Tag: ADHD

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Unlike diabetes and other chronic disorders, there is no single test that can detect ADHD.  Rather, ADHD tests and rating scales are used in combination to discern a pattern that determines if a child has ADHD or not.  During the initial evaluation, behavioral scales and questionnaires are indispensable in detecting the presence and severity of symptoms and of other learning disorders, and determining whether the child will need more tests.  If you suspect that your child has ADHD, it might help if he or she takes one of the tests listed below.  Besides symptoms of the disorder, these tests are designed to measure the child’s personality, intellectual functioning, and problem-solving style.  Although some of the behavioral scales listed below can be downloaded from the Internet for free, a professional will need to interpret them for you to understand the results.

Connor’s Rating Scales Revised (CRS-R)

Connor’s Rating Scales (Revised) aims to evaluate and assess the symptoms of ADHD in children through observer ratings and self-report ratings.  The CRS-R test is readily available in guidance offices, clinics, pediatricians’ offices, and mental health clinics, and is usually administered during the initial interview with the parents.  The CRS-R comes in three parts: the self-report (which is to be answered by the child), the teacher report, and the parent report.  The three parts come in long and short versions.  As soon as the test has been completed, the learning expert will display the results in easy-to-understand graphs so you can see the severity of your child’s case and the problem areas that need to be looked into.

Child Behavior Checklist (CBCL)

The Child Behavior Checklist is a parent-rating behavioral scale that is widely used because of its high reliability.  The CBCL is a rather lengthy assessment that includes over a hundred items on the child’s social competence and behavioral problems (e.g., aggressive behavior, depression, anxiety, withdrawal, and other social problems).  Besides detecting ADHD, the CBCL is also used to screen for any possible co-morbid psychological problems or learning disorders that will need to be addressed during treatment.

Barkley Home Situations and School Situations Questionnaire

According to the diagnostic criteria of ADHD, a child’s inattention, impulsivity, and hyperactivity have to be present in at least two settings: home and the school.  This is the basis behind the design of Barkley’s Home Situations Questionnaire and School Situations Questionnaire rating scales.  These two scales list ADHD-like behavior in the home environment and in the school environment. The teacher and parent are asked to rate the severity of each behavior, and the scale is then given to the appropriate specialist for analysis.  Most schools carry the Barkley Home Situations and School Situations Questionnaire, along with a guide that will help parents and teachers understand the child’s situation, establish a reward system, and decrease unwanted behavior. 

SNAP IV Teacher and Parent Rating Scale

The SNAP-IV assessment is also a rating scale to be filled out by teachers and parents.  It contains 90 items that describe inattentive, aggressive, and impulsive behaviors associated with ADHD, as well as a rating scale to measure the severity of each.

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Source by Dr. Yannick Pauli

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Statement: My intent in this newsletter is to express as quickly as possible my own beliefs and opinions on matters. I have no problems with people who disagree with my opinion and have even been swayed to rethink my position from time to time.

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Obtaining and maintaining a job are common problems for many with ADHD. Many of these problems relate to the tendency of people with ADHD to be night owls. They have difficulty getting to sleep at night and when they finally do go to sleep have difficulty waking up in the morning. This can cause them problems at work with being late on a regular basis and conflicts with employers.

Another common problem is the tendency to speak our minds without hesitation. In the heat of a dispute with our boss we might fail to hold our tongue and blurt out whatever might be on our mind at that moment. Needless to say what comes out of our mouth at that moment can have serious consequences on maintaining employment.

Some of us take jobs that offer very little variety or stimulation which can be a recipe for disaster. ADHD people normally do not perform well on assembly line type work and are restless about really enjoying our work. Job satisfaction is very important to anyone who works. For a person with ADHD the fact that our job is boring or lacks adequate stimulation further complicates the first two problems of oversleeping and using verbally inappropriate responses to our employers.

In working with people with ADHD we discuss these matters regularly. I encourage them to find jobs that correspond to their peak performance hours. This is often the 300pm – 1100pm or 400pm – Midnight shift. This allows them to get off work and have a few hours to wind down before going to bed. They can then sleep in and are up and ready to make work on time. Others seem to do better working the overnight shift although this too can be problematic for those who seem to be wide awake at 300am and start fading around 400am.

What are the reasons for having trouble going to sleep at night and waking up in the morning to maintain a day job? Usually what happens is when it is time to go to bed sleep does not seem to come naturally on many evenings. We start concentrating on getting to sleep. This focus seems to usually lead to thinking about our need to get to sleep. After awhile this changes to questioning of why I can’t go to sleep. This leads to reviewing the day to find out what might be bothering us. This seems to quickly lead us to an ever increasing number of problems that have occurred that day. Soon it seems that our minds are abuzz with so many thoughts it would be difficult to write them all down. As the minutes and hours pass and we still find ourselves awake we start thinking of how much sleep we have already missed and this only makes matters worse.

We may get up and watch television, or read a book hoping that will help us to become tired. This may work on some occasions and not so well on other occasions. It is usually impossible for us to identify why this works one day and not the other.

As a result we find ourselves tired during the day and maybe even having to take a nap in an attempt to make up for missed sleep. This can then lead to compounding our sleep problems that evening.

Waking up from sleep can also be confusing to us. After having so many problems going to sleep the night before …

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Building a connection with the diagnosed ADHD English language learners can be tricky especially with relatively new arrivals and young ELLs. This article will briefly describe the problems, early struggles and troubleshooting techniques.

Using a Variety of Medium in Whole Class Instruction

When introducing the concept of class rules, you can show consecutive pictures of a ‘clock,’ ‘a pencil box and bag of books,’ ‘a picture of a student working,’ and ‘a teacher talking in front of the class’ and try to elicit known vocabulary. Then you can show a poster with the rules and ask students to stick the Velcro picture-related rule of the missing word.

Teach them the commands verbs: ‘listen,’ ‘work,’ ‘come’ in a jazzy chant style slowly adding a few words to each sentence. You can begin the following lessons with this chant as a prelude to reviewing the rules.

When the time comes to focus on introducing the new phonetic word families within a farm theme for example, you can start using flashcards with big bold letters of “look and say” and “look and do” as first prompts for reinforcing the expectation of listening to the teacher.

Students can repeat ‘sleep’ ‘sheep’ as you sing them with funny expressions, sing-song catchy tunes. They raise the number of fingers that corresponds to the number of the picture.

Troubleshooting:

There are no quick and easy recipes to working with ADHD students. It is important however, to identify two main problem areas that interfere with classroom instruction and student performance which can be understanding the task and a lack of appropriate learning strategies. By giving ADHD supports the appropriate support, teachers can help facilitate the process of learning a new language by helping them with processing of new information while attempting to also understand the task.

Using a Variety of Learning Strategies

ADHD students can use individual reading charts to measure how fast they read or, how many words they learned in one lesson, two lessons or one week. They also can practice writing one word. As a homework assignment, I tell them to choose one word. During the next lesson, I ask them to write for me that new word.

In a small tutorial, teachers can explain to the students that they are going to have to listen and remember especially when learning new words. This naturally leads to the next section: teaching modeling and guided instruction.

Teacher Modeling and Guided Instruction.

a) Using a non-threatening white board, teachers can write the task on the board using simple sentences, bolding the key words such as “look” “write” and “copy.” Avoid too many pictures. Too much clutter is distracting.

b) Peer tutoring is also a good idea. Students can write or draw what another student did in terms of the steps s/he did to complete the task.

c) Use of praise and positive reinforcement as a useful management strategy

d) Organizational and study skills. Students need to be taught how to use a looseleaf and a plastic folder.

e) Encourage multisensory instruction. When there is a task to be done,students can work in their own “office corners” or privacy boards. In some cases, they work with earphones to block out noise.

Modifying the Tasks

In some cases, it is necessary to modify the written requirements in terms of: quantity, shortening the length of the assignment, allowing more time, and focusing on quality.

Analyzing Progress

As students put these strategies into practice, teachers can check their language level and coping skills.

Getting ADHD students to function on task is a particularly difficult challenge, but it is possible for them to function successfully in light with language learning once they were provided with the right frame of support. This can help consolidate learning key vocabulary including certain words they should know prior to encountering them in sentences, which is especially important when it comes to dealing with textual knowledge skills.

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Source by Dorit Sasson

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