Benefits of Using Checklist for Adult ADHD

September 3, 2011

One possible reason why there are a growing number of individuals suffering from ADHD is that only a few people are aware of the essentiality of determining the presence of ADHD in the earliest possible time. An assessment can’t be simply done by just plain observation on the person and his behaviors. What affected individuals need to know is that even formal diagnosis conducted by medical professionals require 2 or more tests to come up with a firm and reliable result. However, the checklist for adult deficit makes it possible for any person to assess themselves anywhere they are at any time of the day.

Why use the checklist for adult ADHD?
A visit to the doctor is still the most important action to take when one needs to make sure he has ADHD or not. However, regular check-ups these days have become quite heavy on the pocket that a lot of people can’t afford to pay a visit without first making sure they have the disorder or not. And this can only lead to some people letting the opportunity in curing their disability to pass. The checklist for adult ADHD symbolizes a new hope for all college students who have been having problems with their unusual behaviors. It serves as a stepping stone towards effective treatment for their learning disability in a cheaper yet effective way. There are many good reasons why one should acquire and use the checklist for adult ADHD. Here are some of them:

Can be easily acquired on the internet – the internet serves as the widest and easiest source of various types of information. By logging on to the online world, one can easily acquire the checklist for adult ADHD in faster and hassle free transactions right in his own bedroom.
Less expensive – usually, a checklist for adult ADHD does not cost a single dime in the online world. And even when it costs something to get yourself one, the price doesn’t exceed $50.
Can be used to assess both children and adults – as mentioned earlier, ADHD in children is considered to be different from the ones in adults. However, the checklist is made to fit the assessment needs of both children and adults.
Instant result interpretations – the checklist for adult ADHD can either be conducted manually or through the help of the online tool provided by the site. For faster yet precise results, a student with ADHD can use the tool.

References:

Students needs; https://www.studentneeds.info

ADHD TREATMENTS. Check ADHD / ADD Online – ADHD Test. Retrieved May 2, 2011 from http://www.adhd-treatments.org/

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ADHD Assistive Technology Devices and Services Definitions

September 3, 2011

ADHD Assistive Technology; Assistive technology (AT), also known as adaptive technology, is a general term that consists of assistive, adaptive, and rehabilitative devices for people with special needs or disabilities. AT is neither a place nor a tangible thing. It is a process itself that involves selecting, identifying, and using technology to promote better independence of people with disabilities by enabling them to perform activities that were formerly “not doable” or tasks that they had trouble accomplishing (Behrmann & Schaff, 2001).

Assistive technology is one form of intervention that provides enhancements or altered methods to disabled persons by utilizing the available technology in order to accomplish certain tasks. Over the years, several researches show the efficiency of AT in helping students with special needs or learning disabilities (cited in GreatSchools, Inc., 1998. It has shown to aid individuals reach their full potential in and out of the academe. Generally, assistive technology aims to compensate the student’s areas of difficulty and disability. In the study of Higgins & Raskind (2000), AT was effective in improving students’ skills deficits.

The United States Congress has recognized the importance of assistive technology in the lives of individuals who have special needs (Technology Resources Center of Marin, 2008). It came with the definition of the terms “assistive technology device” and “assistive technology services” in the federal law of the amended Individual with Disabilities Education Act of 2004, better known as IDEA (P.L. 108-446) (Georgia Project for Assistive Technology, 2007)

IDEA 2004 defines assistive technology device as “any item, piece of equipment, product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. The term does not include a medical device that is surgically implanted, or the replacement of such device.” [20 U.S.C. Chapter 33, Section 1401 (25)]

The term “device” covers a relatively wide range of items, thus it is crucial to recognize that assistive technology devices include hardware, software, and individual devices. In fact, almost any tool can be regarded as an assistive technology device except for medical implants as stated in the IDEA definition. This broad definition of “device” allows educators and therapists to individualize assistive technology devices in order to cater to the varying needs of each student. These include the use of technology as an instructional tool for students having trouble completing typical school tasks such writing and mathematical calculations. In this case, a desktop computer with a word-processing program may work well as a solution. For students with physical disabilities such as a visual and audio impairment, the use of Braille (tactile locator dots) and hearing aid, respectively, seems to be very necessary.

The assistive technology definition of device doesn’t only limit itself to seemingly high-end or innovative tools. It also includes simple and low-technology devices often available in many local stores and even in households. For instance, keyboard with large prints in high contrast colors helps students with visual difficulties. A simple pencil grip can also be used to improve handwriting skills by enhancing the grasp and control over the object (Georgia Project for Assistive Technology, 2007). Even the popular game tool “Pick-up Sticks” can also be considered as an assistive technology device that aids individuals to control their unnecessary hand movements. In some cases, educators have to go as far as constructing a device just to meet a student’s special need.

Assistive technology service is defined by IDEA as “any service that directly assists an individual with a disability in the selection, acquisition or use of an assistive technology device. The term includes: Evaluating the needs, including a functional evaluation in the individuals customary environment; Purchasing, leasing, or providing for the acquisition of devices by individuals with disabilities; Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of devices; Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs and; Training or technical assistance for individuals with disabilities or where appropriate, the family of the individual with a disability.” [20 U.S.C. Chapter 33, Section 1401 (26)] (P.L. 108-446)

Practically, assistive technology service is the service provided by the government and local agencies to aid in the ease of selection and acquisition of assistive technology devices. This assistive technology definition addresses the many aspects of service that commences with assessment, identification of needs, and acquirement of equipment needed in giving assistance to individuals with disabilities. Sometimes, it may even be necessary to provide follow-up services such as trainings and seminars.

In review, Individuals with Disabilities Education Act of 2004, as a federal law promoting for the protection and rights of persons with special needs and disabilities, has clearly characterized assistive technology definitions of devices and services, as well as any other aspects evidently associated with these terms. These provisions have also been integrated in the State Rules for Special Education. Thus, it is a right for every individual to receive appropriate assistive technology devices and services in a timely manner to meet his/her unique needs for learning as evaluated by the sole authorities.

You can visit our website at student needs.

References

Behrmann M., & Schaff, J. (2001). Assisting educators with assistive technology: Enabling children to achieve independence in living and learning. Children and Families, 103 (3), 24–28.
Georgia Project for Assistive Technology (2007, July). Definitions of Assistive Technology Devices and Services. Retrieved from http://public.doe.k12.ga.us/DMGetDocument.aspx/Definition%20of%20Assistive%20Technology.pdf?p=6CC6799F8C1371F6B5A350C4F422D37B14FA76A2B2C4FB177CA3869EED08AF05&Type=D
Georgia Project for Assistive Technology (2007, July). Definition of Assistive Technology. Retrieved from http://public.doe.k12.ga.us/DMGetDocument.aspx/Definition%20of%20%20AT%20ppt.pdf?p=6CC6799F8C1371F645DDFEC46AD82D819098D07205C273BE8B0C621244C2A599&Type=D

GreatSchools, Inc. (1998). Assistive technology for kids with LD: An overview. Retrieved from http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs

Higgins E.L., & Raskind, M. H. (2000). Speaking to read: The effects of continuous vs. discrete speech recognition systems on the reading and spelling of children with learning disabilities. Journal of Special Education Technology, 15 (1), 19-30.

Technology Resources Center of Marin. (2008). Assistive technology definition of devices and services. Retrieved from http://trc.marinschools.org/documents/AT-AACdefinition.pdf

US Department of Education. Individualized Education Program (IEP). Retrieved October 4, 2006, from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,10,
US Department of Education. Public Law 108-446. Retrieved December 3, 2004, from http://www.copyright.gov/legislation/pl108-446.pdf


Aspergers Checklist to Determine Aspergers Syndrome in Children

September 3, 2011

Preparing an Aspergers checklist for children suffering with Aspergers syndrome, to effectively handle this syndrome, has become a common idea in recent times. This checklist can become vital in the diagnosis of Aspergers syndrome in toddlers, as it is not an easy task to identify these traits in that early stage. The checklist contains all the possible symptoms seen in children suffering with this syndrome. While each child experiences different set of symptoms, it is ideal to prepare a basic Aspergers checklist and identify the matching points from that list to effectively treat this disorder.

1. History of Aspergers Syndrome

Aspergers syndrome is a neurological disorder in children, which adversely affects their social skills, personality development and cognitive behavior. This disorder or syndrome is named after Hans Apserger, an Austrian pediatrician who has researched a lot on behavioral patterns of children and has written several publications covering various objects, including the lack of non verbal skills in children. In 1944, he has released a book on Aspergers syndrome wherein he has given a definition to this disorder, characteristics and treatment to overcome this syndrome. Today, his methodology has become the standard technique in determining this syndrome.

2. Aspergers Checklist

Preparing an Aspergers checklist is a vital part in handling this syndrome as it gives an idea of various behavioral patterns and disorders of children. This checklist would enable you to understand Aspergers syndrome and recognize these characters in your child. Few symptoms are common in Aspergers syndrome. However, every child is unique and may possess different set of symptoms. A basic Aspergers checklist is listed below to identify Aspergers syndrome.

3.1. Lack of Social skills

The major trait in children or toddlers with Aspergers syndrome is the lack of social skills. Firstly, the child might not be able to move socially or mingle with a group. Starting a conversation or interaction can be a concern, as the child would not be sure on how to move on. Understanding the emotions of others in the group is another concern. The child might not be able to distinguish between an interesting conversation and a boring one. Secondly, the child might not be able to recognize negative emotions of other people in the group. While playing in a group the child might not react to the requests of other children and does not follow social rules. For instance, the child might pull out a toy and might not return it again.

Thirdly, the child might not be able to maintain a two-way conversation in the right manner. At times, the child might be talking too loud or too slow. In addition, the child might not be able to continue the conversation and speak on different topics at the same time. Fourthly, a child with Aspergers syndrome would be passionate on fewer topics and converse with others on those topics alone. The facial expressions might not be apt and at times, the response would be in an opposite manner.

3.2. Lack of Communication Skills

Lack of communication skills is another major concern in toddlers with Aspergers syndrome. Firstly, they find it difficult to concentrate on a particular topic or object and would easily get distracted. The eye contact is not proper and facial expressions are not appropriate and absent and monotonic most of the time. For instance, the child might laugh at a sad incident or cry at a funny incident. Standing close while conversing and making unusual gestures is another trait to be determined in toddlers with Aspergers syndrome.

3.3. Lack of Language Skills

Toddlers with Aspergers syndrome lack in displaying their vocabulary in a right manner, which makes this, point an important one in the Aspergers checklist. Children speak the same words again and again in a rhythmic manner and at times even create new words of their own. Understanding the meaning of certain sentences and using appropriate words in different contexts would become difficult for them.

3.4. Lack of Cognitive skills

Cognitive development is an important aspect in the overall growth of toddlers and those who are on the aspergers syndrome list lack these cognitive or motor skills. Children suffering with this syndrome find it difficult to analyze things or organize them. Problem solving ability is minimal and needs visual aid to understand certain topics. Motor skills like biking, playing games and co-ordination while playing in a group are deficit in these children.

3.5. Experience sensory issues

Another important point on the Aspergers checklist is the ability of the child in using their senses to identify various things. Choosing certain food items would be based on odor and color and the child becomes passionate for certain colors and odors.

4. Behavioral Traits

It is very important to analyze the behavioral patterns of the child to come to a decision on Aspergers syndrome. The child might be interested in certain objects and games and does not like to share those objects with others. These children might react in an abnormal way when things are done against their will.

If you feel your child is not growing in the normal way, prepare an Aspergers checklist and mark the characteristics you identify in your child. If you come to a conclusion that your child has Aspergers syndrome, consult your family doctor for an investigation into these traits for an effective treatment.

You can visit our web site at Students needs

References
1) Diagnosis of Aspergers Syndrome
http://autism.about.com/od/aspergerssyndrome/a/adultsaspergers.htm
2) Child behavior Guide
http://www.child-behavior-guide.com/aspergers-checklist.html