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THIS ARTICLE RELATES TO STEPPING STONE 2
An ADHD test is based on a child’s behavioural traits. The person who does the ADHD testing will want to go through a list of behavioural symptoms with you and see how many of these your child is showing. If these behavioural symptoms have persisted for a period of time for example over six months your child may well be assessed as positive on the ADHD test.
ADHD is different for every child that has it but there are certain symptoms that appear to be common and it is these that are tested for. An agreed system for testing used by Child and Family Services, has been something referred to as The Connor’s Scale. The symptoms involve the 3 commonly defined areas of ADHD which are impulsivity, inattentiveness and hyperactivity. Most of the young people I have worked with do present all 3 areas. However, many of the symptoms for example, acting without thinking about the consequences are typical developmental behaviours of adolescent lads not to mention the aggressive responses and being constantly on the go. So where do you draw the line?
Many of these behavioural disorders have an overlap with each other for example, autistic spectrum whereby there is an overlap with not being fully present in the moment and having fixations and compulsive behaviours. So the picture is not an easy one to gauge and this is the problem with behavioural labels through which families traditionally access help via special needs education, medication and social benefits in order to be able to cope.
However, once locked into this system of the ADHD test, the child loses their individuality and this is what is essential in any effective approach to helping your child cope with this condition yet alone succeed in reaching anything like their fullest potential.
In HET there are no quick online symptom sorters based on common behaviours with dubious accuracy – but we do undertake behavioural assessments in a very different way.
The first HET stepping-stone is based on the consultation process and we will always try to work within the rule of 3 here. That is we go through 3 consultations with a parent, a teacher and another friend or professional. We ask questions that will put your child’s behaviour on a rating scale – for example how well does your child sleep +2 on the very good side of the scale down to -2 on the very poor side of the scale. This gives us a quantity of your child’s behaviour. Then we ask specific questions for example Does your child experience any sleep problems? if so what are they? What time does your child go to bed / go to sleep / get up ? All this information gives us the quality of your child’s problems. Now this applies to a number of different categories and the questions we ask parents and family members are obviously very different to the questions we ask professionals involved with your child.
Having covered a number of these categories, we piece together the jigsaw puzzle picture of your child’s behavioural patterns for 3 different points of view. It’s useful at this stage to make some observations of your child’s behaviour also from 3 different points of view. This is because your child will behave very differently in the home setting to how they behave at school and at school they will behave very differently in the classroom to how they behave in the playground. So, when we have a complete picture and this will be unique for every child! We are able to piece together some goals and targets and agree them with other people involved with your child as to what we collectively perceive as the desirable behaviours and which are the undesirable ones.
Once we’ve set the goals and targets then we are able to work with a structure to focus your child on achieving success through choosing those behaviours. This is the structure for stepping stone 2
The next test is to translate those behaviours into emotions because your child’s behaviour is a barometer for their emotional state. Once we have defined the emotions then we are able to convert them into a currency of natural remedies known as the Bach Flower Remedies. These are safe and simple and extremely effective and generally you will see an improvement in your child’s behaviour within 3 weeks, so the test involved in this stage of the HET programme is to measure improvement in the behaviours.
Alongside the consultation process, we advise using the HET recommended behavioural diaries. Although diaries are used in conventional ADHD testing, we ask you to monitor a number of things that happen around your child’s undesirable behaviours. This so we can identify triggers which are associated with core issues (stepping stone 6) and negative patterns which we cover in HET stepping stone 7 and also we ask you to monitor your child’s food intake which may trigger certain behaviours because of the impact of certain types of food on the on the nervous system. This is in line with what we cover in stepping stone 4 which is based on diet and nutrition.
It is through this approach that we run the HET test throughout the whole HET programme at every stepping stone approach. This level of evaluating what is effective and supporting your child in creating an individual profile enables you to form a strategy which is safe simple and effective for life. This evaluation technique at every step of the way is what has won us commendations in schools running HET. These have come from inspectors looking for proof that what is being put into place for young people is working. These techniques are able to be simply adopted by parents and young people to personalise their own programme to support this condition as a tool box for life.
Unlike the Connor’s scale approach of ADHD testing, our HET consultation questionnaires are designed to ‘ADHD’ test the effectiveness of the natural programme your child is following through HET.
By revisiting the initial consultations further down the programme we are able to assess the overall effectiveness of HET for your child by measuring how many of the goals and targets have been met.
Since HET was introduced over 10 years ago the annual evaluation has never been less that 80+% success in achieving these goals set.
Below is a copy of how we show at a glance the improvements with HET - ADHD testing the ADHD test!!!!
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