Autism revolution steps up in Cavite

March 9, 2009, 11:39am

Did you know that in some remote areas, some people still believe that having a child with
autism is a curse? Or that autism is caused by evil spirits?

Autism Society Philippines’ (ASP) chapters are crucial and critical in dispelling wrong beliefs,
and in providing support and services to families in provincial areas, specially the
underprivileged.

With intensified chapter building efforts, the numbers have dramatically doubled in the last five
years.  ASP’s 37 chapters are found in Luzon, Visayas and Mindanao.  Majority of the chapters
are now doing programs and services independently, which include monthly seminars for
members, family support group meetings, free therapies for children with autism (CWA), public
autism awareness programs, and resource development.

In this week’s Angel’s Talk we feature our very vibrant ASP chapters in Cavite, which are
considered cutting edge because of the untiring and fearless dedication of its leader Mary Janette
Peña or Tita Jan, chair of ASP National’s membership committee.

“My back was excruciatingly painful as I recoiled on the floor against the back wall of the
planetarium... It felt like the end of my days… But rather than being gripped with fear, I said to
myself… ‘If I am going to die today, I would die happily… because I see that my ka-Chapters
are happy…’”

This was the opening sentence of Tita Jan’s email in response to writing this article. She
spearheads several cluster chapters in her area and dreams of having ASP cluster chapters in the
small towns of Cavite. She heads ASP Bacoor Chapter and with her are Alma Torero (ASP
Tanza), Lyn Ebuna (ASP Trece Martires City) and Julio Estorninos (ASP Dasmariñas).

Her exemplary efforts have gathered the 216 members from Bacoor alone in two year’s time. A
super mom to her three children, Tita Jan’s second child is 13 year-old Muneer, with autism.

*****
ASP aims to spread its membership, awareness campaigns and services to the grassroots and
public institutions in Cavite. However, it has no quick access to its target public clientele. It also
lacks the facilities, logistics and funding to pursue community outreach services on its own.
Monthly empowerment seminars across established chapters in Cavite have been attended
mostly by parents, students and professionals from both private SpEd (special education) and
regular schools. A few private schools, universities and malls also receive autism orientations
organized with ASP’s help.

But even as ASP opens its invitations to the public and to the indigents, system protocols often
restrict parents and government professionals from taking part in ASP-sponsored community
events. 
On the other hand, ASP-initiated and DSWD-sponsored autism orientation seminars for day care
workers in the municipalities of Imus and Bacoor had initially been successful.  However, no
trickle-down seminars have been tried for parents on the barangay or municipal level, or to
teachers in the public schools.

Such issues were thus raised during the preliminary meeting of government medics, social
welfare leaders, public SPED consultants, and Cavite ASP leaders last January.   After being
clearly presented with the nationwide project of ASP and listening to the particular concerns in
the ASP Cavite chapters, Cavite provincial health officer Dr. Vilma Diez saw it imperative for
the Cavite local government to take priority action.

For a start, programming services for addressing autism in the public sector – from early
detection to diagnosis, from early intervention to community education and teacher trainings –
will be in the works.

Accordingly, the government recognized ASP as a vital NGO partner in streamlining programs
for CWA in the province. ASP does not only agree that the government should launch a wider-
scale campaign to benefit indigent CWA; it also believes that the government has the capability
which ASP does not have. A big chunk of the problem has already been solved.

The meeting, which was intended to draw partner agencies’ support for the launching of Colors
of “A” Spectrum Exhibit, providentially became a venue for discussing and solving issues on
autism efforts in the province.  Colors of “A” Spectrum Project is a series of photography
workshops for children with autism and their families of ASP chapters. This project is pioneered
by Ad Photo founder and certified “Autism Angel’’ John Chua and was successfully staged in
the provincial capitol in Trece Martires City last Feb. 9-11.
 
Puzzle pieces fall into place

“Nagka-isang dibdib na ang public at private sectors sa pagtugon sa problema ng autismo sa

lalawigan ng Cavite,” (We, the public and private sector, have come together with ‘one heart’ to
address the problems of autism in Cavite Province.),” Peña gives a timely Valentine message
during her radio interview for Good Morning, Cavite!
Barely a month after the launching of Cavite Colors Exhibit, the government and the private
sector have stood shoulder to shoulder to mount a campaign to address autism in Cavite.

The Provincial Health Office promptly responded to the situation and initiated the subsequent
gatherings of key persons from the Department of Health (DOH), Provincial Social Welfare and
Development Office (PSWDO), Provincial Health Office (PHO), Provincial Information and
Communication Affairs Department (PICAD), DEPED – SPED, De La Salle University Health
and Science Institute (HSI), De La Salle University Neuro-Development Center, Private SPED
Schools, and of course in partnership with ASP National and ASP Cavite chapters.

Another piece of the puzzle fell into place when a stakeholders’ meeting was held to get
concerned government agencies, public SPED educators and private institutions to cooperatively
draw solutions to the needs of indigent children with autism, as well as the needs of public
school professionals dealing with special needs students. This way, not only the strengths and the
gaps in the administration of programs and services became clear to the participants. The
direction of an immediate course of action also became clearer.

Among the issues discussed were the training needs of teachers in the public schools as well as
the lack of developmental pediatricians to administer diagnoses to children with developmental
problems. The major problem in public schools is the lack of professional know-how in
identifying children with special needs and in assessing problematic areas.

As a result, ASP became the 15th member of the Committee of Persons with Disability Affairs,
along with other government agencies.  Gen. Emilio Aguinaldo Memorial Hospital and KPFP
will help to get additional developmental pediatricians for Cavite.

A special task force was also created  to determine the prevalence rate of children with
disabilities ages 0-18 in the province of Cavite;  to train barangay health workers, daycare
workers, barangay nutrition scholars, public school guidance counselors and SPED teachers, and
parents on the use of assessment tools; and to train the above in the application of the Problem-
Based Approach in intervention. Task Force LAYA (Love All Youth At Risk) will be launched
in July.

The De La Salle University Neuro-Developmental Center will head the trainings on the use of
localized assessment tools. De La Salle College of Physical Therapy will head the trainings on
intervention using the Problem-Based Approach Manual. The manual is soon to be published as
self-help guide to parents and professionals.

ADHD Coaching
By EDITHA R. MARTELINO
April 13, 2009, 4:20pm

We all know of coaches who help their basketball teams win a hotly-contested championship
crown.
A team may have the best players in its roster, yet, they need a good coach to maximize the
potential of each one of them. The same goes for ADHD coaching −a relatively new field that is
fast emerging as one of the many approaches, services and treatments for ADHD.

What is ADHD coaching?

The concept of ADHD coaching was first adopted in the 1994 book, “Driven to Distraction,” by
Edward M. Hallowell, M.D., and John J. Ratey, M.D. In the book, the authors defined a coach as
“… This person may also be a therapist, but need not be. It may be a friend or a colleague,
anyone who knows something about ADD and is willing to put in the time — ten or fifteen
minutes a day — to coach.”

The main objective of coaching is to pinpoint what is preventing the individual with ADHD from
reaching a specific goal and to work with him/her to create a specific plan for reaching that goal.
It also seeks to address the daily challenges of living with the disorder, with the coach helping
the individual carry out the practical activities of daily life in an organized, goal-oriented, and
timely fashion.

Working together through a close partnership, the coach helps the individual
with ADHD learn practical skills and initiate change in his/her daily life.
Among other things, the coach helps an ADHD adult with: Maintaining focus to achieve
identified goals; translating abstract goals into concrete actions; and building motivation and
learning to use rewards effectively.

Benefits

Coaching can be a vital part of a comprehensive program for individuals

with ADHD since it initiates and encourages taking ownership and self-responsibility. It is
individualized and action-focused, hence, the individual with ADHD works towards building
productive habits and systems that could later lead to a fulfilling life.

Among other things, ADHD coaching will also:

• Provide support from an understanding

coach who is knowledgeable about ADHD.;
• Help the individual identify his/her positive ADHD characteristics and to appreciate his/her
strengths;
• Improve the individual’s understanding
of ADHD related to his/her learning
styles and personal challenges;
• Nurture personal awareness and responsibility, and encourage the individual to look for options
that lead to progress and success;
• Guide the individual into actions that (re)build self-esteem, self-awareness, and self-regulation;
• Focus on the individual’s executive
functioning skills (i.e., planning, prioritizing, and analyzing) to create customized systems that
will improve the his/her consistency and effectiveness.
• Offer a safe environment for individuals
who need to let go of their isolation and help them form a nurturing connection
with another person;
• Provide consistent accountability and encourage the individual to move beyond thinking into
appropriate action;
• Help the individual learn to advocate and speak out for their own needs, questions, and
boundaries.
More importantly, coaching builds hope by educating individuals about ADHD. This will
eventually be instrumental in developing systems and strategies that they can use in effectively
managing their specific ADHD challenges; thus dramatically improving their quality of life.

How does it work?

The ADHD coach works as an ‘’’active guide’ who uses inquiry, structure, strategic planning,
encouragement and constructive feedback to help the individual learn how to successfully
respond to both challenges and opportunities that come their way.

On the other hand, the individual with ADHD is the “driver” at all times. This means that he/she
should want to experience positive growth and henceforth be ready to make changes necessary to
succeed in growing and developing.

Regular interactions are an essential part of the coaching process. It will help the coach learn
how the symptoms of ADHD affects the daily life of the individual and then provide
encouragement, recommendations, feedback, and practical techniques to address specific
challenges.

The coach may offer reminders, raise questions, or suggest time management methods. The
coach may also ask questions to help the individual come up with strategies and act on them.
Some examples of such questions are:

• What can you do about it?

• How can you motivate yourself to take action towards this goal?
• When must this action be completed?
• What steps have you taken already, and when will you take the remaining steps?
Interactions between the coach and the individual with ADHD can be conducted in person, by
phone, or by e-mail, depending on their preference.

It is important, however, for the individual with ADHD and the coach to have an initial session
that will address issues − such as the individual’s needs, their expectations from each other, and
the fees and payments− prior to the first actual coaching session.

Initially, the coaching session is an in-depth, 1-2 hour meeting to work out a step-by-step plan
for identifying and achieving the individual’s goals.

The individual’s time spent working with an ADHD coach will depend largely on his/her needs
and desires. Generally, the process of turning something “new into a true habit” takes a
minimum of three months. At times, individuals are also encouraged to consider a minimum
initial commitment of 4 to 6 months. Some may be actively involved in coaching for several
months while there are some who choose ‘maintenance coaching’ and will continue in a
professional coaching relationship indefinitely.

Obstacles to effcetive coaching

It is significant to note that there are also several issues that can complicate the coaching process.
Individuals with ADHD who − can not use simple self-management or organizational strategies
to achieve goals, despite the coach’s resources and reminders; have a co-existing psychiatric
condition such as depression, bipolar disorder, anxiety disorder, substance abuse, or personality
disorder; have stressful life circumstances such as marital problems, divorce, or death of a loved
one; and/or have a serious physical illness or other chronic medical condition−often require a
referral to a medical or mental health professional.

The coach should work collaboratively with the medical or mental health professionals involved
in the individual’s care so that additional treatments such as medication and psychological
therapy will be seriously considered.

Coaching and theraphy

Unlike therapists who help with the emotional problems and growth (as a result of having a
disorder as ADHD), an ADHD coach works specifically with ADHD issues by helping the
ADHD person learn ways to set realistic goals and reach them.

Notably, coaches deal with problems in everyday living such as organization, time management,
memory, follow-through, and motivation and focus on what, when and how -- never why. It is
also important to stress that they are not trained to address psychiatric, emotional and
interpersonal problems, which should be addressed by mental health professionals.

These professionals, which include psychiatrists, psychologists, marriage and family therapists,
etc. are trained and licensed to diagnose and treat mental health issues such as depression,
anxiety, personality disorders, and interpersonal difficulties.

Depending on the diagnosis, these professionals may employ a number of psychotherapeutic

approaches such as cognitive-behavior therapy and behavior modification. More often, they take
a “problem-centered” approach to therapy, meaning the treatment lasts until the specific problem
is no longer causing significant impairment and disruption to the individual with ADHD.

Therefore, a coach may be a good person to help if an individual with AD/HD needs assistance
in dealing with the practical challenges in daily life: while a therapist should be consulted if
he/she needs assistance with emotional, psychiatric, or interpersonal problems. In some cases
though, an adult with AD/HD needs both types of assistance, and it may be helpful to have a
collaborative set-up with the therapist and the coach.

Conclusion
Although there are no published research evaluating the effectiveness of coaching as an
intervention, coaching remains to be an emerging field that seeks to help individuals with ADHD
accomplish their life goals. It is intended to help people achieve better results in their lives:
academically, professionally, socially, or in any area of life they want to improve. Needless to
say, the coach provides the “road map” and guides the “driver” to where they are now, where
they want to be, and how they can get there.

Editha R. Martelino is the current president of the ADHD Society of the Philippines. A parent of
two children with Attention Deficit Hyperactivity Disorder (ADHD), she initiated and played an
active role in the ADHD School Caravan, a public awareness campaign on the disorder. She is an
AB Literature graduate of the University of Santo Tomas and is a writer by profession.

Autism in a new light

By INA R. HERNANDO
July 13, 2009, 9:50am

The debate continues as to why there is a surge in the number of children that are diagnosed with
autism. While some contend that it’s because of the hype that media gives, others press that the
stronger awareness campaigns make the labeling more prevalent. Regardless, one truth prevails
—more and more people are working to provide better opportunities for individuals with autism.

Autism Hearts Foundation (AHF) is one of those groups that will pave the way for these
opportunities.

An organization that is committed to funding organizations that provide direct services, family
support grants, awareness, research, education, advocacy and recreational opportunities to
improve the quality of life of individuals with autism and their families, AHF is setting up the
first-ever International Autism Conference (AIC) in the Philippines. Set in February at the
Philippine International Convention Center, the conference will gather global experts on autism
including top resource persons from the M.I.N.D. Institute in the US.

AHF founder Lynda Borromeo shares the conference’s two main goals—to provide a one-stop
shop for people with autism through Autism Institute of Asia (AIA), and to launch the
collaboration with the world’s largest autism advocates, the Autism Speaks, through Global
Autism Public Health (GAPH).
Borromeo, grandmother to a child with autism, explains that with number of children identified
with Autism Spectrum Disorders (ASD) nearing epidemic proportions, the right services,
treatment
options, and latest researches are needed now more than ever.

THE REAL SCORE

Philippine Society for Behavioral and Developmental Pediatrics (PSDBP) Dr. Alexis Reyes says
that in the Philippines, there are no data on the status of autism. This is primarily the reason why
she, along with other doctors, formed an autism study group to look into autism more closely, its
genetics, nature and profiles of the families.

Autism Society of the Philippines (ASP) president Dang Koe also shares some of her and the
members’ experiences in the organization.

With theme “The Science of Autism: New Directions and Priorities,” the conference will help
maximize the potentials of the persons with autism to learn, to develop and function
independently.

“By bringing in experts with their latest information on the condition, we hope to improve the
quality of lives of persons with autism as well as their families,” Borromeo says.

Aside from giving experts as well as educators and parents the latest developments on autism,
the conference aims to pave the way for the launching of the state-of-the-art research and
developing program and specialized training through the AIA.

Borromeo reveals that services and support for people with autism is lacking not only here but in
other countries as well. “That is why there is a need for highly, knowledgeable and skilled
professionals to develop current scientific research and develop carefully-based treatment for
individuals with autism.”

The AIA will not only serve people with autism in the Philippines but also from other
neighboring countries. Through the institute, researchers from all over the world would be
coming in the Philippines to present their research and collaborate with the local experts.

Borromeo further enderscores that the AIA is for everybody and its sustainability would greatly
depend on the collaboration of people from the non-government and government entities such as
the Department of Health, Department of Education and Department of Science and Technology.
“The creation of this international hub for autism is not an impossible dream, community
involvement as well as the cooperation of everyone is needed for it to succeed,” she says.

The general conference topics include autism in the Philippines, history, screening, assessment
and diagnosis, medical features and co-morbidities of autism, early identification and treatment,
diagnosis and treatment of adolescents with autism, the genetics of autism, the neurobiology of
autism, the epidemiology of autism, social and neuro-cognitive development in autism, the
language of autism, behavior management of autism across settings, social skills training in
autism, inspirational lecture and workshops.

The AutiSM Story

By DANG U. KOE
July 27, 2009, 10:43am

This story started on the wrong footing. But it made a giant leap for all persons with disability in
the country.
“SM turned their mistake into a treasure to be proud about,” said Gigi Ruiz, executive director of
National Council on Disability Affairs.

Ruiz was referring to a painful incident that happened in July 2004 to a 17-year old boy with
autism who got lost in SM Megamall. His mother Ruby Javier spent 12 harrowing hours trying
to look for her son, without much help from the Megamall management.

A giant corporation like SM could have used its PR machinery to cover up the incident. But they
took the rightful path. “We acknowledge the mall’s responsibility in extending full assistance to
all our customers and we did try to help look for the missing boy as soon as we received notice
of the situation. With this experience, please be assured that we will subject our guards to a
training session regarding autism so that we may better appreciate all our customers,” came the
quick response of Annie Garcia, president of SM Management Corporation.

At that time, Autism Society Philippines (ASP) was already getting ready to offer assistance to
SM in giving autism orientation to their security guards. We were in for a surprise. SM was not
only thinking of giving autism orientation but even invited other different disability
organizations, and not just for their security guards. On September 28, 2004, 130 mall managers
from different SM Mall branches across the country attended the very first disability orientation
at the SM Megatrade Hall.

‘SPECIAL’ CUSTOMERS

SM then conducted its seminar series of Caring for Special Customers for their mall frontliners –
security guards and janitors. After several runs of the orientation, the mall giant created the SM
committee on disability affairs, and appointed one of their operations vice presidents as
committee chairman. Engineer Bien Mateo took this role not just as an adjunct responsibility; he
took it to his heart, like the rest of SM managers.

With said committee, SM institutionalized a non-handicapping and barrier-free environment in

all their malls. The malls not only complied with accessibility features required by Batasang
Pambansa 344, such as parking, ramps, rest rooms, etc for the PWDs. The new malls even
exceeded the so-called Accessibility Law with world-class PWD facilities.

Training of all frontliners is mandatory, twice a year for all branches. This not only covers
security guards, janitors, and tenants. Even office and other employees are required to watch
training videos on supporting PWDs before they can be issued their IDs.

In other words, SM not only has all the PWD hardwares - its building and facilities. It also has
the critical software – the heart of SM employees.

AUTISM PARTNERSHIP

Realizing that autism orientation is a powerful tool to a better understanding of customers with
autism, ASP goes where SM branches grow. So far, 31 branches from across the country have
been reached: Angeles, Bacoor, Bacolod, Baliwag, Baguio, Bicutan, Cagayan de Oro, Cebu,
Clark, Dasmariñas, Davao, Fairview, IloIlo, Laguna, Lucena, Mall of Asia, Manila, Marikina,
Marilao, Megamall, Molino, Muntinlupa, North EDSA, Pasig, San Lazaro, South Mall, Sta.
Rosa, Sta. Mesa, Sucat, Taytay and Valenzuela.

ASP trained more in-house speakers to address the increased demand for autism awareness. The
pool includes leaders from both ASP national office and its 37 chapters: Ranil Sorongon (ASP
executive director), Grace Adviento (national VP), and ASP trustees: Cris Estampador, Peng So
and Alfred Contreras, Corazon Sugay (ASP Angeles City), Jan Peña (ASP Bacoor & Cavite
Chapters ), Noli Vizcocho (ASP Baguio), Angie Abellanosa (ASP Cagayan de Oro), Haidee
Fajardo (ASP Cebu), Jane Gonzales (ASP Davao), Lorena Geda (ASP Dasmariñas), Neva
Gregorio (ASP Iloilo), Riza Cansanay and Marivic Ramos (ASP Laguna), Adel Martinez, (ASP
Lucena), Evert Malapad and Desy Dulay (ASP Metro-South), Teacher My Sorongon, and this
author.

In December 2008, SM Supermalls and Autism Society Philippines forged a partnership

agreement aiming for mall-based events leading to education, advocacy, services and support of
people with autism and their families. This partnership is coined as AutiSM.

SM Supermalls have been gracious hosts to numerous autism awareness activities nationwide,
such as Angels Walk for Autism and World Autism Awareness Day celebrations.

In October, ASP’s 11th National and 1st Southeast Asian Conference on Autism will be held in
Mall of Asia’s SMX Convention Center and at the new Sky Dome of SM North EDSA.

The latest Colors of A Spectrum exhibit was formally opened during the SM-sponsored kick-off
event for National Disability Prevention and Rehabilitation (NDPR) Week celebration at SM
North EDSA last July 17, 2009. This exhibit featured “Colors of Sky Garden”, with photos by
PWAs during their photography workshop last July 12, 2009 at SM North EDSA’s Sky Garden.

The highlight of the exhibit is the collection of photos taken by PWAs and volunteer
photographers from 10 different Colors workshops. The workshops were held in cooperation
with ASP chapters in eight cities around the country.

This project was spearheaded by ace photographer and certified autism angel John Chua,
together with different photographer clubs, and sponsored by Canon. SM Malls in covered cities
of course provided the venues for the exhibits.

For the rest of the NDPR Week celebration this year, SM North EDSA also hosted the “Fun Day
ng Batang May K for children with autism, as well as other disabilities and their families. It also
provided the venue for the “Jobs Fair and Skills Expo” for PWDs at the SM North EDSA Annex.

Thehe Hearteartearteart ofof SM In time for the celebration of the NDPR Week, Asia-Pacific
Development Center on Disability (APCD) initiated the production of a 10-minute documentary
film entitled “The Heart of SM.”
United Nations Economic and Social Commission of Asia and the Pacific (UNESCAP) endorsed
APCD as a regional cooperative base for its Biwako Millennium Framework for Action towards
an inclusive, barrier-free and rights-based society for persons with disabilities in the Asian and
Pacific Decade of Disabled Persons, 2003-2012.

By showcasing SM’s model in PWD accessibility, the documentary aims to inspire other public
and private institutions in Asian-Pacific countries to follow suit.

Traveling in almost 33 countries to monitor the status of barrier-free and rights-based society for
PWDs , APCD’s representative Akie Ninomiya reported about his first meeting with SM Prime
Holdings President Hans Sy: “It was a surprise for me. Many business people are very upfront
and love to talk about their glamorous money-making businesses, their number of employees,
how many establishments they have. But Hans simply talked about his father and about how he
wanted to give the best customer service for all.”

In the said documentary, Hans Sy said “we’re not really doing these things to show off. We’re
doing this because we want to see people happy. When I was asked to do this documentary, I
was a bit hesitant because we don’t want to be misconstrued as “showing off”. His statement
elicited a consensual applause among the attendees of the NDPR Week celebration at the Sky
Dome.

For private or public institutions that would like to avail of orientation programs on
understanding persons/customers with autism, please get in touch with ASP,
autismphil@pldtdsl.net or autismphils@gmail.com. We will be happy to serve you.

What every teacher must know about ADHD

By EDITHA R. MARTELINO
August 24, 2009, 9:29am

In a class of forty school children, there is an estimate that at least two of them exhibit symptoms
of ADHD. It is therefore imperative for teachers to be aware of the basic facts that make ADHD
unique and distinct from the other disorders or behavioral problems.

Teachers must bear in mind the following facts to better understand their students with ADHD:

1. ADHD is a complex neurobiological disorder. Research shows that individuals with ADHD
have some structures in their brain that are smaller. It is also believed that the chemical
messengers of the brain called neurotransmitters do not work properly or efficiently.
Specifically, these neurotransmitters are dopamine, norepinephrine and serotonin.

2. Approximately 5 percent of all children worldwide have ADHD. The percentage of children
with ADHD,however varies around the globe and in the United States. In the US alone reported
rates vary: 3 percent in Salt Lake City while several states including parts of Arizona and upstate
New York have a rate of above 10 percent. In other parts of the globe: rates of 8.9 percent were
reported in China, 9.5 percent in Puerto Rico, and 29 percent in India. Significantly, the boy-girl
ratio shows that the boys diagnosed with ADHD outnumber girls approximately three or four to
one. Studies also show that the boys are usually more aggressive and oppositional than the girls.

3. Attention deficit disorders have two distinctly different types. In the US, federal education law
refers to those with hyperactivity and impulsivity as having ADHD (attention deficit
hyperactivity disorder) and those who are predominantly inattentive as having ADD (attention
deficit disorder). The American Psychiatric Association however, has established ADHD as the
technically correct diagnostic label.

4. Children with ADHD are not alike. Adults may see variability in skills and maturity levels in
students with ADHD. This is because of the fact that symptoms of ADHD may be mild,
moderate, or severe, or combined with other conditions.

5. ADHD often co-exists with other conditions. Based on a major study of the National
Institute of Mental Health (NIMIMH), two-thirds of children with ADHD have at least one other
coexisting condition. When symptoms are severe and there are co-existing conditions present,
the challenge of diagnosing and treating the child more effectively will be greater for the child’s
family and the school.

6. Students with ADHD have a two to four year lag in age-appropriate developmental skills
(adaptive functioning). The developmental delays are often observed in motor skills, self-help
abilities, personal responsibility, independence, and peer relationships. Accordingly, these
students may seem less mature and responsible than their peers. To illustrate, a sixteen year old
with ADHD acts more like a twelve year old.

7. Behaviors linked to deficits in neurotransmitters often accompany ADHD. These behaviors

often cause problems at home and school. Students with ADHD may experience problems some
of these behaviors:

• Executive functioning difficulties: These skills are essential for success in school, and yet they
are often lacking in students with ADHD. Deficits in key executive function skills that interfere
with the ability to do well academically may include:

Working memory and recall: briefly holding facts in your head and using them to your
advantage;
Activation, arousal and effort: starting
on work, staying on task and and completing or finishing work;
Impulsivity: saying or doing things “at the spur of the moment” before thinking;
Control of emotions: low frustration tolerance, emotional blow-ups;
Internalizing language: using “self-talk” to guide behavior;
Complex problem solving: taking the whole apart, analyzing it, and putting it back together.

• Forgetfulness and disorganization: These problems greatly interfere with completion of school
work such as homework and projects. They may forget to do or turn in homework and tests, due
dates for projects, and other important school activities.
• Inconsistent performance in school work. This is one big dilemma for both teachers and
parents. Some days a student with ADHD can do work excellently, completely and accurately,
but some days they will just go through the motion of submitting a so-so work.

• Children with ADHD do not learn from punishment and rewards as easily as other children.
This definitely makes teaching and disciplining children with ADHD much more difficult. They
may repeat
their misbehavior and teachers may get the impression that they “don’t seem to learn from their
mistakes”. To put it more aptly, these children “know what to do but don’t always do what they
know.”

• An impaired sense of time: Students with ADHD may have difficulty managing their time –
they may be always tardy in school, or may miss out deadlines for school projects since they do
not allot adequate time for such tasks. They may also have difficulty planning ahead, most
specially long term projects.

Although some teachers may feel that they are already adequately informed about ADHD, there
is still no harm to learn more about it. There is no such thing as overload of information when a
child’s best interest is at stake. As they say, knowledge is power!

Editha R. Martelino is the current president of the ADHD Society of the Philippines. A parent of
two children with Attention Deficit/Hyperactivity Disorder (ADHD), she initiated and played an
active role in the ADHD School Caravan, a public awareness campaign on the disorder. She is
an AB Literature graduate of the University of Santo Tomas and is a writer by profession.