Saturday, April 9, 2016

A Crutch, Or a Cause?




      It is clear learned behavior is not the determining factor for autism, ADD, or ADHD. With these conditions being very complex challenges for children, childhood is generally the most challenging time until unfortunate crutches are discovered to somewhat satisfy the unique dilemmas they encounter throughout life. 

      Many argue technological devices (e.g., video gaming, cell phone use, computer programs) have haunted the social development of children. Yet, many behaviors and characteristics of autism, ADD, and ADHD can be identified during a child’s early ages, even before they begin to engage themselves in the usage of technological devices. Not to mention, many who exhibit the same behaviors and characteristics are of times before technological development. Thus, proving the point such devices have no corresponding relation or cause for the aforementioned conditions. 

      Technological devices are excellent crutches for victims of ADD and ADHD. A crutch is any means of captured attention or involuntary, multi-sensory stimulation. Examples may include music, incentives, activities engaging multiple senses, or contrasting elements in the surrounding environment. This is the reason video gaming or any technological device is of interest. They are simply crutches or a means of multi-sensory engagement. 

      Someone with ADD, and even more, ADHD needs constant multi-sensory stimulation . They need a constant means of captured attention or sensory engagement, which must be provided or created for them. If not, they will seek that means of sensory engagement on their own. When a means of engagement or stimulation is not of their grasp, they are found out of control. This is why children with ADHD have such difficulty when expected to simply sit in silence and stare at a wall while waiting for instructions or direction. It is almost impossible for them. Observers will see them moving about, causing trouble with others, complaining, or finding anything in their presence with which they can fiddle. This may be an object or other person, which is why they often bother others.

      Have you ever noticed those who cannot sit and relax without something to occupy them? In other words, have you ever noticed those who cannot simply sit on a coach and relax for a period of time without any means of sensory engagement? The only sub-case of ADD which can do so is the inattentive/absentminded. (They would need a bomb to explode in their presence to capture their attention because they are in a completely different mental world than their surrounding environment.) Besides the inattentive/absentminded sub-case, most cannot function in such a situation with such demands. The excessively active interestingly have the most difficult time relaxing and occupying themselves in such a situation. However, many would never guess they are completely occupied with reading a book. The excessively active love to read! This of course is their means of sensory engagement. 

      Consider the senses of ADD and ADHD sufferers like outboard engines. Outboard engines running without water need a constant supply of water to run sufficiently without significant damage occurring. Though, without a need of water to supply an engine its efficiency, we are considering the mind of an ADHD sufferer without a constant means of captured attention or sensory stimulation. 

      Remember to not become confused with any means of captured attention or sensory engagement by misperceiving them as causes; they are crutches. Placing the blame on the crutch and claiming it to be the cause is no different than placing the blame on a person’s crutches when he has recently had surgery to one of his lower extremities. The difficulty he displays with his gate is not because of his crutches, but the injury he encountered. In light of the injury, however, he has a very high chance of recovery and returning to normal functioning status. Unfortunately, the conditions of ADD and ADHD are in constant demand of crutches.  

Jason M. Hufft 

Why Are Teachers in Classrooms Disciplining More Than Teaching?




      Most veteran educators are noticing and reporting the differences in the behaviors of young children and the rising difficulty faced in managing their behaviors. Yet, blame is placed on the teaching practices and management a teacher is delivering to his or her class. This of course is completely unjust and only illustrates the ignorance many have in relation to the classroom and the conditions of many children in today’s classrooms. 

      Most individuals have a mental image of a classroom as a group of children seated and working diligently with the instruction of a teacher who manages a classroom based on rules and expectations. One may picture a group of children patiently and quietly reading, writing, or seated on a floor listening to the instruction of a teacher. Although the perfect classroom may have been the typical classroom years ago, the current makeup of today’s classrooms breeds an entirely different perspective on the characters of young children. 

      The classroom of today is composed of individuals who are not as cognitively fortunate because children are suffering from the conditions of ADD and ADHD. In some cases, the behaviors are elements of autism, and these resulting, anomalous behaviors observed so frequently by educators are uncontrollable and unmanageable. Thus, the reason teachers are finding themselves disciplining more than teaching. 

      Teachers in today’s classrooms continue to find themselves disciplining more than teaching because of the uncontrollable behaviors from the conditions of ADD and ADHD. In reality, the behavior of children, when subject to the conditions of ADD and ADHD, cannot and will not change with behavior management strategies, interventions, or specialized instructional practices. Unfortunately, this truth is constantly ignored and thrown under the table each and every time it is brought to the table of discussion. Furthermore, ignorance is prevailing by the expectations and demands placed on children and educators as well as the denial of the fact ADD and ADHD are true, complex conditions, which haunt more and more people as time progresses.

      Many question and deny the reality or existence of ADD and ADHD because they can argue the means and level of discipline delivered to children has dropped significantly. For example, past generations held their children accountable and responsible for their actions, and they hardly ever questioned others when their child was accused of inappropriate behavior. The child was automatically assumed to be at fault, and no blame was ever placed on an educator or adult for correcting a child. If correction or discipline were issued by school personnel, a parent quickly apologized and took over the discipline in an attempt to assure a problem would never transpire again. For this reason, many believe the reason for the lack of discipline of young children is due to poor parenting and the limited level of accountability placed on young children for their behavior and actions. Although the level of discipline has decreased, and children are not held responsible to the degree they may have been in past years, these factors are far from the true cause and reason for the behaviors observed in today’s classrooms. 

      The behaviors observed in today’s classrooms are so severe and fascinating to the point parents and caregivers would be in absolute shock if particular characteristics of the conditions of ADD and ADHD were properly and accurately identified for them. In fact, one observer, who completely denied the existence of ADD and ADHD, questioned what was wrong with a particular child when he saw the child acting and moving about in an extremely bizarre manner in a restaurant. I asked him if he had ever witnessed someone who was heavily intoxicated. He stated he did, and I responded by asking him if he understood the difference between those who become highly violent and hyperactive compared to those who become extremely silly while they are intoxicated. He quickly responded by stating he understood completely, and I told him to consider a child acting in a very similar manner while having limited or zero control over simple, everyday cognitive functions. Rather than intoxication from extensive consumption of alcoholic beverages, extreme disruption of everyday cognitive functions is an unfortunate result of the conditions of ADD and ADHD. 

      The behaviors in relation to ADD and ADHD are so severe and complex to the point most do not realize they are actually observing such behavior. This is due to the number of children with these conditions being so high in classrooms, which makes it nearly impossible to recognize opposing behaviors between typical children and those suffering from ADD and ADHD. 

      In my latest work, Autism Demystified, ADD and ADHD are broken into seven sub-cases based on my observations of the conditions and noticing patterns of the same behaviors of multiple children who have no social relation. By no means are the sub-cases sources of labeling or judging children and the parenting of those who raise them. Instead, they are a means of identifying the truth at hand and making a statement in support of what is observed on a day-to-day basis by many adults who have strived for so long to make a difference in the young lives of those who suffer beyond the eyes of the ignorant. 

      In final consideration, teachers cannot and should not be expected to place a classroom of children in small groups and demand them to work independently when they already have a difficult time working in the direct presence of the teacher. If the behaviors in relation to ADD and ADHD were controllable, veteran teachers, who have been teaching for thirty years or more, would not face impossible predicaments when attempting to control the behaviors of most of their students. The difficulty veteran teachers face is evidence of uncontrollable behaviors, which are elements of these medical conditions. The children are seemingly impossible to manage because of the severity and number of children in the classrooms with ADD and ADHD. With that said, how can anyone even begin to think a teacher can manage a classroom by having the children teach the class? Furthermore, how can anyone believe a teacher can be productive in the classroom by teaching one small group of children without constantly correcting the other children who are expected to be working independently in groups at different locations in the classroom? 

      The thinking behind such practices is evidence of the limited understanding many have in regards to the behaviors of ADD and ADHD. Rather than attempt to educate ourselves on instructional practices and methods, which we already have mastered, we should educate ourselves on the conditions haunting better than fifty percent of the children in today’s classrooms. 

Jason M. Hufft 

Monday, January 18, 2016

The Story of My Life : A Near Death Experience Resulting In Autism



A passion lies within each and every one of us, especially those of true intentions to serve others. Whatever that passion may be, it often stems from the daily struggles and excitement in our lives.
For some of us, our experiences have led us to doorways of understanding our purpose and reason for the often unexplainable lives of which we all share and seem to fight day to day to sustain some sense of balance and sanity. For some of us, a passion may simply be interpreted as a belief or, even an opinion. However, I refuse to believe passion is based exclusively on such simplicity. I believe within each and every one of us is a dwelling spirit, which either opens its eyes and ears to the calling that is bestowed upon it, or completely chooses to ignore it and, therefore, denies the fact we have all been blessed with a specific responsibility or purpose in this life.
For me, a specific encounter during my childhood opened a doorway that I never knew existed until about twenty years later. From this encounter, I later realized my purpose and duty on this earth. It is a miracle that I am alive, and those who witnessed my encounter still cannot believe that I am alive or functioning as a normal person.
It all began one evening before attending school with my fourth grade class. What seemed to be a typical evening for my family without a doubt became an immediate, perceptible nightmare. It struck me like a flash of lightning. I can remember it clearly because I was haunted with a strange feeling; I immediately knew something was wrong.
The feeling that struck me was one I had never experienced in my life. I began walking around in circles in my bedroom as I placed both hands on my head. I repeated over and over that I had a strange feeling. My senses were completely interrupted, resulting in visions in my mind as if I was dreaming. The more and more I focused my mind on that dream, the more difficult it became for me to think, speak, move, or respond. It was as if I had suddenly been struck with some poison that quickly entered my body and was taking over me. I had no control, and I could not escape it.
To my seemingly unexpected misfortune, I was experiencing the beginning of a grand-mal seizure—one where the body rapidly shakes with violent muscle contractions as the eyes rotate upward toward the head. My mother came to my rescue, and only God knows how she was able to keep her composure the entire time. She rolled my body to its side as she attempted to keep me from choking. I was then quickly transferred out of my bedroom to an ambulance, which carried me to the local hospital.
The seizure activity continued and would not subside, so my brain was unable to return to its normal function. The medical personnel who worked on me placed me in a Phenobarbital coma—one induced by a drug. The coma lasted for three days, and it was the only means of stopping the seizure activity.
According to the physicians and other medical personnel, all normal functions and abilities would have to be relearned because of the severity of the seizure activity and the duration of the coma. For example, I was expected to have to learn to walk and speak again as if I was a newborn child.
When I woke from the coma, my behavior was completely different from what I typically exhibited. My mother describes my behavior as being an alter ego, and she informed the doctors I was not the son she knew.
As I sat in my bed, I appeared to be in a completely different world—non-sociable with little to no response to anyone who communicated with me. Although it was not distinctly clear to those who observed me, since I was somewhat responsive, I appeared to be in a catatonic state, which I could not escape.
My family recalls my behavior well, especially since I neither spoke nor recognized my own mother. The doctors asked me questions, but my responses remained simple and reactive. Basically, my words or responses were given without thought or meaningful understanding. For the most part, my response was “OK”. In fact, when one of the doctors stated, “This is your mother”, I simply responded by saying, “OK”. Indistinctly I had become a child displaying signs of autism.
The entire duration of my experience at Children’s Hospital was a month, and my behavior changed drastically as time progressed. No longer was I in a dream state; I became very hyperactive and overly sensitive to any movement, sound, or other action around me. Whenever I spoke, I stated things completely out of the ordinary. I even called some of the nurse’s names while they were visiting me. My father recalls me swinging my arms around in a very violent manner without the ability to calm myself—obvious signs of ADHD. The doctors asked my mother if it was the typical way I behaved, and she told them it was not.
About a month after I initially woke from the coma, I woke on Christmas morning without one altercation to my brain. I was an entirely different person from what I had been during the previous nightmare of my life—myself! I was completely healed and returned to my normal state of mind! My behavior was then the way my mother had remembered me, and I immediately began questioning my mother about where I was and why I was lying there in a hospital. My level of inquiry was unbelievable as any child’s curiosity would be when waking in a hospital and not knowing why you are there. It truly was a miracle.
Interestingly, I did not inquire about what had transpired the first time I woke. I did not even question about why I was lying in a hospital bed with multiple wires connected to my body. Although, I did inquire about what had transpired once I woke on Christmas morning, and that morning is one morning I will never forget!
I can clearly remember screaming, “What happened! What happened?” I was feeling perfectly normal as I would on any typical day of my life. I did not feel that I had any illness, so I could not see why I was lying there in a hospital bed. I was not in pain, coughing, or feeling uncomfortable. The only discomfort I felt was the frightening shock I received when I woke in a place to which I could not relate any past events. It was as if I had gone to sleep one night in my bedroom as any child does on a typical school night and suddenly waking the next morning in a hospital bed with multiple wires connected to my body.
I am amazed today how the physicians who were working on my case neither observed nor recognized the interesting contrast in my presence and absence of inquiry from the first time I woke and that Christmas morning. Perhaps they were stunned and in complete shock by the miracle which they observed, knowing that I was capable of doing things they predicted I would not be able to do. Nevertheless, the difference in my mental awareness and level of communication was night and day—I lived the life of an autistic child, and I returned to my normal state of mind and functioning.
I can actually recall after being awake on that Christmas morning being aggravated by the number of different doctors who were constantly coming in and out of my room to ask me questions because they were each in shock that I was perfectly fine. My mother told me that one of them raised his hands in the air and said, “It’s out of my hands!” This doctor was definitely in shock and knew at that moment he had witnessed a miracle. The level of my recovery was completely unpredicted and unexpected; thus, the doctors informed my mother that my case would be on the board of discussion for years.
The illness which caused this traumatic experience was encephalitis—the swelling of the brain. The brain swells for different reasons, and one of them is a severe illness, which triggers the neuro-immune system. In my case, the encephalitis was a result of a viral infection, so it was nearly impossible to identify what medication and treatment to issue for my recovery. This made it an even more traumatic experience for not only my family, but for those who diligently worked for the success of my survival.
The only thing they could do was administer every possible treatment or antibiotic to me, which they hoped would cure my illness, and this is why I had multiple wires connected to me at one time.
Occasionally, I experience a mild seizure to this day, and each time it occurs, I am more and more fascinated by the experience I undergo. I can now say that I am blessed to undergo such a fearful experience each time it occurs because it has lead me to assist others in ways  I never knew would exist until later in life.
If you have ever worked in a field, studied, or been taught by another, you can recall a moment when you had a light bulb flash in your mind as you instantly understood something for the very first time. Something that once was impossible to understand immediately became as clear as daylight.
This is exactly what occurred to me as I continuously worked day to day with large groups of children with ADD, ADHD, and autism. I began noticing behavior patterns, recording the characteristics, and eventually I had that light bulb experience—a unique connection to my medical encounter and the behavior of children I observe daily.
It suddenly came to me that the behaviors I was observing in these children with autism, ADD, ADHD, and related conditions were no different than what I had exhibited after being attacked with encephalitis. Furthermore, I discovered a connection to what I experience after a seizure to the behavior patterns I observe in children with the aforementioned conditions.
The imperceptible epidemic breeding among humanity is now a rapidly spreading infestation hidden before the blinded eyes of society.
I now feel it is my duty to introduce the character of autism and ADD. With my most recent literary work, Autism Demystified, I have furthered my journey and experience with something with which I share a strong passion—assisting caregivers of children with autism, ADD, ADHD, and related conditions.
From my encounter in the hospital, I have an exceptional connection to children with these conditions like no other. I can easily identify cases of autism and related conditions without a second thought. After all, when you have lived a particular path, you can definitely relate to those who walk the same road.  
So, if you are in need of assistance, have questions in regards to your child’s behavior, are concerned about your child’s academic challenges in school, or simply need a report to provide to your child’s physician, please contact me.
I also seek more opportunities to speak on the topics of autism and related conditions, and I provide professional consultation and advice concerning these conditions as well. 
 Jason M. Hufft. 


Sunday, January 17, 2016

ADD : An Unforeseen Epidemic



Academic scores are plummeting, while expectations are rising. Learning is becoming a greater challenge for children, while teaching practices are becoming directed by government officials and others who are not currently working in a classroom. Children are exhibiting delayed behaviors in multiple cognitive functions including impulse control, inhibitory control, attention control, and emotional control. Theory of mind as well as speech and language competence are also significantly delayed in many children observed in today’s classrooms. 

The medical challenges today’s children are facing are the leading cause and reason for academic failure. Unfortunately, ignorance is born of many who continue to support falsified evidence, which argues teaching practices or lack of behavior management practices are causes for failures in student achievement. Thus, the reason continued implementation of academic interventions developed by outsiders remain unquestionable failures.  

We cannot teach children opposing behaviors and expect their behavior to change. Nor can we place them with peers and expect them to simulate the behavior of other children. The reason: the behaviors are products of ADD, ADHD, and autism—conditions which cannot be cured through academic intervention, behavior management, or psychotherapy. (The only time behavior management strategies are successful is when the behavior is a product of a child in need of social/emotional support.)

Interestingly, individuals who make decisions for managing the behavior of children with these conditions continuously compel the idea of behavior management strategies and techniques, when in fact they do not understand the conditions from which these children are suffering. Ask medical personnel who work with children suffering from such conditions, and many have explained the complexity and need for medical attention, not psychological or behavioral. If psychological and behavioral support were truly successful with children suffering from ADD and autism, we would see a significant change in behavior, not a continuous replay of the same characteristics and problems. Continuing the same attempt to solve a problem, while continuously receiving the same outcome and expecting a different result, is pure ignorance. 

This ignorance or insanity is no different than attempting to manage someone’s behavior with different strategies and techniques when he or she is intoxicated. Everyone knows it is practically impossible to control someone who is severely intoxicated and cannot function properly. If this was not the case, law enforcement would not be called to place such individuals in custody. 

So, we now turn to a question recently given to me: How much control does a child have over his or her behavior when suffering from ADD, ADHD, or autism? The answer: it depends on the condition, the sub-case of the condition from which the individual is suffering, and the severity of the condition. 

In most cases, children are only in control of their behavior to a certain extent, and this of course depends on the sub-case of the condition. For example, ADD and ADHD vary in sub-cases far more than many realize, which is the reason many mistakenly assume one child will have the same abilities or disabilities as another who has been labeled, identified, or diagnosed the same.
For the most part, children are not in control of their behavior, and this is the reason for the continuous, repetitive display of the same behavior, even when attempts are made with behavior support strategies. The behaviors I am describing are exhibited by individuals who display limited to no impulse control, emotional control, inhibitory control, self-controlled attention, speech, language, and theory of mind. 

The behaviors also involve significant developmental delays, which are easily recognizable and observable. Basically, a child who is ten years of age will function at the level of a four or five year old (sometimes younger), and it is quite obvious when understanding what you are observing. Hence, the reason limitations do not rest solely in the academic world; one’s overall development and maturity is significantly lower than other children. (Of course this is only recognizable if and when there are other children displaying opposing behavioral characteristics in a shared environment. Otherwise, a valid comparison cannot be made.) The large number of challenges and delays are the reason ADD and ADHD alone are very complex conditions—conditions involving much more challenging delays or impairments than solely the inability to focus or pay attention.

Unfortunately, with the complex conditions children are now facing, educational evaluators are mistaken when observing children in classrooms, especially when they are only viewing the activity of the children. This is a serious problem when not understanding the circumstances of the children in today’s classrooms. The behaviors of children in relation to ADD, ADHD, and autism have flooded better than fifty percent of the classroom populations, and when such behaviors are observed by those who are unaware, they place blame and assumptions in areas of which they have very little to no understanding. This is evident by reports, statements, and blames placed on educators. 

Those who have not worked in classrooms for the last five to eight years have no clue about the conditions children are undergoing because the number of such conditions has changed the dynamics of a classroom population entirely. Basically, it is now impossible for an outsider to recognize an observable difference in behavior of the children because a majority of the class population is exhibiting the same behavior. Namely, no marked difference in behavior is identifiable because there is no contrast in behavioral characteristics. 

It is imperative to fight for the children and those who truly care for them. When officials and others—who neither understand the conditions of today’s children nor work with them—place blames on those who do, we must enlighten their minds with reality. That reality involves a simple fact: A classroom today is a completely different world than that of twenty—even ten—years ago. For those with an open eye, it is an unforeseen epidemic! 

Jason M. Hufft