family to send in this article just in time for our Fall 1995 NATHHAN NEWS dealing with ADHD.

We want to separate Learning Disabilities from ADHD (although often they are combined). A child who has true learning disabilities will undoubtedly need a variety of solutions depending on their needs. This article is dedicated to parents and children who want a Biblical approach to raising their child who has a hard time concentrating and are frustrated with a diagnosis that they feel is inappropriate for their child.

We do not deny that children labeled with ADHD have problems.

However most individuals will recognize that the label Attention Deficit Hyperactivity Disorder (ADHD) is used to refer to a child with significant difficulty in the classroom. Christians should have a number of concerns about this diagnosis and the misconceptions that are promoted by the world----physicians, psychiatrists, psychologists, teachers, the press, and others. These individuals, apart from the Bible, have come to faulty conclusions that are applauded by our humanistic culture. Unfortunately many of these misconceptions have been accepted by the church and by Christian parents.

We would like to reiterate that there is no disagreement that the child diagnosed as having ADHD is in trouble, but a problem that is not Biblically defined or Biblically treated ultimately will not be solved. Calling attention to these concerns is not "meanness." Solving problems Biblically is the most loving thing that can be done for children and families in trouble.

If you or someone you know is dealing with ADHD, please take the time to prayerfully read this article. We realize it "goes against the grain" of most modern philosophy. It is our prayerful hope that parents and children will be encouraged to press toward the mark and adopt these Biblical principles in raising their precious children for the Lord, regardless of whether or not a label of ADHD applies.)

The following article is taken from the NATHHAN NEWS Fall 1995, volume 4 # 1.

Part 1 Written by Dr. James Thomas

The following are concerns about ADHD diagnosis and treatment. Concerns About Diagnosis

1. Non-Biblical presuppositions

The basis for the diagnosis ADHD is the presupposition "that some children who cannot sit still and pay attention in school have a biologically based behavior disorder." 1 Of course the corollary assumptions are that the child cannot be held accountable for this behavior, that the Bible's teaching on parenting is at best irrelevant and more probably harmful, that drug therapy is the appropriate treatment, and that Biblical counseling is inappropriate in such cases. These assumptions are not based on fact, but on beliefs contrary to Biblical teaching about behavior.

2. The leading "experts" don't agree.

Some leading theorists say "Despite the increase in reliability made possible by the use of diagnostic criteria, some degree of ambiguity is still inevitable. The reader, who may not always agree with our assessment, should understand that we sometimes disagreed with each other about the correct diagnosis. Usually these disagreements were resolved, often by changing our initial diagnosis. We trust that the reader will seriously consider our formulations, but nor regard them as infallible." 2

Further evidence of the ever changing criteria for the ADHD diagnosis can be demonstrated in the Diagnostic and Statistical Manual of Mental Disorders IV which has undergone dramatic revisions yet again this year.

Contrast this lack of certainty with what our God has said about His Word: "The law of the Lord is perfect, converting the soul" (Psalm 19:7), "The grass withers, the flower fades, but the Word of our God stands forever" (Isaiah 40:8). Many parents are ignoring and\or discarding God's infallible, sufficient, and life-changing Word for a theory that even the "experts" at the highest levels of their field admit is flawed.

3. The "medical" diagnosis is made using behavior symptoms.

In a secular review the physician clearly states, "No objective test has been developed that can accurately identify children with ADHD, despite the attempts of many entrepreneurs to market such products. The diagnosis continues to rest on behavior criteria..." 3 (emphasis mine).

The label ADHD is placed on a child who exhibits certain behavioral symptoms. These are symptoms ---not blood work, laboratory tests, or objective diagnostic criteria ---only behavioral symptoms. Of course, symptoms are usually used as the first step in diagnosing genuine medical problems. The problem with ADHD (and a host of other psychological labels) is that the first step is the only step.

To make the diagnosis, an opinion survey is taken of the child's parent and teacher. This is done via the Conner's Rating Scale or a similar tool. A number of questions regarding the child's inattention, hyperactivity, and impulsivity are asked. Numerical values are given to the answers and a composite score is generated. The experts admit "the most obvious pitfall in using rating scales is observer bias. Teachers' ratings of a child may differ dramatically from one year to the next and from class to class. Likewise, ratings by mother and father often vary substantially. The meaning of non-qualitative categories like "very much" or "very little" is impossible to pin down." 4

Other tests which have varying popularity, which test for "freedom from distractibility factor" and Computerized Tests for measuring attention (CPT's) are not statistically valid. Additionally, "medication response to a trail of stimulant medication does not make or prove the diagnosis of ADHD. Children with no attention problems at all can have a behavioral response to this therapy, especially in the area of sustained or even focused attention. This is an extremely important point to make not only for the medical profession, but also to the public in general." 5

A recent secular study by Reid, Maag, and Vasa admonishes ADHD proponents that "despite changes in nomenclature and criteria over the past thirty years, the focus remains on an ill-defined constellation of behaviors that did not evolve from an empirical base." 6 Noting this fact, Prior and Sanson lament that the validity of the ADHD diagnosis "continues to be widely accepted and runs the risk of becoming dogma in the absence of critical evaluation."7

4. The behavioral "symptoms" are Biblical issues.

Since the ADHD diagnoses is made using only behavioral symptoms, one would expect those symptoms to be extreme, extraordinary, or perhaps bizarre, especially since possible drug therapy is involved. However, an examination of the literature shows that this is not the case.

The new DSM-IV recommends that ADHD be diagnosed when a disturbance of at least six months duration occurs where at least six behavioral criteria in one of two categories (Inattention and Hyperactivity\Impulsivity) are present. 8 The criteria are these:

Inattention

1. Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

2. Often has difficulty sustaining attention in tasks or play activities

3. Often does not seem to listen when spoken to directly

4. Often does not follow through on instructions and fails to finish school work, chores, or duties in the work place.

5. Often has difficulty organizing tasks and activities

6. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

7. Often loses things necessary to complete tasks

8. Is often easily distracted by extraneous stimuli

9. Is often forgetful in daily activities

Hyperactivity\Impulsivity

1. Often fidgets with hands or feet or squirms in chair

2. Often leaves seat in classroom

3. Often runs about or climbs excessively in situations when it is inappropriate

4. Often has difficulty playing or engaging in leisure activities quietly

5. Is often "on the go" often acts as if "driven by a motor"

6. Often talks excessively

7. Often blurts out answers before questions have been completed

8. Often has difficulty awaiting their turn

9. Often interrupts or intrudes on others 9

These are hardly the criteria of which medical diseases are made. It is interesting to note that "in Britain and France, behaviors associated with ADHD are viewed as conduct problems; consequently ADHD is rarely diagnosed, and medication is infrequently prescribed." 10

These criteria are behaviors. They are problem behaviors, and often

sinful behaviors which over time have become habits. They reflect a lack of the fruit of the Spirit and demonstrate undeveloped character qualities.

They are also behaviors which the Bible clearly and sufficiently addresses. Placing the label ADHD on such a child robs him of hope, absolves him (and his parents and teachers) of responsibility, and negates the potential life-changing effect of the powerful Word of God (Hebrews. 4:12).

Concerns About the Treatment

While medication is not the only treatment for ADHD, it certainly is the mainstay. Methylphenidate (Ritalin) is the drug primarily used. Other drugs commonly prescribed include Cylert (Pemoline) and Dexedrine (Dextroamphetamine).

Hyperactivity\Impulsivity

1. Often fidgets with hands or feet or squirms in chair

2. Often leaves seat in classroom

3. Often runs about or climbs excessively in situations when it is inappropriate

4. Often has difficulty playing or engaging in leisure activities quietly

5. Is often "on the go" often acts as if "driven by a motor"

6. Often talks excessively

7. Often blurts out answers before questions have been completed

8. Often has difficulty awaiting their turn

9. Often interrupts or intrudes on others 9

These are hardly the criteria of which medical diseases are made. It is interesting to note that "in Britain and France, behaviors associated with ADHD are viewed as conduct problems; consequently ADHD is rarely diagnosed, and medication is infrequently prescribed." 10

These criteria are behaviors. They are problem behaviors, and often

sinful behaviors which over time have become habits. They reflect a lack of the fruit of the Spirit and demonstrate undeveloped character qualities.

They are also behaviors which the Bible clearly and sufficiently addresses. Placing the label ADHD on such a child robs him of hope, absolves him (and his parents and teachers) of responsibility, and negates the potential life-changing effect of the powerful Word of God (Hebrews. 4:12).

Concerns About the Treatment

While medication is not the only treatment for ADHD, it certainly is the mainstay. Methylphenidate (Ritalin) is the drug primarily used. Other drugs commonly prescribed include Cylert (Pemoline) and Dexedrine (Dextroamphetamine).

Unfortunately, they are counterfeit in that they fall short of Biblical change, growth, goals and standards.

For a more thorough discussion of the difference between Biblical change and psychological treatment, the reader is referred to Ed Bulkley's Why Christians Can't Trust Psychology.

In summary, when these concerns are brought into view, an alarming picture is painted. God and His Word have been ignored and replaced.

Part 2 By Rita Jamison

(Editor's note: This second part by Rita Jamison, a special education teacher, presents Biblical truth that addresses each of the behavioral criteria used in making a diagnosis of ADHD. We feel this section is applicable and will be an encouragement to all parents taking a Biblical approach to child training. )

Parents who have a child diagnosed with ADHD often find themselves confused and frustrated. They know their child has a problem. They listened carefully and respectfully as the doctor pronounced his diagnosis. But they are torn because even a cursory survey of the ADHD literature reveals statements that are surprisingly tentative, unproven or even improvable, and often at odds with the Word of God.

For example, a child psychologist form Michigan says, "ADHD is a chronic problem that cannot be cured because it is a disorder of the central nervous system" 12 The authors of Driven to Distraction state, "It is important to dispel any notion that ADHD is someone's fault. We don't know for sure what causes it----our best evidence says it's genetic ---but we DO KNOW it is not the result of bad mothering or fathering." 13 A national support organization for information on attention deficit disorders, says, "Evidence suggests that a chemical imbalance in certain neuro-transmitters may be at the root of the problem." (emphasis mine). 14

It is a small wonder that Reid, Maag, and Vasa from the University of Nebraska - Lincoln recently concluded, "Considerable efforts have been expended to find a biological etiology of ADHD. But decades of research in ADHD etiology have been inconclusive and often contradictory." 15

The confusion and frustration build for the Christian parent who takes the time to read the behavioral criteria listed in the Diagnostic and Statistical Manual of Mental Disorders IV which are used to make the ADHD diagnosis. Often parents draw the same conclusions that Dr. Thomas drew in Part 1. "These are hardly the criteria of which medical diseases are made.....These criteria are behaviors. They are problem behaviors and often sinful behaviors which over time have become habits.....They are also behaviors which the Bible clearly and sufficiently addresses." Thus, the Christian parent facing this issue is left with difficult decisions about whom to believe.

The new DSM IV divides the diagnostic criteria into two categories: Inattention and Hyperactivity\Impulsivity. Children are labeled ADHD if they exhibit at least six symptoms from either category for a period of at least six months.

General Parenting Principles

This article assumes that parents are working on general truths with their children (or will begin doing so). A brief but certainly not exhaustive list would include these:

1. Use teaching as well as correction (Ephesians 6:4)

The Scripture emphasizes the importance of the mind in the sanctification process (Ephesians 4:23, Romans 12:1-2). Parents must work hard at helping their children identify thinking habits that God wants them to change. Instead of saying, "Johnny, pay attention or you'll be disciplined," the parent could ask, Johnny, what were you choosing to think about instead of paying attention?"

2. Teach children the goal of life. Children should be encouraged to "make it (their) ambition to please" Christ

(II Corinthians 5:9). Our Heavenly Father wants His children "to be conformed to the image of His Son" (Romans 8: 28-29). Young people who understand and have adopted this goal are in a better position to evaluate their behaviors. Instead of saying, "Johnny, stop doing that," parents can ask, "Johnny, are your thoughts and actions right now pleasing to Christ?"

3. Use the put off\put on principle. (Ephesians 4:22-24, Colossians 3:5-14). The "stop doing that" method of parenting falls short because Christians change not just by putting of sinful habits, but also by putting on Godly ones.

4. Use cause and effect

(Galatians 6:7) All through the Scripture God speaks of the rewards that come to those who please Him and the punishment that comes to those who don't. Wise parents correct their children for sinning and reward them for choosing to do right.

5. Identify desires of the heart. (James 1: 14-16)

Even small children can learn to evaluate what they want\desire in a particular situation. They need to be

taught that people choose their desires and that wrong desires are the first step on the path to sinful actions. During episodes of misbehavior, children need to learn to ask, "What was I wanting more than wanting to please God?"

Of course many other general parenting truths could be mentioned. The point here is that while the following information on specific behaviors is important, it will only be successful when applied by moms and dads who use general Biblical principles of parenting.

Biblical Truths for Specific DSM-IV (Mis) Behaviors

Under the category of Inattention, the DSM-IV lists nine possible symptoms. These behavioral characteristics are listed below exactly as they appear in DSM-IV, and are followed by a discussion of Biblical truths that could be used with a child exhibiting such behaviors.

 

ATTENTION DEFICITS

1. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

Children with this characteristic should be challenged that "whether, then, you eat or drink or whatever you do, do all to the glory of God" (Corinthians 10:31). They must learn that even the smallest details of life can either honor Him, or dishonor Him. "He who is faithful in a very little thing is faithful also in much; and he who is unrighteous in a very little thing is unrighteous also in much: (Luke 16:10)

Children with this particular habit often rush through their work. Parents who take time to discuss this with their children will often discover lusts (James 1: 14-15) that led to such behavior, such as the desire to finish first ("I must win") or the desire to get the work over with ("I must have pleasure and ease").

To help a child with this problem, we must teach him to put off the "desires of the flesh" and put on doing his responsibilities "heartily" or enthusiastically "unto the Lord" (Colossians 3:22, 23). If we are going to do something for the Lord, we need to do a thorough job.

Teach the child to check his work or job when he thinks it is finished. Providing a check-off list of things to look for would be helpful. That list should include four or five details that the child routinely leaves out and errors that he makes consistently. Let the child help you make the check-off list. He probably already knows what he needs to do and this will help him have ownership of this plan.

Model the use of the check-off list. Have the child use the list as you oversee the process and then ask him to use it independently. While the child is using this list, the teacher or parent must closely monitor its use. Remind the child that the goal of his thinking is not to be first or get this done and over with, but to please God.

2. often has difficulty sustaining attention in tasks or play activities

Paying attention for an extended period of time requires a disciplined mind. The apostle Peter explained the importance of this matter when he said, "Gird your minds for action . . . as obedient children, do not be conformed to the former lusts which were yours in your ignorance" (Peter 1: 13-14).

With smaller children, parents may wish to use a kitchen timer to increase attention span. "Last week we worked on the puzzle for three minutes. This week let's try four minutes". Older children should be instructed about the blessings of sustained attention, (Proverbs 1:8-9), and the importance of developing the Biblical fruit of self-control (Galatians 3:23).

3. often does not seem to listen when spoken to directly

James instructs believers to "be quick to hear, slow to speak and slow to anger" (James 1:19). Our Lord concluded one of His parables by saying, "Therefore, take care how you listen; for whoever has, to him shall more be given; and whoever does not have, even what he thinks he has shall be taken away from him"

(Luke 8:18)

Failure to listen is selfishness (Philippians 2:3-4). It is a refusal to give others the honor they are due (Romans 12:10). "Listen to counsel and accept discipline, that you may be wise the rest of your days" (Proverbs 19:20).

The person speaking should be visible to the child and should demonstrate excitement about what is coming up. Make sure you have the child's attention before you speak to him. Be sure your instructions are clear and understandable. Provide visual as well as verbal instruction when appropriate. Then ask the child to repeat what you have said. If there is more than one instruction given, use your fingers to demonstrate how many parts there are to follow. Conclude with, "let me see you do it".

Variety in the way we communicate to the child can also be helpful in getting him to listen. Try theatrics from time to time. Sometimes the use of mystery and intrigue ---e.g. giving clues as to what is in the bag will help listening skills. Explaining purpose and relevance whenever possible will also be useful. All of us like positive reinforcement, so give positive comments throughout the time the child is doing the job. Recognize and praise specific times the child is listening. Catch the child doing good and tell him about it.

In summary, the child needs to put off being selfish and put on being "quick to hear."

4. often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the work place (not due to oppositional behavior or failure to understand instructions)

The Scriptures have much to say about God's children not only starting well, but finishing well. Paul instructed the Galatians to "not lose heart in doing good, for in due time we shall reap if we do not grow weary" (Galatians 6:9). One of our Lord's parables chided a son who said he would do something but then refused to follow thorough (Matthew 21: 28-32). Because Paul understood and applied these principles, he was able to write at the end of his life, "I have fought the good fight, I have finished the course, I have kept the faith" (II Timothy 4:7).

This is a good place to use the principle of cause and effect. As school work, chores, or other duties are given, also instruct regarding what will happen if the job gets done and what will happen if it doesn't. When parents and teachers, reward right behavior and correct sinful habits, they are being like God.

5. often has difficulty organizing tasks and activities

Boys and girls must be taught that orderliness is a Godly characteristic. As Paul told the Corinthians, "Let all things be done properly and in an orderly manner" ( I Corinthians 14:40) and "For God is not a God of disorder but of peace." (I Corinthians 14:33a)

Parents should buy the child folders for loose papers and a small

plastic bucket to store pencils, scissors, crayons, glue sticks, and erasers. Teach him to use a folder for all loose papers. Tell him to never put papers in his desk unless they are in a folder or notebook. Label the pocket of the folder "To do" and the other with "Completed." If the work is not done tell him to keep it on the "To do" side. If it is done, put it on the "Completed" side or turn it in immediately.

Some other forms of organization that have helped students, are using lists, prioritizing activities on that list, following a schedule that is taped on the desk, using a calendar to record due dates, knowing what materials are needed for each different task, having a daily routine when possible, and explaining changes in that routine the day before they occur.

Any organizational system will help, but children must be taught one. Then someone must oversee it until it becomes a habit. Most organization is a drudgery for students, but the result is worth the effort.

6. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as school work or homework)

Children should be encouraged not to give up or leave a project until it is completed. They should not be allowed to say "I can't" Those are words we put off and we put on "I will try" or "Will you help me please?" God's Word tells us that "I can do all things through Him who strengthens me" (Philippians 4:13).

7. often loses things necessary for tasks or activities (e.g. toys, school assignments, pencils, books, or tools)

Children who lose things need to be taught the Biblical doctrine of stewardship

(I Corinthians 4:2). God has entrusted them with everything they have, and someday they will stand before Him and give and account (Romans 14:10).

Everything the child possesses should have a place and everything must be in it's place when not in use. "He also who is slack in his work is brother to him who destroys" (Proverbs 18:9).

8. is often distracted by extraneous stimuli

Parents can give their children hope by explaining that they are also sidetracked at times. When a person walks into church late, we are all tempted to turn around and see who it is and maybe even let our eyes follow them to where they are going to sit.

Children also need to be taught what to do when a distraction occurs. Give them a plan for change. Put off an extended gaze and put on being responsible for the task at hand.

9. is often forgetful in daily activities

Forgetfulness can result from several different sinful habits. Perhaps the child was not listening carefully in the first place.

A child like this may need to work on mental priorities. Some "forgetful" children can remember an amazing amount of details about their favorite sports team or television show. When a parent or teacher is speaking, they need to learn to think, "My remembering this kind of information is important to God, therefore I will make it important to me."

A pocket note pad may also be of great help in this situation. The child should be taught to write down homework assignments, directions, and other important data.

The term "ADHD" sounds overwhelming. But is is obvious that the diagnostic criteria are simply describing a set of behaviors. True, some children struggle with these behaviors more than others. But God's sufficient Word has truth that addresses each characteristic. "Sanctify them in the truth; thy Word is truth" (John 17:17).

HYPERACTIVITY

1. often fidgets with hands or feet, or squirms in his seat

Notice, this is a learned habit. New habits can replace it. This child needs to be taught to be attentive.

I Peter 1:13 says "Therefore, gird your minds for action." Our children are the stewards of their minds and opportunities to learn.

Children must be taught to use their eyes, ears, and minds to listen without letting their hands, feet, or thoughts distract them.

2. often leaves his seat in classroom or in other situations in which remaining seated is expected

Teach him to be obedient, even when he doesn't feel like it. John 13:17 tells us that we are happy when we DO the things we ought to do.

3. often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness.)

Teach or review with the child the cause-and-effect principle

(Galatians 6:7-9). If we sow to our fleshly desires, there are natural consequences that follow. Adults often want to protect children form these consequences, but allowing them to experience some displeasure as a result of their own choices sometimes helps them learn valuable lessons more quickly.

4. often has difficulty playing or engaging in leisure activities quietly

A loud child misses instruction and when instructions are missed for very long, the child can end up having learning problems. Proverbs 21: 23 instructs us that "Whoso keepeth his mouth and his tongue keepeth his soul from troubles". Do the children in our realm of influence know that if they keep their mouths and tongues quiet long enough to hear directions, they can avoid trouble?

Another issue is the child's models. Parents must be a good example with THEIR voice volume at home.

 

5. is often "on the go" or often acts as if he's "driven by a motor"

We need to find out if he acts like he's "driven by a motor" because of frustration.

1.) Is he failing or succeeding in school?

2.) Are there unresolved conflicts at home, school, or on the bus?

3.) What about relationships with friends, OR does he have any friends?

4.) What other changes are going on in his life?

6. often talks excessively

In my experience with children an excessive talker often talks about others in a negative light. We can't allow a child to tell us negative things about another unless we are going to help him or her help the other person. Ephesians 4:29-32 discusses corrupt communication versus edifying or building up others. This is a good passage to discuss with your children often. God wants us to build others up with our words and tones, but we tend to be condescending and tear others down.

IMPULSIVITY

7. often blurts out answers before questions have been completed

"He that keepeth his mouth keepeth his life; but he that openeth wide his lips shall have destruction" (Proverbs 13:3).

Teach the child to respect others by listening until they are finished talking. "he that answereth a matter before he heareth it, it is folly and shame unto him" (Proverbs 18:13).

8. often has difficulty awaiting his turn

This problem stems from selfishness. Proverbs tells us that selfishness is the standard of the wicked, but our goal is to be conformed to the image of God's Son (Romans 8:29). Allowing others to go ahead of us is just Christian courtesy. It is not easy for children to put others first----they are born sinners! All are naturally selfish! Expect to have to each them to share and be concerned about others. Paul tells the Corinthians that "every man that strives for the mastery is temperate (self-controlled) in all things." (ICorinthians 9:25). Many parents think they have taught their children this lesson of self-control, but when their children fail, the parents respond in anger. Parents, we need to remember that "the wrath of man worketh not the righteousness of God" (James 1:20). Our anger will never produce Godly results in those around us. As parents, we have to control our anger, teach our children what to do , and then control the situation with reminders or discipline until the new habit is formed.

9. often interrupts or intrudes on others (e.g. butts into conversations or games.)

James 1:19 says that every person should be "swift to hear, slow to speak, slow to wrath."

Teach children to listen without interrupting others. Many children have this bad habit. They haven't been taught. Give them a visual or verbal cue so they will change. When a child interrupts me or another child, I say in a loud whisper, (gasp) "You're interrupting." That's his cue to PUT OFF interrupting and PUT ON listening. Give the children a cue when they are interrupting and don't get angry. If they immediately change when the cue is given, then the discipline is not needed. Only when they begin to rebel against being reminded, should they face the negative consequences. It takes time and effort to change bad habits. I use the cue for about four to six weeks before I begin holding them totally responsible for a particular habit.

All of the behaviors listed in the DSM-IV are a part of our sinful habits and we need to apply God's remedy.

Whatever plan you are working on, be sure the child knows what behavior is to be PUT OFF, what change in his thinking needs to be PUT ON. Then remind the child each morning (in a teaching tone, NOT an "or else " one) about the plan and pray with him about it specifically. The parents should tell him that with God's help they know he can be successful today (Philippians 4:13). Parents also should reassure the child that they will be praying for him throughout the day. As soon as you see him in the evening, ask him about his day. Then specifically ask him about the problem behaviors. Try to find out if he was successful part of the day or if he failed all day. If he failed, try to encourage him by telling him what he should be thinking about during the day. Tell him that neither YOU nor God wants perfection, but that you do want progressive GROWTH.

Remember, our GOAL is to help change a child's behavior with a balance of controls and teaching. We also need to teach the child that his goal is to be pleasing to God

(II Corinthians 5:9). These are the two key elements of helping children labeled ADHD.

As we have looked into God's Word for answers to the problem of ADHD, my prayer is that each person reading this article will see the sufficiency of Scripture for all of "life and godliness" (II Peter 1:3). May the Lord bless us as we seek to apply His Word to these important issues.

NOTES

1. Martin Barren, "ADHD:Do we Finally Have IT Right?" Contemporary Pediatrics, Vol. 11, No. 11 (1994), p.96

2. Casebook, Diagnostic and Statistical Manual of Mental Disorders, III-R (Washington, DC.: American Psychiatric Assn., 1989) P.X.

3. Barren, p.115

4. Ibid., p. 117.

5. Ibid., p. 122.

6. Robert Reid, John H. Maag, and Stanley F.Vasa, "Attention Deficit Hyperactivity Disorder As a Disability Category: A Critique," Exceptional Children, Vol 60, No.3 (1994), p.200.

7. M. Prior and A Sanson, "Attention Deficit Disorder With Hyperactivity: A Critique, "Journal of Child Psychology and Psychiatry, Vol. 27 (1986), pp. 307-319

8. It is interesting to note that the older DSM-III-R listed fourteen possible criteria and suggested that at least eight be present for a diagnosis of ADHD. Thus, in DSM-IV, the number of possible criteria went up, and the number needed for a diagnosis went down.

9. DSM-IV, p. 83-85.

10. Reid, Maag, and Vasa, p. 201.

11. James W. Long and James J. Rybacki, The Essential Guide To Prescription Drugs (New York: Harper Collins, 1994), p. 693

12. Ronald Freidman, "Attention Deficit Hyperactivity Workshop," Indianapolis, IN April 1994.

13. Edward M. Hollowell and John J. Ratey, Driven to Distraction (New York: Pantheon Books, 1994), p.51

14. C.H.A.D.D., Education Committee, Appendix D: Attention Deficit Disorders: A Guide for Teachers," November, 1988.

15. Robert Reid, John H Maag, and Stanley F. Vasa, "Attention Deficit Hyperactivity Disorder As a Disability Category: A Critique," Exceptional Children, Vol. 60, No.3 (1994), p.202.

 

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