Does Sugar Mimic or Increase ADHD Symptoms?

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The following is based on the book—ADHD: Non-Medication Treatments and Skills for Children and Teens A Workbook for Clinicians and Parents: 162 Tools, Techniques, Activities & Handouts by PESI author Debra Burdick, LCSWR, BCN.
Have a cranky, irritable, and unmotivated child or teen that cannot concentrate well? Perhaps sugar-loaded foods are to blame! Eating foods high in sugar results in a surge of sugar in the bloodstream followed by a dumping of energy a short time later.

Your hyperactive client may be sensitive to the effects of sugar, and they may become extremely hyper when they have it. But as their body adjusts to a sudden increase in blood sugar, it will trigger an increase in insulin which will rapidly lower the sugar level in the blood. As the blood sugar level decreases, it can worsen the already low brain arousal level of the ADHD child or teen and aggravate behavioral problems.

Studies are contradictory about the effects of sugar on hyperactivity and behavior, and many indicate no change in symptoms (Wolriach, ML, 1994). Yet many of my clients have discovered that sugar was a culprit in making symptoms worse.

Discover if sugar is impacting your client's ADHD symptoms by downloading and completing the following worksheets with your client. You'll find skill building and integration thoughts below.

Worksheet Downloads


Handout 19.1.1. | Food Diary 

Handout 19.1.2. | Food Symptom Diary Example

Handout 19.1.3 | Food Symptom Diary

SKILL BUILDING: Find out how much sugar your client consumes. Help them keep track by using a Food Diary (Handout 19.1.1.) to write down everything they eat for 1-2 days. Review it with them to see what food choices they are making and how much sugar they are eating. Teach them to look at food labels, and show them where the sugar content is listed. Discuss with parents, older children and teens the effects of sugar on the symptoms of ADHD.

Explain that sugar affects some people with ADHD by increasing hyperactivity, poor concentration and irritability. If they consume a lot of sugar, use the Food Symptom Diary (Handout 19.1.3) to determine if sugar is increasing and/or decreasing their ADHD symptoms. You can see a completed example of the food symptom diary using Handout 19.1.2.

Explain that the glycemic index (GI) is a scale that indicates how fast the body will convert a particular food to glucose (sugar). The higher the number, the faster the rise in blood sugar will be. A low GI value is 55 or less, medium is 56 – 69 and high is 70 or more. Encourage them to serve foods that have a low glycemic index.

For example: One 20-ounce bottle of a popular orange soda contains 83 grams of sugar. That translates to 21 teaspoons of sugar. They might replace that with a flavored water such as 0 calorie SoBe® LifeWater Fuji Apple Pear which is sweetened with a stevia extract and has 0 grams of sugar. (At the time of this writing stevia has been found to be safe and non-toxic, but as always, encourage clients to consult with their doctors before use.)


INTEGRATION:

  • How much sugar is the client consuming?
  • How much impact is sugar having on the client’s ADHD symptoms?
  • Were they able to complete the Food Diary?
  • Did they discover a pattern of increased ADHD symptoms following consumption of sugar when they completed the Food/ Symptom Diary?
  • Are they finding ways to decrease sugar intake?

Get over 100 more tools, techniques, activities and handouts in the new ADHD Non-Medication Treatment & Skills for Children and Teens workbook.

ADHDBurdick


Learn more from Debra! 

Reference: Wolraich, M.L., Lindgren, S.D., Stumbo, P.J., Stegink, L.D., Appelbaum, M.I., & Kiritsy, M.C. (1994). Effects of diets high in sucrose or aspartame on the behavior and cognitive performance of children. New England Journal of Medicine, 330(5), 301–7.
Debra Burdick LCSW, BCN

Debra Burdick, LCSW, BCN, also known as ‘The Brain Lady’, is a Licensed Clinical Social Worker and a board certified neurofeedback practitioner. Debra is an international speaker and author of the best-selling books Mindfulness Skills Workbook for Clinicians and Clients: 111 Tools, Techniques, Activities & Worksheets (PESI, 2013), Mindfulness Skills for Kids & Teens: A Workbook for Clinicians & Clients with 154 Tools, Techniques, Activities and Worksheets (PESI, 2014), ADHD: Non-Medication Treatments and Skills for Children and Teens (PESI, 2015) and Mindfulness Skills for Kids: Card Deck and 3 Card Games (PESI, 2017). She has taught mindfulness skills to her clients for over 25 years. 

She recently retired from her private practice, and previously worked at the Child Guidance Clinic, Family Services, Child and Family Agency, and Lawrence and Memorial Hospital. 

Debra incorporates mindfulness skills in all areas of her practice. She initially became interested in mindfulness to deal with a chronic illness (now thankfully healed). She found it so helpful in her own life that she started teaching her clients the skills she was using. She went on to develop clinical material on mindfulness skills and created a four-step process for working with clients using mindfulness that she perfected in her private practice and in an intensive outpatient program. Her clients have shown her that mindfulness skills improve the rate and quality of treatment outcomes.

Debra has presented numerous presentations, workshops, and teleseminars. She is often interviewed on Internet radio and telesummits and her work has been featured in The Day newspaper, Self-Improvement Magazine, and “Parenting Powers” television show.

 

Speaker Disclosures:

Financial: Debra Burdick maintains a private practice.  She is an author for Vervante publishers and receives royalties.  She receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Debra Burdick contributes to SelfGrowth.com and receives no compensation. 

Esther Perel MA, LMFT

Esther Perel has devoted her entire professional life to helping people build thriving relationships. She believes that the quality of our relationships determines the quality of our lives. Since arriving as a graduate student in the United States, Perel has examined the concept from myriad angles: the nature of cultural and religious identity, the negotiation between tradition and modernity, the ebb and flow between individualism and collectivism. She observed interracial and interreligious couples; the cultural forces that affect gender roles; practices of childrearing; and ultimately, the tensions, obstacles, and anxieties that arise when our quest for love and security conflicts with our pursuit of adventure and freedom.

Today, Perel is best known as the host of the wildly popular podcast Where Should We Begin? This fascinating, inside look at Perel’s sessions with real-life couples has unlocked a deep-seated cultural interest in hashing these issues out openly in order to live better lives. However, it has also unlocked within Perel the understanding that her years of study and practice go beyond the romantic, and that the lessons she has learned can be applied to relationships of all kinds, in all environments. The same principles used to create an open, balanced relationship with one’s significant other can be applied to our co-workers, our bosses, and our world at large.

New York Times best-selling author Esther Perel is recognized as one of today’s most insightful and original voices on modern relationships. As a psychotherapist, Perel has helmed a therapy practice in New York City for more than 35 years. In parallel, she serves as an organizational consultant for Fortune 500 companies around the world. Fluent in nine languages, Perel’s celebrated TED talks have garnered more than 40 million views and her best-selling books have been translated into 31 languages. Perel is an executive producer and host of the award-winning podcast Where Should We Begin? Her new podcast How’s Work? focuses on workplace dynamics and can be enjoyed on Spotify or other podcast providers.

 

 

Speaker Disclosures:
Financial: Esther Perel maintains a private practice. She has employment relationships with Columbia University, Ackerman Institute for the Family, Norwegian Institute for the Expressive Arts Therapies, The Minuchin center for the Family, and 92nd Street Y. She receives royalties as a published author. Esther Perel receives a speaking honorarium and recording royalties from Psychotherapy Networker and PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Esther Perel is a member of the American Family Therapy Academy, The Society for Sex Therapy and Research, and the American Association for Sex Educators, Counsellors and Therapists.

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