Screening Checklist: ADD Adapted from Driven to Distraction by E.M. Hallowell and J.J. Ratey (1994)
found in the appendix of Learning Differently - Adult Learning and Literacy Manitoba Education,
Training and Youth
310 - 800 Portage Avenue,
Winnipeg, MB
R3G 0N4 2000 |
Yields reliable information: the screening material
reliably measures indicators of potential learning
disabilities and yields consistent results (if the screening
tool was given to the same person again, similar
indicators of potential learning disabilities would be
evident). A low standard of error should be evident. |
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No evidence of research or statistical evidence - will need to consult the original
tool. The tool only addresses ADD. |
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Is valid: The screening material adequately represents the
full range of characteristics associated with learning disabilities. The screening material is consistent with
what is currently known about learning disabilities. It covers a scope sufficient to provide an initial assessment
in several areas, such as language, motor, organization and social skills (look for a description of which learning
disability indicators may be assessed with the instrument). |
The screening checklist covers common indicators of ADD such as: organization,
achievement, social skills, attention, and internal emotions. |
No statistical information. It does not address ADHD. |
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The tool is cost-effective including initial purchase and
ongoing purchases of related materials such as question booklets, score sheets etc. |
Available online. Programs would need to cover photocopying costs. |
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The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. |
Appears it would take 5 to 10 minutes for the learner and about 3 minutes to interpret. |
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The requirements for learning to use the screening tool are reasonable. Requirements may range from reviewing
the instructions and user manual to participating in a training session. |
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No requirements stated. |
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Minimize bias. The screening material accurately
highlights potential indicators of learning disabilities
regardless of a person's age, gender, race, ethnicity, or primary language. |
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No statistical testing or information on any sample group used during the
development of the tool. No research available that includes adults with similar
characteristics to persons that are served in LBS programs. |
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Instructions are provided on how to interpret the screening tool results/findings. |
At the end of the tool, practitioners are asked to add up the responses - fifteen or more
"often" responses may indicate that the individual has ADD and should investigate
having a more formal assessment done. |
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The tool is compatible with the goals of the organization. For example, if you serve only adults,
was the test developed for adults only or if you serve a number of ESL learners, was this the intended audience for the screening tool? |
Designed for adults. |
No further information available. |
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The format and written text follows clear language guidelines. |
Overall simple language, good use of white space, good font size. |
Some words may require practitioners to expand or provide a definition. For
example: conversing, intuitive, hyperfocus. |
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The tool includes information to help select possible learning materials and/or instructional practices. |
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No information is available with the tool but the tool is included in a document developed by the Manitoba
government that includes teacher strategies. It would require the practitioner to make the links based on their
reading of the material. |