ADD Screening Checklist adapted from Amen 1999 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 - need to check original source. 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 checklist covers: past history, attention span, restlessness, impulsivity, organization,
follow through, negative internal feelings, relational difficulties, energy, sensitivities,
sleep patterns, writing, and stimulation activity. |
No mention of ADHD and the differences. |
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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 15 to 20 minutes to
conduct and administer. It would take about 5 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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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. |
On the screening form, it states that it cannot and should not replace a diagnosis by a trained
specialist. At the end of the checklist, it states the practitioner needs to total the number of
items with a score of three (3) or more. If there are more than 20 items with a score of
three or more, a strong tendency toward ADD is indicated. |
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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? |
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No information. |
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The format and written text follow clear language guidelines. |
In chart format and organized under subheadings. |
Font is small and requires more space in between the items in the checklist. |
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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. |