About LD and ADHD

ABOUT LEARNING DISABILITIES AND ATTENTION DEFICIT HYPERACTIVITY DISORDER

“I was overwhelmed when I heard the success stories of people with learning disabilities. With the right interventions at the right time, as well as family support (both emotionally and financially) a Canadian with a learning disability has a stronger likelihood of success. That’s why it’s essential that early identification, interventions and support be put in place for ALL Canadians.”

- Adele Furrie, co-prinicpal investigator of the PACFOLD Study

Go to: LDAO's Definition of Learning Disabilities
Go to: An Overview of ADHD

LDAO's Definition of Learning Disabilities
"Learning Disabilities" refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning (a), in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.
Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Kids Running
oral language (e.g., listening, speaking, understanding)
reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction.
The impairments are generally life-long. However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics. Some impairments may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors. They are not caused by factors such as cultural or language differences, inadequate or inappropriate instruction, socio-economic status or lack of motivation, although any one of these and other factors may compound the impact of learning disabilities. Frequently learning disabilities co-exist with other conditions, including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.
For success, persons with learning disabilities require specialized interventions in home, school, community and workplace settings, appropriate to their individual strengths and needs, including:
specific skill instruction;
the development of compensatory strategies;
the development of self-advocacy skills;
appropriate accommodations.
Juggling - Family, Friends, Job
(a) The term "psychological processes" describes an evolving list of cognitive functions. To date, research has focused on functions such as:
phonological processing;
memory and attention;
processing speed;
language processing;
perceptual-motor processing;
visual-spatial processing;
executive functions; (e.g., planning, monitoring and metacognitive abilities).

The above definition of learning disabilities has been printed with permission from www.ldao.ca the official website of the Learning Disabilities Association of Ontario; Toronto, Ontario, Canada (416) 929-4311; Fax (416) 929-3905.

Go to: LDAO's Definition of Learning Disabilities
Go to: An Overview of ADHD

An Overview of AD/HD

Also see DSM - IV Criteria for ADHD.

AD/HD stands for Attention Deficit Hyperactivity Disorder. It is considered to be a neurobiological disability that interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour. We may all have difficulty sitting still, paying attention or controlling impulses, but for some people the problem is so chronic and persistent that it gets in the way of daily life—at home, at school, at work and in social settings.
Current research has shown that AD/HD is caused by a deficiency of specific neurotransmitters in a specific set of brain circuits. Depending on which areas of these circuits are involved, the person may be distractive, impulsive or hyperactive.
We also know that genetics may play a part. AD/HD is likely to run in families and seems to be passed down through generations. According to one twin study, if one twin had AD/HD, the other identical twin had a 75% to 91% chance of also having AD/HD.
AD/HD is not a learning disability (LD). Each is a distinctive neurologically based disorder. Each is recognized and diagnosed differently. And each is treated in a different way. The treatment for AD/HD will not correct LD. The treatment for LD will not help AD/HD. About 30% to 40% of people with LD will also have AD/HD, so if one disorder is found it is important to look for the other.

Do Many Kids Have AD/HD?
Yes. AD/HD affects about 3% to 5% of the children in Canada, with boys being affected about two to four times more than girls. We also know that girls are often older than boys when they are diagnosed and that they are less likely to be referred for treatment. This may be because the behaviour of girls with AD/HD is not usually as disruptive or aggressive, and they are often less trouble to their parents and teachers. AD/HD can carry on into adulthood. Up to 67% of people who had AD/HD as a child may continue to have symptoms of AD/HD as an adult.
How Might a Child with AD/HD Behave?
Three behaviours are used to confirm a diagnosis of AD/HD—distractibility, impulsivity and high energy/activity (hyperactivity). It is important to note, though, that just as everyone has different fingerprints, everyone with AD/HD has a unique set of symptoms that occur more often and in different settings all the time.
3 Generations of Family

Distractibility/Inattention is supersensitivity and limited ability to tune out both internal stimuli (e.g. thoughts, pain, hunger) and environmental stimuli (e.g. noise, movement).
Children who are distracted often have poor short-term memory and may easily forget instructions, have trouble keeping track of belongings, and organizing or concentrating on one task or finishing a task.
Children who are inattentive may also be underactive (known as hypoactive). Hypoactivity is insufficient motor activity. They react and work slowly and seem to be unemotional, so that they appear "lazy" and "spacy" or daydreamers.
Sharing Toy

Impulsivity is a lack of restraint. Impulsive people may react immediately, without thinking ahead, so they tend to make judgment errors. They want to satisfy their needs immediately, often interrupting others and blurting out whatever is on their mind, which they may regret later. They may know the rules but can’t pause long enough to think before they act, and so they don’t learn from their experience. Children who are impulsive get into trouble at school, with friends and at home. They have difficulty working and playing in groups and rush through tasks, making careless mistakes. They exhibit aggressive behaviour as a reaction to stress.

Hyperactivity is persistent, heightened and sustained activity. Hyperactive children are constantly restless—tapping fingers or feet, swinging legs or squirming in the chair. They may be up and down from their desk during class activities or doing several things at once. They may start projects but are unable to complete them because of too much energy and boredom as they constantly need stimuli. Their motivation appears to be fading.
When AD/HD is left unidentified or untreated, a person is at great risk for impaired learning ability, decreased self-esteem, social problems, family difficulties and potential long-term effects.
Evaluation, Diagnosis and Treatment
There is no one test to diagnose AD/HD. A comprehensive evaluation is needed to rule out other causes and to diagnose the presence of other co-occurring conditions. Treatment plans should be tailored to meet the specific needs of each person. Treating AD/HD requires medical, educational, behavioural and psychological interventions.
Co-existing Conditions
AD/HD often co-occurs with other conditions, such as depression, anxiety or LD. When co-existing conditions are present, academic and behavioural problems may be more complex.

The Upside
With identification and treatment, children and adults with AD/HD can be successful. Many professionals who work with children and adults have reported many positive features of AD/HD when it is managed appropriately.
People with AD/HD are often highly creative, and can show strong leadership skills. They are compassionate and/or empathetic with others—good at relating to younger children, elderly people and marginalized groups. At times, they may be able to hyperfocus and show great "stick-to-it-ness." They are intuitive/perceptive and have a powerful drive to move ahead.
Judge

The above mentioned article is part 1 of an 8 part series on ADHD and has been printed with permission from www.ldac-acta.ca the official website of the Learning Disabilities Association of Canada; Ottawa, Ontario, Canada (613) 238-5721; Fax (613) 235-5391; email: information@ldac-taac.ca

Go to: LDAO's Definition of Learning Disabilities
Go to: An Overview of ADHD

Our aim is to keep the community informed about services and facilities that are available to people with learning disabilities. LDAWE does not endorse or recommend any of the facilities listed or any of the methods, programs, products or treatments offered by such facilities. We urge consumers to review carefully any programs and services listed in order to select those, which will most appropriately meet the identified needs of the person with learning disabilities.

LDAWE • 647 Ouellette Avenue, Suite 101 • Windsor, ON N9A 4J4 • Phone: (519) 252-7889 • Fax: (519) 252-4169 • Email: info@ldawe.ca

LDAO's Definition of Learning Disabilities
"Learning Disabilities" refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning (a), in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
	oral language (e.g., listening, speaking, understanding) reading (e.g., decoding, comprehension) written language (e.g., spelling, written expression) mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics. Some impairments may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support. Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors. They are not caused by factors such as cultural or language differences, inadequate or inappropriate instruction, socio-economic status or lack of motivation, although any one of these and other factors may compound the impact of learning disabilities. Frequently learning disabilities co-exist with other conditions, including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.
For success, persons with learning disabilities require specialized interventions in home, school, community and workplace settings, appropriate to their individual strengths and needs, including: specific skill instruction; the development of compensatory strategies; the development of self-advocacy skills; appropriate accommodations.
(a) The term "psychological processes" describes an evolving list of cognitive functions. To date, research has focused on functions such as: phonological processing; memory and attention; processing speed; language processing; perceptual-motor processing; visual-spatial processing; executive functions; (e.g., planning, monitoring and metacognitive abilities).

An Overview of AD/HD
Also see DSM - IV Criteria for ADHD.
AD/HD stands for Attention Deficit Hyperactivity Disorder. It is considered to be a neurobiological disability that interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour. We may all have difficulty sitting still, paying attention or controlling impulses, but for some people the problem is so chronic and persistent that it gets in the way of daily life—at home, at school, at work and in social settings. Current research has shown that AD/HD is caused by a deficiency of specific neurotransmitters in a specific set of brain circuits. Depending on which areas of these circuits are involved, the person may be distractive, impulsive or hyperactive. We also know that genetics may play a part. AD/HD is likely to run in families and seems to be passed down through generations. According to one twin study, if one twin had AD/HD, the other identical twin had a 75% to 91% chance of also having AD/HD. AD/HD is not a learning disability (LD). Each is a distinctive neurologically based disorder. Each is recognized and diagnosed differently. And each is treated in a different way. The treatment for AD/HD will not correct LD. The treatment for LD will not help AD/HD. About 30% to 40% of people with LD will also have AD/HD, so if one disorder is found it is important to look for the other.
Do Many Kids Have AD/HD? Yes. AD/HD affects about 3% to 5% of the children in Canada, with boys being affected about two to four times more than girls. We also know that girls are often older than boys when they are diagnosed and that they are less likely to be referred for treatment. This may be because the behaviour of girls with AD/HD is not usually as disruptive or aggressive, and they are often less trouble to their parents and teachers. AD/HD can carry on into adulthood. Up to 67% of people who had AD/HD as a child may continue to have symptoms of AD/HD as an adult. How Might a Child with AD/HD Behave? Three behaviours are used to confirm a diagnosis of AD/HD—distractibility, impulsivity and high energy/activity (hyperactivity). It is important to note, though, that just as everyone has different fingerprints, everyone with AD/HD has a unique set of symptoms that occur more often and in different settings all the time.
*Distractibility/Inattention* is supersensitivity and limited ability to tune out both internal stimuli (e.g. thoughts, pain, hunger) and environmental stimuli (e.g. noise, movement). Children who are distracted often have poor short-term memory and may easily forget instructions, have trouble keeping track of belongings, and organizing or concentrating on one task or finishing a task. Children who are inattentive may also be underactive (known as hypoactive). Hypoactivity is insufficient motor activity. They react and work slowly and seem to be unemotional, so that they appear "lazy" and "spacy" or daydreamers.
	*Impulsivity* is a lack of restraint. Impulsive people may react immediately, without thinking ahead, so they tend to make judgment errors. They want to satisfy their needs immediately, often interrupting others and blurting out whatever is on their mind, which they may regret later. They may know the rules but can’t pause long enough to think before they act, and so they don’t learn from their experience. Children who are impulsive get into trouble at school, with friends and at home. They have difficulty working and playing in groups and rush through tasks, making careless mistakes. They exhibit aggressive behaviour as a reaction to stress.
*Hyperactivity* is persistent, heightened and sustained activity. Hyperactive children are constantly restless—tapping fingers or feet, swinging legs or squirming in the chair. They may be up and down from their desk during class activities or doing several things at once. They may start projects but are unable to complete them because of too much energy and boredom as they constantly need stimuli. Their motivation appears to be fading. When AD/HD is left unidentified or untreated, a person is at great risk for impaired learning ability, decreased self-esteem, social problems, family difficulties and potential long-term effects. Evaluation, Diagnosis and Treatment There is no one test to diagnose AD/HD. A comprehensive evaluation is needed to rule out other causes and to diagnose the presence of other co-occurring conditions. Treatment plans should be tailored to meet the specific needs of each person. Treating AD/HD requires medical, educational, behavioural and psychological interventions. Co-existing Conditions AD/HD often co-occurs with other conditions, such as depression, anxiety or LD. When co-existing conditions are present, academic and behavioural problems may be more complex.
The Upside With identification and treatment, children and adults with AD/HD can be successful. Many professionals who work with children and adults have reported many positive features of AD/HD when it is managed appropriately. People with AD/HD are often highly creative, and can show strong leadership skills. They are compassionate and/or empathetic with others—good at relating to younger children, elderly people and marginalized groups. At times, they may be able to hyperfocus and show great "stick-to-it-ness." They are intuitive/perceptive and have a powerful drive to move ahead.