An ADHD Diagnosis May Be Complex To Obtain

Sept. 14, 2012 - PRLog -- Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological disorder. It is characterized by developmentally inappropriate impulsivity, inattention, and in some cases, hyperactivity. Although individuals with ADHD can be very successful in life, without appropriate identification and treatment, ADHD can have serious consequences. These consequences may include school failure, depression, conduct disorder, failed relationships, and substance abuse. Early identification and treatment are extremely important.

Until recent years, it was believed that children outgrew ADHD in adolescence. This is because hyperactivity often diminishes during the teen years. However, it is now known that many symptoms continue into adulthood. If the disorder goes undiagnosed or untreated during adulthood, individuals may have trouble at work and in relationships, as well as emotional difficulties such as anxiety and depression.

Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has ADHD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.

Since 1982, the Life Development Institute (LDI), a private community-based organization located in Glendale, Arizona, has served thousands of older adolescents and young adults from around the world struggling with ADHD, learning disabilties, Asperger’s syndrome, Nonverbal learning disorders or related conditions overcome the often demoralizing effects from years of school, social, and personal achievement failures by providing them the instruction, “real world” experience and practical tools needed to lead meaningful, productive and independent lives.

Using a strength-based (non-disability) approach, our evidence-based, peer-validated pragmatic model is designed to address the specific developmental, academic and career needs of under-prepared students with ADHD 17 years of age and older through several levels in their transition to independent and self-supported living – from earning a high school diploma, starting college to achieving careers through employment compatible with their unique capabilities.

This key difference of “can do”- recognizing, celebrating, and developing personal competence- is central to young adults with ADHD success. LDI uses a common sense process that emphasizes what is required/expected of an average person to function in any given adult environment. This approach identifies a challenging set of goals that focus on situational learning and personal achievement necessary for all adults, not just those considered to have disabilities.

The program focuses its classroom instruction on achieving mastery of specific, major adult life demands in the areas of career planning, social/emotional maturity, establishing independence & competitive job development/placement- which are based on the behaviors that any individual- disabled or not- will need for personal success in their home communities.

LDI is part of the community, not an “island’. It provides a supportive campus, inclusive residential community, and access to institutions of higher learning that provides the education, skills and training needed to live independently.The usual limitation of similar residential or boarding school situations is that they are “sheltered” or “clinical” in their orientation whereas our setting is an actual apartment complex-not a dormitory, institutional setting, or group home.

For more information please visit http://lifedevelopmentinstitute.org/special-education-pro...