Why you should take a do it yourself ADD ADHD Test?

Why you should take a do it yourself ADD ADHD Test? ADD/ADHD diagnoses are always based on rigorous objective standards being followed. Right? Wrong! In most cases where ADD/ADHD patients are eventually medicated a remarkably similar, and highly subjective, process was followed. I call it the Diagnostic Cycle and it has all the characteristics of a self-perpetuating vicious circle. To understand this vicious circle we need to consider a few basic facts: 1) Most initial diagnoses take place at a relatively young age, with many children being diagnosed and medicated well before they reached their 10th birthday 2) In most of these cases the direct trigger that eventually leads to a diagnosis is behavior at school. Children starting school or who are changing school environments are especially likely to get caught up in this diagnostic cycle 3) Teachers play a significant role in the referral of children to be evaluated for ADD/ADHD. What follows is not an attempt to demonize teachers. The vast majority of teachers are dedicated professionals who have the best interests of the children in their care at heart. It is, however, not difficult to work out why Page 1

stressed and overworked teachers will embrace anything that they believe will create a better learning environment in their classrooms. Consider the following scenario: Little Johnny goes to school for the first time. He is a very active boy who finds it hard to sit still for prolonged periods. He is also not used to highly structured environments with fixed behaviors and expectations. Johnny struggles to adapt to school, he fidgets a lot, daydreams frequently and is generally high maintenance. His teacher realizes that she is spending a disproportionate amount of time trying to keep little Johnny in line and that this investment of time is putting the rest of the class at a disadvantage. She knows from previous experience that there are drugs available that will help active, fidgety children to concentrate and sit still. She's not convinced that there is anything neurologically wrong with Johnny (and she obviously does not have the training or the equipment to make a judgment on this) but she does know that the medicating of some previous students made them more compliant and less disruptive (over the short term at least). Weighing up the needs of the many against the needs of one student she decides to recommend that Johnny be evaluated by a pediatrician. It is at this stage of the process that serious questions need to be asked. It is certainly part of a teacher's duty of care to have a student evaluated if there are serious doubts about his/her ability to pay attention or adapt to the class environment. The problem is, however, that many referrals are framed in ways that may lead doctors to an ADD/ADHD diagnosis without seriously considering alternative explanations. A simple, general, request for an evaluation might lead a medical professional to consider whether a student is developmentally ready for certain activities or if other external factors (i.e. diet, home circumstances, personality etc) are causing the student to act in certain ways. If, however, Page 2

a teacher specifically refers a student to be evaluated for ADD/ADHD, he/she is asking what lawyers would call a leading question (where the question already presupposes the expected answer). By suggesting the possible presence of ADD/ADHD the teacher almost guarantees that this will be the major avenue of investigation and that a diagnosis is likely to follow. This problem is exacerbated by the fact (and this is perhaps where things become a bit more sinister in some cases) that there are some pediatricians who can be relied upon to provide an ADD/ADHD diagnosis in almost every case. It does not take a huge leap of imagination to work out that some teachers who are desperately trying to create more positive learning environments will sometimes make sure that problem students are channeled to pediatricians who will give them the diagnosis, usually based on a simple paper test, that they want (i.e. one that will return peace and quiet to the classroom as quickly as possible). In this kind of scenario we end up with the worrying situation where the teacher is, to all intents and purposes, making the diagnosis and having it rubber-stamped by a medical professional. The diagnostic activities undertaken by some teachers are made possible by the fact that it is notoriously difficult to accurately diagnose ADD/ADHD. It is not as if there is some fool-proof universally accepted method that will always produce a reliable result. Instead, most professionals make use of highly subjective measurements to eventually arrive at their conclusions. If you add the power of suggestion (this is implicit in the fact that the child is specifically referred for evaluation with regards to ADD/ADHD) to this mix, you are left with a situation where children entering the diagnostic cycle have very little chance of escaping without the ADD/ADHD label being placed around their necks. Page 3

It does not have to be this way! You can take back control by making sure that a suspicion of the presence of ADD/ADHD does not become a one way street towards the administration of dangerous drugs. How can this happen? Simply by short-circuiting the process and taking the paper test yourself (only this time without the pressure for a positive diagnosis and the resultant greater pressure to medicate). Doing the test yourself will help you to determine whether your child (or you) has a tendency towards ADD/ADHD. If this is indeed the case it will be up to you to decide what the best course of action is. You will, in other words, be free from the relentless pressure to medicate that you would have experienced from the medical system. This freedom from pressure will allow you to follow a path that I am convinced is by far the best answer when it comes to the management of ADD/ADHD: Go to the source of the problem (Methods for doing this are described in 3 Steps ADD ). Give your brain and body the building blocks it needs to overcome the condition by gaining focus and concentration (The 3 Steps will also help you to do this). I hope that I have convinced you that it is a very good idea to self-test your (or your child s) tendency towards ADD/ADHD yourself. I trust that you are also convinced that this is good news as it will allow you to make your decisions in a low pressure environment. The best news is that I will even supply you with some tests that you can use Please read on! Page 4

Taking the Tests The following test can help you determine whether Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder may be a factor in the behavior of the person you are assessing. Please note, however, that this self ADD ADHD test is not meant to actually diagnose Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. The simple fact is that there are no definitive lab tests or brain scans that can accurately diagnose ADD ADHD. The American Psychiatric Association lists 14 behavioral checkpoints for an ADD ADHD test, of which at least eight symptoms must be present for a child to be officially classified as having Attention Deficit Disorder, with or without hyperactivity. This means that the typical ADD/ADHD test checks for certain behaviors and characteristics that then form the basis of a diagnosis. The tests below expand the APA s 14 behavior checkpoints of hyperactivity and attention problems to produce a rounded view of a person s behavior and characteristics. A word of warning: The main problem with this method of diagnosis is that it can be highly subjective. The main reason for this is that people have different levels of tolerance for certain behaviors. What one person will experience (and report) as hyperactivity might be regarded (and reported) as normal behavior by the next person! Does all of this mean that ADD/ADHD tests are worthless? Certainly not, they can still provide valuable information on a person s tendency towards behaviors consistent with ADD/ADHD. What we should avoid, however, is Page 5

the reaching of definitive conclusions that then form the basis for some very dangerous treatment methods (as is sadly too often the case today). Taking the tests: The tests are quick, free and easy to score. ADD/ADHD is nothing more than a list of behaviors and characteristics. ALL people display these characteristics to one degree or another. Try and determine whether these behaviors fall in the normal range when doing the tests. One way of doing this is to have more than one person (including the child, if applicable) doing the test. This will enable you to compare results and produce a more balanced picture. Take the tests with an open mind and based on reality. Make sure that you reflect the way things are not how you wished they were! Try to move beyond the mere analysis of behaviors themselves. Perhaps the most important question to ask in an ADD/ADHD test is if the child's hyperactivity, lack of enthusiasm toward school, poor grades, disruptive behavior or other symptoms poses an obstacle to the child reaching his or her potential. Please remember that these tests are simply a way to help you (or your child) get the most out of life. If they show that you have a tendency to ADD/ADHD, they should not be an excuse to sit in sackcloth and ashes. It is, firstly, the case that ADD/ADHD can be managed very successfully and overcome through using a program like the 3 Steps. There are, secondly, some distinct advantages to having ADD/ADHD (e.g. ability to hyperfocus, superior intelligence etc.) They key is, therefore, to know where you are at and to then make the best of it. The 3 Steps can help you to do just this! Page 6

Sample ADD Test #1 0 = never 1 = rarely 2 = occasionally 3 = frequently 4 = very frequently Past History _ 1) History of ADD symptoms in childhood, such as distractibility, short attention span, impulsivity or restlessness. ADD doesn't start at age 30. _ History of not living up to potential in school or work (report cards with comments such as "not living up to potential") _ History of frequent behavior problems in school (mostly for males) _ History of bed wetting past age 5 _ Family history of ADD, learning problems, mood disorders or substance abuse problems Short Attention Span/Distractibility _ 2) Short attention span, unless very interested in something _ 3) Easily distracted, tendency to drift away (although at times can be hyper focused) _ Lacks attention to detail, due to distractibility _ Trouble listening carefully to directions _ Frequently misplaces things _ Skips around while reading, or goes to the end first, trouble staying on track _ Difficulty learning new games, because it is hard to stay on track during directions _ Easily distracted during sex, causing frequent breaks or turn-offs during lovemaking _ Poor listening skills _ Tendency to be easily bored (tunes out) _ Restlessness _ Restlessness, constant motion, legs moving, fidgetiness _ Has to be moving in order to think _ Trouble sitting still, such as trouble sitting in one place for too long, sitting at a desk job for long periods, sitting through a movie _ An internal sense of anxiety or nervousness Page 7

Impulsivity _ Impulsive, in words and/or actions (spending) _ Say just what comes to mind without considering its impact (tactless) _ Trouble going through established channels, trouble following proper procedure, an attitude of "read the directions when all else fails" _ Impatient, low frustration tolerance _ A prisoner of the moment _ Frequent traffic violations _ Frequent, impulsive job changes _ Tendency to embarrass others _ Lying or stealing on impulse Poor Organization _ Poor organization and planning, trouble maintaining an organized work/living area _ Chronically late or chronically in a hurry _ Often have piles of stuff _ Easily overwhelmed by tasks of daily living _ Poor financial management (late bills, check book a mess, spending unnecessary money on late fees) _ Some adults with ADD are very successful, but often only if they are surrounded with people who organize them. Problems Getting Started and Following Through _ Chronic procrastination or trouble getting started _ Starting projects but not finishing them, poor follow through _ Enthusiastic beginnings but poor endings _ Spends excessive time at work because of inefficiencies _ Inconsistent work performance Negative Internal Feelings _ Chronic sense of underachievement, feeling you should be much further along in your life than you are _ Chronic problems with self-esteem _ Sense of impending doom _ Mood swings _ Negativity _ Frequent feeling of demoralization or that things won't work out for you Page 8

Relational Difficulties _ Trouble sustaining friendships or intimate relationships, promiscuity _ Trouble with intimacy _ Tendency to be immature _ Self-centered; immature interests _ Failure to see others' needs or activities as important _ Lack of talking in a relationship _ Verbally abusive to others _ Proneness to hysterical outburst _ Avoids group activities _ Trouble with authority Short Fuse _ Quick responses to slights that are real or imagined _ Rage outbursts, short fuse Frequent Search For High Stimulation _ Frequent search for high stimulation (bungee jumping, gambling, race track, high stress jobs, ER doctors, doing many things at once, etc.) _ Tendency to seek conflict, be argumentative or to start disagreements for the fun of it Tendency To Get Stuck (thoughts or behaviors) _ Tendency to worry needlessly and endlessly _ Tendency toward addictions (food, alcohol, drugs, work) Switches Things Around _ Switches around numbers, letters or words _ Turn words around in conversations Writing/Fine Motor Coordination Difficulties _ Poor writing skills (hard to get information from brain to pen) _ Poor handwriting, often prints _ Coordination difficulties The Harder I Try The Worse It Gets _ Performance becomes worse under pressure. _ Test anxiety, or during tests your mind tends to go blank Page 9

_ The harder you try, the worse it gets _ Work or schoolwork deteriorates under pressure _ Tendency to turn off or become stuck when asked questions in social situations _ Falls asleep or becomes tired while reading Sleep/Wake Difficulties _ Difficulties falling asleep, may be due to too many thoughts at night _ Difficulty coming awake (may need coffee or other stimulant or activity before feeling fully awake) Low Energy _ Periods of low energy, especially early in the morning and in the afternoon _ Frequently feeling tired Sensitive To Noise Or Touch _ Startles easily _ Sensitive to touch, clothes, noise and light Total Score: Total Number of Items with a score of three (3) or more: Score for Item 1): Score for Item 2): Score for Item 3): "20+ items with a score of three or more indicates a strong tendency toward ADD. Items 1, 2, and 3 are essential to make the diagnosis. Page 10

ADD ADHD Test #2 Check the box only if the statement on the self ADD ADHD test occurs frequently. More than 20 checked items on the self ADD ADHD test indicates a strong tendency toward Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. Does not work to potential in school, receives "not working to potential" teacher comments. Has short attention span unless very interested in a particular subject. Has a family history of Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, learning problems or substance abuse. Is easily distracted. Lacks attention to detail. Has sloppy handwriting. Has difficulty putting thoughts on paper. Has trouble listening carefully to directions. Frequently forgets or misplaces things. Skips around while reading. Has difficulty learning new games and new skills. Has poor listening skills. Transposes numbers, letters or words. Is restless or in constant motion, is always "on the go." Concentrates better when moving or fidgeting. Has trouble sitting still or sitting in one place too long. Page 11

Has increased anxiety or nervousness. Has a history of bed wetting beyond the age 5. Has poor communication skills. Lacks tact, often spurting out the first thing that comes to mind. Acts impulsively or dangerously without considering the consequences. Is easily bored. Says things without thinking and later regrets having said them. Starts to answer questions before the questions are fully asked. Is impatient. Has trouble following verbal directions. Makes careless mistakes in schoolwork. Has tendency to embarrass others. Lies or steals on impulse. Has trouble maintaining an organized work or living area. Is often late. Procrastinates, especially with multi-faceted tasks. Is easily overwhelmed by everyday tasks. Has trouble getting started. Starts projects but does not finish them. Fails to finish schoolwork or chores. Is inconsistent with school performance. Spends excessive time on homework. Has a tendency to drift away. Page 12

Has problems with self-esteem. Has a negative attitude. Has trouble maintaining friendships. Acts immature for age. Has trouble expressing thoughts and feelings. Is verbally or physically abusive. Avoids group activities or organized sports. Has a quick temper, is "short-fused." Has rage outbursts. Gets upset by minor annoyances. Is argumentative. Worries needlessly or excessively. Has tendency toward obsessive behavior. Turns words around in conversations. Performs poorly under pressure. Has difficulty reading unless very interested in the subject. Has difficulty falling asleep. Has difficulty waking up or feeling fully awake. Is frequently tired. Startles easily. Is sensitive to touch, clothes, noise or light. Is more comfortable moving than sitting still. Has moods swings from highs to lows. Page 13

Has trouble planning a series of tasks or activities. Become upset easily, is "thin-skinned." Talks excessively. Fidgets, even when sitting quietly. Has difficulty waiting in turn during group activities. Frequently daydreams or "spaces out." "Blanks out" when taking tests or under pressure. Has low frustration tolerance. Has frequent behavior problems in school. Page 14

Adult ADD Screening Examination The items below must have been present for most of your adult life to be valid. Circle one of the numbers that follows each item using the following scale: 0 = Not at all 1 = Just a little 2 = Somewhat 3 = A Lot 4 = Most of the Time 5 = All the Time 1. At home, work, or school, I find my mind wandering from tasks that are uninteresting or difficult. 2. I find it difficult to read written material unless it is very interesting or very easy. 3. Especially in groups, I find it hard to stay focused on what is being said in conversations. 4. I have a quick temper...a short fuse. 5. I am irritable, and get upset by minor annoyances. 6. I say things without thinking, and later regret having said them. 7. I make quick decisions without thinking enough about their possible bad results. 8. My relationships with people are made difficult by my tendency to talk first and think later. 9. My moods have highs and lows. 10. I have trouble planning in what order to do a series of tasks or activities. 11. I easily become upset. Page 15

12. I seem to be thin skinned and many things upset me. 13. I almost always am on the go. 14. I am more comfortable when moving than when sitting still. 15. In conversations, I start to answer questions before the questions have been fully asked. 16. I usually work on more than one project at a time, and fail to finish many of them. 17. There is a lot of "static" or "chatter" in my head. 18. Even when sitting quietly, I am usually moving my hands or feet. 19. In group activities it is hard for me to wait my turn. 20. My mind gets so cluttered that it is hard for it to function. 21. My thoughts bounce around as if my mind is a pinball machine. 22. My brain feels as if it is a television set with all the channels going at once. 23. I am unable to stop daydreaming. 24. I am distressed by the disorganized way my brain works. TOTAL Page 16

This is a only a screening test for Adult ADD. It is not a diagnostic test. If your score is over 70 it is likely that you would be diagnosed as having ADD. High scores on this examination may result from anxiety, depression or mania. These conditions must be ruled out before a diagnosis of Adult ADD can be made. Page 17