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Is it illegal to carry ad/hd medications?

Is it illegal to carry ADHD medications?

Note: This FAQ was prompted by questions we have received about interactions some young people have had with police and other law enforcement agencies. Law enforcement officers are vigilant about prescription medication abuse, especially among teenagers and young adults. If you come to the attention of the police for another problem such as a traffic violation or disorderly conduct, and you are carrying AD/HD medication in an unmarked container, you may be at greater risk of being suspected of illegal use of a controlled substance.

What is a "controlled substance"?

A "controlled substance" is defined as any chemical substance or its chemical precursor whose manufacture, possession, or use is controlled and regulated by law.

What is the Controlled Substances Act?

The Controlled Substances Act (CSA; Title II of the Comprehensive Drug Abuse Prevention and Control Act of 1970, 21 USC Sec. 812) identifies those substances which are considered "controlled substances" in the United States and which are subject to strict regulation. The CSA has a 5-level "Schedule" that identifies which drugs or substances are considered to be "controlled substances" and thus subject to this regulation. A particular substance is assigned to one of these Schedules (I - V) based on its potential for abuse. The CSA identifies many substances, including those which are considered "illegal drugs" or "street drugs," along with numerous medications that treat a variety of medical and psychological conditions, but which also may be subject to misuse. (For more information, see Medication Diversion.)

The CSA is a federal law and provides a baseline set of standards that apply throughout the United States. Individual states may have expanded lists of medications, more rules regarding who and how medication is dispensed or carried or higher penalties for noncompliance.

Are AD/HD medications considered "controlled substances"?

Yes, most medications used to treat AD/HD - including the various formulations of methylphenidate and amphetamine - are considered controlled substances. This is why most prescriptions for AD/HD medications are typically not for more than 30 days. Most AD/HD medications are classified as Schedule II (see Note below) substances. (Among other criteria, a substance is classified as Schedule II if the "(a)buse of the drug or other substance may lead to moderate or low physical dependence or high psychological dependence.")

Is it illegal to carry AD/HD medications?

No, it is generally not considered illegal to carry AD/HD medication as long as the person carrying the medication is the person for whom the medication has been properly prescribed. However, depending on the state in which one lives (e.g. New York), state law may require that the medication be carried in the original prescription bottle with a current label that identifies the person for whom the medication is intended.

In other states, proof of prescription is generally considered sufficient.

If I'm concerned about this, what should I do?

1. Know the law in your state (we are currently researching these and will provide resources soon).
2. For everyday purposes, only carry your medication outside the home if absolutely necessary.
3. If you need to carry your medication with you, it's best to carry it in its original prescription bottle that clearly identifies the patient's name and date of prescription.
4. It may also be advisable to carry a copy of your most recent prescription from your physician.
5. If traveling away from home - especially internationally - be sure to take your medication in its original bottle, take only the amount of medication you will need, and carry a copy of your current prescription.

Note: Though classified as Schedule III substances in the original 1970 legislation, methylphenidate and mixed-amphetamine salts were reclassified as a Schedule II substances in 2001. The DEA has the authority to change the Schedule for any substance at any time through the regulatory process.

For more information visit here.

Maintaining Spiritual and Mental Wellness-Seven Strategies

Maintaining a healthy mental or spiritual life is contingent upon balancing work with play, taking time for yourself, and giving back to the community. Failure to adhere to personal boundaries, to keep emotions and negative tapes in check, and to curb impulsivity can contribute to diminished spiritual and mental wellness. When you give support to your internal life, your external life will also be better. Here are seven strategies:

1. End the shame and blame.

The only way to stop blaming yourself for your ADHD is to learn as much as you can about it. If you can understand the neurobiological roots of ADHD, you will be better able to separate yourself from the disability and do something about it. The way to end the shame and to start to build self-esteem and move forward is to make friends with your brain and develop strategies to bridge gaps in performance.

2. Make a date with yourself.

Block out “sacred time” weekly to rejuvenate. Don’t allow anything to creep into this space. For example, if you’ve decided to use this time to read and relax, don’t allow yourself to clean your house instead because you have a day off. To help put boundaries around this sacred space, make a list of what is permitted in that space and time, and what is not. Post it! Review it and practice sticking to it!

3. When you say yes, you also mean no.

Often, we don’t think of the consequences of saying “yes.” Stop and think before committing. When you say “yes” to something, what are you saying “no” to? For example, if you say “yes” to doing an extra project at work or helping a friend move on a Saturday, are you saying “no” to spending more time with your family or to taking time to exercise? What are you saying “yes” to in your life? What are you saying “no” to? What is it costing you? Try to ensure that “yes” adds something to your life.

4. Identify your energy rhythms.

People with ADHD are often unaware of when their bodies are worn down. It’s important to learn not only what types of projects create energy for you, but also which ones drain energy. That way you can plan the most demanding activities during your peak energy times, as well as gauge when to stop working on a project and rest.

Keep a calendar or a log of your energy rhythms for a period of several weeks. This works best if the system is simple. For example, use a scale of plus or minus signs to depict high or low energy times, and write them beside different activities logged in a daily calendar.

5. Pre-plan for bad brain days.

Can’t concentrate? Distracted? My clients call this a “bad brain day.” For these days it’s important not to push yourself too hard and to have a failsafe plan in mind by knowing what works for you. Take a break and walk around the block, have a cup of tea, or call a friend. Then get back to work. One of my clients says he gives himself a “time out” by going to a café near work to just “sit and chill” for an hour. The key is to know when these days hit and take action by doing what works for you.

6. Practice relaxation exercises.

People with ADHD often live in a state of constant stress. It’s important to learn how to slow down and de-stress, both mentally and physically, at any given moment. Learn relaxation techniques and methods to center yourself at any given moment. Practice slow breathing techniques, or join a yoga or meditation class. If you are spiritual, make daily prayers a priority.

7. Give thanks.

One of my clients has made a habit of ending each day by writing down one thing for which she’s grateful. She does this right before bed each night as a way of reflecting on the day she’s just lived through, and a way of de-stressing before sleep. I’ve tried it, and I agree with her. It’s amazing how you can learn to accentuate the positive!

What do you do to keep yourself in balance?

http://chaddcoach.blogspot.com/

Exercise and ADHD: Tips from Coach Nancy

For many of us with ADHD, personal health is often a low priority. Lack of organizational skills and an inability to prioritize make it difficult to establish, implement, and maintain the necessary structures and routines to sustain good health habits over time. Things that seem simple for others—like getting enough physical exercise—become monumental tasks.

But exercise has such a positive effect on people with ADHD! Here are eight strategies that have helped me and many of the people I coach.

1. Do it for your brain’s sake! Knowing that exercise is good for your body is only half the story. Growing evidence shows the benefits of exercise to your brain. It’s simply foolhardy NOT to exercise these days with the amount of stress we endure, with or without ADHD. Forget about looking good. Make your goal feeling good!

2. Make it doable. All too often we set ourselves up for failure with goals that are way out of reach. If your goal is to exercise for one hour a day, seven days a week, don’t expect to fulfill that goal immediately. This “all or nothing” approach is a recipe for discouragement and failure. Be realistic and start slowly. The key is making the goal attainable, and to be able to do it on a regular basic.

3. Set a minimum and a maximum goal. Identify the absolute minimum you would require of yourself—say jogging one time per week. Next, identify the most realistic number of times per week you could jog, a number that you could reach without too much stress—say three times per week. Your exercise goal would then be jogging once a week, minimum, and three times a week, maximum. You’ll most likely meet your minimal weekly goal or even exceed the maximum goal. What a great feeling it is to exceed your personal goal!

4. Create accountability through partnerships. If you know that working in partnership works for you, and that doing things on your own doesn't, invest in a personal trainer. If you’re unable to do that, find other ways of accountability, like joining a running group or asking a friend who is a dedicated exerciser to join a class or gym with you. It’s sometimes harder to disappoint others than it is to disappoint ourselves.

5. Be prepared at all times. If you tend to skip exercising because of forgetting your gym bag, keep an extra one packed with exercise gear in the car and at your office, one that is always ready to go when you are. A personal favorite of mine is to sleep in my (clean) exercise clothes. When I wake up, I can’t escape remembering what I was going to do that morning—EXERCISE! I have my clothes on and I’m ready to go!

6. Keep a scorecard. Because the ADHD brain lives in the present, it’s easy to forget past accomplishments, even if they’re only a few days old. To combat this, make progress measurable by creating ways to track your progress. On the five days each week that he runs, for example, one of my clients writes on his calendar in black magic marker the number of miles he completes. Or you can use your calendar as a “scorecard.” Mark an "E-Y" (“Exercise-Yes”) on the days you exercise and an "E-N" (“Exercise-No”) on the days you don’t. The point is to see your progress and monitor whether or not you’re reaching your weekly and monthly goals. Essentially, you’re charting your own personal history of successes. The key is to make your tracking system visible and simple.

7. Adopt a “no excuses” attitude. Consider the time you have to exercise as an appointment with yourself and do not break it. When you travel, call ahead and find out the hours of the hotel gym. If you catch yourself negotiating with yourself about whether or not to exercise, stop and simply walk out the door to the gym. Even if you go for ten minutes, that’s a win.

8. Create flexible structures. I use a system of “structured flexibility” when it comes to exercise. It’s simple. I make sure I never miss more than two days in a row without exercising. I MUST go on that third day, no matter what. This guarantees me flexibility as well as exercising a minimum of two to three times per week without fail.

http://chaddcoach.blogspot.com/

chadd.org

Interacting with Others: Tips for Adults with ADHD

People with attention-deficit/hyperactivity disorder (ADHD) often have social problems. They may have problems with relationships and may be rejected by other people. The problems often come from their symptoms, which include inattention (not being able to pay attention); impulsivity (doing and saying things before they think); and hyperactivity (being overly active).

These social problems can be painful to people with ADHD. They also may contribute to other psychiatric disorders such as depression or anxiety.

This What We Know sheet will help adults with ADHD by:

• describing how symptoms of ADHD can result in social and relationship issues
• suggesting ways to find out whether an adult with ADHD interacts well with others
• suggesting ways to help adults with ADHD get along well with other people

ADHD and Interacting with Others

It is not hard to understand why people with ADHD often have a hard time interacting with other people. Fifty percent to 60 percent of children with ADHD have difficulty getting along with other children. Adults with ADHD very often are lonely and isolated because they haven't learned the social skills others expect them to have, such as listening, polite behavior and following through on responsibilities.

To get along well with others, people must be able to pay attention, to be responsible, and to control their impulses. Adults with ADHD are often inattentive and forgetful, and they generally do not have good control over their impulses.

ADHD is not a disability that others can see, so people who don't know what it is may think that the behavior of someone with ADHD is simply rudeness or laziness or just being self-centered or irresponsible. These and other negative labels can lead to rejection of the person with ADHD.

Rejection by others such as coworkers, family members and friends causes emotional pain, which can lead to low self-esteem and many other problems throughout life. Inappropriate behaviors may anger a friend or spouse and the friend or spouse may eventually "burn out" and give up on the friendship or marriage.

Teaching people with ADHD, their loved ones and their friends about ADHD and how it affects social skills and behavior can help lessen the blame, conflicts and rejection. People with ADHD can learn to interact well with others and to improve their social lives.

Learning the Skills to Get Along with Other People

Social skills are generally learned by watching people, copying the behaviors of others, practicing and getting feedback. This normally begins in childhood and improves as one gets older.

People with good social skills are accepted by others. People with ADHD or who don't have such skills are often rejected -- and rejection and isolation gives them even fewer chances to learn how to behave with family and others. This cycle leads to even more rejection, and so on. People begin to avoid the person or use other ways to show disapproval. Because it's considered rude to point out social errors, people with ADHD are left on their own to improve something they may not even understand.

The Impact ADHD Symptoms have on Interacting with Others

There are three major symptoms of ADHD that can affect the way individuals get along with other people:

• Inattention -- an individual has difficulty with paying attention, organization and following through on tasks
• Impulsivity -- an individual has difficulty with talking or acting before thinking, or with self-control
• Hyperactivity -- an individual is unusually active or restless

Inattention

An adult with ADHD may miss important information in a conversation or in a social setting if they have difficulty paying attention, and others may get frustrated or annoyed if they believe the adult with ADHD wasn't listening on purpose.

Here are some tips for adults with ADHD to understand others and gain social skills:

• Pay close attention to what others do and say. Know that sometimes people don't say what they really mean. Look for clues to understand what is really meant. Try to "read between the lines."
• Be aware of body language, tone of voice, behavior, or the look in someone's eyes to better understand what they are saying and meaning.
• Notice a person's choice of words to better understand real meaning. "I'd love to go" probably means "Yes." "If you want to" probably means "No, but I'll do it."
• Actions speak louder than words. If someone's words say one thing but their actions say another, suspect that their actions might be telling you their real feelings.
• Find someone to help you with this hidden language. Compare your understanding with their understanding. If you don't agree, try the other person's interpretation and see what happensespecially if you usually get it wrong.
• Learn to see beyond polite behavior. Polite behavior sometimes disguises actual feelings.
• Be alert to what others are doing. Look around for clues about proper behavior, dress, seating and talking.

Impulsivity

Impulsivity -- speaking or acting without thinking first -- can damage relationships. Not stopping to think first often causes unwanted situations for others.

Speaking without thinking first often results in opinions and thoughts being expressed in their raw form, without the thoughtful "being nice" that is socially appropriate. Interrupting others is common with impulsive people and not appreciated.

Rapid speech and talking too much can also be a sign of impulsivity. The rapid-fire speech of someone with AD/HD leaves little room for others who might want to speak too. This behavior can lead to losing friends and missing needed information.

Acting without thinking first can also cause problems. Doing something instantly and without thought often means poor decision-making. Impulsive actions include taking reckless chances, not studying or preparing for school or work, having affairs, quitting jobs, deciding to relocate, overspending and even aggressive actions such as hitting others or throwing things.

Hyperactivity

Physical hyperactivity can make it hard to take part in leisure activities. Being unable to sit still and concentrate for concerts, sports events, religious ceremonies, educational events, or even on vacations may be seen by others as not caring or not being concerned.

Evaluating Your Ability to Get Along with Others

During an evaluation for ADHD, a health professional will do a complete evaluation to see how the adult interacts with others. Interviews and questionnaires are usually used to determine what social skills and problems an adult with ADHD has. The questionnaire may include items like those listed here:

• Not paying attention when spoken to; missing pieces of information
• Seeming to ignore others
• Not taking turns in conversation (interrupting frequently)
• Not following through on tasks and/or responsibilities
• Not using proper manners
• Missing social cues
• Having a disorganized lifestyle
• Sharing information that is inappropriate to share
• Being distracted by sounds or noises
• Becoming flooded or overwhelmed, "shutting down"
• Having disorganized or scattered thoughts
• Rambling or straying off topic during conversations
• Ending conversations abruptly

Ways to Treat AD/HD

Medications are often helpful for managing ADHD symptoms. In many cases, medication will give an adult with ADHD the boost in self-control and concentration he or she needs to use newly learned social skills at the appropriate time. However, medications alone usually are not enough to gain the necessary skills. Once an adult knows what social skills to work on, working with a therapist or coach who understands how ADHD affects social skills should be considered. (A doctor or other professional may be able to recommend someone. For additional information on coaching, see What We Know #18, Coaching for Adults with ADHD.")

Adults with AD/HD should think about the following when seeking help with social skills:

• Knowledge. To learn better social skills, an adult with ADHD needs to understand them and know which skills he or she needs to improve. Books that can help include What Does Everybody Know That I Don't (Michele Novotni), ADD and Romance (Jonathan Scott Halverstadt) and You, Your Relationship, & Your ADD (Michael T. Bell).
• Attitude. Adults with ADHD should have a positive attitude and be open to improving their social skills. It is also important to be open to -- and to appreciate -- feedback from others.
• Goals. Adults with ADHD may want to work on one goal at a time. Others close to the adult can help evaluate skills and problems. Tackling skills one at a time will help an individual master each skill before moving on to the next one.
• The echo. Those who struggle with missing pieces of information because of problems paying attention in conversations may want to learn to check what they heard with others by saying and asking things like "I heard you say that...Did I get it right?" "Is there more?" or by asking others to check after giving important information. They could help by saying, "Please tell me what you heard me say." This is a good way to avoid social errors because of inattention.
• Watching others. Adults with ADHD can learn a great deal by watching others -- both at work and in their personal life -- do what they need to learn to do. Television may also provide role models.
• Role playing. Practicing new skills with others is a good way to get feedback about what was learned.
• Rehearsing. Individuals can rehearse by imagining themselves in a situation to practice skills by picturing the place and the people who will be there. This practice should be repeated as many times as possible to "overlearn" the skill and increase chances for success.
• Using prompts. Using prompts to focus on particular goals helps, too. The prompts can be an index card with notes, a vibrating watch set every four minutes to remind a person to be quiet, or a gesture someone makes (such as rubbing his or her head) to remind the individual with ADHD to work on a particular skill.
• Increasing "likeability." Researchers have found that people who are likeable have certain characteristics. They are sincere, honest, understanding, loyal, truthful, trustworthy, intelligent, dependable, thoughtful, considerate, reliable, warm, kind, friendly, happy, unselfish, humorous, responsible, cheerful and trustful. Developing or improving any of these "likeability" characteristics should help improve the overall social life of an adult with ADHD.

Summary

Although ADHD certainly brings unique challenges to social relationships, information and resources are available to help adults with ADHD improve their social skills. Most of this information is based upon sound clinical practice and research on social skills and ADHD in children and teens; there is a great need for more research on social skills and ADHD in adults. Adults with ADHD are encouraged to seek help through reading, counseling or coaching and, above all, to build and maintain connections with other people.

The information provided in this information and resource sheet was supported by Cooperative Agreement Number R04/CCR321831-01 from the Centers for Disease Control and Prevention (CDC). The contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC. It was adapted from What We Know #15, "Social Skills in Adults with AD/HD," developed by the Attention Deficit Disorder Association, and approved by CHADD's Professional Advisory Board in 2003.

© 2003 Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).

For further information about ADHD or CHADD, please contact:

National Resource Center on ADHD
Children and Adults with
Attention-Deficit/Hyperactivity Disorder
8181 Professional Place, Suite 150
Landover, MD 20785
800-233-4050
www.help4adhd.org

Please also visit the CHADD Web site at
www.chadd.org

Tips for Parents of Teen Drivers

Good news for teens with AD /HD wanting to improve their driving skills and also reduce their risk of car accidents and traffic violations: the AD/HD Safe Driving Program can help. Developed by Russell Barkley, PhD, the program incorporates several research-validated practices found in his extensive work with parents of teens with AD/HD, including charting, contracting, and monitoring. Medication compliance is also closelytracked in those for whom medication has been prescribed. Barkley’s research shows that stimulant medication has a positive impact on driving performance among individuals with AD/HD.

Three levels of independence

Beginning drivers progress through three levels, with each new level allowing for greater independence. A level can be completed in 6 months, as long as young drivers follow all program guidelines and demonstrate safe driving skills. The program runs for approximately

18 months from beginning to end. On level one (0 to 6 months), teens drive only during daytime. Level two (6 to 12 months) extends driving time to the evening hours (9 or 10 p.m.). Research shows that most fatal car accidents involving teens occur between 9 p.m. and 6 a.m.

Teens drive freely on level three (12 to 18 months), while following rules agreed upon with parents. Parents and teens also complete a 26-item driving behavior survey at the start of the program and after completing each level. Results help determine whether teen drivers are ready to move from one level to the next.

How to get the keys

Young drivers are asked to keep a log of each driving experience. Log entries include medication (if prescribed, was it taken?), destination, route/miles, contact name and phone number, time/out and time/returned, and odometer. They must also place a small decal on the driver’s side window listing the following Everyday Rules:

1. Take medication as prescribed.

2. Fill out the log every trip.

3. While driving keep music low

4. Preset radio stations

5. No eating

6. No other teens in the car

7. Absolutely NO alcohol

Three steps to getting started

Before beginning, new drivers and their parents enter into a contract that spells out their

respective responsibilities. Teens are responsible for accepting AD/HD as a biological

disorder that affects driving. Teens also agree to abide by the safe driving rules, and must

understand that they can graduate to the next level only when they succeed for six consecutive

months at their current level. Parents agree to grant driving privileges if rules are

complied with. Parents and teens also agree that parents have the right and responsibility

to check the accuracy of the teen’s driving log, the right to determine whether rules were

appropriately followed, and if not, to institute appropriate consequences, which could include

loss of driving privileges. Next, new drivers listen to a song on a CD that helps them remember the Everyday Rules. The decal listing the rules is then placed on the driver’s side window (at the

point of performance). This way, rules are always visible when driving. The program also highlights important research findings related to young drivers in general and young drivers with AD/HD in particular. Research shows, for example, that new drivers with AD/HD have 2 to 4 times more accidents (including serious accidents with injuries) and many more traffic violations than their peers who do not have AD/HD (see sidebar). These and other findings help parents and teens understand why the everyday rules were selected and the purpose behind graduated

levels. For those teens with AD/HD who feel unfairly singled out, the findings help

explain why a program like this may represent an important opportunity, rather than a punishment. Information about the AD/HD Safe Driving Program can be obtained through Compact Clinicals (www.compactclinicals.com or by phone, 800-408-8830).

To read more about this subject and other informative articles on ADHD, visit CHADD online.

Driving and ADHD

Researchers Russell Barkley, PhD, and Daniel Cox, PhD, reviewed the scientific literature on the driving risks and impairments associated with ADHD and the effects of stimulant medication on driving performance. Among their findings: Young drivers with ADHD are two to four times more likely to have traffic accidents, three times as likely to have injuries, four times more likely to be at fault, and six to eight times more likely to have their licenses suspended. To date, medication is the only known treatment shown to help ADHD driving behavior. Effective behavioral treatments are needed that can help young drivers with ADHD while driving, or at the point of performance. Based on the research, clinicians should educate patients and caregivers about the increased risk of adverse outcomes among untreated individuals with ADHD, and the role of medication in improving driving performance.

With these sobering statistics, it only makes sense for parents and teens with ADHD to approach driving with caution. As a parent, you will want to proceed slowly and with much more practice than might be required for teens without ADHD. An understanding of the importance of taking medication when driving can be crucial. And clear expectations on who can be in the car, use of cell phones, curfews, and the many other distractions of adolescence need to be addressed. There are programs that have been developed to help teens learn the skills of driving safely.

For more information visit the CHADD website.

Science Update: Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms

Science Update: Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms

A study on Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms was published Sept. 23, online in the Journal of Child Psychology and Psychiatry. The abstract is presented below. Information on obtaining the full text may be found here. Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Journal of Child Psychology and Psychiatry, September 23, 2010, Online Early Gooch, Debbie; Snowling, Margaret; Hulme, Charles. BACKGROUND: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS). METHOD: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction). RESULTS: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only. CONCLUSIONS: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.