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Hemi-Sync is an aid in the
management of Attention Deficit Disorder - Hyperactivity. More and
more parents and teachers are faced with the challenge of managing
children that are hyperactive. All children are active. Many
adults who were undiagnosed as children display signs and symptoms of
bi-polar disorder. Children and adults can benefit from the
Hemi-Sync CD selection below. This Hemi-sync pack for Attention Deficit Disorder contains 3 CDs. Hemi-Sync products are safe for children. The CDs do NOT contain subliminal messages. Attention - Human Plus® - Sharply focus the mind and senses on a particular thought, action or event. Enhance any performance requiring concentration such as reading, writing, typing or studying. Increase productivity and improve information retention and recall. Concentration - Human Plus, Non-verbal - Perfect for any mental task requiring focus and concentration - use at home, work or school while studying, reading, working on a computer or balancing a checkbook. Play in the background or use with headphones to enhance mental capabilities while stimulating creativity and imagination. **Concentration does NOT contain music or sounds of nature. It has a humming sound, similar to a fan, with binaural beats. Einstein's Dream - Metamusic® - Music that induces relaxation while heightening mental abilities produces what is known as the "Mozart Effect." Now, you can benefit from the "Mozart Effect" and the remarkable brain synchronizing effects of Hemi-Sync wit this performance by J. S. Epperson. Perfect for any mental task requiring focus and concentration. Suggestions for using the CDs play Attention during rest or chore time. Play Concentration during home work session or times when sustained concentration is necessary. Play Einstein's Dream as background music to other activities. In order to receive a refund the ENTIRE pack must be returned UNOPENED. The 3 CDs in the stated discount package must be include or if one or more is open, no refund will be issued. Return to List of Discounted Series According to the DSM-IV the essential feature of Attention-Deficit/Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Some hyperactivity-impulsive or inattentive symptoms that cause impairment must have been present before age 7 years. Some impairment from symptoms must be present in at least two settings (at home and at school or work). There must be clear evidence of interference with developmentally appropriate social, academic, or occupational functioning. The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and is not better accounts for by another mental disorder (Mood Disorder, Anxiety Disorder, Dissociative Disorder or Personality Disorder. Inattention may be manifest in academic, occupational, or social situations. Individuals with this disorder may fail to give close attention to details or may make careless mistakes in schoolwork or other tasks. Work is often messy and performed carelessly and without considered thought. Individuals often have difficulty sustaining attention in tasks or play activities and find it hard to persist with tasks until completion. They often appear as if their mind is elsewhere or as if they are not listening or did not hear what has just been said. There may be frequent shifts from one uncompleted activity to another. Individuals diagnosed with this disorder may begin a task, move on to another, then turn to yet something else, prior to completing any one task. They often do not follow through on requests or instructions and fail to complete schoolwork, chores, or other duties. These individuals often have difficulties organizing tasks and activities. Tasks that required sustained mental effort are experienced as unpleasant and markedly aversive. These individuals typically avoid or have a strong dislike for activities that demand sustained self-application and mental effort or that require organizational demands or close concentration (homework, paperwork). Work habits are often disorganized and the materials necessary for doing the task often scattered, lost, or carelessly handled and damaged. Individuals with this disorder are easily distracted by irrelevant stimuli and frequently interrupt ongoing tasks to attend to trivial noises or events that are usually and easily ignored by others. They are often forgetful in daily activities. In social situations, inattention may be expressed as frequent shifts in conversation, not listening to others, not keeping one's mind on conversations, and not following details or rules of games or activities. Hyperactivity may be manifested by fidgetiness or squirming in one's seat, by not remaining seated when expected to do so, by excessive running or climbing in situations where it is inappropriate, by having to be often "on the go" or as if "driven by a motor", or by talking excessively. Hyperactivity may vary with the individual's age and developmental level. Impulsivity manifests itself as impatience, difficulty in delaying responses, blurting out answers before questions have been completed, difficult awaiting one's turn and frequently interrupting or intruding on others to the point of causing difficulties in social, academic, or occupational settings. Other may complain that they cannot get a word in edgewise. Individuals with this disorder typically make comments out of turn, fail to listen to directions, initiate conversations at inappropriate times, interrupt others excessively, intrude on others, grab objects from other, touch things they are not suppose to touch, and clown around. Impulsivity may lead to accidents and to engagement in potentially dangerous activities without consideration of possible consequences. Behavioral manifestations usually appear in multiple contexts, including home, school, work and social situations. It is very unusual for an individual to display the same level of dysfunction in all settings or within the same setting at all times. Symptoms worsen in situations that require sustained attention or mental effort or that lack intrinsic appeal or novelty. Signs of the disorder may be minimal or absent when the person is under very strict control, is in a novel setting, is engaged in especially interesting activities, is in a non-to-one situation, or while the person experiences frequent rewards for appropriate behavior. Associated descriptive features and mental disorders. Associated features vary depending on age and developmental stage and may include low frustration tolerance, temper outbursts, bossiness, stubbornness, excessive and frequent insistence that request be met, mood lability, demoralization, dysphoria, rejection by peers, and poor self-esteem. Academic achievement is often impaired and devalued, typically leading to conflict with the family and school authorities. In adequate self-application to tasks that require sustained effort is often interpreted by others as indicating laziness, poor sense of responsibility, and oppositional behavior. Family relationships are often characterized by resentment and antagonism, especially because variability in the individual's symptomatic status often leads parents to believe that all the troublesome behavior is willful. There may be a higher prevalence of Mood Disorders, Anxiety Disorder, Learning Disorder, and Communication disorders in children with Attention-Deficit/Hyperactivity Disorder. This disorder is not infrequent among individuals with Tourette's Disorder, when the two disorders coexist, the onset of Attention-Deficit/Hyperactivity Disorder often precedes the onset of the Tourette's Disorder. There may be a history of child abuse or neglect, multiple foster placements, neurotoxin exposure (lead poisoning), infections (encephalitis), drug exposure in utero, low birth weight, and Mental Retardation.
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