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What Is Down Syndrome?

In every cell in the human body there is a nucleus, where genetic material is stored in genes.  Genes carry the codes responsible for all of our inherited traits and are grouped along rod-like structures called chromosomes.  Typically, the nucleus of each cell contains 23 pairs of chromosomes, half of which are inherited from each parent. Down syndrome occurs when an individual has a full or partial extra copy of chromosome 21.

This additional genetic material alters the course of development and causes the characteristics associated with Down syndrome. A few of the common physical traits of Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm – although each person with Down syndrome is a unique individual and may possess these characteristics to different degrees, or not at all.

How Common is Down Syndrome?

According to the Centers for Disease Control and Prevention, approximately one in every 700 babies in the United States is born with Down syndrome, making Down syndrome the most common chromosomal  condition. About 6,000 babies with Down syndrome are born in the United States each year.

When Was Down Syndrome Discovered?

For centuries, people with Down syndrome have been alluded to in art, literature and science. It wasn’t until the late nineteenth century, however, that John Langdon Down, an English physician, published an accurate description of a person with Down syndrome. It was this scholarly work, published in 1866, that earned Down the recognition as the “father” of the syndrome. Although other people had previously recognized the characteristics of the syndrome, it was Down who described the condition as a distinct and separate entity.

In recent history, advances in medicine and science have enabled researchers to investigate the characteristics of people with Down syndrome. In 1959, the French physician Jérôme Lejeune identified Down syndrome as a chromosomal condition. Instead of the usual 46 chromosomes present in each cell, Lejeune observed 47 in the cells of individuals with Down syndrome. It was later determined that an extra partial or whole copy of chromosome 21 results in the characteristics associated with Down syndrome. In the year 2000, an international team of scientists successfully identified and catalogued each of the approximately 329 genes on chromosome 21. This accomplishment opened the door to great advances in Down syndrome research.

NDSS FOUNDER BETSY GOODWIN AND DR. JÉRÔME LEJEUNE

WITH GOODWIN’S DAUGHTER CARSON

Are There Different Types of Down Syndrome?

There are three types of Down syndrome:  trisomy 21 (nondisjunction), translocation and mosaicism.

TRISOMY 21 (NONDISJUNCTION)

Down syndrome is usually caused by an error in cell division called “nondisjunction.”  Nondisjunction results in an embryo with three copies of chromosome 21 instead of the usual two.  Prior to or at conception, a pair of 21st chromosomes in either the sperm or the egg fails to separate.  As the embryo develops, the extra chromosome is replicated in every cell of the body.  This type of Down syndrome, which accounts for 95% of cases, is called trisomy 21.

TYPICAL CELL DIVISION

TRISOMY 21 (NONDISJUNCTION) CELL DIVISIONMOSAICISM

Mosaicism (or mosaic Down syndrome) is diagnosed when there is a mixture of two types of cells, some containing the usual 46 chromosomes and some containing 47.  Those cells with 47 chromosomes contain an extra chromosome 21.

Mosaicism is the least common form of Down syndrome and accounts for only about 1% of all cases of Down syndrome.  Research has indicated that individuals with mosaic Down syndrome may have fewer characteristics of Down syndrome than those with other types of Down syndrome.  However, broad generalizations are not possible due to the wide range of abilities people with Down syndrome possess.

MOSAIC CELL DIVISIONTRANSLOCATION

In translocation, which accounts for about 4% of cases of Down syndrome, the total number of chromosomes in the cells remains 46; however, an additional full or partial copy of chromosome 21 attaches to another chromosome, usually chromosome 14. The presence of the extra full or partial chromosome 21 causes the characteristics of Down syndrome.

What Causes Down Syndrome?

Regardless of the type of Down syndrome a person may have, all people with Down syndrome have an extra, critical portion of chromosome 21 present in all or some of their cells.  This additional genetic material alters the course of development and causes the characteristics associated with Down syndrome.

The cause of the extra full or partial chromosome is still unknown. Maternal age is the only factor that has been linked to an increased chance of having a baby with Down syndrome resulting from nondisjunction or mosaicism.  However, due to higher birth rates in younger women, 80% of children with Down syndrome are born to women under 35 years of age.

There is no definitive scientific research that indicates that Down syndrome is caused by environmental factors or the parents’ activities before or during pregnancy.

The additional partial or full copy of the 21st chromosome which causes Down syndrome can originate from either the father or the mother. Approximately 5% of the cases have been traced to the father.

What is the Likelihood of Having a Child with Down Syndrome?

Down syndrome occurs in people of all races and economic levels, though older women have an increased chance of having a child with Down syndrome. A 35 year old woman has about a one in 350 chance of conceiving a child with Down syndrome, and this chance increases gradually to 1 in 100 by age 40. At age 45 the incidence becomes approximately 1 in 30. The age of the mother does not seem to be linked to the risk of translocation.

Since many couples are postponing parenting until later in life, the incidence of Down syndrome conceptions is expected to increase. Therefore, genetic counseling for parents is becoming increasingly important. Still, many physicians are not fully informed about advising their patients about the incidences of Down syndrome, advancements in diagnosis, and the protocols for care and treatment of babies born with Down syndrome.

Does Down Syndrome Run in Families?

All 3 types of Down syndrome are genetic conditions (relating to the genes), but only 1% of all cases of Down syndrome have a hereditary component (passed from parent to child through the genes).  Heredity is not a factor in trisomy 21 (nondisjunction) and mosaicism.  However, in one third of cases of Down syndrome resulting from translocation there is a hereditary compontent – accounting for about 1% of all cases of Down syndrome.

The age of the mother does not seem to be linked to the risk of translocation.  Most cases are sporadic – chance – events.  However, in about one third of cases, one parent is a carrier of a translocated chromosome.

What Is the Likelihood of Having a Second Child with Down Syndrome?

Once a woman has given birth to a baby with trisomy 21 (nondisjunction) or translocation, it is estimated that her chances of having another baby with trisomy 21 is 1 in 100 up until age 40.

The risk of recurrence of translocation is about 3% if the father is the carrier and 10-15% if the mother is the carrier.  Genetic counseling can determine the origin of translocation.

How Is Down Syndrome Diagnosed?

PRENATALLY

There are two categories of tests for Down syndrome that can be performed before a baby is born: screening tests and diagnostic tests. Prenatal screens estimate the chance of the fetus having Down syndrome. These tests do not tell you for sure whether your fetus has Down syndrome; they only provide a probability. Diagnostic tests, on the other hand, can provide a definitive diagnosis with almost 100% accuracy.

There is an extensive menu of prenatal screening tests now available for pregnant women. Most screening tests involve a blood test and an ultrasound (sonogram). The blood tests (or serum screening tests) measure quantities of various substances in the blood of the mother. Together with a woman’s age, these are used to estimate her chance of having a child with Down syndrome. These blood tests are often performed in conjunction with a detailed sonogram to check for “markers” (characteristics that some researchers feel may have a significant association with Down syndrome). New advanced prenatal screens are now able to detect chromosomal material from the fetus that is circulating in the maternal blood.  These tests are not invasive (like the diagnostic tests below), but they provide a high accuracy rate. Still, all of these screens will not definitively diagnose Down syndrome. Prenatal screening and diagnostic tests are now routinely offered to women of all ages.

The diagnostic procedures available for prenatal diagnosis of Down syndrome are chorionic villus sampling (CVS) and amniocentesis. These procedures, which carry up to a 1% risk of causing a spontaneous termination (miscarriage), are nearly 100% accurate in diagnosing Down syndrome. Amniocentesis is usually performed in the second trimester between 15 and 20 weeks of gestation, CVS in the first trimester between 9 and 14 weeks.

AT BIRTH

Down syndrome is usually identified at birth by the presence of certain physical traits: low muscle tone, a single deep crease across the palm of the hand, a slightly flattened facial profile and an upward slant to the eyes.  Because these features may be present in babies without Down syndrome, a chromosomal analysis called a karyotype is done to confirm the diagnosis. To obtain a karyotype, doctors draw a blood sample to examine the baby’s cells. They photograph the chromosomes and then group them by size, number, and shape. By examining the karyotype, doctors can diagnose Down syndrome.  Another genetic test called FISH can apply similar principles and confirm a diagnosis in a shorter amount of time.

KARYOTYPE OF A FEMALE WITH TRISOMY 21

What Impact Does Down Syndrome Have on Society?

Individuals with Down syndrome are becoming increasingly integrated into society and community organizations, such as school, health care systems, work forces, and social and recreational activities. Individuals with Down syndrome possess varying degrees of cognitive delays, from very mild to severe. Most people with Down syndrome have cognitive delays that are mild to moderate.

Due to advances in medical technology, individuals with Down syndrome are living longer than ever before. In 1910, children with Down syndrome were expected to survive to age nine. With the discovery of antibiotics, the average survival age increased to 19 or 20. Now, with recent advancements in clinical treatment, most particularly corrective heart surgeries, as many as 80% of adults with Down syndrome reach age 60, and many live even longer. More and more Americans are interacting with individuals with Down syndrome, increasing the need for widespread public education and acceptance.

NDSS RESOURCES

Publications

EXTERNAL RESOURCES

Brighter Tomorrows www.brightertomorrows.org Brighter Tomorrows is a web-based resource for parents who have received a diagnosis of Down Syndrome either prenatally or at birth. The site provides answers to common questions, educates about Down Syndrome and shares the stories of other parents with similar situations.

Down Syndrome Pregnancy www.downsyndromepregnancy.org This site provides information and support to expectant parents preparing for the birth of a baby with Down Syndrome.

International Mosaic Down Syndrome Association www.imdsa.org Offers support and resources to families of and individuals with mosaic Down syndrome through the lifespan

Medline Plus: Health Topics – Down Syndrome www.nlm.nih.gov/medlineplus/downsyndrome.html An overview and list of resources on Down syndrome and prenatal testing from Medline Plus, a service of the US National Library of Medicine and the National Institutes of Health

National Society of Genetic Counselors www.nsgc.org Find members of NSGC through the Find A Genetic Counselor search function

Understanding a Down Syndrome Diagnosis www.lettercase.org Understanding a Down Syndrome Diagnosis is an accurate, balanced and up-to-date booklet for use when delivering a diagnosis of Down Syndrome. It is available as a free e-book from Lettercase.

http://talkactiveclinic.com/v2/helpful-articles/what-is-down-syndrome/

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ADHD in Children

Does your child find it hard to focus? Kids with ADHD (attention deficit hyperactivity disorder) are fidgety and easily distracted. This makes it tough to stay “on task,” whether it’s listening to a teacher or finishing a chore.

Can’t Pay Attention

It’s one of the main symptoms of ADHD. Your child may find it hard to listen to a speaker, follow directions, finish tasks, or keep track of her stuff. She may daydream a lot and make careless mistakes. Or she may avoid activities that need concentration or seem boring to her.

Hyperactive

Another sign of ADHD: Your kid just can’t seem to sit still. He may run and climb on things all the time, even when indoors. When he’s sitting down, he tends to squirm, fidget, or bounce. You also might notice he talks a lot and finds it hard to play quietly.

Impulsive

You’ll notice that your kid may find it hard to wait his turn. He may cut in line, interrupt others, or blurt out answers before the teacher finishes a question.

What Causes It?

Kids with ADHD have less activity in areas of the brain that control attention. They may also have imbalances in brain chemicals called neurotransmitters. It’s not clear what causes this to happen, but ADHD runs in families, so many experts believe genes play a role.

How to Get a Diagnosis

There are no lab tests for ADHD. Instead, your child’s doctor will ask her questions, listen to your description of behavior problems, and look at her teacher’s comments. To get a diagnosis, your child must show some combo of symptoms for 6 months, like not paying attention, hyperactivity, and impulsive behavior. They must have appeared no later than age 12.

Types of ADHD

The combined type is the most common, and your child has it if she doesn’t pay attention or is hyperactive and impulsive. In the predominantlyhyperactive/impulsive type, she’s fidgety and can’t control her impulses. If she has the predominantlyinattentive type, she finds it hard to focus but isn’t overly active and usually doesn’t disrupt the classroom.

Medications for ADHD

Stimulant meds help increase your child’s attention span and control hyperactive and impulsive behavior. Studies suggest these drugs work in 65% to 80% of kids with ADHD. As with any medicine, there can be side effects. Discuss these with your doctor. Nonstimulant drugs are options for some kids, too, but they also can have side effects.

Counseling

It can help your child learn to handle frustrations and build self-esteem. It also teaches you some support strategies. One type of therapy, called social skills training, shows him how to take turns and share. Studies show that long-term treatment with a combo of drugs and behavioral therapy works better than medication alone.

Special Education

Most kids with ADHD go to regular classrooms, but some do better in a place that’s got more structure. If your child goes to special education, he’ll get schooling that’s tailored to meet his learning style.

The Role of Routine

You can give your child more structure at home if you lay out clear routines. Post a daily schedule that reminds her of what she’s supposed to do throughout the day. This helps her stay on task. It should include specific times to wake up, eat, play, do homework and chores, and go to bed.

Your Child’s Diet

Studies on diets have mixed results, but some experts believe food that’s good for the brain could be helpful. Things that are high in protein, like eggs, meat, beans, and nuts, may help your child concentrate better. You may also want to replace simple carbs, like candy and white bread, with complex ones, like pears and whole-grain bread. Talk to your pediatrician before making any big changes in what your child eats.

ADHD and Junk Food

While many kids bounce off the walls after they eat junk food, there isn’t any strong evidence that sugar is a cause of ADHD. The role of food additives isn’t certain, either. Some parents believe preservatives and food colorings make symptoms worse, and the American Academy of Pediatrics says it’s reasonable to avoid them.

ADHD and Television

The link between sitting in front of the tube and ADHD isn’t clear, but the American Academy of Pediatrics suggests you limit your young child’s screen time. The group discourages TV viewing for kids under 2 and suggests no more than 2 hours a day for older kids. To help your child develop attention skills, encourage activities like games, blocks, puzzles, and reading.

Can You Prevent ADHD?

There’s no surefire way to keep your kid from getting it, but there are steps you can take to cut the risk. When you’re pregnant, avoid alcohol, drugs, and tobacco. Kids whose mothers smoke during pregnancy may be twice as likely to get ADHD.

Outlook for Kids With ADHD

With treatment, a large majority of children with ADHD improve. And if your child’s symptoms continue as he turns into a grown-up, he can still get help that’s appropriate for adults.

http://talkactiveclinic.com/v2/adhd-in-children/

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Evaluations

This is a guide to ASHA documents and references to consider when conducting comprehensive speech-language assessments. Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual’s communication ability requires the integration of a variety of information gathered in the evaluation process. ASHA’s Preferred Practice Patterns for the Professions of Speech-Language Pathology(2004) indicates that comprehensive speech-language pathology assessment includes these components:

Case history, including medical status, education, socioeconomic, cultural, and linguistic backgrounds and information from teachers and other related service providers

Patient/client/student and family interview

Review of auditory, visual, motor, and cognitive status

Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication, and swallowing function, including observations and analysis of work samples

Identification of potential for effective intervention strategies and compensations

Selection of standardized measures for speech, language, cognitive-communication, and/or swallowing assessment with consideration for documented ecological validity and cultural sensitivity

Follow-up services to monitor communication and swallowing status and ensure appropriate intervention and support for individuals with identified speech, language, cognitive-communication, and/or swallowing disorders

http://talkactiveclinic.com/v2/services/evaluations/

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Does My Child Need Speech Therapy?

Your child may benefit from speech and language therapy if he or she experiences difficulty with:

•Expressing needs and wants •Forming complete, grammatically correct sentences •Following directions •Cognitive tasks such as understanding concepts needed for success at home and in school •Engaging in play with peers •Articulating sounds or words •Answering or asking questions •Talking using a smooth, clear, fluent tone of voice •Drooling or poor oral motor control for speech and feeding

http://talkactiveclinic.com/v2/helpful-articles/does-my-child-need-speech-therapy/

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Tablets and smartphones damage toddlers’ speech development

Putting babies in front of iPads before the age of two stunts speech development, a new study suggests.

In Britain children under the age of three spend an average of 44 minutes a day using smartphones and tablets but it is the first time researchers have shown it can impact language skills. (In the United States, a 2015 study showed 92.2 percent of 1-year-olds had already used a mobile device and a majority of 2-year-olds use them on a daily basis.)

Researchers from the University of Toronto and The Hospital For Sick Children in Toronto found that every 30 minutes of screen time increased the risk of delayed speech by 49 percent.

By the age of two to three, infants should be able to communicate in sentences of between three and four words. But those who spent the most time on handheld devices were found to struggle with communication skills.

Although guidelines exist for screen time, many parents do not realise that it also applies to handheld devices, the authors warn.

“Handheld devices are everywhere these days,” said Dr. Catherine Birken, staff pediatrician at The Hospital for Sick Children.

“While new pediatric guidelines suggest limiting screen time for babies and toddlers, we believe that the use of smartphones and tablets with young children has become quite common.”

“This is the first study to report an association between handheld screen time and increased risk of expressive language delay.”

The study involved nearly 900 children aged between six months and two years and was presented at  2017 Pediatric Academic Societies Meeting in San Francisco.

Dr. Birken said all screen media should be discouraged in children younger than 18 months.

A recent study by University College London found that screen time can also impact the sleep of infants, and possibly harm brain development.

The British study found that every hour infants spent on such devices was linked to a 16 minutes less sleep.  Sleep is important for the development of the brain, especially during the first few years of life, when “neural plasticity” is at its greatest.

The researchers believe that  blue light from screens can affect the bodyclock, disrupting circadian rhythms while the stimulation caused by the content of the games or programmes can cause psychological and physiological arousal.

http://talkactiveclinic.com/v2/tablets-smartphones-speech-development/

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Universal Speech and Language Developmental Milestones for Bilingual Children

I summarize below what I will call “universal” milestones regardless of the native language. This information is based on the information from the Multilingual Children’s Association concerning multilingual milestones which you can find here, as well as from my own experience as a trilingual speech-language pathologist and mother of bilingual children.

As you read about developmental milestones, however, bear in mind that there is a range of variability among children that is completely normal.

Developmental Milestones Birth – 12 months

In general, the first year of a child’s life, regardless of the native language, revolves around sounds. Children begin recognizing the speech sounds in their native language and paying attention to the intonation patterns of their native language, which is the melody and rhythm of the language.

They also begin to connect specific objects and people to specific sounds. In the first year, children progress from making environmental sounds (e.g. crying, burping) to cooing (e.g. ooh, ahh) to babbling (e.g. mama, bada).

Their babble reflects the rhythm of their native language, and any unused sounds not present in their native language will no longer be recognized.

Developmental Milestones 12 – 24 months

The period from 12 to 24 months of age is generally about words and connecting specific words to objects and people as well as actions and concepts. Children begin to perceive word boundaries (i.e. individual words within phrases), to understand words in context, and to understand sentences.

They also move from producing word approximations to jargon (i.e. conversational babbling characterized by longer strings of consonants and vowels with adult-like stress and intonation) to producing and combining words to form 2-word phrases (e.g. want juice).

You’ll see the imitation of new words as well as the production of nouns first (e.g. cup, ball, dada) followed by verbs (e.g. eat, jump) and common expressions (e.g. uh-oh, bye-bye).

Common first words in all languages include words associated with the important people and routine activities of daily living in the child’s life (e.g. eating, drinking, sleeping, dressing), as well as household objects, animal words and sounds, and social expressions.

Developmental Milestones 24 – 36 months

The period from 24 to 36 months of age is characterized by vocabulary growth and language refinement. Children begin to understand hundreds of words, word categories, question forms, and the grammatical rules of their native language.

You often see a rapid increase in words, the ability to use question forms, and the production of 3- to 5-word sentences. E.g. Where mommy go?

The general rule of thumb is that children need an expressive vocabulary of approximately 50 words in order to begin combining words to form phrases and sentences.

This can be a combined expressive vocabulary in one or more languages.

Children’s Speech Skills

When looking at the speech skills of young children (i.e. their ability to clearly produce the specific sounds of their native language), the general rule of thumb is that children are able to be understood: -25% of the time by 18 months -50-75% of the time by 24 months -75-100% of the time by 36 months

Children tend to simplify speech sounds in the learning process, so speech sound errors are normal and developmentally appropriate early on.

Most children outgrow speech sound errors, and the clarity of their speech normalizes over time.

If there are significant errors or patterns of error that persist and make it very difficult for them to be understood, professional help may be necessary and important.

Children’s Play Skills

In terms of play skills within the first years of a child’s life, you will see children move from solitary play to parallel play to associative play to cooperativeplay (based on Mildred Parten’s stages of play).

This means children generally go from:

1) playing alone as they explore their environments

2) playing side by side without social interaction

3) loosely playing together and interacting

4) playing together with structure, cooperation, and shared goals.

Another way to summarize play skills is described by J.P. Isenberg and M.R. Jalongo as a progression from:

1) object play (exploration of objects)

2) functional play (repetitive movements as new skills are learned)

3) symbolic/pretend play (imagination and role play to change self and objects for specific purposes, for example, using a toy banana as a telephone)

4) constructive play (manipulation of objects or materials to create things)

5) games with rules (activities with rules, often goal-oriented and competitive).

http://talkactiveclinic.com/v2/bilingual-children/ ‎

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Ways to Manage ADHD That Aren’t Drugs

Know Your Options

If your child’s been diagnosed with ADHD, you want to know what can help him. Medication isn’t the only way to treat it. Other things can help, too. And many can be used along with medication or other nondrug treatments. Talk to your doctor to come up with a treatment plan that works best for your child.

Behavioral Therapy

This type of therapy, also known as cognitive behavioral therapy, can ease your child’s ADHD symptoms and help him feel better. Most of the time, it focuses on identifying and changing thoughts to change behavior. Research shows that it’s very good at improving mindfulness and reducing impulsive behavior. People with ADHD often have mental health problems like depression or anxiety, and behavioral therapy helps with these, too. It usually works best when combined with ADHD medication.

Behavior Therapy For Parents

As part of behavioral therapy, parents take a class or meet with an ADHD specialist to learn to help their child manage ADHD symptoms. It can help your child improve his behavior and strengthen your relationship with him, too. Ask your child’s doctor or an ADHD expert to recommend a therapist.

Behavior Therapy For Teachers

Teachers, too, learn ways to make it easier to work with kids with ADHD. Since an estimated 11% of kids in the U.S. are diagnosed with it, the training can help teachers with many students — not just your child. Schools will help support students with ADHD. If you want to see if your child’s teacher may be open to such training, meet with the teacher or principal and discuss what you’ve learned from behavioral therapy.

Coaching

This is a newer type of ADHD treatment. Coaches — who are sometimes called executive function coaches or organizational coaches — aren’t the same as therapists or doctors. Some coaches may be licensed therapists or medical professionals, but they use different techniques during coaching. They help kids and adults with ADHD learn skills that help them manage symptoms. For example, coaches can help with goal setting, problem solving, and time management.

Neurofeedback

Neurofeedback — also called brain training or EEG biofeedback — involves placing headgear with sensors on your child’s scalp to monitor brain waves. While your child wears the sensors, he plays a computerized game using his brain, which helps him learn how his brain works. The idea is that learning about his brain and how to control it can help ease ADHD symptoms. The verdict is still out on neurofeedback. But it doesn’t have any side effects, and some research shows that it improves some kids’ ability to pay attention, manage time, and stay on task. It’s also shown to lower impulsive and antsy behavior.

Music Therapy

Kids with ADHD often struggle with stress and anxiety. Music can be relaxing, which is why some experts think it’s good medicine. What’s more, music has a start, an end, and a rhythm. Some experts think that structure may help kids with ADHD get through everyday activities. Music therapy isn’t supposed to replace behavioral therapy or medication. Most ADHD professionals use it alongside other treatments.

Assistive Technology (AT)

ADHD affects the brain’s frontal lobes — that’s an area that helps you get organized and plan ahead. Because of this, kids with ADHD may struggle to stay on top of homework and  tasks at home, too. Some parents find that assistive technology — like cell phone apps, online calendars, screen readers, and talking calculators — help their kids pay attention. Many kids like screens and may be more willing to use apps that involve a cell phone, tablet, or other computer. There’s no one type of AT that’s most effective, so you may have to try several tech tools to see what works best for your child. And too much screen time may make some kids’ symptoms worse.

Exercise

Regular exercise eases many ADHD symptoms. It can help kids pay attention and can boost their mood, too. Exercise may even help make it less likely that your child does risky things like speeding while driving, or abusing alcohol. One reason? Even short bursts of physical activity can raise levels of brain chemicals like dopamine.

Activity also helps with sleep. If your child often doesn’t get enough shut-eye, it can make ADHD symptoms stronger.

Healthy Diet

A bad diet doesn’t cause ADHD. But experts say that a nutritious diet filled with fruits and vegetables, whole grains, and lean protein is important for healthy brain development.

A small amount of research suggests that ADHD symptoms improve in some (but not all) kids after they stop eating anything that contains artificial food dyes. (Food dye can be found in some candy, cereals, and other foods.) Healthy levels of omega-3 fatty acids and other nutrients like zinc may also help. But there’s no proof that any one type of diet can greatly curb symptoms or cure ADHD.

Supplements

While vitamins and minerals in your diet can help your brain stay healthy, it’s not clear if certain nutritional supplements can help ADHD. Some research suggests that zinc supplements may help kids with ADHD be less hyperactive and impulsive. Other studies show that fish oil supplements might help with ADHD symptoms, too. But more research is needed. Be sure to talk to your doctor before your child takes any new medications, including over-the-counter supplements.

Chiropractic Care

This is a controversial ADHD treatment option. Chiropractors believe spine issues, like “misalignment,” may contribute to ADHD symptoms. One small study suggests some kids with ADHD may benefit from chiropractic care. But experts don’t know whether adjusting a person’s spine can affect brain areas that play a role in ADHD.

 Talk Active Speech Therapy in Orlando

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Contact Us - Talk Active Speech Therapy Clinic

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