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Subject:

Re: ADHD diagnosis

From:

Terry Hart <[log in to unmask]>

Reply-To:

Discussion list for disabled students and their support staff.

Date:

Tue, 8 Jul 2003 09:34:45 +0100

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (1 lines)

The learning methods employed by anyone with a disability is fundemental to understanding how best they can be helped. Margaret's comment about ADHD reflects just this, by simply introducing technology combined with simple application instructions is virtually pointless and can aggrevate the situation. It is only by understanding how the individual learns, by analysing strengths and weaknesses that a proper working strategy can be employed. If you look at how people are taught to study and how alien those methods are to people with ADHD, Dyslexia, mental health problems or any learning disability you can begin to appreciate the confusion and panic that they experience.
Our job is not just about understanding the effects of the disability it is understanding the individual.

Terry Hart

-----Original Message-----
From: Margaret Herrington [mailto:[log in to unmask]]
Sent: Fri 04/07/2003 23:58
To: [log in to unmask]
Cc:
Subject: Re: ADHD diagnosis



The best insights I have had about this have come from student descriptions [and I agree with David about being careful with this]..........
e.g. a student saying that it is not inattention as such...this student described her experience of receiving massive flows of information coming into her brain and feeling she had no means of selecting which information she should pay attention to. She drew pictures of herself showing the info flow from all directions.
It was not that she could not concentrate..more that she did not know where to focus....

I think we need to do the listening to student descriptions of processes so that we can get the fuller parameters..........I am not convinced that these are all known yet.

Margaret

>>> [log in to unmask] 07/04/03 16:40 PM >>>
This is the checklist that I use [see below].

It's taken from the American Psychiatric Association checklist. It's
important to note that these custers of behaviours must be developmentally
inappropriate, present prior to the age of seven, and result in clinical
impairment in two different settings.


Note that this is only a checklist and should be supplemented by the use of
the WAIS-III plus measures of achievement. There is an overlap with
Aspergers, dyslexia and dyspraxia. It is not obvious that doctors are best
suited to make such distinctions. An educational psychologist, or chartered
psychologist, is better qualified [but not all will feel they have the
expertise].


Because ADD/ADHD is so controversial, a diagnosis has to be handled with
even more skill than most. I remember well one student I first saw about
two years ago who had been diagnosed as being ADD and placed on medication.
In my opinion the diagnosis was wrong and severe dyslexia was a better
diagnosis. Medication was stopped and dyslexic-related support provided.
That student has just graduated


Be very careful.

David


ADD & ADHD checklist

Inattention

1] often fails to give close attention to details or makes mistakes in
schoolwork, work or other activities

2] often has difficulty sustaining attention in tasks or play activities

3] often does not listen when spoken to directly

4] often does not follow through on instructions and fails to finish
schoolwork, chores or duties in the workplace [not due to failure to
understand instructions]

5] often has difficulty organising tasks and activities

6] often loses things necessary for tasks or activities [e.g. pens, books
or tools]

7] often avoids, dislikes or is reluctant to engage in tasks that require
sustained mental effort [such as school or coursework]

8] is often distracted by extraneous stimuli

9] is often forgetful in daily activities


Hyperactivity

1] often fidgets with hands or feet, or squirms in seat

2] often leaves seat in classroom or other situations in which remaining
seated is expected

3] often runs about or climbs excessively [or has feelings of restlessness]

4] often has difficulty playing or engaging in leisure activities quietly

5] is often on the go or often acts as if *driven by a motorĀ¹

6] often talks excessively


Impulsivity

1] often blurts out answers before questions have been completed

2] often has difficulty awaiting turn

3] often interrupts or intrudes on others



David Grant, PhD., Chartered Psychologist
dyslexia diagnosis - a specialist service for students
3 Rosebank Road
Hanwell
London W7 2EW

Tel: 020 8579 1902

e-mail: [log in to unmask]

----------
>From: Mark Boyce <[log in to unmask]>
>To: [log in to unmask]
>Subject: ADHD diagnosis
>Date: Thu, Jul 3, 2003, 12:58 pm
>

>Please could anyone help me with advice regarding formal diagnosis of ADHD.
>I have just screened a student who shows key indicators, but has an
>unsympathetic doctor who is reluctant to confirm it. The student has just
>failed their course and so a speedy diagnosis would be very helpful for
>formalising the appeals process.
>
>Thank you
>
>Mark Boyce (UWIC)


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