Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychobiological disorder in childhood, affecting about 5% of children and involving attention problems, concentration with or without increased levels of motor activity, the consequences and severity of which may result from an interaction between social, psychological and behavioral factors with neurochemical and neuropsychological factors. ADHD is not strictly a learning disability. However, it is very common for children with attention disorders (with or without criteria for the diagnosis of ADHD) to present in co-morbidity different learning difficulties.

This disturbance can cause serious difficulties in the academic and professional life of individuals, even if their intelligence is within the normal considered parameters. In addition, there is a risk of developing dependence on things such as alcohol or other substances, accidents and other disturbances. The early diagnosis of ADHD is considered extremely important, as well as an intervention to mitigate the potentially harmful effects of deficits caused by it.

In recent times, progress has been made in the knowledge of the neurobiological bases of ADHD. From a neuropsychological point of view, ADHD is a change in executive functions, a term that encompasses the many skills (attention, memory, etc.) necessary to perform fundamental tasks in daily functioning, such as: assisting, planning and organizing the different steps to achieve a goal, reflecting on the possible consequences before doing something or inhibiting the inadequate response and changing it to a more appropriate one. ADHD, is related to the dysfunctional development of executive and adore functions.
Although ADHD is incurable, its symptoms and resulting dysfunction can be managed with appropriate treatment. Although the main treatment is symptomatic, the objective should always be the daily functioning of the individual, regardless of the basis of the intervention.

The prognosis of children with ADHD is largely influenced by the adequacy of the approach used with regard to intervention, and an alliance must be created between the child, parents, teachers and health technicians involved to promote the success of the intervention.

OUR APPROACH

At our Neurovida clinic you will find a multidisciplinary team that is always prepare and a personalized program with attention to the needs of each patient. This program is called NeuroLearning.
The NeuroLearning assessment process is comprehensive, including:

• Neurophysiological Studies (EEG – Brain Mapping): with this study, we will analyze the current conditions of the brain of each patient, diagnosing with greater precision the possible causes of pathologies.
• Complete Neuropsychological Assessment: This allows us to evaluate all the abilities of the brain as well as its intelligence by separating it into different modules and evaluating the current state.
• Other clinical evaluations: in some cases, when it is considered necessary, a speech and occupational evaluations can be performed, with the aim of making an accurate diagnosis of some pathologies.
  

The NeuroLearning program is divided into different modules and is adapted to the needs of the patient in each of them (memory module, attention module, among others). The effect of treatment is cumulative and with each module completed the effectiveness is more noticeable.

The main benefits of the NeuroLearning program are as follows:

• Medication free so no side effects.
• Action is taken on the causes of the child’s difficulties and not only on their symptoms.
• To provide tools to combat difficulties and achieve better academic results.
• Decrease the effects of ADHD